Module, Learning Guide Grade 8 11z40

1 Learning Module for English - Grade 8 H ave you ever thought of traveling to Africa and Asia? What would you like to know about our African and Asian neighbors? Like an adventurous explorer, you need to be armed with a map to guide you in your quest for knowledge, a com to direct you to have a better understand ing of the different cultures, and a magnifying lens to highlight your si gnificant discoveries. Your journey in searching for knowledge about Afro-Asian tradition s and values will strengthen your identity that will lead you to a better understandin g of your being a Filipino and an Asian. In this module, you will discover that oral literature and informative texts r eflect the tradition and values of Afro-Asian countries which you will have to be famil iar with in order to know your distinctive characteristics and identity as a Filipino and as an Asian. to search for the answer to the essential or focus question: How can In this module, your learning will be maximized as you take the following les sons: Lesson 1 – Beginning the Knowledge Quest Lesson 2 – Building Up the Knowledge Bank Lesson 3 – Sharing the Knowledge Learned Specifically for Module 1, you will learn the following: Gather facts and opinions about the traditions and values of people from selected Afro-Asian countries. Discover literature as a means of understanding the traditions and valu es of people from selected Afro-Asian countries. Create an informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries. The learner demonstrates concrete understanding of the prosodic featur es of speech, study and research skills, making sense of unfamiliar words, using non-l inear texts to show relationships between ideas through oral literatures of selected A froAsian countries and informative texts to familiarize oneself with the traditions and values that will guide him/her in knowing his/her identity as an Asian. The learner presents an informative and creative exhibit to show the different traditions and values of selected Afro-Asian countries. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 2 Here is a simple map of the above lessons you will cover: Traditions & Values of Selected Afro-Asian Countries

Using Informative/ Non-linear Texts (RC) Prosodic Features Study & Research Skills (SS) Making Sense of Unfamiliar Words (VD) Idioms & Collocations (VD) Oral Literature (Epic, Folktales, Poetry, Myths, Legends) of Selected AfroAsian Countries Philippines Africa China Japan India Persia Informative Writing (WC) Writing an Informative Paragraph Writing 2-3 Paragraph Informative Article Writing for a Brochure Writing for an Exhibit Grammar Adjectives Coordinating and Subordinating Conjunctions Parenthetical Expressions Compound and Complex Sentences Sentence Modification/ Parallelism Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 3 Let’s find out how much you know about this module. Choose the letter that you t hink

best answers the question. to answer all items. Write the an swers in your notebook. After taking this short test, your answers will be checked to find out your score. Take note of the items that you won’t be able to correctly answer and look for the right answer as you go through this module. 1. Stress in the right syllable helps to show contrast and emphasis in meaning. If the word permit has stress on the last syllable as in permit . What does it mean? a. a notice b. to give consent c. to request d. a written grant/authority 2. Your teacher asked you to recite an excerpt of the speech of the P rime Minister of J apan in your literature class as part of your “Team Asia” activity. Yo ur teacher is expecting you to: a. copy the full text of the speech b. interpret the speech c. make an outline of the speech d. make the speech short including only the key points 3. When reading researches, you may have noticed website reference at the end of a topic or article as in this example: Prosodic features are features that appear when you put sounds toget her in connected speech. It is as important for you to learn the prosodic features as successful communication depends as much on intonation, stress and rhythm as on the correct pronunciation of sounds. http://www.teachingenglish.org.uk/knowledge-database/prosodic-features What to to to to

a. b. c. d. 4. a. b. c. d.

is the purpose of putting this website reference? promote the website and its links recognize source thus avoid plagiarism make researches look more formal provide additional information

What is the major language of Iran? Farsi Nihongo Hindi Bahasa

5. Why are references included in a research project? a. To give courtesy to the authors of the works that you have read. b. To keep a record of everything that you have read in writing the report. c. To impress lecturers. d. To fully identify the source of information and ideas discussed in the repor t so that others may check for themselves. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 4 6. If you are asked to use conditional sentences to talk about uncer

tain events and situations, which of the sentences below would best convey your message? a. If I see Mia, I will ask if she wants to our research group. b. I will the research team tomorrow if my Mom will let me go. c. If she won’t come, then she will have to the group on line. d. If I knew her Mom’s number, I would talk to her. 7. When you re served a plate of sushi or sashimi, a J apanese food how will yo u go about eating it. Here’s how: _______, pour soy sauce on the small individual plate.______, hold one piece of sushi (including the ball of rice on the bottom) and dip the fish side into t he sauce. Avoid dipping the rice into the sauce. Place the whole piece of sushi in your mouth. _______, Refresh your mouth with a slice of ginger._______, eat sashimi sushi (individual slices of raw fish) by dipping the fish sli ces into soy sauce. If desired, order a side dish of rice and take a few bites after each sli ce of fish. What words will you use to fill in the blanks to show proper sequence of events in the paragraph? a. Now, Afterwards, Then, Lastly b. First, Second, Third, Lastly c. Now, Then, Afterwards, Lastly d. First, Next, Then, Finally 8. the you a. b. c. d.

In the sentence “ I don’t think he should get the job” Where will you put stress if mean “Somebody else should get that job.” I He J ob Don’t

9. a. b. c. d.

Why is Because Because Because Because

10. a. b. c. d.

How do you characterize Persian Women in general? good for little more than decorating the harem good for little more than having priorities royal women were thought to be corrupt control freaks had a great deal of personal freedom

research, best regarded as skill? it involves special ability and training it is developed in school it is updated from time to time it is a God given talent.

11. Most of the themes in African Literature focus on freedom, independence, eq uality and economic freedom to name a few. What do these lines from the African story of creation reveal about their values? A West African creation tale explains how two spirit people were acciden tally sent down to earth by the sky god. Lonely, the people decided to cr eate children from clay, but feel they must hide them when the sky god c omes down. Because they are hidden in fire, the children soon turn to var

ious Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 5 shades based on how long they had been exposed to the heat. Over ti me, these clay children grow up and move to various regions of the earth , ultimately populating it (Fader). a. Africans value people’s differences. b. Africans follow their religion. c. Africans entertain themselves through tales. d. Africans are hardworking people. 12. Here are some English translations of the J apanese Haiku: 1. a clear waterfall — into the ripples fall green pine-needles 2. low tide morning... the willow skirts are tailed in stinking mud 3. your hermitage the moon and chrysanthemums plus an acre of rice fields Haikus are traditional J apanese poems. What do these three Haikus say about the J apanese? a. They are inspired by nature. b. They are moon worshippers. c. They like to view low tide. d. They write about water, moon and mud. 13. As part of the Asian continent, Filipinos share the same values and traditions with Chinese and J apanese. What values are common among the three groups of people? Choose from the items that follow. a. family oriented, religious and hardworking b. family oriented, superstitious, hardworking c. goal oriented, hardworking, and nature enthusiasts d. hardworking, religious, goal oriented 14. Oral literature includes folktales; myths and legends. Myths are often sacre d within the culture of a group of people and are incorporated in their religion. Leg ends include familiar landmarks and/or known historical events. Folktales deal with everyday lives that can be used to on moral values or for entertainment purposes. One common characteristic of myths and legends is that: a. They are meant to be read by kids b. They are written by the ancestors c. They are believed to be true d. They deal with animals and extraordinary people. 15. “Be as Rama, be as Sita” this is one of the most famous sayings the Indians taug ht to their young ones. What specific value is imparted by this quote? a. Be a perfect son and an ideal husband like Rama; and be a faithful wife like

Sita b. Be a strong man like Rama and be submissive as Sita c. Be a hero like Rama and a heroine like Sita d. Be exiled like Rama and be dependent like Sita Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 6 16. Your Iranian friend messaged you in Facebook. He said he will be having a va cation here in the Philippines for a week. You offered him to stay in your house. Your mother was having a hard time already thinking of the menu you will have during your fr iend’s visit. Since you have learned their customs in your history subject, what is the best food you can offer to him? a. Rice, unleavened bread, fried chicken, black tea, fresh fruits b. Rice, fried pork, coffee, fresh fruits c. Bread, fresh fruits, black tea d. Rice, fried pork, unleavened bread, coffee 17. You are the feature editor of Philippine Daily Inquirer. You are tasked to m ake a write up about the Muslims. You want the public especially the Christians to be famili ar with their customs because it will guide them to understand Muslims better. You will focus on their: a. history. b. culture c. problems of the people. d. leaders. 18. You’re a columnist in your school paper and in your column you gi ve advice on appropriate acts to be done based on one’s traditions and values. What tip should you give your reader who wrote… Dear Ask Me, Hi, My Chinese friend whose birthday falls on the same day as mine has given me a gift. I learned in my English 8 class that reciprocating i s one of the Chinese values, so I have bought a gift for her too. How should I give my gift? I understand Chinese has a rich culture and tradition. I want my friend to be happy. Thanks! Thelma Hi Thelma, like the Filipinos, Chinese would appreciate gifts that are given wholeheartedly. However, you’d show how much you care for them more by considering their culture. One way of doing that is by __________________. a. Wrapping your gift with white paper. b. Wrapping your gift in colorful wrappers.

c. Wrapping your gift in transparent plastic. d. Wrapping your gift in red and gold. I hope your friendship will remain strong. Take care! Ask Me 19. You are a graduating linguist student. In your thesis you decided to conduct an in depth study of the culture and history of a particular group in Asia. To be able to do it you have to read Arabic articles. For you to achieve your goal the first thing you n eed to do is Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 7 You are now in Grade 8, I am quite sure that you enjoyed the lessons and the activities which you took when you were in Grade 7. I am very sure, too, that you fully understand now your identity as a Filipino. However, there is one thing you must , we are only one among the of that big global village called Afro-Asia. Through this lesson, your quest for knowledge on our Afro-Asian families will gradually unfold and eventually be satisfied. Let us begin our journey. To give you an overview of the things you will do in this lesson, pay close at tention to the expected skills and the lesson map. In this lesson, you will learn the following: Identify prosodic features: stress, intonation and pauses serving as c arriers of meaning that may aid or interfere in the delivery of the message in stories and informative texts. (Listening Comprehension) Use appropriate s to suit the intended audience, and variation in inton ation and stress for emphasis and contrast. (Speaking-Oral Language and Fluency) Use appropriate s to suit the intended audience, and variation in inton ation and stress for emphasis and contrast. (Speaking-Oral Language and Fluency) Develop strategies for coping with unknown words and ambiguous sentence structu re and discourse. (Vocabulary Development) Adjust reading speed based on one’s purpose for reading and the type of materials read. (Reading Comprehension) Organize information extracted from a program viewed. (Viewing Comprehension) Discover literature as a means of understanding the human being and the forces he/ she has to contend with. (Literature) Accomplish forms and prepare notices. (Writing and Composition) Use non-linear texts and outlines to show relationships between ideas. (Writing and Composition) Use varied adjective complementation. (Grammar Awareness and Structure) Gather data using library and electronic resources consisting of general refere nces: atlas, periodical index, periodicals and internet sources/ other website s to locate

information. (Study Strategies) Ask sensible questions based on ones’ initiative. (Attitude) Express different opinion without being difficult. (Attitude) Write informative articles (e.g. posters, slogans, ments, brochures) t hat relate to culture and values. On the next page is the lesson map to guide you in Building your Knowledge Ban k. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 8 For you to accomplish the tasks and perform well in the activities in this les son, write Eliciting Prior Knowledge through Anticipation-Reaction Guide (ARG) Beliefs/Attitudes/ Values Inventory KNOW Creating a Story Map of events Interactive Oral and Written Exercises Deg a Picture Story Map (Picture Reading) Concept Pyramid Strategy Vocabulary Map/Word Bridge Activity Video clip analysis PROCESS Summary-Lesson Closure Activity Reviewing Prior Knowledge through Anticipation-Reaction Guide (ARG) Creating Matrix of Afro-Asian Traditions and Values Writing on a Think Pad Mind Mapping Activity Making an Outline Grid REFLECT AND UNDERSTAND Synthesis Journal Writing Reflective Journal Exhibit on Afro-Asian culture and values TRANSFER Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 9 Let us begin this lesson by reflecting on what you know so far ab out Afro-Asian

people. Let’s start the module by viewing some video clips/ pictures that show who Afro-Asians are. Click the YouTube http://www.youtube.com/watch?v=BgP0xePGl8A Activity 1: THE THOUGHTS THAT In this activity, your quest for knowledge on the values and traditions of the Asians and Africans will be geared up. Here, you will be asked to provide your thoughts about them. Your thoughts will be based on what you know and what you see in the video clip that will be viewed. Question – What do you know about the people of Asia and Africa? Directions: 1. Find a partner. 2. Discuss with him/her your views on the video clip you have just watched. You r teacher will give the guidelines. 3. Complete the My Initial Thoughts Are sheet below. ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 10 PROCESS QUESTIONS: 1. What traditions and values of Afro-Asians are revealed in the vide o clip

presented? 2. How much do you know about Africa’s values and traditions? 3. How are your traditions and values similar and/or different from them? 4. How important is understanding to your identity as an Asian? What you will learn in the next set of sections will also enable you to do the lessons and activities which involve gathering data that will enable y ou to produce an informative paragraph. This will help you better understand tradition s and values of selected Afro-Asian countries. Let’s find out how others would answer the process questions and compare their ideas with your own. We will start by doing the next activity. Many times the messages you want to convey are not clearly received or understood because of the manner you say them, especially so when conversations are carried out in monologues. In this activity, your quest for knowledge on prosodic features of speech also known as suprasegmentals stress, intonation and pauses among others, will help you get through this difficulty. Can you read the following without fear or hesitation? By the way, you will meet these words in the selections that follow. village international unbearable surprising In which syllable did your voice rise in the word village? What abou t in , international, unbearable and surprising? The syllable where you raised your vo ice is what Stress refers to the prominence given to a syllable or word which makes the word or syllable stand out above the adjacent syllable or word. It can be word stress or sentence stress. You may meet words with three or more syllables like respon” sibil’ity. Primary stress is on the BIL, while secondary stress is on the PON. Take note that in the case of polysyllabic words; the primary stress must always stand out than the secondary stress. Can you think of some polysyllabic words? Be sure that you distinguish the prima ry from the secondary stress. There are times when word conveys another meaning when used in a sentence. In that case, you must put the stress on the right syllable to show contrast and em phasis in meaning. The words that follow are examples where contrast and emphasis on stress must be carefully identified: Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 11 Examples:

per’mit ( noun) — permit’ ( verb) trans’fer ( noun) — transfer’ ( verb)

dis’count( noun) — discount’(verb) Activity 2: WATCH OUT! VERB OR NOUN? Directions: Find out at least 5 pairs of words that can be used interchangeably as noun or verb. Firm up your answer by using them i n 1. ________________________ 2. ________________________ 3. ________________________ 4. ________________________ 5. ________________________ Are prosodic features of speech getting clearer to you? Here are some more interesting discoveries for you. Let us use the selection “The Hands of the Blacks”. Notice that we still Try to read aloud the following highlighted words. Be sure to raise your voice i n the right syllable. Have you seen an African child before? Humm! I think I saw one when I went to Tagaytay City last week. You see, there is an international university near the city. Congratulations! I am sure that this lesson on stress has made you m ore selfconfident in communicating with others. Ready for yet another prosodic feature? Read the entire sentence one at a time. Have you noticed the melodious pattern o f your voice? There is a continuous elevation or depression of pitch as you read t he group of words. That’s what we call intonation. Your voice may rise, fall or ci rcumflex (the combination of rising and falling intonation) as in the given example below. Intonation, also known as inflection is the movement of the voice up or dow n, along the line of sound. When the voice rises, it indicates a question which is answerable by yes or no. That’s rising intonation. We use the rising intonation with yes-no questions. Example: Have you read any African short story? When the voice falls down, it indicates an answer. Example: I have’nt. An incomplete thought ends in a rising inflection. Example: I will save so that someday, I can visit South Africa, Nigeria and Morocco… Circumflex intonation comes in a wavelike glide frequent in connected speech. Voice moves upward and downward, at other times, downward or upward. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 12 Try reading out loud the following sentences. Are you proud of the Filipino culture? How do you find the native delicacies of Samar? He ate five pieces of moron, drank a cup of buko juice and ate a bowl of corn so up.

Did he finish them all? It’s more fun in the Philippines. Challenge yourself! Can you learn intonation on your own? Yes, you can. Consi der these: 1. Get a listing of informative articles from a newspaper or magazine about any AfroAsian country (Africa, Thailand, J apan and/or Korea). 2. You may choose a folktale from the country of your choice. 3. Find a cassette tape recorder with a built in microphone. 4. Load a cassette into the tape recorder. A tape recorder is the mo st common multimedia material even in the rural areas. 5. Push PLAY and RECORD buttons simultaneously and begin speaking into the microphone. You will record the article or the folktale of your choice. 6. Push STOP, and then REWIND the tape. 7. Push PLAY and turn up the VOLUME. Spoken language naturally comes before written language. A monotone voi ce will be counterproductive in capturing audience attention. Therefore, to avoid embarrassing moments when you talk or recite variation in intonation, stress an d pausing must be employed to give emphasis or contrast to the text be ing delivered. Likewise, try to avoid vocal fillers. Vocal fillers are dis tracting and annoying expressions like “ums”, “ahs” and “and”. They give the impression to yo ur classmates that you are not ready or not knowledgeable enough of the topic at ha nd. Activity 3: It’s not WHAT you said; it’s HOW you said it! Directions: 1. First, record a presentation. A sample informative text is shown below. 2. Count the number of vocal fillers and other distractive expressions. 3. Listen to your delivery. Focus on intonation, stress and pause. 4. Concentrate on specific word choice to avoid vocal fillers. What is an Educated Filipino? Francisco Benitez ( An Excerpt) What is an educated Filipino and what qualities should distinguish him today? The conception of education and of what an educated man is varies in response to fundamental changes in the details and aims of society. In our country and during this transition stage in our national life, what are the qualities which an educated man should possess? Great changes have taken place in the nature of our social life during the last forty years. The with the Americans and their civilization has modified Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 13 many of our old customs, traditions and practices, some for the worse and many f

or the better. The means of communication have improved and therefore better understanding exists among the different sections of our country. Religious freedom has developed religious tolerance in our people. The growth of public schools and e stablishment of democratic institutions have developed our national consciousness both in streng th and in solidarity. With this growth in national consciousness and national spirit among our people, we witness the corresponding rise of a new conception in education- t he training of an individual for the duties and privileges of citizenship, not only for his own ha ppiness and efficiency but also for national service and welfare. In the old days, education was a matter of private concern; now it is a public function, and the State not only has the duty but it has the right as well to educate every member of the community- the old as well as t he young, women as well as men- not only for the good of the individual but also for the self – preservation and self protection of the State itself. Our modern public school s ystem has been established as a safeguard against the shortcomings and dangers of the demo cratic government and democratic institutions. In the light of the social changes, we come again to the question: What qualities should distinguish the educated Filipino today? I venture to suggest t hat the educated Filipino should, first, be distinguished by the power to DO. The Oriental excels in reflective thinking; he is a philosopher. The Occidental is a doer; he manages things, men and affairs. The Filipino of today needs more of his power to translate reflection i nto action. I believe that we are coming more and more to the conviction that no Filipino has the right to be considered educated unless he is prepared and ready to take an active Activity 4: LET’S DO IT AGAIN! Your teacher will provide some interesting activities taken from this excerpt. Would you like to see some examples similar to what your teacher has prepared for you? Enjoy them. 1. village I thought this was funny. 2. absolutely The progress of our country as well as the progress of the world. 3. reflection They always went about with their hands folded together

4. corresponding My mother kissed my hands. 5. baloney What is an educated Filipino? Group A Group B Read the words in Group A silently, then read the words aloud. Can you pi npoint the syllables in each word where you gave an emphasis to? If you can, then you have just used stress. Read the words in Group B silently, then read them aloud. Can you distinguish which group of words rises or falls at the end of the sentence; or a combination of bo th? If you can, you have just used intonation. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 14 Did you feel that your activities were successful? Why or why not? List your rea sons. 1. _________________________________________________________________ 2. _________________________________________________________________ 3. _________________________________________________________________ 4. _________________________________________________________________ 5. _________________________________________________________________ Self-Assessments A. Once you have gone over each of the activities presented, choose one of the activities you enjoyed and adapt it when you are with your group, especially du ring the independent/cooperative learning session. A scoring rubric shall be provided by your teacher. Learning to read is critical to your overall well-being. If you do not learn t o read in this literacy-driven society your chance to become productive in the future shall diminish. In the previous activities, you were asked to read words ,phrases and isolated sentences. However, these are only to reinforce your skill in oral fluency. This time, we do purposive reading to better understand the nature of our global brothers, the Africans. The Hands of the Blacks An excerpt from “ We Killed Mangy-Dog” I can’t now how we got onto the subject, but one day Teacher said that the palms of the black’s hands were much lighter than the rest of their bodies because only few centuries ago they walked around on all fours, like wild animals, so their palms were’nt exposed to the sun, which made the rest of their

bodies darker and darker. I thought of this when Father Cristiano told us after cathechism that we were absolutely hopeless, and that even the blacks were bette r than us,and he went back to this things about their hands being lighter, and said it was like that because they always went about their hands folded together, prayi ng in secret. I thought this was so funny, this thing of the black hands being so lighter, that you should see me now-I don’t let go of anyone, whoever they are, until they tell me why they think that the palms of the black’s hands are lighter.Dona Dores, for instance told me t hat God made their hands lighter like that so they they would’nt dirty the food that they made for their masters, or anything else that they were ordered to do that had to be kept quite clean. Senhor Antunes, the Coca Cola man, who only comes to the vill age now and again when all the cokes in the cantina have been sold, said to me that everythi ng I had been told was a lot of baloney. Of course I don’t know if it was really,but he ass ured me it was. After I said yes, all right, it was baloney, then he told me what he knew a bout this things of the black’s hands. It was like this:-Long ago, many years ago, God, our Lord Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 15 J esus Christ, the Virgin Mary, St. Peter, many other saints, all the angels wer e in heaven then, and some of the people who had died and gone to Heaven- they all had a mee ting and decided to make blacks. Do you know how? They got hold of some clay and pres sed it into some second- hand moulds. And to bake them of the creatures, the y took them to heavenly kilns. Because they were in a hurry and there was no room next to the f ire, they hung them in the chimneys. Smoke, smoke, smoke- and there you have them, black a s coals. And now do you want to know why their hands stayed white? Because their h ands are tied. When he had told me this Senhor Antunes and the other men who were aro und us were very pleased and then all burst out laughing. That very same day, Senhor Fr ias called me after Senhor Antunes had gone away, and told me everything I had heard from t hem there had been just pack of lies. Really and truly, what he knew about the black’s hands was right, that God finished making men and told them to bathe in a lake in heav en. After bathing the people were nice and white. The blacks, well, they were made very ea rly in the morning, and at this hour the water in the lake was very cold, so they only wet

the palms of their hands and the soles of their feet before dressing and coming into the worl d. But I read in a book that happened to mention it, that the black hands are light er like this because they spent their lives bent over, gathering the white cottons of Vi rginia and I don’t know where else. Of course, Dona Estifania did’nt agree when I tol d her this. According to her, it’s only because their hands became bleached with all that wash ing. Well, I don’t know what to think about all these, but the truth is tha t no matter how calloused and cracked they maybe, a black’s hand are always lighter than all the r est of him. And that’s that! My mother is the only one who must be right about this quest ion of a black’s hands being lighter than the rest of his body. On the the day that we were talking about it, I was telling her what I know about the question, and she just could’nt stop laughing. What I thought was strange was that she did’nt tell me at once what she thought about all this, and she only answered me when she was sure that I would’nt get tir ed of bothering her about it. And even then she was crying and clutching hers elf around the stomach who had laugh so much that it was quite unbearable. What she said was mo re or less this: “ God made Blacks because they had to be. They had to be, my son. He th ought they really had to be…Afterwards, He regretted having made them because other men laughed at them and took them off to their homes and put them to serve as slaves or not much better. But because He could’nt make them all be white, for those who were us ed to seeing blacks would complain, He made it so that the palms would exactly like th e palms of other men. And do you know why that was? Of course, you don’t know, and it’s not surprising, because many, many people don’t know. Well, listen: It was to show tha t what men do is only the work of men…That what men do is done by hands that are the same hands of people who, if they had any sense, would know that before anything else they are men. He must be thinking of this when He made the hands of the blacks be the sam e as Did you enjoy reading the tale? It’s informative and literary at the same time, is it not? Activity 5: INFORMATIONAL PARAGRAPH FRAME 1. Create a paragraph frame that correspond to the organization of details in the text just read. 2. You will be called to retell what you have read. 3. Present the paragraph frame to guide you in retelling the tale. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 16

Process Frame (based from the creation of the Africans and why their hands are white) The first of the process is __________________________________________________ ______________________________________________________________________. The next step of the process is ______________________________________________ ______________________________________________________________________. The third step in the process is ______________________________________________ ______________________________________________________________________. It is a very amusing process. _______________________________________________ Some learners are fortunate to be born into homes where parents and immediate community provide rich language experiences. Are you one of them? If you aren’t, then you must make the most out of the opportunities given to you by your family. Engage yourself actively in the following tasks. You will discover words unknown to you but may be familiar with, of course, the African people. Activity 6: PARTNER CHATTER Directions: In pairs, spend two minutes describing an object common to African people. The object ( photograph) will be shown later once t he This is how the activity is done. 1. You will show cue cards to help your partner in identifying the object. 2. As you describe the object aided by the cue cards, your partner will describe the hidden/secret object. Other of the opposite group are writing down the descriptive words you used. 3. When finished, your partner will announce his guess. 4. The process will be repeated. It is now your turn to guess the right object. How many unknown words were discovered by your group? Your teacher will assess The text that will follow is an African poem. The title is “ I am an African Child” by Eku McGred. It is written without punctuations solely for this activity. Your teacher will read it to you without interruption; no pausing nor variation in tone. She may also call one learner to re-read it for everybody. Activity 7: RUN-ON POEM Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 17 I am an African child Born of a skin the color of the chocolate Bright brilliant and articulate Strong and bold Im gifted Talented enough to be the best I am an African child Often the target of pity My future is not confined to charity Give me the gift of a lifetime

Give me a dream a door of opportunity I will thrive I am an African child Do not hide my fault Show me my wrong I am like any other Teach me to dream And I will become I am an African child I am the son daughter of the soil Rich in texture and content Full of potential for a better tomorrow Teach me discipline teach me character teach me hard work Teach me to think like the star within me I am an African child I can be extra-ordinary Call me William Kamkwamba the Inventor Give me a library with books Give me a scrap yard and discarded electronics Give me a broken bicycle Plus the freedom to be me And I will build you a windmill I am an African child We are the new generation Not afraid to be us Uniquely gifted black and talented Shining like the stars we are We are the children of Africa Did you understand the poem? Do you now recognize how important prosodic features are? Activity 8: ANTICIPATION GUIDE Directions: In the column labeled ME, place a check next to any statement with which you tend to agree. Be prepared to defend and your opinions with specific examples. After reading “The Hands of the Blacks” Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 18 and “I am an African Child”, place a check before each statement which you think the authors will agree to. ME Authors __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __

The teacher in the story the Hands of the Blacks is a racist. The author, Luis Bernardo Honwana is a realist. The Africans in generations were slaves of the Whites. The characters in the story are religious. The students then and now manifest the same study habits. Africans became slaves because they had no choice. The Africans are discriminated against. The Africans just like any race aspire for a decent living . There are no cultural differences between the Africans and the A

sians. Congratulations! You have successfully finished the tasks intended to make you more communicatively competent. You are almost at the end of the

module. In the previous activities, you were asked to view a video clip of I am an African Child. You also worked on several activities on the poem of the same title. The story on the Hands of the Blacks deepened your knowledge of the economic and social conditions of the African people. In the selection What is an Educated Filipino?, you were enlightened by the perspective of the author that education was not the true measure of a meaningful life. That a Filipino could live respectably and productively regardless of the length of education he would received. The magic word is DO! This entails action! That reflections, thoughts and learning of any Filipino must be translated into action to cope Activity 9: WHO ARE THE “ BIG PLAYERS” Directions: 1. Identify key individuals connected to an idea or concept by listing them down in column 1. 2. You will gather information on these key individuals with focus on their contributions to enduring traditions and values. The key question is: Are these tradition and values still practiced today? 3. Write these down in Column 2. 4. You can also explore digital resources if you have access to them. 5. Create a connection among the key individuals and the list in Column 2. 6. A sample is done for you at the next page to make this activity easy and enjoyable. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 19 “ WHO ARE THE BIG PLAYERS?” Topic: Afro-Asian Enduring Traditions and Values Key Persons Traditions/Values Connections to the present Martin Luther King, Sr. Voting rights of the Blacks Equal pay for black teachers A community center in Atlanta to help the lowincome people like the teachers find a path out of poverty

Did you enjoy it? If you found out a similar video clip, share it during your cooperative learning activity. Let’s go back to the story of the Hands of the Blacks by Luis Bernar do

Honwana. Earlier in the module, your knowledge on the Africans was quite limited, right? Can you still say the same thing after going through the previou s activities? One thing good about reading is we get to know people, places and events. But reading is beyond enjoyable if you do not understand or comprehend the reading selection! One of the reasons why a reader cannot comprehend a text is his/her inability to understand some vocabulary word s found in the text. We will now try to unlock some of these difficult words. Let’s talk about clines! A cline is a graded sequence of words whose meanings go across a continuum of meaning. It came from the Greek word “clino” meaning to slope. Examples: shouted, yelled, screamed, shrieked friendly, sociable, outgoing, gregarious Notice the two extreme words in each sample. The word shouted is “mild er” compared with shrieked, right? Activity 10: GOING CLINING, ANYONE? Directions: 1. Select any lines from the selection “The Hands of the Blacks”. The lines must contain word or words which you have encountered for the first time. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 20 2. List down the words; find a dictionary or a thesaurus and look for different meanings/ synonyms of these words. 3. Choose two extremes among the synonyms. These will become the boundaries of the cline. When done, place the remaining words in between these boundaries. 4. Write these words on a set of cards. Use recycled materials such as old ca lendars, shoe boxes and the likes. 5. Exchange cards with your classmates; list down their own words until you h ave a rich copy of clines. 6. If internet is accessible, your compilation - that’s what we call e-portfolio of ACTIVITY 11: GRAMMAR TOPICS ADJECTIVES AND TYPES OF ADJECTIVES An adjective is defined as a word used to modify a noun or pronoun. It limits or qualifies nouns or pronouns by telling what kind, which one, how many or how much. Adjectives allow writers to describe color, tastes, shapes, sizes, and a multitude of other qualities; they can add importa nt details to a sentence. 1. warm 2. strong 3. slow 4. sleepy 5. scary 6. rich 7. poor 8. painful

9. old 10. noisy Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 21 PROCESS QUESTION: 11. hungry 12. heavy 13. handsome 14. full 15. sick 16. fat 17. fast 18. far 19. famous 20. difficult 1. Can you associate these modifiers with the selections you just read? Example: warm climate Is the climate in Africa warm? Is it the same in Asia? Your simple task now is to choose at least 10 adjectives from the selections just read and use them in sentences. You will write these sentences on a piece of paper requested by your teacher. However, before you proceed, you have to deepen your understanding of the types of sentences according to structure. Compound and Compound-Complex Sentences There are four basic types of sentences according to structure: 1) simple; 2) compound; 3) complex; and 4) compound-complex A compound sentence consists of two or more simple sentences. These sentences are often combined with conjunctions, such as and, or, nor, but , yet, so, for, however, therefore, nevertheless, otherwise, consequently, etc. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 22 Example: J oe and J oan are black couple. (simple sentence with compound subject and simple predicate) J oe works in a manure factory downtown, and his wife J oan works in a perfume factory nearby. (compound sentence) Example: Sarah saves five hundred pesos out of each pay check she receives; otherwise, she will have no money to buy birthday presents . Note: In formal writing, compound sentences require either a comma before and , or, nor, but, yet, so, for, or a semi-colon before however, therefore, ne vertheless, otherwise, consequently, etc. If there is no conjunction used between two simple sentences, a semi-colon o

r a period should be used instead. Example: J oe works downtown in a manure factory; his wife J oan works in a perfume fac tory nearby. A compound-complex sentence consists of two sentences, and one or more adjecti ve or adverb clauses. Example: J ohn climbed to the top of the tree, but J oan, who was a bit clumsy, fell of f half way up. Example: Early on, you have a glimpse of an informative text entitled “What Is An Educated Filipino?” Here is another informative text in an essay form which will further deepen your appreciation for Filipino culture. Read the informative essay below about one of the Filipino traditions. Find out later how this affects our identity as part of the Asian countries. Why Sinigang? By Doreen G. Fernandez Rather than the overworked adobo ( so identified as the Philippine stew in for eign cookbooks), sinigang seems to me the dish most representative of Filipino taste. We like the lightly boiled, the slightly soured, the dish that includes fish (or shrimp or meat) vegetables and broth. It is adaptable to all tastes ( if you don’t like shrimp, th en bangus, or pork), to all classes and budgets, (even ayungin, in humble little piles, fin d their way into the pot), and to seasons and availability (walang talong, mahal ang gabi, k angkong ACTIVITY 12: INFORMATIVE ESSAY Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 23 na lang). But why? Why does sinigang find its way to bare dulang, to formica-topped rest aurant booth, to gleaming ilustrado table? Why does one like anything at all? How is a people’s taste shaped? But still, why soured? Aside from the fact that sour broths are cooling in hot weather, could it be perhaps because the dish is meant to be eaten against the mild backg round of rice? Easy to plant and harvest, and allowing more than one crop a year, rice is ubiquitous on the landscape. One can picture our ancestors settling down beside

their rivers and finally tuning to the cultivation of fields, with rice as one of the first stead y crops. RICE Rice to us is more than basic cereal, for as constant background, steady accompaniment; it is also the shaper of other foods, and of tastes. We not only sour, but also salt (daing, tuyo, bagoong) because the blandness of rice suggests the desi rability of sharp contrast. Rice ca be ground into flour and thus the proliferation of puto; the mildly sweet Putong Polo, the banana leaf-encased Manapla variety; puto filled with meat or flavored with ube; puto in cakes or wedges, white or brown eaten with dinuguan o r salabat. THE GREENERY The landscape also offers the vines, shrubs, fields, forests and tre es from which comes the galaxy of gulay with which we are blest all year round. “Ba ck home,” an American friend commented.” All we use from day to day are peas, carro ts, potatoes, cabbage, and very few others.” The dietarily uninhibited Filipino, on the other hand, recognizes the succulence of roots (gabi, ube, kamote); the delicacy and flavor of leaves (pechay, dahong bawang, kintsay, pako, malunggay) and tendrils (talbos ng ampalaya, kalabasa, sayote); t he bounty By the way, do you know who Doreen G. Fernandez is? The internet if accessible in your school or community will make it easy for you. If not, visit your school library. After reading the informative essay, answer the PMI activity below. PMI is a three-columned thinking strategy that encourages you to first consider and list the Plus points of an idea. Next the Minus or neg ative points are listed. Finally those points are neither positive nor negative, but simply interesting. Then note the conclusion you have realized about t he Filipinos traditions and beliefs and how do you think does this affect his identity as an Asian. Activity 13: LET US DO PMI IDEA…WHAT PHILIPPINE TRADITIONS HAVE I LEARNED? PLUS MINUS INTERESTING

Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 24 PROCESS QUESTIONS: 1. How can you describe the Philippine traditions you read in the essay?

2. Why is it important to know our own traditions and values as Fil ipinos to further establish our identity as Asians? One way of finding information aside from books is using the internet. Start getting deeper into knowing more about Afro-Asian traditions and beliefs using print or online periodicals. Use the RAPS Strategy below to organize and analyze the information you got from the researches you did about Asian traditions. The RAPS Strategy assists students in identifying and recording main points an d meaning of a text. R – Read - read the paragraph A – About - what’s it about P – Points - choose 2 important points to the main idea Activity 14: USING PERIODICALS About: Point 1: Point 2: Summary: After going through several activities, you are now ready to complete the Generalization Chart you answered at the beginning of this module. MY INITIAL THOUGHTS MY FINDINGS AND CORRECTIONS IVING EVIDENCE QUALIFYING CONDITIONS MY GENERALIZATION Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 25 An informative article gives the reader unbiased facts about a topic. An informative article provides the readers with details on a given topic. The informative article is not an argumentative article that tries to persuade the reader to one side or the other. It covers all the pertinent details: who, what, when, where and why. News paper reporting uses informative articles; how-to articles represent another category. In this final phase of the lesson, you will now apply the insights you have learned, the skills you have developed and the information you have gathered from the previous activities. Your tasks now will involve more of your skills in organizing and expressing ideas in written form. Activity 15: AN INFORMATIVE ARTICLE To help you in writing your informative article, read the example and tips that

follow. Tips for Writing an Informative Article by Lakshmi Menon How to write an informative article? Writing an article is not that difficult as you think. The following tips can help you in writing an informative article: 1. Write about what you really know. Before writing, do a search and find out so me more details to polish your knowledge on the selected topic. You can find details about anything on the internet, using a search engine. 2. Please the vital point that many of your readers may already know mo re details than you about the topic you are writing. Therefore, write about the top ic you have sufficient knowledge about. 3. People will be more interested to know how you sorted out a particular proble m when you had faced one. A well written article about solving your own problem will be more useful to the readers. Many of them would have faced a similar probl em and your information will be of immense help to them. 4. to leave enough white space in between your paragraphs. Y ou may wonder why it should be. Reading the matter on the monitor is different from rea ding on the printed page. It causes eye strain and for some people neck pain al so. The other main reason is that many of our readers will be senior citizen s, who will be looking for various information. Hence, it is better to see that your article is senior citizen-friendly, which means easy for them to read. 5. Try to write small paragraphs, which is easy to read. Most of the people will be just scanning the matter within a short time. Therefore, the smaller the p aragraph the easier to read. J ust place yourself in that position. How many times hav e you read long articles on the net? I do agree that we take time to read long articles whe n they are highly important to our need. Otherwise, on a routine basis, more people rea d only smaller articles. 6. After writing your article, read it at least 3-5 times, and if necessary read once aloud. It helps you to find the mistakes in your articles. Then you can revise your article appropriately. Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 26

Lakshmi Menon writes articles on various topics, including South India tourism. Please

visit http://www.enchanting-south-india-vacations.com to know more about South I ndia. Try writing a one paragraph essay below about any topic of your choice. Be guide d by the following guidelines: a. Identify the purpose for writing. b. Consider your audience. c. Have an interesting beginning sentence to hook your audience’s interest. d. Cite only relevant and accurate details. e. Have a clear conclusion. TASK Activity 16: You and your is the “acid traditions,

TRANSFER TASK classmates are now in the last leg of your journey. This test” on how well you have discovered Afro-Asia; her culture, and beliefs. In this activity, you will en parents and

community so that they, too, will know and understand Afro-Asia. Your municipality/city is hosting the 1 st Asia-Africa Cultural Summit. As the head of the promotional activities for the event, the City Tourism Council intends to pu t up an exhibit dubbed as “Taste Asia, Taste Africa” as a welcome treat to the summit delegates. As a member of the well acclaimed group of event organizers, you are being tasked to prepare an exhibit of informative write-ups with multimedia sh owcasing the different traditions and values of selected Afro-Asian countries. Your outpu t will be evaluated on the quality of information presented, creativity, relevance to the theme and Use the rubrics below to guide you. Rubric for an Exhibit of Informative Write-Up Criteria Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 Rating CONTENT Presented information indepth and comprehensiv e and strongly adhered to the theme. Presented essential knowledge about AfroAsian countries and adheres to the theme. Presented essential

knowledge about AfroAsian countries but there are 1 to 2 factual errors and inadequately adheres to the theme Presented minimal or there were several factual errors and does not adhere to the theme. Creativity/ Visual Effect Made an excellent use of effects, style, and artistry to enhance the content. Made use of effects, style and artistry to enhance the content. Made use of effects and style to enhance the exhibit but these occasionally distract the viewers Made use effects and style to enhance but these often distract the viewers Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 27 Criteria Outstanding 4 Satisfactory 3 Developing 2 Beginning

1 Rating Writing Wrote with extensive interpretation and discussion. Included all required elements/ criteria in writing with clear discussion. Included all required criteria/ elements in writing but may be missing some required information from within elements. Missed one or more required criteria/ element, OR, may be missing extensive required information within element. The preparations you have done in coordination with the event organizer of the exhibit are all set. The venue where to put up the exhibit, the ite ms to be displayed, the “who does what” are clear but aren’t you forgetting something? The simple ments; registration forms to be accomplished by you r invited guests, the notices like signage to give directions, leaflets and flyers, brochu res should be secured from local tourism office. All these are a part of the preparation fo r writing informative write-ups. Task: Revisit your well-thought- of plan. Find out if a committee is in charge of the needed papers/documents. Prepare a checklist; again, go back to “who does what”. You are done with all the required activities and tasks. You diligently followed the requirements. It is about time that we know how you feel about this first lesson . Please perform this last task. Directions: Honestly rate yourself using any of the following emoticons. 1. If in case, you choose the Happy face, you will move to the next module.

2. If in case, you choose the Sad face, don’t hesitate to write the lesson/s and activities which will need reinforcement. 3. If in case, you choose the Confused face and you seem not to be fully conv inced, write in a sentence or two the reasons why. We will be happy to explain further the nature of this module, the lesson or the activity which created your confusion. CONGRATULATIONS! Learning Module for English - Grade 8 1 - L1 SEARCHING FOR KNOWLEDGE 28 ments - a public announcement using the mass media. Cline - is a graded sequence of words whose meanings go across a continuous of meaning. It came from a Greek word “cline” meaning to slope. Compound Sentence - a type of sentence containing two or more simpl e sentences. It is often combined with conjunctions such as and, or, nor, but, ye t, so, far, however, therefore, nevertheless, otherwise, consequently, etc. Informative Essay - is an essay which informs the reader about a subj ect, topic, issue, or event. Intonation / Inflection - is the movement of the voice up and down along the line of sound. Monologues a literary composition in the form of a soliloquy. A continuous series of jokes or comic stories delivered. Periodicals - are publications which are issued at regular intervals, such as journals, magazines, and newspapers. Prosodic Features of Speech - are those aspects of speech which go beyond phonemes and deal with the qualities of sound. Polysyllabic Word - a word of more than three syllables Stress - refers to the prominence given to a syllable or word which makes the word or syllable stand out above the adjacent syllable or word. Syllable - is a unit of organization for a sequence of speech sounds. Tradition - is a belief or behavior ed down within a group or s ociety with symbolic meaning or special significance with origins in the past. Values - is an important and lasting beliefs or ideals shared by the o f a culture about what is good or bad and desirable or undesirable. Books Croghan, Richard V. (1975) The Development of Philippine Literature in English ( since 1900). What Is An Educated Filipino by Francisco Benitez an excerpt. Phoenix Publishing House. Quezon City. Articles Fernandez, Doreen G. (1976). Why Sinigang?. In Gilda Cordero-Fernando. The Culinary Culture of the Philippines. Manila: Bancom Audiovision Corporation. pp.

24–29. Websites www.poemhunter.com. Poems. Eku McGred Naka-cache. I am an African Child. http://ezinearticles.com/?Tips-For-Writing-an-Informative. Menon, Lakshmi viagensdairis.blogspot.com/.../hands-of-blacks, Honwana Luis Bernardo Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 29 After your journey towards your quest for knowledge, you are now aware that there are more to discover about traditions and values of our Asian neighbors. In this lesson, you will build up your knowledge bank on the rich, varied and ancient traditions of the Chinese and J apanese. As you gather information about their traditions and values, think about your answer to the question: How can I better understand my identity as a Filipino and as an Asian? Your answer to this question will help you understand better your identity as an Asian and hopefully it will create in you the sense of pride and camaraderie with your fellow Asians. You are now ready to embark on the second phase of To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills and the lesson map. In this lesson, you will learn the following: Identify changes in meaning signaled by stress, intonation and pauses (Oral Language and Fluency) Express feelings and attitudes by listening to contrastive stress and variation s of tone and tempo (Listening Comprehension) Guess meanings of words or expressions by noting keywords in expressions, conte xt clues, collocations, clusters, etc. (Vocabulary Development) Scan rapidly for sequence signals or connectors as basis for determin ing the rhetorical organization of texts (Reading Comprehension) Demonstrate a heightened sensitivity to the needs of others for a be tter understanding of man (Literary Appreciation) Narrate events logically (Reading Comprehension) Write informative articles (e.g. posters, slogans, ments, broch ures) that relate to culture and values (Writing and Composition) Formulate correct conditional statements (Grammar Structure and Awareness) Gather data using the general references: encyclopedia, dictionary (Study Skill s) Express a different opinion without being difficult (Attitude) Prepare a travel brochure on the traditions and values of China, J a pan and On the next page is the lesson map which can guide you in Building your Knowledg e Bank. Learning Module for English - Grade 8 1 - L2

SEARCHING FOR KNOWLEDGE 30 For you to accomplish the tasks and perform well in the activities in this lesso n, write Pre-Assessment through Anticipation-Reaction Guide (ARG): Map of Conceptual Change Hooking the students’ interest through the Comic Strips Activating prior knowledge via Picture Reading: Family Portraits Deciding on the distinctive AfroAsian traditions and values which you can relate/identify KNOW Vocabulary Map Activity Conditionally Yours Activity Sheet Listen and speak activity Connecting with Connectors Activity Sheet Video clip viewing on the Seven Rules for Happiness Revisiting the AnticipationReaction Guide (ARG): Map of Conceptual Change Differentiated Activities PROCESS Summary-Lesson Closure Activity Reviewing Prior Knowledge through Anticipation-Reaction Guide (ARG) Making Inferences with Evidence Activity chart Concept-Retrieval activity chart REFLECT AND UNDERSTAND Synthesis Journal Writing informative article Brochure-making on the Philippines, Chinese and Japanese traditions and TRANSFER Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 31 Families all over the world celebrate important events which help pres erve the history and traditions of their countries. Most of these traditions and practice s are handed down from one generation to the next. Let’s see how well you can identify a country and the tradition each family celebrates. Directions: On the left are photos of Asian/African families and on t

he right side are some traditions/festivals celebrated in Asia and Africa. Match the family ph otos with the festival by writing the letter on the space provided for. In this lesson, you will further discover some practices, beliefs, or modes of behavior of the peoples of selected AfroAsian countries as exemplified in their representative literary pieces and in informative texts extracted from general references and online materials. Let’s begin this lesson by studying the photos below. The photos show the different traditions and values of selected countries in Asia and Africa. As you start working on this task, think about this question: How can you better Activity 1: LET’S CELEBRATE! A_______ B_______ C_______ 1 2 3 Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 32 D_______ 4 This time, answer the questions that follow about the family portraits and the f estivals. PROCESS QUESTIONS: 1. What country does each family represent? How do you know? 2. What countries are represented by the festival photos? 3. Do you think Asian-African families or countries have similar characteristic s? Why do you think so? 4. Which of these characteristics are commonly observed in Filipino families? 5. As a Filipino, how can you better understand your identity as an Asian? Having answered those important questions, let’s continue with our lesson by answering the Anticipation Reaction Guide (ARG) sheet below. Read the instruc tions carefully. Anticipation-Reaction Guide Directions: Read the set of statements found at the center column in the table below. Respond to each statement: Write Agree if you agree with the given statements. Write Disagree if you disagree with the statements. Fill out only the column: “Response before the lesson” in your notebook. Don’t write anything yet on the column that says “Response after the lesson”. You will work on t hat Activity 2: ARG TIME! Response Before the Lesson Statements Response After the Lesson J apan, Philippines, China have many examples of oral literature. China has different folktales that feature their religious beliefs.

Only Asian countries have wedding traditions. Love for family is often the theme of J apan’s oral literature. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 33

For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. The Philippines, China and J apan have traditions that are influenced by religion. Kimono, geisha, sumo, samurai are parts of Chinese traditions. The Philippines, China and J apan have rice and tofu as staple food. J apanese write haikus to honor nature. Hard work is one of the outstanding qualities of the Chinese and the J apanese. Philippines, China and J apan have three common qualities: love for the family, religiosity and value for work. You have just tried giving your initial answers or ideas about the traditions and values of selected Asian countries. As you go through this lesson, y ou need to go back to your answer to the ARG in order to check whether your initial answers and ideas are valid. Let’s find out whether your assumptions about traditions and values of countries mentioned earlier are valid by doing the next set of activities. What you will learn in the next set of activities will also enable you to do

the lesson project which involves preparing a two-page informative brochure about the traditions and values of our country and our Asian neighbors particularly China and J apan. Your creativity will be put to a test a s You are now in the second phase of your journey. Your goal in this section is to learn and understand key concepts related to common key values among Asians and Africans. As you go through this part, keep on thinking about this question: How can I better understand my identity as an Asian? Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 34 This time, be ready to read a folktale from China. In reading the Soul of the Great Bell, you will surely meet some unfamiliar words which may cause you to stop and analyze the meaning of each to understand the details of the story. Directions: Go over the following or expressions taken from the Soul of th e Great Bell. Read them to yourself and figure out the meaning of each itali cized word using context clues. Put a check mark in the circle of your chosen answer. Activity 3: VOCABULARY OVERLOAD A mallet is _______ a hammer an axe a saw To smite is to _______ hit touch caress All the little dragons on the high-tilted eaves of the green roofs (3) shiver to the tips of their gilded tails under that deep wave of sound. Shiver means to _______ fall on one’s knees tremble at the loud sound All the green-and-gold tiles of the temple are vibrating; the wooden goldfish ab ove them are (4) writhing against the sky. writhing means ________ twisting pointing leading Therefore, the worthy mandarin Kouan-Yu assembled the master-molders and the renowned bell smiths of the empire, and all men of great repute and (5) cunning in (6) cunning means _______ innocent expert skillful foundry means _______ act, process, art of making plastic act, process, art of casting metals Therefore, the molds had to be once more prepared, and the fires (7) rekindled, and rekindled means _____ lighted again set on fire again stopped the fire toilsomely means _____ with difficulty lightly unmindfully (9) Gold and brass will never meet in wedlock, silver and iron never w ill embrace, until the flesh of a maiden be melted in the crucible; until the blood o f a virgin be What does this mean? Gold, brass, silver and iron will never be fused together by a virgin maiden The blood of a virgin maiden mixed with gold, brass, silver and iron And even as she cried, she (10) leaped into the white flood of metal. Leaped means to _____ squat jump run

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 35 (11) And still, between each mighty stroke there is a long low moaning heard; an d ever the moaning ends with a sound of sobbing and of complaining, as though a we eping woman should murmur, “Hiai!” Between, low, end, stroke, ever Moaning, sobbing, complaining, weeping, murmuring Stroke, long, low, murmur, sound After knowing the meanings of words from the selection “The Soul of the Great Bell”, here now, is the folktale from China retold in English by Lafcadio Hearn (1850-1904). Hearn was an American journalist whose parents were Irish and Greek. He spent the latter part of his life in J apan later marrying a J apanese girl. His interest in the Oriental culture inspired him to write the English version of well-loved Chinese and J apanese folktales. When he As you read, try to understand the values and traditions of the Chinese as reflected in this folktale. The Soul of the Great Bell by Lafcadio Hearn (1850-1904) The water-clock marks the hour in the Tachungsz’, in the Tower of the Great Bell: now the mallet is lifted to smite the lips of the metal monster—the vast lips inscribed with Buddhist texts from the sacred Fa-hwaKing, from the chapters of the holy Ling-yen-King! Hear the great bell responding!—how mighty her voice, though tongue less! KO-NGAI! All the little dragons on the high-tilted eaves of the green roofs s hiver to the tips of their gilded tails under that deep wave of sound; all the porcelain gargoyles tremble on their carven perches; all the hundred little bells of the pagodas qui ver with desire to speak. KO-NGAI—all the green-and-gold tiles of the temple are vibrating; the wooden goldfish above them are writhing against the sky; the uplifted finger of Fo shak es high over the heads of the worshippers through the blue fog of incense! KO-NGAI!—what a thun der tone was that! All the lacquered goblins on the palace cornices wriggle their fire-co loured tongues! And after each huge shock, how wondrous the multiple echo and the great golden m oan, and, at last, the sudden sibilant sobbing in the ears when the immense tone fain ts away in broken whispers of silver, as though a woman should whisper, “Hiai!” Even so the great bell hath sounded every day for well-nigh five hundred years—Ko-Ngai: fi rst with stupendous clang, then with immeasurable moan of gold, then with silve r murmuring of “Hiai!” And there is not a child in all the many-coloured ways of the old Chinese city who

does not know the story of the great bell, who cannot tell you why the great bel l says KoNgai and Hiai! Now this is the story of the great bell in the Tachung sz’, as the same is Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 36 N early five hundred years ago the Celestially August, the Son of Heaven, Yong-Lo, of the “Illustrious” or Ming dynasty, commanded the worthy official Kouan -Yu that he should have a bell made of such size that the sound thereof might be heard for one hundred li. And he further ordained that the voice of the bell should be strengthened with brass, and deepened with gold, and sweetened with silver; and that the face and the great lips of it should be graven with blessed sayings from the sacred books, and that it should be suspended in the centre of the imperial capital to sound through all the many-coloured ways of the City of Pe-K ing. Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bell smiths of the empire, and all men of great repute and cunning in f oundry work; and they measured the materials for the alloy, and treated them skillfully, and prepared the moulds, the fires, the instruments, and the monstrous melting-pot f or fusing the metal. And they laboured exceedingly, like giants neglecting only rest and s leep and the comforts of life; toiling both night and day in obedience to Kouan-Yu, and s triving in all things to do the behest of the Son of Heaven. But when the metal had been cast, and the earthen mould separated from the glowi ng casting, it was discovered that, despite their great labour and ceaseless care, the result was void of worth; for the metals had rebelled one against the other—the gold had scorned alliance with the brass, the silver would not mingle with the molten iron. Therefore the moulds had to be once more prepared, and the fires rekindled, and the metal reme lted, and all the work tediously and toilsomely repeated. The Son of Heaven heard and was angry, but spoke nothing. A second time the bell was cast, and the result was even worse. Sti ll the metals obstinately refused to blend one with the other; and there was no uniformity in the bell, and the sides of it were cracked and fissured, and the lips of it were slagged and s plit asunder; so that all the labour had to be repeated even a third time, to the great dismay of KouanYu. And when the Son of Heaven heard these things, he was angrier than before; a

nd sent his messenger to Kouan-Yu with a letter, written upon lemon-coloured silk and se aled with the seal of the dragon, containing these words: “From the Mighty Young-Lo, the Sublime Tait-Sung, the Celestial and August, whose reign is called ‘Ming,’ to Kouan-Yu the Fuh-yin: Twice thou hast betrayed the trust we have deigned graciously to place in thee; if thou fail a third time in fulfilling our command, thy head shall be severed from thy neck.Tremble, and obey!” Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-Ngai—was ever in the mouths of poets, and whose heart was even more beautiful than her face. Ko-Ngai loved her father with such love that she had refused a hundred worthy suitors rather than make his Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 37 home desolate by her absence; and when she had seen the awful yellow missive, sealed with the Dragon-Seal, she fainted away with fear for her father’s sake. And when her senses and her strength returned to her, she could not rest or sleep for thinking of her parent’s danger, until she had secretly sold some of her jewels, and with the money so obtained had hastened to an astrologer, and paid him a great price to advise her by what means her father might be saved from the peril impending over him. So the astrologer made observations of the heavens, and marked the aspect of the Silver Stream (which we call the Milky Way ), and examined the signs of the Zodiac—the Hwang-tao, or Yellow Road—and consulte d the table of the Five Hin, or Principles of the Universe, and the mystica l books of the alchemists. And after a long silence, he made answer to her, saying: “Gold and br ass will never meet in wedlock, silver and iron never will embrace, until the flesh of a maiden be melted in the crucible; until the blood of a virgin be mixed with the met als in their fusion.” So Ko-Ngai returned home sorrowful at heart; but she kept secret all that she ha d heard, and told no one what she had done. At last came the awful day when the third and last effort to cast the great bell was to be made; and Ko-Ngai, together with her waiting-woman, accompanied her father to the foundry, and they took their places upon a platform overlooking the toiling of t he moulders and the lava of liquefied metal. All the workmen wrought at their tasks in silen ce; there was no sound heard but the muttering of the fires. And the muttering deepened into a roar like

the roar of typhoons approaching, and the blood-red lake of metal slowly brightened like the vermilion of a sunrise, and the vermilion was transmuted into a radiant glow of gold, and the gold whitened blindingly, like the silver face of a full moo n. Then the workers ceased to feed the raving flame, and all fixed their eyes upon the eyes of Kouan -Yu; and Kouan-Yu prepared to give the signal to cast. But ere ever he lifted his finger, a cry caused him to turn his head and all hea rd the voice of Ko-Ngai sounding sharply sweet as a bird’s song above the great thunder o f the fires—“For thy sake, O my father!” And even as she cried, she leaped into the white fl ood of metal; and the lava of the furnace roared to receive her, and spattered monst rous flakes of flame to the roof, and burst over the verge of the earthen crater, and cast up a whirling fountain of many-coloured fires, and subsided quakingly, with lightnings and with thunders and with mutterings. Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back and kept firm grasp upon him until he had fainted away, and they could bear him like one dead to his home. And the serving-woman of Ko-Ngai, dizzy and speechless for pain, stood before the furnace, still holding in her hands a shoe, a tiny, dainty shoe, with embroidery of pearls and flowers— Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 38 the shoe of her beautiful mistress that was. For she had sought to grasp Ko-Ngai by the foot as she leaped, but had only been able to clutch the shoe, and the pretty sh oe came off in her hand; and she continued to stare at it like one gone mad. But in spite of all these things, the command of the Celestial and August had to be obeyed, and the work of the molders to be finished, hopeless as the result might be. Yet the glow of the metal seemed purer and whiter than before; and there was no sign of the beautiful body that had been entombed therein. So the ponderous casting was made ; and lo! when the metal had become cool, it was found that the bell was beautiful to look upon and perfect in form, and wonderful in colour above all other bells. Nor was ther e any trace found of the body of Ko-Ngai; for it had been totally absorbed by the precious a lloy, and blended with the well-blended brass and gold, with the intermingling of the silv er and the iron. And when they sounded the bell, its tones were found to be deeper and mell ower and mightier than the tones of any other bell, reaching even beyond the distance of one

hundred li, like a pealing of summer thunder; and yet also like some vast vo ice uttering a name, a woman’s name, the name of Ko-Ngai. And still, between each mighty stroke t here is a long low moaning heard; and ever the moaning ends with a sound of sobbing a nd of complaining, as though a weeping woman should murmur, “Hiai!” Activity 4: SPIN A STORY WHEEL Directions: Did you have fun reading the “Soul of the Great Bell”? In a group of five, answer the questions in the story wheel to get to know more Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 39 Activity 5: RING THAT BELL! Directions: You have just read the Soul of the Great Bell. Have you noticed the descriptions of the bell? Fill out the bell’s description o n the corresponding columns and answer the questions that follow. Description of the Bell Before KoNgai leaped to the furnace

(Indicate paragraph number where you found your answers) After KoNgai leaped to the furnace

(Indicate paragraph number where you found your answers) Answer the questions that follow. Write your answers in a one fourth sheet of paper and be ready to the discussion later. 1. Why was it entitled the Soul of the Great Bell? 2. What other Chinese traditions involve bells? Compare and contrast th ese traditions with Filipino traditions. 3. Do Filipinos and Chinese have similar values? What makes you think so? 4. Has the story helped you understand your identity as a Filipino and a s an PROCESS QUESTIONS: Activity 6: VALUES GALORE Directions: Go over the story of The Soul of the Great Bell. In the chart below, identify the values and traditions of the Chinese people that you can deduce from the reading selection. Cite the ing detail or details in the story to prove your claim. Then, answer the process questions tha t follow.

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 40 THE SOUL OF THE GREAT BELL CHINESE VALUES/TRADITIONS ING DETAIL/S IN THE STORY

Activity 7: SIGNALS TO CONNECT Directions: Below is the list of highlighted words and some lines tak en from the Soul of the Great Bell. Find out how these words connect t he paragraphs in the story. How do you think is this achieved? Find out as you answer the questions that follow. Therefore Finally But Now And Next At last But Then But in spite of Yet And still when However Therefore the worthy mandarin Kouan-Yu assembled the master-moulders and the renowned bellsmiths of the empire, and all men of great repute and cunning in fo undry work… But when the metal had been cast, and the earthen mould separated from the glowi ng casting,… A second time the bell was cast, and the result was even worse. Now, Kouan-Yu had a daughter of dazzling loveliness whose name—Ko-Ngai—… At last came the awful day when the third and last effort to cast the great bell was to be made; But ere ever he lifted his finger, a cry caused him to turn his head and all he ard the voice of Ko-Ngai Then the father of Ko-Ngai, wild with his grief, would have leaped in after her, but that strong men held him back But in spite of all these things, the command of the Celestial and Augu st had to be

obeyed, and the work of the moulders to be finished Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 41 1. What is the function of the underlined expressions? How are they called? 2. How are the paragraphs organized? What do they show? 3. How are the paragraphs organized? What do they show? 4. What are other ways to organize a paragraph? PROCESS QUESTIONS: This time you will work on the different activities to tap your skil ls and potentials. Like your Asian neighbors, the Chinese and the J apanese, you, too, are talented and skillful. Directions: Read carefully the instructions and be ready to present your group work to the class. Task 1 – for the Visual artists: Draw a scene/an object/ a character from th e story that has the most impact on the group. Give a short explanation on the c onnection of the drawing/illustration you’ve created to your life. Task 2 – for the Singers: Choose a song that best interprets the message of t he story and sing it to the class. Your performance should be accompanied by a dance numb er. Before you perform, give the class a short background of your chosen song and ho w it is connected with the traditions and values you have learned about the Chinese. Task 3 – for the Actors/Actresses: Role play the scene that you like best in the s tory. Use the words you have learned from the story. Highlight Chinese tradition s by using traditional Chinese clothes. Use some background music from the collection of an cient Chinese songs. Here are some suggested scenes but you may come up wi th other scenes in the story: workers who labored hard to make the bell, when Kouan Yu received the lemon colored envelope from the Mighty Emperor when KoNgai leaped to the lava of melted iron Task 4 – for the Writers: Write your own ending of the story. Use the transitional devices you have learned from the selection. Include the tradition and values of the Chinese shown in the story. Task 5 – for the IT’s: Create a 5 slide power point presentation highlighting the tr aditions and values of both the Filipinos and the Chinese. You may research on other Chin ese traditions and values related to Filipino values which are not mention ed in the story. Activity 8: DIFFERENT ACTS FOR DIFFERENT FOLKS A copy of the scoring rubric is shown at the next page. Use this for your group

presentation. You will do peer grading. Each group shall score the other groups based on the indicators given. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 42 Different Acts for Different Folks (Differentiated Learning) Group Name: _______________________________ Project: ______________ Indicators 1 2 3 4 Score Preparation Did not prepare enough for Some preparation was done A good amount of preparation was done Student prepared beyond level of assessment Visuals There were no helpful visual aids There were a few visual aids There were clear and interesting visual aids Students created excellent visual aids Speaking and Audience Did not look at the audience and did not speak clearly Looked at audience some of the time; spoke clearly once in a while

Looked at the audience and spoke clearly Held attention of the audience and spoke very expressively Overall understanding of the topic Group didn’t show sufficient understandi ng of the traditions & values from the story Group understood most of the traditions, values from the story Group understood the entire traditions and values presented in the story Group understood the traditions and values from the story and presented extra Instilling Values in Students Helped other students understand at least one important values and traditions of other countries Helped other students understand

at least two important values and traditions of other countries Helped other students understand at least three important values and traditions of other countries Helped other students understand at least four important values and traditions of other countries TOTAL TEACHER’s COMMENTS: based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 43 You had a glimpse of the Chinese way of living through the literary piece and activities you worked on in the previous section. You will now have a taste of the J apanese culture in this part of the lesson. See if there are similarities between the Chinese and J apanese customs and traditions as shown in the reading selections and activities in t his section. Then, identify any resemblance to your own culture and values as a Read a J apanese folktale. Study how the organization of the paragraph s helps develop the story. You will also have to deduce from the selection some of the J apanese traditions and values. L ong, long ago there lived at the foot of the mountain a poor farmer and his aged, widowed mother. They owned a bit of land which supplied them with food, and their humble were peaceful and happy. Shinano was governed by a despotic leader who though a warrior, had a great and cowardly shrinking from anything suggestive of failing health and strength. This caused him to send out a

cruel proclamation. The entire province was given strict orders to immediately put to death all aged people. Those were barbarous days, and the custom of abandoning old people to die was not common. T he poor farmer loved his aged mother with tender reverence, and the order filled hi s heart with sorrow. But no one ever thought a second time about obeying the mandate of the governor, so with many deep hopeless sighs, the youth prepared for what at that time was considered the kindest mode of death. J ust at sundown, when his day’s work was ended, he took a quantity of unwhitened rice which is principal food for poor, cooked and dried it, and tying it in a sq uare cloth, swung and bundle around his neck along with a gourd filled with cool, sweet wate r. Then he lifted his helpless old mother to his back and stated on his pai nful journey up the mountain. The road was long and steep; the narrowed road was crossed and recross ed by many paths made by the hunters and woodcutters. In some place, they mingled i n a confused puzzled, but he gave no heed. One path or another, it mattered not. On he went, climbing blindly upward – ever upward towards the high bare summit of what is know n as Obatsuyama, the mountain of the “abandoning of aged”. The eyes of the old mother were not so dim but that they noted the reckless hastening from one path to another, and her loving heart grew anxious. Her son d id not know the mountain’s many paths and his return might be one of danger, so she stret ched The Story of the Aged Mother A Japanese Folktale Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 44 forth her hand and snapping the twigs from brushes as they ed, she quietly dropped a handful every few steps of the way so that they climbed, the narrow path behind them was dotted at frequent intervals with tiny piles of twigs. At last the summit was reached. Weary and heart sick, the youth gently released his burden and silently prepared a place of comfort as his last duty to the loved one. Gathering fallen pine needle, he made a soft cushion and tenderly lifting his old mother therein, he wrapped her padded coat more closely about the stooping shoulders and with tearful eyes and an aching heart said farewell. The trembling mother’s voice was full of unselfish love as she gave her last injun ction. “Let not thine eyes be blinded, my son.” She said. “The mountain road is full of dange rs. Look carefully and follow the path which holds the piles of twigs. They will gui

de you to the familiar way farther down”. The son’s surprised eyes looked back over the path, then at the poor old, shrivell ed hands all scratched and soiled by their work of love. His heart smote him and bo wing to the grounds, he cried aloud: “Oh, honorable mother, thy kindness thrusts my heart! I w ill not leave thee. Together we will follow the path of twigs, and together we will die!” Once more he shouldered his burden (how light it seemed no) and hastened down th e path, through the shadows and the moonlight, to the little hut in the valley. Be neath the kitchen floor was a walled closet for food, which was covered and hidden from vi ew. There the son hid his mother, supplying her with everything needful and continually wa tching and fearing. Time ed, and he was beginning to feel safe when again the governor sent forth heralds bearing an unreasonable order, seemingly as a boast of his power. His demand was that his subject should present him with a rope of ashes. The entire province trembled with dread. The order must be obeyed yet who in all Shinano could make a rope of ashes? One night, in great distress, the son whispered the news to his hidden mother. “Wait!” she said. “I will think. I will think” On the second day she told him what to do. “Make rope twisted straw,” she said. “Then stretch it upon a row of flat stones and burn it there on the windless night.” He called the people together and did as she said and when the blaze had died, behold upon the stones with every twist an d fiber showing perfectly. Lay a rope of whitehead ashes. The governor was pleased at the wit of the youth and praised greatly , but he demanded to know where he had obtained his wisdom. “Alas! Alas!” cried the farmer, “th e truth must be told!” and with deep bows he related his story. The governor listene d and Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 45 Activity 9: WORD WATCH Directions: In the middle of each Word Chart are words found in the selection. In your group, give the definition of the word in focus. Then, give examples of words with similar meanings (SYNONYMS) and words that have opposite meaning (ANTONYMS). Finally, use the word in a sentence. What is it? Definition Despotic ANTONYMS

SYNONYMS What is it? Definition Mandate ANTONYMS SYNONYMS What is it? Definition Summit ANTONYMS SYNONYMS Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 46 Activity 10: GOING JAPANESE Directions: In the chart below, identify the values and traditions of the J apanese people that you can infer from the reading selection The Story of the Aged Mother. Cite the ing detail or details in the stor y to prove your claim. Then, answer the process questions that follow. THE STORY OF THE AGED MOTHER JAPANESE VALUES/ TRADITIONS ING DETAIL/S IN THE STORY

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 47 PROCESS QUESTIONS: PROCESS QUESTIONS: Answer the following questions with a partner: 1. Do you find the values and/or traditions of the J apanese people illustrated in the story similar to your values and/or traditions as a Filipino? Explain

briefly. 2. Do you think these values and/or traditions are also true to your other Asian neighbors especially the Chinese? Why? 3. Are the values and/or traditions of the J apanese similar to Filipino values and traditions? In what way? 4. Why is it important to know the values and traditions of our Asi an Hi there! how you’ve given your own ending to the story The Soul of the Great Bell? You have provided a “sort” of condition a “what if” situation, right? And now, you have just read the Story of the Aged Mother. Imagine yourself creating your own story line. To be able to successfully do that, you need to learn how to formulate correct conditional statements that will be helpful to you when you begin your practical writing task in this sectio n. Activity 11: ON ONE CONDITION Directions: Analyze the following “what if statements” inspired by the Story of the Aged Mother. Then, answer the questions that follow. 1. If I could talk to the son, I would express my iration for him. 2. If I could talk to the mother, I would congratulate her on having a son like him. 3. If the son had left his mother in the mountain, then she would have died. 4. If you were the son, would you also save your mother? 5. I will express my iration to people who do good despite of the difficulty if I will 1. What word is common among the given sentences? What does it express? 2. What does each sentence mean? 3. What are the common uses of conditional sentences? Exercise A – Directions: COMPLETE THE LINE with the most appropriate condit ional statement or “if” statement. 1. KoNgai would not die a tragic death __________________________________. 2. _______________________ would you also jump into the boiling metal? 3. The farmer’s mother would die ____________________________________. 4. _________________________, the custom of abandoning aged people would have continued. 5. __________________________________, their parents would be very happy. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 48 Exercise B – CONDITIONALLY YOURS Directions: Write 2-3 sentences using conditional statements about the traditio ns and values of the Chinese and J apanese you have learned from the previou s activities. Compare these values with some common Filipino values and cite the title of the story Example: If the Chinese and Japanese value their families, the Filipinos love their famil ies, too, as shown in the story the Mats. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ You have learned about some J apanese traditions and values through the

story of the Aged Mother. You will further get to know J apanese customs and traditions by watching a video clip on the Seven Rules for Happiness Japanese Style. As you watch the video clip, take note of some impor tant Directions: After watching the video clip, list down the seven (7) rules for happiness J apanese style. Have a self-assessment on these rules by placing a check mark in the appropriate column to indicate how important each rule is to you as a Filipino/Asian. (http://www.youtube.com/watch? v=HpF9UlzkQ1c) Activity 12: SEVEN RULES RULES For HAPPINESS (JAPANESE STYLE) IMPORTANCE TO YOU AS A FILIPINO VERY IMPORTANT IMPORTANT LEAST IMPORTANT 1 2 3 4 5 6 7 Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 49 Directions: In answering the questions about the video clip you have just seen, do the “Think Pair Share” strategy. Think about your answer to each question. As soon as you’ve written your answer on the space provided, Pair up with your seatmate and discuss your answers. Agree on one common answer to each question and Share your PROCESS QUESTIONS: 1. How many of the rules for happiness mentioned in the video clip have you che cked as ‘very important’? Why do you consider them ‘very important’? 2. How many of the rules for happiness have you checked as ‘least important’? Why d o you consider them ‘least important’? 3. What have you realized about your own values as a Filipino based on your ans wers

to the activity? 4. As you listened to and watched the video clip on the Seven Rules for Happ iness Japanese Style, what did you notice about how the J apanese woman expressed her feelings? 5. As non-native English speakers, How similar to or different are we from the J apanese in term of using the English language? You have learned in lesson 1 that meaning changes due to stress, intonation and juncture or a pause. Study the excerpt of the Keynot e Speech by J unichiro Koizumi, Prime Minister of J apan on the Occasion of Activity 13: SPEAK THE LANGUAGE Keynote Speech Excerpt: I am honoured to be with you tonight and to have been invited to b e the first Li KaShing professor here at Lee Kuan Yew School of Public Policy. It is a great privilege to be associated with such an influential school at a wo rld-class university. I am proud as well to be linked, even indirectly, with two of the outstanding fi gures in Asia’s growing success and rising influence on our world. I am sorry that my dear friend Lee Kuan Yew has not been able to us here to night. I will try to meet the high standards he always sets for himself and for this co untry. Standards that I know are reflected at this wonderful university and in its stud ents. Indeed, the success of this remarkable city state provides a fitting context for what I want to talk about today. Singapore is a shining example of Asia’s growing economic and political success an d an impressive testimony to the vision, courage and commitment which is found her e in such abundance. Your region is on a roll. You, unlike Europe and the US, learnt the lessons from the financial crisis of the late 90s and put in place prudent measures to prevent a repeat. The result is your economies have weathered the recent global storms much better – and already returned to strong growth. Over the past decades, this economic growth has helped lift hundreds of millions out of poverty. It has also established the region’s leadership on critical global issues, Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 50 including trade and climate change. This is impressive in itself, but even more so if compared to the fate of Africa. At the time of decolonization, the level of economic development in most of Asia was comparable with that of Africa. Four decades ago, for example, the per capita in come of South Korea was virtually the same as that of Sudan.

Yet today, South Korea is one of the richest countries in the world while Sudan is among the poorest. Unfortunately, this comparison holds true for most countries in the two regions. The divergent paths of Africa and Asia are a much studied subject. I want today to focus on how Africa can learn from the approach and success of Asia and, crucial ly, how For the full text of the speech, follow this link: http://kofiannanfoundation.org/newsroom/speeches/2010/03/asia-and-africa-past-le ssons -future-ambitions 1. What is the speech about? Give its gist in one sentence. 2. Did the speech increase your knowledge about the values and traditions of Asia and Africa? Explain. 3. How does stress, intonation and juncture or pause affect the deliv ery of speech? 4. What tips can you give the learners of English on how to deliver a good speech? 5. How does the speech affect your being an Asian? Do you understand better PROCESS QUESTIONS: Now, that you have explored ideas about Chinese and J apanese traditions, how can you better understand your identity as an Asian? This final PROCESS activity may give you a better view of the collective values and Activity 14: EXTRAditions! Read this article about J apanese and Chinese traditions. How does the knowledge of these traditions and values help you in understanding better your identity as an Asian? Japanese and Chinese Traditions Many J apanese traditions stem from their deep roots in religions. Two main rel igions dominate the J apanese culture: Buddhism and Shintoism. Buddhist practices and beliefs in J apan stemmed from practices in China and wer e very similar to those in China. The Japanese Tea Ceremony is a cultural tradition that originated in China. The tea was considered medicine that promoted physical and spiritual health and was consumed for enjoyment purposes primarily. The spiritual aspect involves harmony between the persons participating in the ceremony, respect for those involved in the ceremony, and purity. These three aspects bring tranquility to those who participate in the Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 51 Japanese Theater : Noh & Kabuki Drama Noh drama is rigidly traditional J apanese drama which in it s present form dates back to the early 14th century. Noh plays are short dramas combining music, dance, and lyrics, with a highly stylized ritualistic presentation. Kabuki drama combined The Japanese New Year Celebration (January 1-15) In J apan, the celebration of the New Year is the

most significant and important holiday. During this time they begin the New Yea r with a clean slate, spend time with family and friends and prepare for the events of the New Year. After the cleaning, houses are decorated with straw ropes and pine bough that is Kimono and Yukata are traditional J apanese clothing. Kimono are made of silk and are usually very expensive. Nowadays they are worn at formal or traditional occasions such as funerals, weddings or tea ceremonies. Only rarely kimono can still be seen in everyday life. Sumo is a J apanese style of wrestling and J apan s national sport. It originated in ancient times as a performance to entertain the Shinto gods. Many rituals with religious background Most houses in J apan have tatami mats. Tatami were originally a luxury item for the nobility. During the Heian period, when the shinden-zukuri architectural style of aristocratic residences was consummated, the flooring of shinden-zukuri palatial rooms were mainly wooden, and tatami were only used as seating for the highest aristocrats It is said that prior to the mid-16th century, the ruling nobility and samurai slept on tatami or woven mats called goza, while commoners used straw mats J apanese Haiku started as Hokku, an opening stanza of an orthodox collaborativ e linked poem, or renga, and of its later derivative, renku (or haikai no renga). By the time of Matsuo Bashō (1644–1694), the hokku had begun to appear as an indepen dent poem, and was also incorporated in haibun(a combination of prose and hokku), and haiga (a combination of painting with hokku). In the late 19th c entury, Masaoka Like the J apanese, Chinese considered tea as one of their seven basic necessities. Firewood, oil, salt, soy sauce and vinegar were some of the basic needs. Ways of tea preparation, tasting it and the occasions on which it In the beginning, tea was cultivated and used solely as herbal medicine mostly within temples. Monks began to Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 52 use tea to teach a respect for nature, humility and an overall sense of peace an d calm. Today, there are six major aspects to consider when performing a Chin ese Tea Ceremony: attitude of the person performing the ceremony, tea selection, water s election, tea ware selection, ambiance andtechnique. Children serve tea to their elders as a token of respect. People of lowe r order are supposed to serve tea to people of higher ranks. This custom is still practiced on formal Chopsticks are believed to symbolize kindness and gentleness. Confucianism taught the Chinese to abandon knives and forks from the dining table. So they have their food cut to bite-size before it comes on the

Chinese weddings have certain traditional customs. As a form of expressing gratitude, the bride and groom kneel in front of their parents and offer them tea. In olden times, drinking the tea offered showed acceptance of marriage while refusal represented opposition to the New Year is one of the most prominent festivals of the Chinese calendar. It is about getting together. Red is believed to abolish bad luck. So people clothe in red for the New Year celebration. A long dragon made of silk; bamboo and paper are carried along streets. Young men hold the dragon and dance while carrying the dragon along. The Dragon dance is an ancient Chinese tradition. When you give your gift make sure to wrap it in red a nd gold Directions: After reading the article, do the 3-2-1 Chart below. 3 Things You Found Out:

2 Interesting Things You Discovered

1 Question You Still Have to Ask

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 53 At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initia l answers to the focus question: As a Filipino, how can you better understand your identity as an Asian? Fill out the ARG Worksheet that follows. Feel free to modify your initi al answers.

Anticipation-Reaction Guide Directions: Read the set of statements found at the center column in the table below. Respond to each statement: Write Agree if you agree with the given statements. Write Disagree if you disagree with the statements. Response Before the Lesson Statements Response After the Lesson J apan, Philippines, China have many examples of oral literature. China has different folktales that feature their religious beliefs. Only Asian countries have wedding traditions. Love for family is often the theme of J apan’s oral literature. For Asians, shame and honor go far beyond the individual; and reflect directly upon ones’ family, nation, or other group, and so is taken very seriously. The Philippines, China and J apan have traditions that are influenced by religion. Kimono, geisha, sumo, samurai are parts of Chinese traditions. The Philippines, China and J apan have rice and tofu as staple food. J apanese write haikus to honor nature. Hard work is one of the outstanding qualities of the Chinese and the J apanese. Philippines, China and J apan have three common qualities: love for the family, religiosity and value for work.

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 54 In the previous section, the discussion was about the concepts related to the common values and traditions among selected Asian countries particularly China and J apan. Go back to the previous section and compare your initial ideas with the things learned. How many of your initial ideas are similar to those discussed in the section? Which ideas are different and need refinement? Now, that you know the important ideas about this topic, let us go deeper Directions: Conduct an online or library research to come up with a comprehensive view of the unifying and distinctive characteristics, values and traditions of the people of China, J apan and Philippines in preparation for your final perfor mance task. Use the template on the next page to guide you in your online or library researc h. Your goal in this section is to enrich your familiarity with the common traditions and values of selected Afro-Asian countries, particularly China, J apan and the Philippines. In this phase, you will engage yourself in a deeper search for knowledge to satisfy your curiosity and deepen your understanding of your being an Asian. Activity 15: INFO SEARCH ASPECT OF LIFE/ CULTURE CHINA JAPAN PHILIPPINES Famous festivals Wedding Traditions Unique cuisines/ dishes Family Values Music/Theater Arts Literature Martial arts Social values Popular culture

Unique Beliefs Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 55 Activity 16: HOW WELL DO YOU REALLY KNOW? By this time you will have had a good grasp of the traditions and values of the Chinese, J apanese, and Filipinos as you worked on the learnin g A. TRUE-FALSE STATEMENTS Directions: Read the given statements. Identify whether the statements are TRUE or FALSE. If your answer is FALSE, be able to provide justification on the space pr ovided. 1. J apanese often send money to bereaved friends as an expression of sympathy. TRUE FALSE J ustification: ______________________________________________________ 2. Number 4 is considered lucky in J apan. TRUE FALSE J ustification: ______________________________________________________ 3. In J apan it is impolite to pour your own drink when eating with others--you pour your companion s drink and your companion pours yours. TRUE FALSE J ustification: ______________________________________________________ 4. It is a no-no in J apan to pick up your rice or miso soup bowl and hold it u nder your chin to keep stuff from falling. TRUE FALSE J ustification: _____________________________________________________ 5. Asians like Filipinos, Chinese and J apanese value family, hard work and the ir religion or faith. The benefit of all the of the family is more impo rtant than the individual. Education of children and their excellence in school is important to them. TRUE FALSE J ustification: _____________________________________________________ 6. Most Chinese care more about the quality than the packaging of th e gift. They will insist on declining the gift. Furthermore, they will wait until the guests have left to open the gift. TRUE FALSE J ustification: _____________________________________________________ 7. The Chinese normally embrace each other. Kissing, whether on the c heeks or on hands, is usually acceptable for the Chinese. TRUE FALSE J ustification: _____________________________________________________ 8. People in China tend to over-order food, for they will find it embarrassing if all the food is consumed. TRUE FALSE J ustification: _____________________________________________________ 9. In China, it is a common practice for visitors to tip the tour

guide and driver in recognition of their good service. Hotel bellboy expects your tips as well. It is not customary to leave tips at hotel or local restaurant as the bill usually include s 10-15% service charge. TRUE FALSE J ustification: _____________________________________________________ 10. Chinese parents are usually concerned about the discipline of their children. The parent never gets divorce if the relationship does not work. The father maintain s a strict Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 56 Activity 17: IT HELPS TO KNOW... Directions: Read the following ages about Asian-African traditions and values and draw conclusions or make logical predictions about each. Copy the Inference-Evidence Chart in your notebook and write your 1. Parents are really very keen to see that their children are married to suita ble families. Married sons continue to live in the same household with their parent s. It is considered ideal for men to marry and bring their wives to go and l ive with their husbands after marriage. A unique feature of the Chinese family is th e one child policy that has been enforced by the law of the country. The first son enjoys the greatest benefits in of education and opportunities. The first daugh ter takes Inference-Evidence Chart Inference Evidence

Inference-Evidence Chart Inference Evidence

2. Unlike other Asian countries where women tend to be in more subservient posi tions, women in the Philippines have had high societal positions since pre-co lonial times. Since there is gender equality, businesses are more accepting of women performing business. http://www.asianinfo.org/asianinfo/philippines/pro-family_customs.htm 3. In many places in Africa young girls are trained to be good wives from an ea rly age. They may even learn secret codes and secret languages that allow them to talk wi th other married women without their husbands understanding what is being said. Depending on which part of Africa you are in, wedding ceremonies can be extremel y

elaborate, some lasting many days. Often huge ceremonies are held during which many couples are united at the same time. Inference-Evidence Chart Inference Evidence

Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 57 Inference-Evidence Chart Inference Evidence

4. Taking off one’s shoes is another prevalent practice in J apan. While entering houses, schools and many other buildings, people are expected to take off their shoes. I t is basically done to keep the house clean. Make sure you are wearing decent socks, as you will be expected to take off your slippers when seated on tatami mats. http://lifestyle.iloveindia.com/lounge/japanese-family-traditions-2550.html 5. In African culture, a child learns at an early age on how to become a good m ember of his tribe. Each member of the tribe belongs to an age group that has special ser vices within the tribe. Each person is expected to contribute to the tribe by doing hi s share of the work and obeying its customs. Inference-Evidence Chart Inference Evidence

Activity 18: TRADITIONS AND VALUES REVISITED Directions: Reflect on your previous ideas and fill out this Retrieval Chart using the knowledge you acquired about the traditions and values of the Five Common Traditions and Values of Asians (Chinese & Japanese) and Africans Aspect of Culture Specific Tradition/Value Best Features . . . . . . . .

. . You have just tried to synthesize and integrate in a creative way differe nt ideas related to the common traditions and values among the peoples of Asia and Africa through the Retrieval Chart. At this point, what new realizations d o you have about the traditions and values among Asians (Filipinos, Chinese & J apanese) & Africans? What new connections have you made for yourself ? Write your thoughts in the cloud callout on the next page. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 58 At last, you are now ready to finalize your answer to the focus question: How can you better understand your identity as an Asian? Enter your final answer in the ARG Worksheet on page 50. Fill out the column: “Response After the lesson” in your notebook. This will be your final AR G task. Compare your previous answer with your final answer and see how you have progressed. In the previous section, the discussion focused on probing your understanding of the ideas related to the common traditions and values among the people of selected Afro-Asian countries.

You were asked to

determine misconceptions and errors and explain your justifications to he lp arrive at your generalizations on the topic. In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You will likewise finalize your answer to the focus question that has been asked since the beginning of this lesson. To begin with, you need to understand that the goal of this lesson is for you to learn on your own how to present information using various tools of data gathering. More often, in real life situations you will be required to gather, collate, organize, and present information in many different occasions. Thus, for your practical task, you are going to write brief articles for a brochure that contains relevant information about the culture and values of the Chinese or J apanese people, your Asian neighbors. You are going to come up with a similar output as follows: You might be asking how you will go about this practical task. There are many ways of doing this. But before you worry about the design, learn first the basic steps in preparing a brochure. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 59 In Lesson I, you wrote informative articles about a selected African country and the Philippines. In this lesson, you will write brief articles about the Asian countries we featured in this Lesson – China and J apan.

Directions: Using the information you gathered in the different activit ies included in this lesson: write in a half sheet of paper a 5-sentence article each about the traditions a nd values of China, J apan and Philippines provide a catchy title for each article Activity 19: CONTENT MATTERS Activity 20: LEARNING THE BASICS It’s good that you have written your brief article on the traditions and values of the Chinese and J apanese. You will need those articles for your Brochure-making project. 1. Plan Fold a piece of paper in thirds and concisely write information on i t with graphic design. It can be completed on the computer or without the aid of the computer. You may write the information and paste pictures about your topic. 2. Prepare materials needed Have the following available: paper, colored pencils, markers, photos, artwork, a computer, color printer and access to the Internet, if available. 3. Preparatory Procedure Step 1: Decide on a purpose and a specific topic. Your brochures have to inform the reader about the traditions and values of the selected Asian and African countries. You may need to do some research to add more information and complete the brochure. You should list your resources at the bottom of one . Step 2: Make a draft of the six s. There are three s on each side of the paper. It can be folded in many ways, but the six s need to be planned out on a piece of notebook paper. Front : This should have the title, name of the Group and the individual , and basic information about the topic. A picture, a clip art or a small piece of artwork about the topic is a good addition. Other Five s: Display information with subtitles, pictures, clip art, and designs. You should decide on what main information you want to display and t ell about your topics. For example, if you are making a travel brochure about a country, one can be about the beaches in the country. If there are many beaches, you will need to choose the most important ones. A picture is always a good addition. 4. Constructing the Brochure Step 1: Once the brochure is planned, you can begin working on your final Study the simple guidelines on brochure making below adopted from the article Brochure Projects Made Easy with Rubric by Kellie Hayden. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 60 PROCESS QUESTIONS: product. If you will make the brochure on the computer, you can use M icrosoft Word software or Microsoft publisher. The paper can be set up on "landscape" and each side of the paper can be split into three s by making three columns on each page . You can insert clip art, photos and scanned artwork. If you are not using a computer, you need to neatly write your information on ea ch

and glue photos or clip art to the brochure. 5. Assessing the Brochure with a Rubric To test your understanding of what you have read, answer the questions that follow. 1. Do you find brochure-making easy to do? Why? 2. What skills are required of you in making a brochure? 3. In what way will the guidelines above help you in your practical task? 4. What problem do you think might you encounter in making your broYou have learned how to make a brochure based on the given guidelines. You will try your knowledge of the steps by doing the gi ven activity below. You may follow the previous guidelines or work with t he suggested steps in this activity. Don’t hesitate to ask for details or c larify instructions. Directions: Read carefully the task below. In your group with five me mbers, do the Activity 21: BROWSING YOUR BROCHURE You are a feature writer of your school paper. You have been asked by the barangay council to promote tourism as an industry. One of your first tasks is t o design a travel brochure. This brochure will be distributed to the visitors of your barangay. Copies of your brochure will likewise be distributed to restaurants and stores t hat sell local products. This is what you do: Prepare a letter-size sheet of paper by folding it twice to form a tri-fold bro chure. That will give you three outside areas, or "s," to work with and one large area, or "spread," inside. Present your brochure to the class as soon as you are ready. Wait for your teac her to give you the cue. Prepare your information: Gather information about the tourist attractions, local festivals and unique qu alities of your barangay or locality. Interview long-time residents and local officials. Arrange your information according to "topics" based on the assignment . For example, you might gather all information collected about living accomm odations that a visitor might expect to find in your locality, the kinds of terrain a tra veler might expect to through; modes of transportation; the gifts tourists can expect t o buy in your place; and things to see and do in your locality. Tips for deg a brochure: Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 61 Create a colorful and eye-catching cover for your brochure. to provide accurate and detailed information on how visitors could get to

the place. Assessment The following criteria will be used in evaluating your travel brochure: Quality of the Information on How to Get There (10 points possible) High-Quality Work: All possible modes of transportation are mentioned and explained. The terrains are mentioned as well as traffic conditions in the area. Map is beautifully colored. Satisfactory Work: Comments about modes of transportation, terrains, tr affic condition are included but not well explained. Map is neatly colored. Unsatisfactory Work: No map. Very vague descriptions of the modes of transportation, terrains and traffic situation. Quality of the Information on Tourist Attractions (10 points possible) High-Quality Work: All tourist attractions including festivals are explained th oroughly. All possible reasons on why visitors have to visit the attractions have been pro vided. Satisfactory Work: Some tourist attractions including festivals have been expla ined. Some possible reasons have been given on why visitors have to visit the attracti ons have been provided. Unsatisfactory Work: Few tourist attractions have been identified. Festivals ar e not mentioned. No reasons were mentioned as to why visitors have to visit the place. Organization of Brochure (10 points possible) High-Quality Work: Information is organized. The brochure is easy to read and "flows" very well. The sections of the brochure are in an order. Satisfactory Work: Most of the brochure is organized. The brochure ha s decent "flow" throughout. The sections of the brochure are in a logical order. Unsatisfactory Work: Very difficult to follow. Information doesn t "flow" in a way that Here is the CHECKLIST FOR the REVIEW OF a TRAVEL BROCHURE. Exchange brochure with the other group and evaluate the group’s sample travel br ochure by CATEGORIES High Quality Satisfactory Unsatisfactory Information on How to Get There Information on Tourist Attractions Organization of Brochure Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 62 By this time you are now ready to perform your practical task in th is lesson. You are on your own to figure out which of the skills you learned in

the previous activities you will use to meet the standards set in this given task. Directions: Read the task below. In your group, discuss and plan on how you wil l make your travel brochure. The rubric for grading is provided here to remind you on h ow your work will be graded. Activity 22: FEATURING...OUR BROCHURES Travel and Tours Organization plans to publish a two-page brochure that contains relevant information about the culture and values of China, J apan and Philippines which they will use for their marketing campaign. The Organization chose your advertising company to prepare the brochure. As the writer you are tasked to: Write 5-sentence article about the traditions and values of the three countries with accurate information Design the brochure with attractive layout and a good mix of graphics and arts Observe the principles of clear organization, correct grammar, spelling RUBRIC FOR ASSESSMENT OF BROCHURE ON TRADITIONS AND VALUES CATEGORY 4 3 2 1 Content Accuracy All facts in the brochure are accurate. 99-90% of the facts in the brochure are accurate. 89-80% of the facts in the brochure are accurate. Fewer than 80% of the facts in the brochure are accurate. Writing Organization Each section in the brochure has a clear beginning, middle, and end. Almost all sections of the brochure have a clear beginning, middle and end. Most sections of the brochure have a clear beginning, middle and end. Less than half of the sections of the brochure have a clear

beginning, Writing Grammar There are no grammatical mistakes in the brochure. There are 1-2 grammatical mistakes in the brochure. There are 3-4 grammatical mistakes in the brochure. There are several grammatical mistakes in the brochure. TASK Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 63 CATEGORY 4 3 2 1 PROCESS QUESTIONS: To highlight the learning for this activity, answer briefly the follow ing questions: 1. How did you find working on your final practical task in this lesson? Why? 2. Did you find the skills you learned previously helpful in doing t his task? Why? 3. What important insight did you gain from doing this practical task? 4. If you were given a similar task in real life, which top 2 skills you learne d in Finally, you have designed a travel brochure that contains relevant information about the traditions and values of the Chinese, J apanese, Africans and Filipinos. You have completed your project for this lesson. Don’t forget the learning you gained. You will need them as you embark further on your search for knowledge. 3-2-1 Chart– is a graphic organizer that calls for the use of process skills lik e data gathering and analysis. Accomplishing the 3-2-1 chart requires identifying three things found out/discovered about the topic; two interesting things learned and one question that still needs to be answered which is not covered by the topic/ article read. Attractiveness & Organization The brochure has exceptionally attractive formatting and well-organized

information. The brochure has attractive formatting and well-organized information. The brochure has wellorganized information. The brochure\ s formatting and organization of material are confusing to the reader. Graphics/ Pictures Graphics go well with the text and there is a good mix of text and graphics. Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text, but there are too few and the brochure seems "textheavy". Graphics do not go with the accompanying text or appear to be randomly chosen. Writing Mechanics Capitalization and punctuation are correct throughout the brochure. Capitalization and punctuation are correct throughout the brochure after from an adult. There are 1-2 capitalization and/or punctuation errors in the

brochure even after from an adult. There are several capitalization or punctuation errors in the brochure even after from an adult. Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 64 ARG or Anticipation-Reaction Guide – aims to illustrate student or class’s prior knowledge about a topic or section of a lesson which is similar to the K-W-L-H technique; it is also used to assess student or class’s knowledge before, during a nd after the lesson. Brochure project – a two-page flyer or leaflet that usually has many p ictures and information about a product, a place, etc as in the example for this lesso n, a travel brochure. Customs – is an action or way of behaving that is usual and traditional among th e people in a particular group or place Deduce–is to use logic or reason to form (conclusion or opinion about something); is to decide (something) after thinking about known facts. Excerpt – a small part usually the most important or interesting of a longer writt en work or oral work like a speech. Folktales - are oral narratives that do not have a singular, identifiable auth or. Expanded and shaped by the tongues of tellers over time, and ed down from one generat ion to the next, folktales often reflect the values and customs of the cultur e from which they come. Because folktale plots are generally concerned with life s universal themes, they also transcend their culture of origin to reveal the commonality of human experience. This ancient form of narrative communication for both educa tion and entertainment, not only offers a window into other cultures, but also can be a r evealing mirror of the comedy and pathos of our lives. Identity–refers to the qualities, belief, value system that makes a part icular person or group different from others. Inference-Evidence chart – is a graphic organizer that needs skills in making i nferences (drawing conclusions about what is implied but not directly stated) an d gathering evidence or factual information to the inference. Making Inferences - or infer is often described as "reading between the lines.

" Making an inference involves using background knowledge combined with information fr om the text and illustrations to draw conclusions about what is implied but not directl y stated (Pinnell &Scharer, 2003). In other words, sometimes an author does not come righ t out and tell something but uses words or illustrations to show reader s so they can draw their own conclusions and make logical predictions. Peer Grading – makes use of a rubric that is accomplished by of the dif ferent groups in a class to give a score or grade the output or performances of other g roups. Retrieval Chart- is a graphic organizer used for organizing and categorizing d ata using headings or key concepts. Retrieval Charts are useful for: Presenting information in an easily accessible way; Comparing and contrasting attributes; Organizing data for use in research projects and the like; and Note taking in a systematic way. TPS or Think, Pair, Share strategy –is a group activity that calls for a step by step approach in discussing answers in the group. First, the in th e group are asked Think about answers to a question on their own. As soon as they’ve written/ thought of their answers, each member will Pair with another member of the grou p. They discuss their answers and agree on one common answer to each qu estion before they could Share their answer to the group and finally to the class. Tradition – means a way of thinking, behaving or doing something that has been u sed by people in a particular group, family, society, ; pertains to stories, beliefs, c ustoms that Learning Module for English - Grade 8 1 - L2 SEARCHING FOR KNOWLEDGE 65 Book Lapid, Milagros G./Serrano, English Communication Arts and Skills House, Inc. 2010. Lapid, Milagros G./Serrano, . English Communication Arts and Skills House, Inc. 2010.

J osephine B. The Soul of the Great Bell. Through Afro-Asian Literature. Phoenix Publishing J osephine B. The Story of the Aged Mother Through Afro-Asian Literature. Phoenix Publishing

Websites African culture.http://www.victoriafalls-guide.net/african-customs.html African wedding traditions.www.worldweddingtraditions.com/locations/ african_traditions.html Ancient Chinese Marriage Custom.www.travelchinaguide.com/intro/social-customs/ marriage/ Ancient Chinese Traditional Customs. www.buzzle.com/articles/ancient-chinesetraditional-customs.html Brochure Projects Made Easy with Rubric by Kellie Hayden.www. brighthubeducation.com/teaching-methods-tips/75435-rubric-for-brochure-project/

Chinese Tea Ceremony. Excerpt.www.sevencups.com/tea-rituals-ceremonies/ Definition and More from the Free Merriam-Webster Dictionary.www.merriamwebster.com Differentiated Learning Rubric by Maxine. www.atozteacherstuff.com Haiku, History and Origin. www.wikipedia.com Information about geisha, kimono, sumo, tatami mats.www.japan-guide.com J apan practices http://lifestyle.iloveindia.com/lounge/japanese-family-traditio ns2550.html J apanese tea ceremony.www.city.kanazawa.ishikawa.jp/bunka/trad/way/tea/teaE.htm and researchpapers.hypermart.net/art/J apanese%20Tea%20Ceremony.html J unichiro Koizumi, Prime Minister of J apan Keynote Speech excerpt on the Occas ion of the Asia-Africa Business Summit on April 22, 2005 at Mulia Hotel, J akarta. www. kantei.go.jp/foreign/koizumi speech/2005/04/22keynote_e.html Seven Rules for Happiness J apanese Style.www.youtube.com/watch? v=HpF9UlzkQ1c Women in the Philippines.www.asianinfo.org/asianinfo/philippines/ profamily_customs.html Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 66 Hello, young explorers! You have reached your final journey in searching for knowledge. You have received enough information to build up your knowledge bank. It’s time for you to share that knowledge with others. At the end of this lesson, you are expected to put up your own informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries discussed in Lessons 1- 3. To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills and the lesson map. In this lesson, you will learn the following: Listen to points the speaker emphasizes as signaled by contrastive sentence str ess (Listening Comprehension) Use stress, intonation, and juncture to signal changes in meaning (Sp eaking-Oral Language and Fluency) Guess the meaning of expressions by noting keywords in expressions, context clu es, collocations, clusters, etc. (Vocabulary Development) Skim to determine the author’s key ideas and purpose by answering questions raise d after surveying the text (Reading Comprehension) Read closely to select appropriate details from a selection for speci fic purposes. (Reading Comprehension) Narrate events logically (Viewing Comprehension) Validate mental images of the information conveyed by a program viewed (Viewing Comprehension) Respond to questions raised in a program reviewed. (Viewing Comprehension)

Discover through literature the links between one’s life and the lives of people throughout the world. (Literature) Transcode ideas from texts to concept maps. (Writing and Composition) Make write-up ideas presented in concept maps. (Writing and Composition) Use of coordinators and subordinators. (Grammar Awareness and Structure) Use of correct complex and compound-complex sentences. (Grammar Awareness and Structure) Get and assess current information from newspaper and other print and non-print media. (Study Strategies) Set new goals for learning on the basis of self-assessment made. (Attitude) On the next page is the lesson map to guide you in Sharing the Kno wledge you Learned. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 67 istration of Pre-Test Picture Reading through picture perfect Activating prior knowledge through IRF KNOW Identifying whether the word is stressed or not stressed using the Retrieval Chart Identifying Correct Coordinating/ Subordinating Conjunction Give the meaning of words using vocabulary mapping Getting Information from Newspapers Sentence Structure Test Getting information through Scanning (I) Getting the main idea through skimming Getting the major ideas through Skimming Organizing ideas through outlining Reading Meaning into Poetry Transcode ideas using mind map Activating prior knowledge through IRF Video critiquing through Differentiated Task Writing ones personal insights based from the given questions Oral Practice using appropriate PROCESS Vocabulary Test Character Map Review the past lessons using the Check and Balance Read, discuss and respond to the text through Readers Circle Stating the significance of

studying Afro-Asian traditions and cultures through Think Pair Activating prior knowledge through IRF Dramatize a Real Life Situation Discuss a literary text through Active Knowledge Sharing Read the lines/dialogue revealing the Character’s Emotion Draw the group’s imagination, concepts, ideas from the text REFLECT AND UNDERSTAND Reviewing prior knowledge through IRF Writing an event proposal Put up an informative and creative exhibit showcasing the traditions and values of selected Afro-Asian TRANSFER Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 68 For you to accomplish the tasks and perform well in the activities in this lesso n, write Let us begin this lesson by reflecting on what you know so far about Afro-Asian people, in particular, their traditional Activity 1: THE THOUGHTS THAT Are you familiar with our traditional dances? Can you name one? Take a look at the following pictures and answer the questions that follow: Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 69 Good start! But your search for knowledge is not yet over; in fact, you have just begun another journey to discover new things and the privilege to share these with others. You have just shared your first discovery that dance is a part of human culture and traditions. Let’s find out how others would answer the question and compare their ideas to our own. As we compare, you will also learn other concepts which will help you complete the required project. Your project is to put up an informative and creative exhibit showcasing the traditions and values of people from selected Afro-Asian countries. PROCESS QUESTIONS: 1. What do the pictures show? What do they have in common? 2. Can you identify what country is being represented in picture 1? How about the other pictures? 3. What helps you in identifying the specific country shown in each picture? 4. Do these pictures help you understand your identity as an Asian? How? Directions: Explain your answer to this question by accomplishing the IRF worksheet

below. Accomplish the (I) for your Initial Answer. As you continue doing this m odule, you Initial Answer

Revised Answer

Final Answer

Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 70 Listen as your teacher reads the age on Indian culture. Notice how she puts emphasis to some important words in the sentences to communicate the message more effectively Source: English for Secondary Schools (Revised Edition) Second Year India, Library of Nations (Time-Life Books, Amsterdam) Your goal in this section is to learn and understand key concepts related to Indian and Persian people. We will start with India, let’s try to find out why the Indians are said to be a remarkable people. We will do this by studying another aspect of their identity, their culture and their literature. As you go through this part, be guided by this question: PROCESS QUESTIONS: 1. Did your teacher give emphasis to all words in the sentence? 2. Can you recall the words that were stressed? What do we call those words? 3. What words were not stressed? Why do you think they were not stressed? 4. What do we call this emphasis or prominence which is given only to a syllable of certain words in a sentence? You have learned in your previous lessons that Sentence stress refers to the emphasis or prominence given to a syllable of certain words in a sentence. Content Words like nouns, verbs, adjectives, and adverbs, and interrogatives when used as subjects are sometimes stressed because the y have meaning in themselves. On the other hand, Function Words like articles, auxiliaries, linking verbs, conjunctions, pronouns, and prepositions are not normally stressed. These wo rds do not have meaning except when they are used in relation to their grammatical use in the sentence. Having understood the difference between content and function words try to do the oral practice and accomplish the retrieval chart afterwards. Activity 2: PRACTICE MAKES PERFECT Directions: With your partner, take turns in reading this paragraph properly.

Be sure to put emphasis to a Then a ploughman said, "Speak to us of Work." You work that you may keep pace with the earth and the soul of the earth. For to be idle is to become a stranger unto the seasons, and to step out of life s procession, that marches in majesty and proud submission towards the infinite. Work is love made visible. And if you cannot work with love but only with dista ste, it is better that you should leave your work and sit at the gate of the temple and tak e alms of The Prophet by Khalil Gibran (excerpts) Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 71 those who work with joy. For if you bake bread with indifference, you bake a bitter bread that feeds but half man s hunger. And if you grudge the crushing of the grapes, your grudge distils a poison in the wine. And if you sing though as angels, and love not the singing, you muffle man s ears to the voices of the day and the voices of the night. Process this activity using the retrieval chart. Retrieval Chart Directions: Pick out 10 words from the excerpts and classify them as content or function words. Then, tell whether they are stressed or unstressed; write your answers in Column 3. Then, give your reasons why you have the words as such. Write your reasons in the box provided. Words Content Word/Function Word Stressed/ Not stressed 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Reasons for your answers: Grammar Recall: Coordinating and Subordinating Conjunctions Take a look at these lines taken from the excerpt and answer the questions below : Work is love made visible. And if you cannot work with love but only with dista ste, it is

better that you should leave your work and sit at the gate of the temple and tak e alms of those who work with joy. 1. What is said about work in the paragraph? 2. According to Gibran, what are the better things to do if one cannot work wit h love but only with distaste? Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 72 3. How many ideas are given to answer question no. 3? What word is used to conn ect these ideas? 4. How do we call this word that connects ideas? 5. Can you give other connectors that words, phrases, and clauses? Give on e. When do you use that connector? Now take a look at these lines: “If you bake bread with indifference, you bake bitter bread that feeds but ha lf man s hunger. If you grudge the crushing of the grapes, your grudge distils a poison in the wi ne” 1. How many ideas are ed in the first lines? What are those? 2. What about in the second line? 3. Does the first part of every sentence convey a complete thought? Why? Why no t? 4. What word is used to introduce the first part of the sentence? What is its f unction in the sentence? A. Coordinating conjunctions tie together words and word-groups which have the same grammatical List of coordinating conjuntions: F – for A – and N – nor B – but O – or Y – yet Examples: I study mathematics and history. (Noun) We sang and danced heartily. (Verbs) The book was old and soiled. (Adjectives) They worked rapidly but carefully. (Adverbs) He went into the water and down to the bottom. (Phrases) They waited a long time, yet nobody came. (Principal Clauses) 1. The And type And is used to add something to what has already been said. It should be used o nly when the second idea is along the same line of thought as the first idea. Examples: a. The man was ugly and mean. (The words ugly and mean are both negative qualities.) b. She is attractive and bad tempered. (The sentence is faulty because attractive is a positive quality whi le bad tempered is a negative quality.) 2. The But type

But adds something contrary to or different from what has been said. When we use and, the second part of the sentence expresses an idea similar to the first. Whe n we use but, the second part of the sentence expresses an idea that is the contrast to the Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 73 first. Example: He is stupid but hardworking. (Stupid expresses a negative quality while hardworking expresses positive quality. The second idea is constructive.) 3. The Or type Or implies a choice. It connects ideas of equal value, giving one a chance to ch oose either idea. Examples: a. You can come today or tomorrow. b. I can go or stay as I please. 4. The So type The conjunction so is used when the second part is a consequence or effect of th e first part. The so type differs from the and type, which implies the same line o f thought and from the but type, which implies a contrast. So implies that the second part follows as a result of the first part. B. Subordinating Conjunctions Subordinators are function words that dependent clauses to main clauses; t hey are of two types: those that pattern like because and form that pattern like who , whom, whose, which and that. These words not only introduce the subordinate clause but link it to the main cl ause. Their chief function is to make clear exactly what the relation between the two clauses is. The chief relations they show are time, place, cause, result, exception, con dition, and alternative. Subordinators express various logical relationships such as: 1. Purpose: so that, in order that, in case, lest They read that they may learn. They read, so that they may learn. 2. Cause and effect: because, since, whereas, inasmuch as He failed because he did not study. He could not stand the wind and rain since he fell ill. 3. Manner: as, as if, as though, in such a way that Tess is acting as if she knows everything. 4. Condition: if, even if, unless, in case, in the event that If you go with me, I’ll treat you to a snack. I’ll not speak to you unless you go with me.

5. Place: where, wherever I don’t know where I lost it. 6. An adjectival subordinate clauses are usually introduced by the pro nouns who, whom, whose, which and that. These pronouns are called relative pronouns because they relate the adjective clause to the word the clause modifies (the antecedent of the relative pronoun). In addition to referring to the word the clause modifies, the relative pronoun has a job to do within the adjective clause. a. The boy who won the prize is my cousin. (The relative pronoun who relates the adjective clause to boy. It also functio ns Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 74 as the subject of the adjective clause.) b. J aveline is one of the people whom I invited. (Whom relates the adjective clause to people; it also ffunctions as t he direct object of the clause. I invited whom.) c. The boys apologized to the man whose window they had broken. Activity 3: CONNECT ME IF I’ M RIGHT Using the Correct Coordinating Conjunctions Directions: What coordinating conjunctions should connect these clauses? Write your answer on the space provided for you. ___ 1. It was raining. We went out. ___ 2. It was a warm day. We took off our sweaters. ___ 3. He was an extravagant person. He did not spend all his money. ___ 4. He was an extravagant person. He spent his money foolishly. ___ 5. Tell the truth. I will punish you. ___ 6. Tell the truth. I’ll not punish you. ___ 7. Anton lost his book. He didn’t look for it. ___ 8. You will hand in your theme on time. I’ll impose a penalty. ___ 9. J osie studied hard for the test. She got a good grade. ___ 10. You are not paying attention. The teacher will scold you. Supplying the Appropriate Subordinating Conjunctions Directions: What subordinating conjunctions should connect these clauses? Choose from the subordinating conjunction inside the box. Write your answer on the space pr ovided for you. if that when although

unless

___ ___ ___ ___ ___ ___ ___ ___ ___ ___

because

1. She could not go out. She felt ill. 2. We went out. The rain stopped. 3. She did not know. She lost her watch. 4. The child is crying. He has been punished. 5. She was not sure. She could go. 6. She didn’t wear her new shoes. Her mother told her to. 7. It was growing dark. She reached home. 8. I’ll attend your party. You invite me. 9. I’ll buy that picture. It is very pretty. 10. She has a lot of books. She doesn’t read them.

Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 75 Great job! You have combined sets of ideas to form new sentences. But always , we do not just put together any two or three sentences into one. There must be a relationship in meaning between those sentences. You would still encounter more exercises regarding conjunctions in the next quarter. Previously, you listened to an informative text about the culture of India, now it’s time for you to know additional information about the said coun try. You will read a selection about the characteristics of Indian Literature. Activity 4: VOCABULARY MAPPING Directions: Give the meaning of the italicized words using the vocabulary mapping procedure. 1. rituals and prayers 2. discourses between teachers and pupils 3. moral undertones Process for Vocabulary Mapping: Accomplish the vocabulary mapping worksheet by following the procedure below: There are 4 squares in each worksheet. Place the italicized word at the middle of each square. Label each of the four corners of the square with the following headings: defin ition, synonym, sentence and picture. Complete what is being asked for in each of the four headings Share your map with the class. Patient Definition Synonym Sentence Picture Tolerant Uncomplaining Thoughtful Tom was very patient with me when I didn’t understand the instructions on how to play soccer. He helped me in To be patient is to care enough about someone so that he/she may have the Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 76 VOCABULARY MAPPING WORKSHEET Name: ____________________________ Definition Synonym Sentence Picture

Grade and Section:__________

Definition Synonym Sentence Picture

Definition Synonym Sentence Picture

Definition Synonym Sentence Picture

The Literature of India is one of the indelible marks of India’s culture. It ha s its own unique development. In centuries, India produced some of the most Read and study the selection that follows. Find out what are the factors that Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 77 S anskrit literature originated with an oral tradition that produced the Vedic hol y texts, sometime after 1500 B.C. The Aryans, who came from Central Asia bringing their own Gods with them, memorized these sacred literatures, the Vedas, which means “knowledge.” The oldest of these holy works is the Rig Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the various Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the rituals and prayers of the Brahmins, the priests of the Aryans. The Brahmanas were followed by the Upanishads, which were discourses between teachers and pupils. Then came the Puranas, which were essentially the h istory of the Aryan race and its relationship with the gods. The two most famous Puranic epics are the Mahabhrata and the Ramayana , which have since been used as the sources of countless literary works. The Mahabharata interwove ideas about cosmology, statecraft, philosophy and the science of war into its stories of the deeds of Gods and men. It was considered to be the longest poem i n any language. The Ramayana simply recounted a sequence of heroic adventures , many of them with moral undertones.

When Sanskrit grammar was evolved beginning about 400 B.C., the literary works a imed to put in order all learning in the form of laws for the arts and sciences, called shastras, as well as poetry and stylized drama. Prior to this, the Indian constitution recogn ized several official languages. This resulted in the production of regional literature. Majo r writers such as Bhartrihari, and Mayura emerged when classical poetry reached its p eak in the 7 th century A.D. Kalidasa, one of the notable poets, is better known for his play Sa kuntala. Modern Indian literature started with establishment of civil service tr aining schools and printing presses early in the 19 th century. Western literary and philosophical writings produced a cultural revival, while vernacular language and culture was taught to British colonial officials. Twentieth-century writing has managed to keep alive the sentimental rom anticism of the 19 th century, while nationalist leaders such as Mahatma Gandhi influenced the development of social realism in the earlier works. Writing in English was viewed with mixed feelings in post-Independence India but was well established nevertheless. Pioneers in this field included Michael Dutt (182 4-73) and CHARACTERISTICS OF INDIAN LITERATURE PROCESS QUESTIONS: 1. Describe briefly the development of Indian Literature. 2. Explain the role played by religion in Indian literature. 3. Differentiate Ramayana from Mahabharata as to the theme. 4. How do several languages affect the development of Indian literature? You got additional information about India. Do you find it easy to answer the comprehension questions? If you didn’t, let me give you more input on how to do it. This is by skimming of the article. In the course of time, you will be asked to do research work in one of your subjects. Skimming is one skill which can help you get a quick overview of the material you are reading. To skim is to get the gist or the ge neral understanding of a reading material. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 78 Skimming for Major Ideas To skim effectively, let your eyes move quickly over the reading material. The titles, subtitles and illustrations will give you clues about the cont ent of the 1. Read carefully the topic sentence in the first paragraph, and then skip rapi dly to the next paragraph. In this way, you can get all your facts without having

to spend too much time on the reading matter. 2. If the reading material does not have explicit topic sentences, glance down the pages. Pick out sentences at random or select nouns and verbs which give you the trend of the material. Exercise keen judgment as you search for the catchwords. 3. Read sentences or parts of sentences at random throughout the article. This will help you grasp the idea of the author as quickly as possible. Activity 5: READ QUICKLY Practice one of the methods of skimming. Browse again the article about the characteristics of Indian Literature and identify the topic sentenc e for each paragraph. Paragraph 1: _____________________________________________________________________ _____________________________________________________________________ Paragraph 2: _____________________________________________________________________ _____________________________________________________________________ Paragraph 3: _____________________________________________________________________ _____________________________________________________________________ Paragraph 4: _____________________________________________________________________ _____________________________________________________________________ Paragraph 5: _____________________________________________________________________ _____________________________________________________________________ Paragraph 6: As a grade 8 student, you will often come across a material that is difficult to . Thus there is a need for you to outline your reading ma terial. Reducing complex material to its outline form will make you understand t he material fast and easy. How do you prepare a reading outline? Keep these points in mind: 1. Read the material and determine its purpose and structure. 2. Pick out the writer’s thesis statement or controlling principle; if it is not explicitly stated, express it in your own words. 3. Look for the major divisions and label each with a Roman numeral. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 79 4. Divide each major division into subdivisions. 5. Check whether the divisions and subdivisions relate to the thesis statement or the purpose of the writer. 6. Compare your outline with the original material to check against any misinte rpretation or distortion of the content and structure of the original. that there are two kinds of outline: the topic outline, in which the e ntries are given in words or phrases, and the sentence outline, in which the entries a

re complete Now, try to convert the selection you have just read to an outline. You can use three-step word, phrasal or sentence outlines to organize your ideas. Activity 6: OUTLINING Directions: Fill out this outline of the development of Indian literature and give the characteristics of each period. Stages of Development I. Oral Literature A. ____________________ B. ____________________ 1. ______________ 2. ______________ C. ____________________ D. ____________________ 1. Ramayana 2. Mahabharata II. Beginnings of Sanskrit Grammar A. ____________________ B. ____________________ III. Modern Indian Literature Characteristics I. Sacred/ holy texts The world is getting smaller but not in size. We know what is happening in other Afro-Asian countries by reading newspapers. This will also help us understand their traditions and values. Newspapers give us information about what is happening in a country or in the world every day. It is said that people need news, as much as they need eyes in order to see what’s going on. It is important for you, as students to develop skills in getting information from newspapers. Most newspapers have several sections: News page, sports page, classified ments, comics/cartoons, editorial, columns, and obituary. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 80 Activity 7: GETTING INFORMATION FROM NEWSPAPERS 1. Form a group of five and examine the parts of a newspaper. Note its different sections. 2. Collect items belonging to every section. Display them around the room. 3. Note how many sections talk about the following: a. local news b. national news PROCESS QUESTIONS: 1. Where do international news items come from? 2. What do international news items talk about? 3. Are these news items mostly good or bad? So, have you gathered data about other Afro-Asian countries from the newspapers? Let me give you another input about India. This time, you will watch a video clip of the Kids Animation Epics containing the full episode of the

Activity 8: WATCH AND WORK Directions: Watch the video clip and observe keenly. Be ready to do the following group tasks below. You will be graded based from your preparation, visual aids, speaking and audience , overall understanding of the topic and teaching value for other students. http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html Group 1: Arrange the given events to get the summary of the Ramayana Group 2: Accomplish the Actitude Analysis Group 3: Identify the conflict in The Ramayana Group 4: Identify the theme of Ramayana RUBRIC FOR DIFFERENTIATED TASK Group no. ___________ 1 2 3 4 TOTAL

Task: ____________________________________

Preparation Did not prepare enough for presentation. Some preparation was done. A good amount of preparation was done. Group prepared beyond level of assignment. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 81 1

2 3

Visual Aids

4 TOTAL

There were no helpful visual aids. There were a few visual aids. There were clear and

interesting visual aids. Student created excellent visual aids. Speaking and Audience

Did not look at audience and was not loud enough. Looked at audience some of the time and used a soft voice. Looked at the audience and speak clearly. Held the attention of the audience and spoke very expressively . Overall Understand ing of the Topic Students did not show sufficient understanding of the topic. Students understood most of the topic.

Students understood the entire topic. Students understood the topic and found extra information. Teaching value for other students

Did not help other students learn about the topic. Helped other students learn something. Helped other students understand the topic well. Helped other students understand the topic and enjoy the presentation . Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf Group 1: SEQUENCING OF EVENTS Arrange the following events in the order of the diagram. Write num bers 1 to 10. Then, retell the story in your own words. Put your answer on the space provided for you. ____ King Dasharatha, Rama s father, decides it is time to give his throne to his eldest son Rama.Everyone seems pleased. However Rama s step-mother, the king s second wife, is not pleased. She wants her son, Bharata, to rule. Because of an

oath Dasharatha had made to her years before, she gets the king to agree to banish Ra ma for fourteen years and to crown Bharata, even though the king, on bended knees, begs Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 82 ____ Rama, always obedient, is as content to go into banishment in the forest a s to be crowned king. Sita convinces Rama that she belongs to his side an d his brother Lakshman also begs to accompany them. Rama, Sita and Lakshman set out for the ____ Dasharatha, King of Ayodhya, has three wives and four sons. Rama is the eldest. Bharata is the second and the other two are twins, Lakshman and Shatrugh na. ____ In a neighboring city the ruler s daughter is named Sita. When it is time for Sita to choose her bridegroom, at a ceremony called a swayamvara. Sita indicates she has chosen Rama as her husband by putting a garland around his neck. The disappointe d suitors watch. ____ Ravana devises a plan to abduct Sita. He sends a magical golden deer which Sita desires. Rama and Lakshman go off to hunt the deer, first drawing a protect ive circle around Sita and warning her she will be safe as long as she does not step outside the circle. As they go off, Ravana (who can change his shape) appears as a holy man begging alms. The moment Sita steps outside the circle to gi ve him food, ___ Bharata, whose mother s evil plot has won him the throne, is very upset when he finds out what has happened. Not for a moment does he consider breaking the rule s of dharma and becoming king in Rama s place. He goes to Rama s forest retreat and b egs ___ Rama is broken-hearted when he returns to the empty hut and cannot find Sita . A band of monkeys offers to help him find Sita. Ravana has carried Sita to his pal ace in Lanka, but he cannot force her to be his wife so he puts her in a grove and alte rnately sweet-talks her and threatens her in an attempt to get her to agree to marry him . Sita will not even look at him but thinks only of her beloved Rama. Hanuman, the gene ral of the monkey band can fly since his father is the wind, and Hanuman flies to La nka and, finding Sita in the grove, comforts her and tells her Rama will soon come a nd ___ Years and Rama, Sita and Lakshman are very happy in the forest. One day a rakshasa princess tries to seduce Rama, and Lakshmana wounds her and drives her away. She returns to her brother Ravana, the ten-headed ruler of Lanka, and tell

s her ____ Rama frees Sita. After Sita proves here purity, they return to Ayodhya and Rama becomes king. His rule, Ram-rajya, is an ideal time when everyone doe s his or her dharma and "fathers never have to light the funeral pyres for their sons." Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 83 ___ Ravana s men capture Hanuman, and Ravana orders them to wrap Hanuman s tail in cloth and to set it on fire. With his tail burning, Hanuman hops from h ouse-top to house-top, setting Lanka afire. He then flies back to Rama to tell him where Sita is. Rama, Lakshman and the monkey army build a causeway from the tip of India to Lan ka and cross over to Lanka. A might battle ensues. Rama kills several o f Ravana s Group 2: Analyze the Actitude (Action/Attitude) Fill out the Actitude Analysis below and discuss your analysis in front of the c lass. Other groups are free to agree/ disagree on the answers of the group reporting i n front of the class. Process for Actitude (Action/Attitude) Analysis First enumerate the attitudes/values of the characters revealed in the video Then write the corresponding actions/ practices that will serve as your evidenc es. Analyze everything and come up with the summary of your analysis. Attitudes/Values Action/Practices Actitude Analysis of... Summary Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 84 Group 3: Validate the Conflict Identify the conflict in the story “Ramayana” Do this through a graphic organizer, how the conflict shaped the course o f the story and how it was resolved. CONFLICT Resolution How it shaped the flow of the play How the character deal with it Group 4: Examine the Theme Identify the theme of “Ramayana” Process the activity by answering the following questions. 1. What is the theme of the play? 2. What ideas lead you to identifying the theme? 3. How is the theme of Ramayana similar or different from the other themes of d ramas/

movies you have watched on television? 4. What does this reveal of about Afro-Asian plays? 5. How does the theme affect you as a person? 6. Are you able to relate an experience, a thought or a personal feeling with t he story? Group 5: Make your Own Script In your own words, create a script of Ramayana. Check the script you will make with that on video. Go to the following link for the video: http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html Read dramatically your written script. Recall the lines in the video clip, “The Ramayana.” Think about how Sita felt when she said to Rama these lines: "As shadow to substance, so wife to husband, is not the wife s dharma to be at her husband s side? Let me walk ahead of you so that I may smooth the path for your feet," If you were acting out a dialog, how would you convey Sita’s feeling as she begged to accompany Rama to his retreat? When people talk, can you guess how they feel and what their attitudes are? Pitch refers to the highness or lowness of a sound; stress or accent refers to the greater or lesser force given to certain syllables or words; intonation refers to the way the voice goes either up or down at the end of the sentence. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 85 A person who is in great fear may utter stressed sounds in a high pitch as when calls out: Fire! Look! Help! Run! A person who is embarrassed may stutter in a low pitch as when one says: I’m s-s-s-sorry. One who is doubtful may use a rising intonation for a statement as in: Yoni holds office in this building? One who scorns or wants to emphasize a place, person, or thing stres ses a demonstrative adjective before that noun, as in; Yoni holds office in this building. One who has self-confidence and poise may use a normal pitch, stres s and intonation pattern as in; The battle began. How can you identify a person’s attitudes and feelings? You can identify attitudes and feelings by listening to the way a person speaks. Activity 9: ORAL PRACTICE Get a partner and take turns in reading and listening to the followi ng

dialogs from The Ramayana. Identify the feeling expressed by your partner 1. "I gladly obey father s command," - Rama 2. "The eldest must rule, please come back and claim your rightful p lace as king." Bharata 3. “You must stand vigilant, guarding a sacrifice from demons for six days and se ven nights” – Visvamitra 4. “My husband, when I saved your life in the battlefield so many years ago? And do you that you granted me two boons at that time. The time has come for you to fulfill your promise!” – Kaikeyi Did you make clear and interesting explanations about your answers in the last activity? You will encounter more exercises about this topic in the succeeding lessons. Aside from using the proper stress and intonation, you can also improve your skill in expressing your ideas clearly and interestingly by using a variety of sentence structures. You learned in your previous lessons that, sentences could be classified into: simple, compound, complex, and compound-complex. If you are not sure of the characteristics of each of these, here are key points to refr esh your Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 86 Kinds of Sentences According to Structure A. Simple sentence – is a sentence with one independent clause and no subordinate clause. It may contain two or more verbs or two or more subjects connected by subordinators, but this does not alter the fact that only Examples: King Dasharata had four sons. Lakshman and Shatrughna were twins. King Dasharatha decides it is time to give his throne to Rama and retire to the forest. Sita and Lakshman begged and convinced Rama to let them set out for the forest. B. Compound Sentence – is a sentence composed of two or more independent claus es but no subordinate clauses. The clauses of a compound sentence may be separated by semi-colons or commas followed by coordinating conjunctions; or semi-colons foll owed by sentence connectors. You may separate the two main clauses of a c ompound The most common coordinators are: and or nor so but for yet The most common sentence connectors are: therefore moreover indeed while also hence Examples: Bharata begs Rama to return to the palace but the latter refuses. Rama goes off to hunt the deer, while Lakshman draw a protective circle around S ita. C. Complex Sentence - is a sentence containing one independent clause and at least one subordinate clause.

Examples: When Sita steps outside the circle, Ravana grabs her and carries her off to his kingdom in Lanka. Ravana’s men capture Hanuman before he could finish conversing with Sita. D. Compound-Complex Sentence – contains two or more independent clauses and at least one subordinate clause. Examples: The people who were in the kingdom are pleased with Rama , but Kaikeyi plotted an evil plan against him. Activity 10: SENTENCE STRUCTURE TEST Read and analyze each sentence and write on the space before the number whether the sentence is simple, compound, complex, or compoundcomplex. Be prepared to explain your answer. _____________ 1. After the supplies are delivered, Lucia and Shine wil l decorate the Audio-Visual Room. _____________ 2. We know that the English department has worked very hard, and we Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 87 appreciate their efforts. _____________ 3. If we start early, we can finish before noon. _____________ 4. Arrange the props creatively and artistically. _____________ 5. Somebody must stand at the door and collect the tickets. _____________ 6. This presentation should be a success, because we have already sold several hundred tickets. _____________ 7. We have elected a king and a queen for the dance, and they wil l lead the Grand March. _____________ 8. The clean-up committee will report tomorrow at noon. _____________ 9. Tess moves the table at the center. Activity 11: WRITE A REFLECTION Write a summary of the insights you have gained about the two characters in “The Ramayana” . Use a mixture of simple, compound and complex sentences to make your summary interesting. 1. Characterize Rama as a husband and Sita as a wife. 2. How did Sita show her love and devotion to her husband? How about Rama to hi s wife? 3. What conclusion can you make about the Indian women and men of their time? 4. Do you see any similarities between Indian men and Filipino men? Or Indian w omen Have you gathered enough information about India? Do you now understand why Indians are said to be a remarkable people? Now, we will talk about another country, Persia. Let’s try to know about the Persians through their literature. One of the best Persian prose selections Persian literature refers to the body of writings in Modern Persian, the form of the Persian language that emerged in the 19 th century, especially in north-

eastern Iran. The first writings in Modern Persian were in verse. As prose translation from Arabic were made, improvements based on Arab literary conventions and the use of literary devices, were introduced. The Rubaiyat of Omar Khayam, which scattered philosophical quatrains of rare music and charm, was written in answer to the many questions about life. What ma kes it outstanding is the fact that these verses were written, not by a man of letters, but by a famous mathematician and astronomer who lived in Persia in the eleventh century for the readers of the western world. Let’s try to find out the general mood or tone of the poem? Find the lines that Background on Persian Literature Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 88 Activity 12: BUILDING YOUR VOCABULARY Match the words in Column A with their definitions in Column B. A B ____1. turret a. a large inn ____2. anon b. soon ____3. vintage c. rundown ____4. caravanserai d. an earlier model ____5. battered e. projecting tower The Rubaiyat of Omar Khayam Translated by Edward Fitzgerald Wake! For the Sun, who scattered into flight The Stars before him from the Field of Night, Drives Night along with them from Heav n and strikes The Sultán s Turret with a Shaft of Light. And, as the Cock crew, those who stood before Come, fill the Cup, and in the Fire of Spring The Winter Garment of Repentance fling: The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; and anon, Like Snow upon the Desert s dusty Face Lighting a little Hour or two -- is gone. Think, in this batter d Caravanserai Whose Doorways are alternate Night and Day, How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. Ah, my Beloved, fill the Cup that clears TO-DAY of past Regrets and future Fears: To-morrow! Why, To-morrow I may be Myself with Yesterday s Sev n thousand Years. For some we loved, the loveliest and the best That from his Vintage rolling Time has prest, Have drunk their Cup a Round or two before, And one by one crept silently to rest Ah, make the most of what we yet may spend, Before we too into the Dust descend;

Dust into Dust, and under Dust, to lie, Sans Wine, sans Song, sans Singer, and--sans End! Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 89 Let’s find out if you understand the poem through Reading Meaning into Poetry. Activity 13: READING MEANING INTO POETRY Directions: Encircle the letter of the most appropriate meaning of each of the following ages. 1. The Bird of Time has but a little way To fly -- and Lo! the Bird is on the Wing. a. Life is short b. Birds cannot fly for a long time. c. Birds die fast. 2. The Worldly Hope men set their Hearts upon Turns Ashes -- or it prospers; a. Men’s desires either fail or suceed. b. Men burn their hopes. c. When men hope, their hurts burn. 3. How Sultan after Sultan with his Pomp Abode his Hour or two and went his way. a. No matter how rich a person is, time comes when he becomes poor. b. Even rich men just live the life meant for them, then they die. c. A rich man does not stay permanently in a palace. 4. Oh threats of Hell and Hopes of Paradise! One thing at least is certain--This Life flies: a. Life is destined for hell or paradise. b. Everyone should think about hell and paradise. c. Life on earth soon ends. 5. One thing is certain and the rest is lies; The Flower that once is blown for ever dies. a. All flowers die after it has bloomed. Activity 14: WHAT’S ON YOUR MIND? Identify what is the author’s concept of life and death. Answer this using a concept map. See the sample on the next page. The steps in doing a concept map Write the major idea at the center Encourage students to use their own words. Check to make sure the connections are valid and clear. Share your concept map to your classmates. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 90 Activity 15: WRITING AN EXPERIENCE Directions: Choose a age from the poem, “ The Rubaiyat of Omar Khayam,” and write your reflections on it. Example: The Bird of Time has but a little way, To fly -- and Lo! the Bird is o n the Wing.

Pointers for writing a reflection 1. Interpret the meaning of the lines by paraphrasing or re-stating them. 2. Relate an experience in your life or observation around you that will help e xplain or illustrate the meaning of the lines. 3. Conclude with your own view of the age. Do you agree or believe in it? I s it an As you go through your formal education, you will be expected to study or do research work. Because of this, you will have to do a lot of reading and learn how to read fast. One way to do fast reading is through scanning. To scan is to move the eyes quickly down a page to find facts or details quickly. Let’s try this one. Activity 16: SCANNING FOR SPECIFIC INFORMATION Directions: Scan the following age and find the answers to the following questions. Write your answers on the space provided. 1. What are inseparable in Asia? __________________________________________________ 2. What are regarded as valued “classical” traditions in Asia? __________________________________________________ Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 91 3. What makes it difficult to draw a sharp borderline between and am ong dance, ceremonies and rituals? __________________________________________________ 4. Why is Asia, called a treasury of traditions representing developme nt of theatrical performances? Asian Traditional Theatre and Dance 1. The interrelatedness of drama, dance and music In Asia, drama, dance and music are inseparable. Most of the traditional forms of Asian performing art combine drama, dance and music into a kind o f whole in which it is difficult to draw a clear borderline between these art forms . Most of the Asian traditions employ either dance or dance-like, stylized movements, while movements are frequently interwoven with text. In addition to this, mo st of the traditions are characterized by their own specific musical styles or genres. The acting technique, which employs dance-like body language, is usually very intri cate and it demands many years of arduous training, as western ballet technique, for example , does. Therefore in Asia it is simply not possible to classify stage arts as nonv erbal “dance” or “spoken theatre”. 2. The Interaction between “ Living Theatre” and Puppet Theatre In Asia, puppet theatre and one of its variations, shadow theatre, are often

regarded as valued “classical” traditions. In Asia there are dozens of important for ms of puppet theatre. One could generalize that shadow theatre usually represents t he early strata of puppetry with a long history and religious or magical connotatio ns. In shadow theatre the silhouette-like figures are often cut from leather or other transparent or semi-transparent materials and they are seen through a cloth scre en while manipulated by one or more puppeteers. The interaction of puppet theatre and “living theatre” is one of the characteris tics of Asian theatrical traditions. 3. Relationship with Religion In many of the Asian cultures, theatre and dance are still organi cally related religions and other belief systems today. This deep intermingling of t heatre, dance and religion makes it difficult to draw a sharp borderline between dance, ceremo nies and rituals, as will be apparent later. 4. The Preservation of Ancient Forms In Asia there is an abundance of theatrical traditions with histories of hun dreds, sometimes even thousands, of years in which the performance traditions with spec ific acting techniques are also still preserved. This may be due to the d eep interrelationship with religion and rituals. Religious art tends to be conservative in nature and changes of style are mainly avoided. Thus Asia is a treasury of tradi tions representing different stages of the development of theatrical performan ces from stone-age rituals to later, complex court performances and to modern, often west erninfluenced styles. Most of these traditions preserve not only a literary heritage, but also an acting technique, costuming, masks, a make-up system etc. that have retained much of th eir Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 92 At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initia l answer to the focus question: As a Filipino, how can you better understand your identity as an Asian? Answer the Focus Question by giving your Revised Answer in the IRF grid based on the things learned. Initial Answer

Revised Answer

Final Answer

Hello there! Congratulations on making it this far. Now that you know the important ideas/concepts about our topic, let’s go deeper by moving on to the next level. Your goal in this section is to enrich your understanding on the topic. You have learned from the previous activities that the traditions and values of people have come down to us through oral language, literature, and in theatre and dance. The Afro-Asian countries share some common Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 93 Activity 17: CHECK AND BALANCE Directions: What have you learned so far? Choose one Informative or Literary text you took up in the previous lesson. Write four reasons for choosing it. Plot them on the chart below and answer the questions t hat Title of Informative/Literary Text 1. Indian Culture 4. The Ramayana 2. The Prophet by Khalil Gibran 5. Rubaiyat of Omar Khayam Title of Informative/ Literary Text Reason Reason Reason Reason 1. How do these informative/literary texts help you understand the dif ferent traditions and values of Afro-Asian countries? 2. In what manner do these informative / literary texts help you understand you r identity as an Asian? PROCESS QUESTIONS: Continue sharing your knowledge and views with others through this activity. What would you do if you were in these situations? Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 94

Do the following group tasks. Decide an action if you were in these situations: Group 1: Deciding whether to take your parents order in choosing a course or not . Group 2: Letting go of a friend due to some conflicts Group 3: Staying away from peers due to family pressure Group 4: Deciding whether to stay and live in the city or province. Group 5: Deciding whether to live independently or to stay with parents after Activity 18: REAL LIFE SITUATIONS You are about to read another literary work, this time a play entitl ed “ Shakuntala” . This play was written by a well known poet Kalidasa. What do you know about him? Before you start reading “ Shakuntala” , try to unlock some vocabulary words found in the selection. Activity 19: VOCABULARY TEST Directions: Choose the word from the word pool which means the same as the word or words in parentheses. heralds curse hesitate apparently

ashram dynasty

garland blurs (1) An ___________________ (abode, refuge) is the home of the family – the basic unit of society. It is from the family that individuals come to birth and it is within the family that they find the first school of the social virtues that are important to buil d a society. (2) _______________ (obviously) parents are the first teachers. Every child is a gift to its brothers, sisters, parents and entire family. They say a good child is a (3) _____________ (wreath of flowers) that brings honor to the parent s while a black sheep is a (4) _____________ (damnation), but nevertheless, the c hild is loved and cared for. In most cases the family (5) ____________ (announces) progress and str ives to contribute to national development. Family don’t (6) ___________ (waver) t o pursue fields of endeavor that would bring them honor and glory. Take for exampl e the political (7) ___________ (ancestry lines of hereditary rulers) we have in the c ountry. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 95 Read the selection silently. Then, choose the character you prefer and read Shakuntala by Kalidasa (Act IV) (excerpts) Sharngarava (listening to the song of koïl-birds).

Father, The trees are answering your prayer In cooing cuckoo-song, Bidding Shakuntala farewell, Their sister for so long. Invisible beings. May lily-dotted lakes delight your eye; May shade-trees bid the heat of noonday cease; May soft winds blow the lotus-pollen nigh; May all your path be pleasantness and peace. (All listen in astonishment.) Gautami. My child, the fairies of the pious grove bid you farewell. For they love the hou sehold. Pay reverence to the holy ones. Shakuntala (does so. Aside to PRIYAMVADA). Priyamvada, I long to see my husband, and yet my feet will hardly move. It is ha rd, hard to leave the hermitage. Priyamvada. You are not the only one to feel sad at this farewell. See how the whole grove f eels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants. Shakuntala(recalling something). Father, I must say good-bye to the spring-creeper, my sister among the vines. Kanva. I know your love for her. See! Here she is at your right hand. Shakuntala (approaches the vine and embraces it). Vine sister, embrace me too with your arms, these branches. I shall be fa r away from you after to-day. Father, you must care for her as you did for me. Kanva. My child, you found the lover who Had long been sought by me; No longer need I watch for you; I’ll give the vine a lover true, This handsome mango-tree. And now start on your journey. Shakuntala (going to the two friends). Dear girls, I leave her in your care too. The two friends. But who will care for poor us? (They shed tears.) Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 96 Kanva. Anusuya! Priyamvada! Do not weep. It is you who should cheer Shakuntala. (All wa lk about.) Shakuntala. Father, there is the pregnant doe, wandering about near the cottage. When she becomes a happy mother, you must send some one to bring me the good news. Do not forget. Kanva.

I shall not forget, my child. Shakuntala (stumbling). Oh, oh! Who is it that keeps pulling at my dress, as if to hinder me? (She turns round to see.) Kanva. It is the fawn whose lip, when torn By kusha-grass, you soothed with oil; The fawn who gladly nibbled corn Held in your hand; with loving toil You have adopted him, and he Would never leave you willingly. Shakuntala. My dear, why should you follow me when I am going away from home? Your mother died when you were born and I brought you up. Now I am leaving you, and Father Kanva will take care of you. Go back, dear! Go back! (She walks away, weeping.) Kanva. Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. Sharngarava. Holy Father, the Scripture declares that one should accompany a departing loved one only to the first water. Pray give us your commands on the bank of this pond, an d then return. Kanva. Then let us rest in the shade of this fig-tree. (All do so.) What commands would it be fitting for me to lay on King Dushyanta? (He reflects.) Anusuya. My dear, there is not a living thing in the whole hermitage that is not grieving to-day at saying good-bye to you. Look! The sheldrake does not heed his mate Who calls behind the lotus-leaf; He drops the lily from his bill And turns on you a glance of grief. Kanva. Son Sharngarava, when you present Shakuntala to the king, give him this message from me. ing my religious worth, Your own high race, the love poured forth By her, forgetful of her friends, Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 97 Pay her what honour custom lends To all your wives. And what fate gives Beyond, will please her relatives. Sharngarava. I will not forget your message, Father. Kanva (turning to SHAKUNTALA). My child, I must now give you my counsel. Though I live in the forest, I have so me knowledge of the world.

Sharngarava. True wisdom, Father, gives insight into everything. Kanva. My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Gautami. This is advice sufficient for a bride. (To SHAKUNTALA.) You will not forget, my child. Kanva. Come, my daughter, embrace me and your friends. Shakuntala. Oh, Father! Must my friends turn back too? Kanva. My daughter, they too must someday be given in marriage. Therefore they may not go to court. Gautami will go with you. Shakuntala (throwing her arms about her father). I am torn from my father’s breast like a vine stripped from a sandaltree on the Malabar hills. How can I live in another soil? (She weeps.) Kanva. My daughter, why distress yourself so? A noble husband’s honourable wife, You are to spend a busy, useful life In the world’s eye; and soon, as eastern skies Bring forth the sun, from you there shall arise A child, a blessing and a comfort strong— You will not miss me, dearest daughter, long. Shakuntala (falling at his feet). Farewell, Father. Kanva. My daughter, may all that come to you which I desire for you. Shakuntala (going to her two friends). Come, girls! Embrace me, both of you together. The two friends (do so). Dear, if the good king should perhaps be slow to recognise you, show him the rin g Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 98 with his own name engraved on it. Shakuntala. Your doubts make my heart beat faster. The two friends. Do not be afraid, dear. Love is timid. Sharngarava (looking about). Father, the sun is in midheaven. She must hasten. Shakuntala (embracing KANVA once more). Father, when shall I see the pious grove again? Kanva. My daughter, When you have shared for many years The king’s thoughts with the earth,

When to a son who knows no fears You shall have given birth, When, trusted to the son you love, Your royal labours cease, Come with your husband to the grove And end your days in peace. Gautami. My child, the hour of your departure is slipping by. Bid your father turn back . No, she would never do that. Pray turn back, sir. Kanva. Child, you interrupt my duties in the pious grove. Shakuntala. Yes, Father. You will be busy in the grove. You will not miss me. But oh! I mi ss you. Kanva. How can you think me so indifferent? (He sighs.) My lonely sorrow will not go, For seeds you scattered here Before the cottage door, will grow; And I shall see them, dear. Go. And peace go with you. (Exit SHAKUNTALA, with GAUTAMI, SHARNGARA VA, and SHARADVATA.) The two friends(gazing long after her. Mournfully). Oh, oh! Shakuntala is lost among the trees. Kanva. Anusuya! Priyamvada! Your companion is gone. Choke down your grief and follow me. (They start to go back.) The two friends. Let’s try to figure out if you understand the selection. Do the follow ing activities as you go deeper in your search for knowledge. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 99 Activity 20a: CHARACTER MAP Directions: Do the following tasks below. Use the character map to answer this activity. 1. Describe Shakuntala as a daughter, as a sister and as a friend. 2. Describe Kanva as a father. 3. Cite proof/evidence to your answer. Proofs/ Evidences Name of the Character Descriptions Activity 20b: ACTIVE KNOWLEDGE-SHARING Directions: Participate in the class discussion by answering the following questions. Write your answers on the space provided. 1. How is Kanva similar to most fathers nowadays? ____________________________________________________________________ 2. What advice did he give his daughter in her relation with her husband, her hu sband’s family, the people around her? ____________________________________________________________________

3. As described in the excerpt what is the concept regarding the rol e of a woman as bride? ____________________________________________________________________ 4. What Indian traditions and values were mentioned in the story? Rela te it to Filipino traditions and values. ____________________________________________________________________ 5. Go over the text again and list down common practices that we still observe n owadays. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 100 Activity 21: CHARACTER’S EMOTIONS Directions: Pick one line of a character from the story and deliver it ANASUYA: Even people ignorant of wordly affairs would say that the King had not behaved like a gentleman towards Shakuntala. (Complaining) SHAKUNTALA: So I became bride again. I will never have friends like you. (She drops tears) PRIYAMVADA: Anasuya, hurry. We are arranging for the departure of Shakuntala. (With Joy) KANVA: How grief weakens me when I see all those grains you scattered in offering of the cottage door sprouting! Go now! God be with you on your journey. (Sighing with grief) Examples: Activity 22: READERS CIRCLE Directions: Group into five and write your interpretation of the follo wing excerpts in depth using the Readers Circle Strategy. Read, discuss and respond to the dialog assigned to your group. Choose a representative to Process for the Readers Circle Strategy Be sure to work with your . Assign roles to your (clarifier, summariser, timekeeper etc). Analyse the assigned text/lines to your group. Prepare for your roles in the circle. Assign your facilitator to a circle. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 101 Group 1. Priyamvada: You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow,

The tears of clinging plants. Group 2. Kanva: Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies. Group 3. Kanva: My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say? Group 4. Shakuntala: I am torn from my father’s breast like a vine stripped From a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.) Group 5. Kanva: So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For a girl is held in trust, another’s treasure; Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 102 Yes No Sometimes Evidence Everyone participates and shares in the discussion process. Communication is interactive. The group is ive of their individual . Group climate promotes friendliness. Group often ask questions for clarification or elaboration. The group discussion stays on topic or on directly related issues. The group is energetic and enthusiastic. Self and Peer Assessment Sheet Activity 23: SKETCH TO STRETCH

Directions: Sketch the topic assigned to your group in order to “stretch” or broaden and deepen your imagination, ideas or concepts. Group1: Draw a comics strips narrating the story Shakuntala. Group2: Draw an illustration of the characters mentioned in the selection. Group 3: Reveal the theme of the story through a collage. Group 4: Have a visual presentation of the setting of the story. Group 5: Illustrate the traditions and values revealed in the selection. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 103 1. What new realizations do you have about the traditions of Afro-Asian? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What similarities do you find between your values as a Filipino and the valu es of other Afro-Asian countries discussed in lessons 1 to 3? How did you feel about it? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Do you see the significance of studying the traditions and values of other A fro-Asian countries? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Activity 24: THINK PAIR Directions: Answer the following questions with a help of a partner. Write your answers on the space provided. At last, you are now ready to give your final answer to the focus question “ How can you better understand your identity as an Asian?” Write your Final answer in the IRF grid below. Initial Answer Revised Answer Final Answer

Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 104 In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding of the lesson. Right from the start of Lesson 1 you have been gathering facts and opinions about the traditions and values of people from selected Afro-Asian countries. You have discovered also that the literature of these countries is a great tool in understanding their beliefs and customs. Furthermore, the previous lessons taught you how to write an informative paragraph that leads you to have your own informative article. Also, you were given a chance to write your own brochure. This time, your target is to make a write-up promoting the informativ e and creative exhibit you will put up. This exhibit should showcase the traditions and values of selected Afro-Asian countries. How to Write an Event Proposal Instructions 1. Write an introduction. Indicate the purpose of the event proposal. Me ntion prior with the recipient or how you learned about the project . Say something encouraging about your company or the project and give an overview of the proposal s contents. 2. Discuss the background. State the problem or opportunity that has brought about this event proposal. 3. Briefly state what it is you are proposing to do. 4. Discuss the benefits or advantages of doing the project. 5. Discuss how you will go about the event and what concepts or the ory is involved. 6. Discuss or describe what the finished product will look like and how will i t work. 7. Make a statement of feasibility or possible outcome of the proposal. Describe the full benefits of the event. 8. Provide a schedule, timeline or list of project "milestones" for the project. If you cannot cite specific dates for completion of key project phases, estimate Source: How to Write an Event Proposal | eHow.com http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM Activity 25: TAKE MY PROPOSAL Directions: You have learned how to write an event proposal from the guidelines above. You will try your knowledge of the steps by doing the given exercise. Consider the scenario below: You are the event organizer in your company. You have been asked to run a concert for a fund raising project of a certain foundation. Your targ et is to invite sponsors who will your project. As part of your preparation for the even t, is to write an event proposal. This letter will be distributed to all t

he prospect sponsors. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 105 1. Title Information: The title of the document should be centered in bold letters at the top of the page and should say something such as "LETTER OF INTENT." On a line underneath, type what type of intent the letter is for, i.e., "Park Enhancement Grant Program." On the left-hand side of the page, begin with the date. It s best to write the date out. For example, write "August 21, 2012", instead of using, "09/21/12 ", which tends to look less professional. 2. Address Information: The address and title information should If you are addressing the letter to J ohn Dela J ohn Dela Cruz". If the letter is sent in uld add that underneath in the following format: Mr. J ohn Dela Cruz c/o Cherry De Vera The name of the addressee s organization

be typed professionally and correctly. Cruz, you would address it to, "Mr. care of a second person, you wo

or company goes on the line below with

the address following. For example: Mr. J ohn Dela Cruz c/o Cherry De Vera Department of Parks and Recreation Pearl Drive, Ortigas, Pasig City Then type in the regarding line, i.e., "RE: PEG Letter of Intent." And type in the "dear" line. For example, "Dear Mr. Dela Cruz". 3. Letter Body Keep paragraphs short and concise. Begin the letter with something suc h as, "I submit this letter of intent to notify the Department of Parks and R ecreation of [enter name of organization here] s intent to submit a proposal for... " Add the remaining information and end the first paragraph here. In the second paragraph, talk about your organization s intent and gi ve a brief description of the improvement or whatever the intent is. If you are speaking of a specific park or organization, use proper names. In the final paragraph, let the reader know who your representative w ill be. For example, "[Name] will be our main point of for the purposes of the application process and can be reached at:" use a bulleted list for the information. For example:

Mailing Address Phone Number E-mail Address In the final paragraph, thank the reader for the opportunity to part icipate in whatever program to which you are applying. Complete and sign the let ter as follows: This is how you will write your event proposal: Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 106 Assessment The following criteria will be used in evaluating your event proposal: 1. Proper Business Letter Format (5 points) Heading, inside address, salutation, body, closing, etc. are present. 2. Focused Body Paragraphs (5 points) Distinct claims in each body paragraph explaining your project’s origins and goal s are evident. 3. Specific Details (5 points) Specific details in each body paragraph are provided. It doesn’t just summarize and generalize. 4. Polished (5 points) The errors are checked thoroughly. There is a signature. 5. ion (5 points) Demonstrated a choice of project that reflects your ions and futu re goals. PROCESS QUESTIONS: 1. Were you successful in writing your event proposal? Why do you say so? 2. What difficulty did you encounter in writing your letter of proposal? What d id you do about it? 3. Do you think your output meets the criteria for assessing an event proposal? The planning process takes time and should not be rushed, that is why it is a good idea to begin this as early as possible. The plan of action and schedule will then be drawn up based on the ideas created by your class and will be used on the day of the event. How are you going to do this? There are many creative ways on how to put up an exhibit. Take a look at this. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 107 Putting up an exhibition, whether it is a large event or a small activity, can b e stressful thing to organize and run on. Here are some of the important aspects to consider in putting up an informative and creative exhibit: 1. Find the right equipment to put up a good display and promoting the exhibit. Many

people will have been to exhibitions for various and will have noticed that in t hese events the key to a successful exhibition is promotion and communication. 2. Plan carefully where you will place each unit, making sure that the people ar e able to see and understand what is being displayed (products, leaflets, brochures, bookl ets, prototypes, samples, pictures etc.) 3. Choose a theme. It’s not enough to simply have lots of artwork you’d like to exhi bit; in order to tie each piece together, you need to come up with a focus. 4. the exhibition. Consider doing press releases. Put up posters aroun d local art schools, universities, trendy areas, cafes, clubs, or even the supermarket b ulletin boards. Get in touch with local newspapers and tell them about the u pcoming exhibition. 5. Entertain with food and drink. If you can afford it, offer beverages such as champagne, wine or juice, along with finger food or buffet. Or reserve this just for the op ening night or morning to share among those who come to an invitation-only opening. How to Put Up the Best Exhibition Display Source: http://www.articlesbase.com/marketing-articles/how-to-put-up-the-bestexhibition-display-526499.html PROCESS QUESTIONS: 1. Do you find it easy to put up an exhibit? 2. What important things have to be considered in putting up an informative and creative exhibit? 3. What skills and attitudes do you need to come up with an exhibit? You are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the p revious activities would you use to meet the standards in this given task. Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 108 Activity 26: GRASP YOUR PERFORMANCE Your city is hosting the 1 st Asia-Africa Cultural Summit. As the spearhead of the promotional activities for the event, the City Tourism Council intends to put up an exhibit dubbed as “ Taste Asia, Taste Africa” as a welcome treat to the summit delegates. As the well acclaimed group of event organizers in the city, you have been tapped to prepare the exhibit showcasing the different traditions and values of selected Afro-Asian countries. Your output will be evaluated based on the quality of information pre sented, creativity, relevance to the theme and visual impact. TASK

Goal: To showcase the different cultures of selected Afro-Asian countries in an exhibi t Differentiated Roles: You are: event organizers who will prepare a detailed plan of the event rs/entrepreneurs who will design flyers/brochures for the event inclu ding the agro-industrial products of Afro-Asian countries * artists who (1) will dress up like mannequins dressed in tradition al Afro-Asian costumes and will move and talk at the drop of a coin (fund-raisin g) and (2) prepare slide/video presentation on the traditional music and dance of Afro-Asia n countries chefs who will feature the best Afro-Asian cuisines through make-belie ve/real cooking demonstration event hosts who will write script for the presentation of the exhibits in coord ination with the events’ organizers Audience: *The target audience is foreign and local tourists. Situation: The City Tourism Council will launch the “Taste Asia, Taste Africa: A Cultural Awareness Program” as part of its information campaign for the “One ASEAN” advocacy. Your group is tasked to present an exhibit of Afro-Asian cuisine, traditional mu sic and fashion, and agro-industrial products. Product: You need to put up an informative and creative exhibit showcasing the different traditions and values of selected Afro-Asian countries. Directions: Read the task below. In your group, discuss and plan on how you will prepare your exhibit. The rubric for grading is provided her e to Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 109 Rubric of the “ Taste Asia, Taste Africa Exhibit CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 RATING Organization/ Collaboration

All contribute in the completion of the assigned task. Most of the contribute in the completion of the assigned task. Some contribute in the completion of the assigned task. Few contribute in the completion of the assigned task. Content/ Information presented Presentation of information is in-depth and comprehensiv e and strongly adheres to the theme. Presentation of information includes essential knowledge about AfroAsian countries and adheres to the theme Presentation of information Includes essential knowledge about AfroAsian countries but there are 1 to 2 factual errors and inadequately adheres to the

theme. Content is minimal or there are several factual errors and does not adhere to the theme. Creativity Exhibit makes excellent use of effects, style, and artistry to enhance the content. Exhibit makes use of effects, style and artistry to enhance the content. Exhibit makes use of effects and style to enhance the exhibit but occasionally distract the content. Exhibit uses effects and style to enhance the exhibit but these often distract the content Audience impact Presentation is well rehearsed with smooth delivery that holds audience attention. Presentation is rehearsed with fairly smooth delivery that

holds audience attention most of the time. Delivery is not smooth but is able to maintain interest of the audience most the time. Delivery is not smooth and audience attention is often lost. TOTAL PROCESS QUESTIONS: 1. How’s your experience in doing your final task? 2. Did you find the skills you have learned previously helpful in doing this ta sk? Why? 3. What important insights did you gain from doing this practical task? Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 110 Assessment – evaluation of something based from its worth of importance. Cluster – small group or bunch of something. Collocations – are two or more words that often go together. Context clues – information (such as a definition, synonym, antonym, or example) that appears near a word or phrase and offers direct or indirect suggestio ns about its meaning. Exhibit – an object or collection displayed to the public. Graphic organizer – visual artistic representation of information gathered. Juncture – the set of features in speech that enable a hearer to detect a word or phrase boundary. Literature – the body of written works of a language, period or culture. Proposal – a proposed plan. Reflection – a thoughtful idea or remark. Resolution – a formal statement of opinion. Script – a copy of the text of a play, film, etc. Transcode – to put all the things learned from a text to a concept map. Validate – to prove to be valid, to authenticate. Video clip – a clip containing images and sounds. Books Bermudez, Virginia, et.al. English Expressways II. Quezon City: SD Publications, Inc. 2007. Delos Reyes, Rosemarie R. et.al. English_Com. II. Quezon City: Bookman Inc. 2004 . Fernando, J ovita et.al. College Freshman English. Caloocan City: Philippine Gra phic Arts, Inc. 1973. Lapid, Milagros G. and J osephine B. Serrano. English Comunication Arts and Skills

Through Afro-Asian Literature (6 th Edition). Phoenix Publishing House, Inc. 2010. Ponce de leon- Ladena, Helen, et.al . Dimensions in Learning English II. Quezon City: Rex Publishing Company Inc. 2002. Rodriguez, Lorna C. Worktext in English I. Lipa City: United Eferza Academic Pub lications, Co. 2010. Teaching Guide English II. 2010 SEC: Bureau of Secondary Education, De partment of Education. 2011. Websites Afro-Asian Traditional Dances. Retrieved November 15, 2012 https://www.google.com.ph/search? hl=fil&tbo=d&biw=1366&bih=643&tbm=isch&sa=1&q=traditional+dances+of+AFROASIAN&oq=traditional+dances+of+AFROASIAN&gs_l=img.12...0.0.1.4927.0.0.0.0.0.0.0.0..0.0...0.0...1c.ItzBPBMDhOQ&bav=o n. 2,or.r_gc.r_pw.r_qf.&emsg=NCSR&noj=1&ei=dTX9UOO8BY6QiQfBhIGQDA Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 111 The Prophet by Kahlil Gibran. On Work. Retrieved November 21, 2012 http://www-personal.umich.edu/~jrcole/gibran/prophet/prophet.htm Differentiated Learning Rubric. Retrieved December 5, 2012 from Maxine website: http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdf Ramayana: Summary. Retrieved December 7, 2012 http://www.mythome.org/RamaSummary.html English - Mythology Stories - Animated Story For Kids. Retrieved November 10, 20 12. http://www.youtube.com/watch?v=k3lPGfvF2Bk Asian Traditional Theatre and Dance. Retrieved December 3, 2012. http://www.xip.fi/atd/introduction/introduction.html Philippine Dances. Retrieved December 3, 2012. http://www.google.com.ph/search? q=traditional+dances+of+filipino&hl=fil&biw=1366&bih=643&prmd=imvns&source=lnms &tbm=isch&sa=X&ei=CKKKUNeZDdHirAeumIHYBw&ved=0CAcQ_AUoAQ Shakuntala by Kalidasa (Act IV). Retrieved December 6, 2012. http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php% 3Ftitle=1261&chapter=77399&layout=html&Itemid=27 Writing an Event Proposal. Retrieved December 6,2012. http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM Letter of Intent. Retrieved December 7, 2012. http://www.ehow.com/way_5348161_example-letter-intent-proposal.html#ixzz2BylfJ tQv Sample Exhibit. Retrieved December 6, 2012.

http://www.google.com/search? q=informative+and+creative+exhibit&hl=en&tbo=d&source=lnms&tbm=isch&sa=X&ei=b EegUMjLKaeCiQfRqoDwDg&sqi=2&ved=0CAQQ_AUoAA&biw=1366&bih=643#hl=en& tbo=d&tbm=isch&sa=1&q=Afro-Asian+exhibit&oq=AfroAsian+exhibit&gs_l=img.12...472570.473837.0.477434.25.7.0.0.0.1.3207.6311.92.2.0...0.0...1c.1.dqEfnO1v34&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=b9f3c05734f0b8b7&bpcl=38093640&biw=1 366&bih=643 Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 112 Hello, young explorers! You have just finished your wonderful journey of Searching for Knowledge. You were able to armed yourself with map as you did your Quest for Knowledge, a com as you visited selected Afro-Asian countries to Build up your Knowledge Bank and you did not forget to use your magnifying lens as you highlighted your significant discoveries and Sha red what you Learned. Well done young explorers! All the pieces of literature you studied and all the activities you successfully accomplished developed and improved not only your skills but you’re your attitudes, habits and appreciations. Congratulations! Are you ready to take another trip? Let’s find out if you’re ready for the next learning adventure. Answer the following post-assessment Let’s find out how much you have learned on this module. Choose the letter that yo u think best answers the question. to answer all items. Write the answers in your notebook. After taking this short test, your answers will be checked to find out your score. Read this folk literature from China and answer the questions that follow. Circle the Tiki-Tiki Tembo A Chinese Folktale Once upon a time in faraway China there lived two brothers, one named Sam, and o ne named TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako. Now one day the two brothers were playing near the well in their garden when Sam fell into the well, and TikkiTikkiTembo No SarimboHari Kari Bushkie Perry P em Do Hai Kai PomPom Nikki No Meeno Dom Barako ran to his mother, shouting, "Quick, Sam has fa llen into the well. What shall we do?" "What?" cried the mother, "Sam has fallen into the well? Run and tell father!" Together they ran to the father and cried, "Quick, Sam has fallen in to the well. What shall we do?" "Sam has fallen into the well?" cried the father. "Run and tell the gardner!" Then they all ran to the gardner and shouted, "Quick, Sam has fallen into the well. What shall we do?" "Sam has fallen into the well?" cried the gardner, and then he quickly fetched a ladder and pulled the poor boy from the well, who was wet and cold and frightened, and ever so

happy to still be alive. Some time afterward the two brothers were again playing near the well, and this time TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPo m Nikki No Meeno Dom Barako fell into the well, and Sam ran to his mother, sho uting, "Quick, TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPo m Nikki No Meeno Dom Barako has fallen into the well. What shall we do?" Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 113 "What?" cried the mother, "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into the wel l? Run and tell father!" Together they ran to the father and cried, "Quick, TikkiTikkiTembo No SarimboHar i Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen into th e well. What shall we do?" "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPo m Nikki No Meeno Dom Barako has fallen into the well?" cried the father. "Ru n and tell the gardner!" Then they all ran to the gardner and shouted, "Quick, TikkiTikkiTembo No Sarimbo Hari Kari Bushkie Perry Pem Do Hai Kai PomPom Nikki No Meeno Dom Barako has fallen in to the well. What shall we do?" "TikkiTikkiTembo No SarimboHari Kari Bushkie Perry Pem Do Hai Kai PomPo m Nikki No Meeno Dom Barako has fallen into the well?" cried the gardner, an d then he quickly fetched a ladder and pulled TikkiTikkiTembo No SarimboHari Kari Bushkie Per ry Pem Do 1. In the folktale, one of the brothers died. What could have caused the death of the boy: Tiki-tiki? a. The gardener didn’t come at once. b. Sam failed to tell their parents of Tiki-tiki’s situation immediately. c. The boy was not the family’s favourite. d. The boy had a long name. 2. What particular ory? a. Ancient Chinese b. Ancient Chinese c. Ancient Chinese d. Ancient Chinese

characteristic of the Chinese could be inferred from this st could be humorous as reflected in their folktales. depended on house help as in this folktale. loved to tell stories of adventure wrote short stories with complicated plot

3-4. Use this sentence to answer the questions 3 and 4. “ I don’t think he should get the job” 3. Using the above sentence, where should you put the emphasis if what you mean

is “ He should get another job“ a. job b. that c. should d. he 4. What important point is revealed in a. True meaning of the sentence can be words. b. True meaning of the sentence can be c. True meaning of the sentence can be d. There are different meanings behind

question number 3? expressed through the stressed word or expressed through its length. expressed in different word or words. the word or words.

5. You are in Iran you were able to witness the desire of an Irani an to give thanks through a celebration because of a certain fulfillment/ achievement. He will sla ughter Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 114 a sheep for ? a. He will b. He will c. He will him. d. He will

that special occasion, what common practice of Persian is reflected offer the sheep to the church give divide the meat to all of his neighbors cook the meat and ask his neighbors to go to his house and eat with cook the meat and celebrate alone

6. In your literature class, your performance task is to make an ada ptation of Mahabharata. For you to be able to show the adaptation clearly and effectively, what is the possible output you could have for this project? a. Make your own version of the story b. Have a photocopy of the story c. Prepare a drama presentation of Mahabharata d. Write a slogan about the story 7. In most Chinese and J apanese folktales, there would oftentimes be the prese nce of a loving mother or father and a dutiful son or daughter. What does it say about the Chinese or J apanese values? a. Family is always right b. Chinese and J apanese children are dependent on their parents c. Family is important. d. Chinese and J apanese parents are protective of their children 8. The J apanese Tea ceremony is a cultural tradition that originated in China. Before the ceremony begins, the host cleans the serving bowls, boils water, prepa res a sweet treat for the guests, and then mixes the tea in front of the guests. What charac teristics of the J apanese may be reflected on this ceremony? a. They consider their guests as very important people. b. They are service oriented people. c. They drink their tea only in the company of friends.

d. They want to impress their guests. 9. Anyone who can read either the Chinese or J apanese language can usually see the similarities between the characters and interpret the text. The J apane se written language is derived from the Chinese language. This style of J apanese writing is referred to as Kanji. We can now assume that: a. Chinese and J apanese understand the spoken and written language. b. Chinese and J apanese understand the written language but not the spoken language. c. Chinese and J apanese understand the spoken but not the written language. d. Chinese and J apanese do not understand the spoken and written language. 10. You are a researcher from the Department of Tourism. You are task ed to gather information about Asians’ ways of living, style of dres, eating, expressing their faith, courtship and beliefs. You want the public especially the non -Asians to be familiar with those things so that they could understand them better. What will be the focus of your research? a. history Learning Module for English - Grade 8 1 - L3 SEARCHING FOR KNOWLEDGE 115 b. customs c. economics d. politics 11. You are tasked by the organizers of the Ms. Philippines’ search to formulate one question for the Q & A portion. Each candidate will be asked a question. Based on what you have learned in your Language class, what could be the best question th at you could ask the candidates? a. If you won in this pageant, what would you initially do? b. If you were to change something about this pageant, would that be and why? c. If you were to sacrifice one thing for the pageant, what would it be and why ? d. If you were to judge this pageant, which criterion would have the highest bearing? Why? The tea ceremony is a practice in J apan. There are steps that the host follows. First, before the ceremony begins, the host cleans the serving bowls. Next, he boils wa ter. Then he prepares a sweet treat for the guests. Lastly, he mixes the tea in front of t he guests. 12. How are the ideas in the paragraph organized? a. cause effect b. descriptive

c. chronological sequence d. simple listing 13-16. Choose the appropriate conjunction to complete the sentence. a. and b. but c. therefore d. however 13. 14. 15. 16.

They worked rapidly ___ carefully. We sang ____ danced heartily. She was here yesterday; _____, I didn’t talk to her. She is absent;____, I can’t talk to her.

17-20. Identify the sentence according to its structure. Choose the letter of y our answer. a. simple b. compound c. complex d. compound-complex 116 Learning Module for English - Grade 8 H ave you ever wondered how is to see different nationalities all in one place? How will you differentiate a Filipino from the rest? How will you kn ow if someone is a Korean, J apanese, or a Chinese when all of them look the same? In this module, you will find out about Afro-Asian people. How are they similar or different from one another? You will also discover that although they are of dif ferent races, in many ways, you are like them as they are like you. In the process, you will ask yourself, how is it possible that people do not kno w one another and yet they are related? Is it possible that you have the same ance stors or blood lines, no matter how remote they are? Is it possible to be united even when In this module, your learning will be maximized as you take the following lesson s: Lesson 1 – Tracing Our Roots Lesson 2 – Revisiting the Richness of Our Past Lesson 3 – Appreciating Our Origin Specifically for Module 2, you will learn the following: Identify strategies for coping with unknown words and ambiguous senten ce structures to arrive at meanings Identify the derivation of words Define words from contexts and through word analysis (affixes) Use collocations of difficult words as aids in unlocking vocabulary difficultie s Show understanding of the text through paraphrasing Show understanding and appreciation for the different Asian literary texts Point out the elements of plays and playlets Determine the author’s tone and purpose for writing the literary text The learner demonstrates understanding of how Afro-Asian Literature and other

text types equip him/her with communication skills that lead to embrac ing diverse cultural heritage. The learner performs an interactive human exhibit of Afro-Asian literar y characters. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 117 Point out how the choice of title, space allotment, imagery, choice of words, figurative language, and the like contribute to the theme Transcode information from linear to non-linear texts and vice- versa Employ concept mapping Use non-linear texts outlines and notes as aids in the preparation o f a research paper Use coordinators Utilize appropriate idioms Acknowledge citations by indicating bibliography sources used Observe correct format in bibliography sources used Use writing conventions to acknowledge resources Employ appropriate listening skills when listening to descriptive and long narr ative texts Listen to determine conflicting information aired over the radio and television Listen for clues to determine pictorial representation of what is tal ked about in a listening text Determine if the speaker is neutral, for or against an issue that r elates to the community Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Make inquiries Give information obtained from mass media Highlight important points in an informative talk using multimedia resources Use collocations of difficult words as aids in unlocking vocabulary difficulti es Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria Explain visual-verbal relationships illustrated in tables, graphs, infor mation maps commonly used in content area texts Discern positive and negative messages conveyed by a program viewed React appropriately and provide suggestions based on an established fact Decode the meaning of unfamiliar words using structural analysis Follow task-based directions shown after viewing Interpret the big ideas/key concepts implied by the facial expressions of inter locutors Show understanding and appreciation for the different genres with emph asis on types contributed by Asian countries Point out the elements of plays and playlets Determine the author’s tone and purpose for writing the essay

Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, among others contribute to the theme Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles (formal and informal) Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes Use a variety of cohesive devices to make the flow of thoughts from one sentenc e to another smooth and effortless Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down no tes and organizing ideas Use outlines to sum up ideas taken from texts Use varied adjective complementation and formulate correct complex, com poundLearning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 118 complex sentences and appropriate parenthetical expressions Use writing conventions to indicate acknowledgment of resources Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles Listen to determine conflicting information aired over the radio and television Determine if the speaker is neutral, for or against an issue that r elates to the community Look into the derivation of words Define words from context and through word analysis Organize information illustrated in tables, graphs and maps Decode the meaning of unfamiliar words using structural analysis Interpret the big ideas/key concepts implied by facial expressions Point out how the choice of title, space, allotment, imagery, choice of words, and Here is a simple map of the above lessons you will cover: The Two Brothers (Egypt) Makato and His Cowrie Shell (Thailand) The Taximan’s Story (Singapore) The Devouring Rock (Malaysia) The Peasant, the Buffalo and the Tiger: A Tale of Strength and The Origin of Ancient Vietnam (Vietnam) Embracing

Our Heritage Outwitting a Crocodile Sawatdee... My Beautiful Bangkok Tracing Our Roots The Legend of Banyuwangi; The Century Carver Appreciating Our Origin Revisiting Our Rich Past Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 119 Let’s find out how much you know about the coverage of this module. Choose the letter that you think best answers the question. to answer all items. W rite the answers in your notebook. After taking this short test, your answers will be che cked to find out your score. Take note of the items that you won’t be able to correctly answer and look 1. In a plot of the story, the logical arrangement of events is pre sented. It has five essential parts EXCEPT _____________. a. denouement b. exposition c. atmosphere d. climax 2. Setting is one of the elements of a short story. It refers to the time and l ocation in which a story takes place. It may be the following EXCEPT ____________. a. mood b. climax c. atmosphere d. social condition 3. a. b. c. d.

Which of the following is considered one element of a short story? character denouement exposition climax

4. What element of the story shows the logical arrangement of events, with a be ginning, middle, and end?

a. b. c. d.

exposition character plot conflict

5. a. b. c. d.

The author may reveal a character’s traits and attitudes by what he/she says, thinks and does what he/she does or does not do his/her views and opinions all of the above

6. a. b. c. d.

The following are examples of coordinating conjunctions EXCEPT ___________. and but for while

7. Which is synonymous to mood or atmosphere in the story ? a. climax Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 120 b. c. d. 8. a. b. c. d.

denouement setting character In preparing an outline from a listening text, the initial step is... listen to note details listen to extract information listen to get the central idea listen to get the summary

9. a. b. c. d.

Conflict is the opposition of forces. It maybe a conflict between man and , man circumstances society internal

10. The point of view is defined as the angle from which a story is told EXCEPT ___________. a. first person b. innocent eye c. omniscient d. static 11. Which of the following is a compound-complex sentence? a. Sang Buaya was the culprit that made Sang Kancil afraid. b. The delivery truck dropped its load of sand on the backyard where the bricks lie, and then the delivery truck drove off. c. Gawad Kalinga which gives invaluable aid, was flown in to help people who we re made homeless by the typhoon. d. We went to the forest yesterday, but we did not find anything. 12. We went to the ______________ hotel in the city. a. most cheap b. more cheap c. cheaper

d. cheapest 13. Which of the following is the correct concept map for the ideas inside the box?

a. Indigenous Costume e Tangible Cultural Heritage Indigenous Cultural

Intangible Cultural Heritage Festival

Festival Intangible Cultural Heritage Tangible Cultural Heritage Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 121

b.

c.

Cultural Heritag

d.

14. Conflict is the most important part of plot for a story, movie, or play. Whi ch statement is TRUE about conflict? Indigenous Cultural Heritage Festival Intangible Cultural Heritage Tangible Cultural Heritage Indigenous Cultural Heritage Festival Tangible Cultural Heritage Intangible Cultural Heritage Indigenous Costume Cultural Heritage Festival Intangible Tangible Cultural Heritage Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 122 a. Conflict is enhanced through the interplay of other elements like setting, th eme, and characters. b. Multiple conflicts are rarely seen in short stories, movies, and plays. c. External conflict is the best type for any story, movie, or play. d. Resolution is the highlight of a conflict. 15. Sandra is going to Malaysia for a student-exchange program. She wants to kno w the culture of Malaysian before she goes there. How can Sandra know some Ma laysian

traditions, beliefs, and heritage in a literary perspective? a. Watch some Malaysian news programs. b. Read Malaysian short stories, poems, and plays. c. Research on the political structure of Malaysia. d. Read some travel brochure from Malaysia. 16. J ohn has been reading many Malaysian stories and had watched some Malaysian movies lately. One day, a Malaysian student visited their place and he had the c hance to mingle with him. Though it’s J ohn’s first time to meet the Malaysian, he knew wh at to do to make him feel at home. How did J ohn manage to do that? a. Filipinos are known to be hospitable, just like J ohn. b. J ohn wants to ask a favor from the Malaysian. c. J ohn is just friendly, so he knows how to deal with people. d. J ohn learned the traditions, beliefs and culture of Malaysians from his rea dings. Read this part of the Preamble of South African Constitution: "We, the people of South Africa, Recognise the injustices of our past; Honour those who suffered for justice and freedom in our land; Respect those who have worked to build and develop our country; and Believe that South Africa belongs to all who live in it, united in our diversity .” 17. Which of the following is contrary in this part of the Preamble of South African Constitution? a. People should the sacrifices of their heroes. b. Culture helps develop people. c. Multiculturalism is divisive. d. Some cultures are just more evolved than others. 18. You are a member of ASEAN Culture Society, a non-government organi zation that aims to promote the rich culture of the Southeast Asian region. Your organizatio n wants you to help find a movie that will promote the culture of Malaysia for a film showing activity. Which of the following would you do for your organization? a. Develop a survey asking students their preferred theme for a movie. b. Find a Malaysian folktale and its movie adaptation and write a mo vie review about it. c. Give a list of the box-office hit movies in Malaysia. d. Find a Malaysian film director and ask his/her advice about a movie adaptati on of a folktale. 19. As local film critics, you and your peers have been hired by the board to fi nd the most appropriate movie to be used for a cultural exhibit. A movie review is needed, b ut the Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 123 Have you ever wondered why you have

similar physical attributes and characteristics as that of your Asian neighbors? Have you asked yourself why you look like a Thai, J apanese, Chinese as well as Malaysian, Indonesian, or Egyptian? Have you thought of discovering your roots as an Asian and further know what customs, traditions, beliefs and values are being treasured? Do you look forward to seeing, talking, and interacting with them? Do you think it is possible that people of different races, culture and heritage can also be united and work towards peace, harmony and progress? What would you do if you were given a chance to meet and talk to them in a gathering of Afro-Asian nationalities? In this module, you will know more about who your ancestors are, the ir beliefs and traditions, their ideals and aspirations. Likewise, you will underst and the cultural diversity of other Afro- Asian countries through their literary tex ts To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills below and the lesson map. In this lesson, you will learn the following: Listen to note important information and details of a listening text. (Listening Comprehension) Determine if the speaker is neutral, for or against an issue. (Speak ing-Oral Language and Fluency) Formulate responses to questions. (Speaking-Oral Language and Fluency) Identify the meaning of words through visual context. (Vocabulary Development) Use appropriate idioms (Vocabulary Development) Infer character traits from a reading text. (Reading Comprehension) Evaluate content, elements, features, and properties of a reading or viewing selection. (Viewing Comprehension) Point out the elements of a short story. (Literature) Show understanding and appreciation for the different Asian literary t exts. (Literature) Point out how the title contributes to the theme. (Literature) Use graphic organizer to sum up ideas. (Writing and Composition) Employ concept mapping as aids in taking down notes and organizing ideas. (Writ ing and Composition) Use correct coordinators (Grammar Awareness and Structure) Observe the correct format in bibliographical entries. (Study Strategies) On the next page is the lesson map to guide you in Tracing Our Roots. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 124 Say You...Say Me Pick and Match Face to Face KNOW Draw or Sketch

What Element Lay Your Cards Characterization Lay the Road Map Solving Dare to Climb Building Formatting Build Me Up Summing Up Sense It Combine/Fuse Idiomatic Expressions Constructing Working with Idioms Paint a Picture Bite the Theme Compare and Share Connecting/Pairing Introspecting Drawing Out What PROCESS I’m “ Punch lining” , Can You? Multiple Intelligence Activities Writing Activity REFLECT AND UNDERSTAND Preparing a Speech TRANSFER For you to accomplish the tasks and perform well in the activities in this les son, write Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 125 Let us begin this lesson by reflecting on what you know so far about Thailand. Let’s start working on this lesson by watching a film clip about Thailand or see the pictures below. As we go through the process, keep on thinking about these questions: How does diversity contribute to unity? How do traditions and beliefs bring about diversity and or harmony? The Kingdom of Thailand is one of the fast-growing and developing countries in Southeast Asia. She is known as the “Land of the Free.” Source: https://www.google.com.ph/search?q=thailand+attractions Activity 1: SAY YOU...SAY ME... What did you notice in the pictures? What did you learn from the film? Can you see some connections? Do you think we have similarities in of culture, beliefs and traditions? Explain. Work with a partner and answer the following guide questions: 1. What are their customs and traditions? 2. What landmarks are they noted for? 3. Do they have a culture similar to us? 4. What does this imply? Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 126 Activity 2: FACE TO FACE

Find a partner and orally talk about the similarities of Thais and Filipinos in of customs, traditions, beliefs and way of life as depicted in t he pictures. In the process of your sharing, you may also bring out the differences of both countries in of forms of government, religion and socio – economic status if you are familiar with. Activity 3: PICK AND MATCH Directions: Using Activity 2 ,”What I Want To Know” guide, find out whether the words or symbols you have written match with the followin g selection below. Before you proceed, connect the pictures under Column A with the vocabulary under Column B and the meaning under Column C, 1. 2. 3. Column A Column B Column C recline painting on walls spire tilt back; lie back murals tall, pointed structure Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 127 4. 5. mosaic picture of small colored pieces loquacious talkative Your goal in this section is to learn and understand key concepts related to Filipino traditions and beliefs practiced by Thais. Let’s find out also how others would answer the process questions “How does diversity contribute to unity? How do traditions and beliefs bring about diversity and or harmony?” and compare their ideas with your own. We will Read the following selection below. Find out what Filipino traditions and beliefs are practiced by Thais as depicted in this selection. Discover, too, the attractions in Thailand that SAWATDEE....HELLO, BEAUTIFUL BANGKOK by Ethel Soliven-Timbol B angkok known as Krun Thep, which is Thai for “City of Angels,” beckons with its golden roofed temples and spicily curried cuisine. Seven million visitors come t o Thailand each year spending an average of six to seven days because there is so much to see and to relish in this “Exotic Orient” as one enamored traveller dubbe d the country. Our agenda for the first day of our tour started with a tour of Wat Po. One of t he 370 temples in Bangkok alone, it is home to the famous Reclining Buddha, which is sa id to be 46 meters long. Also world–famous are the golden Buddha at the Wat Trinig (“wat” being Thai for “temple”) and the dazzling Emerald Buddha. There are 2100 temples in all of Thailand, where 90 percent of the people are Buddhists. Our loquacious guide regales us with the colorful history of Bangkok

and how it became the imperial city 300 years ago, when the god-king Rama I mov ed the royal Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 128 residence to this side of the Chao Phraya River. Today, a boat excursion takes v isitors on a tour of the old city, winding down the “klong” canals for a glimpse of the water d wellers and the ancient edifices, remnants of an era when Rama I divided his city into three sections: for the Thais, the Chinese and the Indians. The best buys of Thai silk s, spices and crafts are still at the riverside markets where one can also pro duce gold, jade and other precious jewelry. Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase o f Chinese porcelain mosaics, and the Temple of the Giant Swing for some of the finest murals. Only for strong knees is the Temple of the Golden Mount, ato p a climb of 300 steps, housing one of the largest bronze buddhas in the world. The Reclining Buddha was shipped from China by King Rama I, who also built the W at Po Temple on a 20-hectare compound adjacent to the Royal Palace, circa 1782, in the 2222-old Chinese section. The King had also brought with him excellent samples of porcelain, which the court artisans used to decorate pagodas using their elabora te spires. At the main temple, devotees buy one–inch gold leaf squares which they stick to sm aller buddhas as offering to their god. Everyday, morning ceremonies are held at an adjacent temple surrounded by four magnificent monuments: the first in red built by Rama I; the second in yellow, b y Rama II; the third in green by Rama III; and the fourth in blue, by Rama IV. J ust as fas cinating is the sala tree under which, according to legend, Buddha was born (although in India). Its pink and red flowers are sweet-smelling, a contrast to the brown gourd which are the “f ruit “of the sala tree. To cap a hectic first day, we had dinner at the Baa Thai Restaurant wh ile watching heavily costumed folk dancers from the lowland and highland villages, in cluding favorite destinations, like Chiang Mai, the second largest city up north, from whence one can visit the winter palace of the Royal Family and the training school for working elepha nts. Amazingly, Bangkok is clean, especially the day after Wednesday, which is “Clean U p Day” according to our guide. So the sidewalk eateries are relatively sa nitary, although foreign visitors are advised to stick to bottled mineral water or soft drinks. I

n spite of the colossal traffic jams, no thanks to the ubiquitous “toktok” pedicabs the air smells cleaner and less polluted than in Manila. Group yourselves into five (5) and you will be assigned names such a s WHO, WHAT, WHERE, WHY, and HOW. Each group will construct questions that begin with the name of the group. Your questions will be taken from the selection read, and these will be thrown to the group of your choice. Your performance as a group will depend on how well you have responded t o the questions asked. Example: Group WHAT: What is the mood of the writer while telling the s tory? Group WHERE? Answer: The mood of the writer while telling the story is happy and excited. Activity 4: WHO’S THE NEXT? Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 129 Activity 5: DRAW OR SKETCH Draw on this canvas interesting customs, traditions and culture or eve n landmarks distinctive of the country. Be able to explain or discuss y our You may start your sentence by saying, “One of the most interesting customs and traditions in Thailand which attracted me is...______________.” Read orally your w ork in We are embarking on the next activity by learning more about the country whose contributions to fellow Afro-Asian neighbors made an impact on their economic growth as well as on bridging unity and progress. The select ion enables you to deeply appreciate its customs and beliefs similar to ours. Find out if your focus questions, “ How does diversity contribute to unity?” and “ How do traditions and beliefs bring about diversity and or harmony?” can be answered. One way of getting information and knowledge is through listening. Let‘s find out what listening is all about. Listening is receiving language through the ears. It involves identifyi ng the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm an d pauses), and we use our brain to convert these into messages that we find meaning in. Listening in any language requires focus and attention. It is a skill that some people Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE

130 need to work on harder than others. People who have difficulty concentrating are typically poor listeners. Listening in a second language requires even greater focus. Listen to your teacher as s/he reads the article entitled Thailand at the Turn of the Century. Find out what facts or information are presented by the speaker and det ermine if the speaker is for or against an issue. Before listening, take note of the following guidelines when listening: Listen to get the general ideas of the text. Take down notes to help you recall important ideas. Be guided by the following questions: 1. What is Thailand’s goal at the end of the century? Listen carefully as your teacher reads the listening text. After a pause in every third paragraph, be able to answer the questions in the question cards in Activity 6. Be guided by the pauses in order to answer the questions. So, tune in, listen and give your responses. Activity 6: LAY YOUR CARDS Answer the questions below based on the listening text. What are the similarities of Thailand and Philippines? What are Thailand’s reasons for shifting to manufacture? Q Card 1 Q Card 2 What are the diversified industries in Thailand? What are the causes of economic growth of Thailand? Q Card 3 Q Card 4 From this activity, you were able to know the unfolding of Thailand’s growth in economy through its diversified cultural and socio-economic innovation, which contributed in bridging and shaping the success of Asian countries. Activity 7: BUILD ME UP! Fill up the diagram on the next page, and explain your answers. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 131

Thail and’s Goals Activity 8: SUM UP THE WHOLE Using the graphic organizer in Activity 7, compose a paragraph of 7-1 0 ________________________________________________________________________________ _________ ________________________________________________________________________________

_________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ From this activity, you have learned the similarities of Philippines a nd Thailand in of socio-economic goals. What other insights can y ou extract? Can unity be possible in diversity of culture, beliefs and traditions? Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 132 Activity 9: BITE THE THEME Write your reflections and insights in relation to the theme of the listening text. Provide your own title. __________________________________________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________

________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Reading literature is like looking at a painting or a mural .It is seeing beyond one’s eyes. In paintings, we find meanings as interpreted by the artist . The artist has a way of interpreting his subject. This is the role of literature. It is to make the reader interpret and imagine what he is reading and to iden tify himself with it .By a skilful use of language, the writer places rea lism and uniqueness in his stories, poems or essays, as if making the reader fee l as if he has experienced it in his life. ELEMENTS OF A SHORT STORY 1. Setting — refers to place, time, weather condition, social condition, and even mood or atmosphere. To recognize the setting of the story, you may ask these question s: Where is the action taking place? Where is the story taking place? Is it during the day, night, what year, what period? What is the weather condition? Is it sunny, rainy, and stormy? What is the daily life of the character? What are his customs and status in lif e? What is the feeling created at the beginning of the story? Is it bright, cheerf ul, dark or frightening? Example: My sister and I had a fun–filled vacation last summer. We sta yed at our grandparents’ house, which was near the beach. We swam in the sea ever y morning, climbed the trees in the afternoon and fed the animals before dark. When the moo n was bright, we played patintero. Using the guide questions above, provide the answers: Where is the action taking place? _________________________ Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 133 Where is the story taking place? __________________________ What is the weather condition? ___________________________ 2. Plot – It is the sequence of events in a story or play. The plot is a planned , logical series of events having a beginning, middle and end. The short story usually has

one plot, and it could be read in one sitting .There are five essential parts of a p lot: a. Exposition/Introduction In the introduction, the setting and the characters are revealed. b. Rising Action This is where the events in the story become complicated and the conflict in the story is revealed .This is where events between introduction and climax take pla ce. c. Climax It is the turning point of the story and the highest point of interest. It is wh ere the reader asks what will happen next. Will the conflict be resolved or not? d. Falling Action The problems and complications begin to be resolved. e. Denouement This is the final outcome or untangling of events in the story. Here are three different parts of a story. On the blank after each paragraph, write whether the given part is the beginning, middle and end of the story. Suddenly, the boat tilted to the left. “Steady!” cried our teacher, “stay where you ar e!” We kept calm .We prayed hard and followed all of our teacher’s instructions. Answer: -----------------------------------------------------------------------------------Finally, the fox grumbled. “I don’t want those grapes anyway. I know they must be sour.” Then, he went away. Answer: ------------------------------------------------------------------------------------Once there was a child who liked summer best. He lived on a farm and every summe r, he enjoyed harvesting corn, vegetables and fruits. Answer: ------------------------------------------------------------------------------------3. Conflict - It is the opposition of forces which ties one incident to another and makes the plot move. There are two types of conflict: a. External – refers to outside forces that may cause conflict, like a nother human being, circumstances, environment, etc. b. Internal - refers a struggle within oneself. The character maybe d ebating inside himself about what to do. 4. Character – there are two meanings for the word character: the person in a wor k of fiction and the characteristics of a person. He may be the protagonist, the good -natured character, or the antagonist, the opponent of the main character. The author may reveal a character in several ways: his physical appearance, what he/she says, thinks feels and dreams; what he/she does or does not d o; and what others say about him/her.

5. Point of View – the angle from which the story is told Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 134 Activity 10: MATCHING From the pool of words below, choose the appropriate answer to the following descriptions. Climax Introduction Denouement ___________1. The setting and characters are revealed. ___________2. The highest point of interest in the story ___________3. The main character faces a conflict or problem. ___________4. The ending where the final outcome of the story is shown ___________5. The problems and complications are resolved. Language Recall: Coordinate Conjunctions Observe the following sentences: 1. Makato never idled and never complained. 2. He did every kind of work, yet he remained cheerful. 3. Makato had no sister or a brother to take care of him. 4. He tried his luck in a far-off land, so he became successful. PROCESS QUESTIONS: 1. What words are connected by and in sentence 1? _________________________________________________________ 2. What are the two clauses that are ed by yet in sentence 2? _________________________________________________________ 3. What are the phrases that are connected by or in sentence 3? _________________________________________________________ 4. What are the clauses that are ed by so in sentence 4? _________________________________________________________ 5. What are the clauses that are ed by but in sentence 5? Sentence 1 uses and to show addition of thought or ideas. Sentence 2 uses yet to show contrast of idea. Sentence 3 uses or to nouns of equal rank. Sentence 4 uses so to show result. Sentence 5 uses but to show contrast of idea. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 135 Coordinating conjunctions words, phrases and clauses of equal rank. And is used to connect words, phrases and clauses of which are equal. Or/ Nor implies a consequence or choice. But / Yet is used to express contrast of idea. It s an affirmative and negative sentence pattern. So is used to show a result. Activity 11: WORK WITH COORDINATES Directions: Read the sentence carefully and encircle the conjunction. Underline the words, phrases and clauses it s. 1. Philippines and Thailand are both Asian countries. 2. Thailand shifted from agriculture to manufacturing, so she gained a

thirty percent economic growth. 3. Philippines, like Thailand, enjoys a tropical climate, so both are tourist d estinations in Asia. 4. The tourism sector is Thailand’s highest income generator and largest foreign exchange contributor. 5. Thailand focused on food processing, but she developed heavily in export pro motion. Activity 12: COMBINE/FUSE 1. Most cars are now equipped with radial tires. The chances for common blowout s are reduced. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. The magazine contained only six articles .They were all about politics or sp orts. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3. The meat was spoiled by the time I returned home .I had forgotten to put it in the refrigerator when I left. _______________________________________________________________________ _______________________________________________________________________ Directions: Combine the following sentences below using the coordinate conjunctions. Write your sentences in the blanks provided. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 136 _______________________________________________________________________ 4. Philippines and Thailand are of the ASEAN. They work for unity, peac e and progress in the region. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. Both countries have diversity of culture. Their traditions and beliefs bring harmony and unity. _______________________________________________________________________ _______________________________________________________________________ Activity 13: SUPPLY THE PARTS Directions: Complete the sentences by supplying additional words, phrases and clauses. Write your sentences on the blanks. 1. Thais love spicy food and Chinese_______________________________________ __________________________________________________________________ 2. Filipinos and Thais have water dwellers so________________________________ __________________________________________________________________ 3. Riverside markets are attractions for small businessmen and_________________ __ ___________________________________________________________________

4. Sidewalk eateries mushroomed along the streets yet_________________________ ___________________________________________________________________ 5. Traffic jams and pedicabs are both a sight to see and to experience and_____ _____ ___________________________________________________________________ Activity 14: GUESS WHAT? Directions: Read each sentence carefully and choose from the word pool the character traits are inferred in the following lines. Write your answer at 1. Makato had no brother or sister to take care of him. His father and mother d ied._____ 2. He never idled, fed the pigs, and cleaned the forests._________ 3. He never complained and was satisfied. ____________ 4. He did every kind of work, like carrying heavy things.__________ 5. He tried his luck in a far-off land.__________________ honest orphaned ambitious hardworking proactive grateful industrious naturalist Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE

good-natured adventurous

137 6. Makato thought about what he liked to do in the future.__________ 7. He picked up the shell and handed it to the king._______ 8. He planted the ground with more seedlings._________ 9. He knelt down and gave the king lettuces.____________ Activity 15: CONSTRUCTING Directions: Construct sentences using the words found in the word pool. Work with your seatmate and do peer-checking. Find out if the words were used properly in the sentence. ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________

_________ The selection which you are about to read is a Thai folktale. Its theme is centered on the Buddhist principle of suppressing one’s earthly desire t o achieve enlightenment. Draw out the Filipino values and traits of the character which enable him to become successful and better person. Find out the author’s purpose of writing this selection. Makato and the Cowrie Shell (A Thai Folktale) by Supanee Khanchanathiti O nce upon a time, there was a boy whose name was Makato. He was an orphan, for his father and mother died when he was very young. He had no bro thers, sisters, cousins or friends to take care of him, so he had to make a l iving for himself. He did every kind of work—carrying heavy things, clearing away the forest , or feeding pigs. He never idled. Although he was paid only small wages, he was sati sfied. He knew that if he would not work, he would starve. Wherever he went, his employ ers praised him for being sensible, hardworking, good-tempered and cheerful. One fine evening after he had finished chopping up a big pile of wood, he sat do wn to rest and thought of all he would like to do in the future. He wanted to try h is luck in far– Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 138 off strange lands, for he longed for exciting adventures. “What are you thinking about so deeply, my boy?” asked his employer. “I would like to go on a journey for adventure,” said Makato, pointing to the northeast. “I heard that the land is fertile and the people are kind. I wish I could see the land for myself.” His eyes sparked with excitement. “The land you wish to go to is called Sukhothai,” said his employer. “They say Pra Ruang of Sukhothai is a very kind–hearted king. You might be lucky if you could go there.” Sometime later, Makato decided to try his fortune. He left his village and set out in the wide world .H e walked along cheerfully, enjoying new insights and talking to the people he met on the way. After a month’s journey, he reached a village on the boundary of the Kingdom of Sukhothai. “Please, can I have some water to drink?” Makato asked an old woman with a big water pot on her head. “I’m so thirsty.”

“Where did you come from? Why are you here alone? You look as if you’ve come a long way,” said the old woman, pouring cold water from her pot into a small cup and handling it to Makato. “Thank you so much,” said the boy. “Who are your father and mother? Haven’t you any family?” the old woman asked again. “I come from the City of Mon over there,” replied Makato. “Good heavens! Have you really come from Môn? How is it that you are travelling alone, such a young boy as you are?” “I wanted to see Pra Ruang of Sukhothai,” replied Makato.”They say he is a very kindhearted king.” “You are a very determined boy!” said the woman.”Come along with me .Who knows? You might see Pra Ruang someday.” Makato was glad to go with her. If he could work with this kind of woman, he wou ld have a place to sleep, some food to eat and perhaps someday, he might be lucky e nough to see the king. The old woman was one of the Pra Ruang Mahouts, which meant that she helped the mahout find the food for the elephant and clean out the elephants’ sheds. He worke d hard and well, and the mahout and his wife grew fond of him. One day, the sky was clear and the weather so fine, it seemed to Makato that it must be a lucky day. As he worked in the elephants’ sheds, a tall young m an in a splendid costume, followed by attendants, came in. It was Pra Ruang himself. Makato bowed low at once with his hands clasped together before him. His heart beat fast. “Where did the boy come from?” the king asked the mahout, who was attending him. “How old is he?” the king asked further. “12 years old, your Majest y,” replied the mahout. “A good-looking and hardworking boy,” said the king. “Take good ca re of him.” As the king walked away, Makato saw a little cowrie shell lying on the ground .H e ran Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 139 to pick up and held it to the king, but the king said with a smile, “You may keep it.” “How wonderful!” Makato thought, “the king has given me a cowrie shell.” At the time, the people of Sukhothai used cowrie shells as money. Al though one cowrie had little value, Makato wanted to make as much use of it as possible, fo r it was the king’s gift. For a long time, he could not think of a way to use it so that it wou ld earn money for him. One day, he ed by a stall in the market where the seeds of many different pl ants were sold. He looked along the stall and caught sight of a basket f ull of lettuce seed. Lettuces! He could grow small plants like that. He asked the joyful woman at the stall, “Can I buy some lettuce seed?”

“Oh yes, my boy. How much do you want?” said the old woman. “I have one cowrie shell!” said Makato. “One cowrie shell!” said the woman, laughing.” That won’t buy anything. I can’t even measure that much.” “Look!” said Makato eagerly. “I will dip my finger into the pile of seeds. Then, I wil l take the seeds that stick to it. That must be right for one cowrie shell.” “Well, why not ?” said the amused woman at his suggestions. “All right boy. Help yourself.” Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile of seeds. When he pulled his wet finger out, it was covered with seeds. He carefull y scraped them of his finger into the palm of his hand and went away, happily clutching th e seeds. Now that he had seeds, Makato broke the soil and sowed them at once. He watered the seed bed every day and soon, the young plants appeared. Day by day , he cleared more ground and planted more lettuce seedlings until the kitchen garden was cove red with them. He was very proud of himself because he had done so well. “I wish I could give the king some lettuces,” he thought. One day, the king ed by the elephants’ sheds again. Makato waited for an opportunity, then knelt down and proudly presented his biggest lettuces to the k ing. “Where did you get this?” the king asked, surprised. “I grew them from th e cowrie shell you gave me, Your Majesty,” answered Makato, beaming with a smile. “How could you do that?” asked the puzzled king. Makato told the king the whole story. The king was impressed with his intelligence and industry, so much so tha t later on, he gave Makato a job in the palace. As the years ed, Makato grew tall and handsome. He mastered every grace and served the king well. He was so loyal that the king trusted him abs olutely. He was promoted to higher positions until he was given a title of Kun Wang, which meant that he PROCESS QUESTIONS: 1. Describe Makato. What character traits does he possess? 2. What could be the reason why Makato left his place? 3. Through inferring what the character says, does and thinks, one ca n recognize the traits of a literary character. Cite lines, actions and thoughts which show Makato’s traits.. 4. What were those changes in Makato’s life after meeting the king? Enumerate. 5. Which of Makato’s traits are similar to yours? 6. How would you nurture and enhance your positive traits? In what ways? 7. What lessons in life does the author want to convey to you? Are these true t o Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 140 Activity 16: PAINT A PICTURE What are Makato’s character traits? Describe his appearance, attitude, action and speech. Fill up the character web with your answers and explain Character

_______________ Articulation Action Attitude Appearance what the character does what the character says what the character looks like how the character feels Activity 17: COMPARE AND SHARE Using the Venn diagram on the next page, compare yourself with Makato. Be guided by the following questions: 1. What traits do you both share? Write your answers between two circles. 2. Write your character traits, which are different from Makato’s, inside the right circle. 3. Write Makato’s character traits, which are different from yours, inside the left circle. 4. Which of those traits would you like to improve? Explain. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 141 Activity 18: LAY THE ROAD MAP Using the timeline, plot the events which led to Makato’s success. Be guided by the following key questions: 1. What kind of life did he have at the beginning of the story? Describe. 2. What motivated him to leave his place? 3. How did the king recognize him? Cite the incident that showed it. 4. What did he do with the cowrie shell? 5. What was his reward from the king? Past Future Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 142 Activity 19: DARE TO CLIMB? Plot the events in the story by writing them inside the space provided. Be 1. What is the beginning of the story? 2. What is the rising action? 3. What is the climax of the story? 4. What is the falling action? 5. What is the denouement? Climax Introduction Falling Action Rising Action Denouement Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 143 Activity 20: INTROSPECTING What lessons in life have you learned from Makato’s experiences? Write a 5-7 sentence paragraph. Provide your own title. __________________________________________ ________________________________________________________________________________ _________

________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Activity 21: CONNECTING...PAIRING Directions: Compose sentences describing the character traits of Makato using coordinate conjunctions. Work with a partner and brainstorm ideas to __________________________________________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ You are going to read your work orally in front of the class. You may

choose from the following topics: Makato, the Teenager My Brief Encounter With Makato Makato’s Dream and My Dream How Makato Influenced My Life Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 144 We are embarking on the next activity by learning about another Asian neighbour, Egypt. The selection enables you to deeply appreciate its customs and beliefs which are similar to ours. Find out if your focus questions, “ How does diversity contribute to unity?” and “ How do traditions and beliefs bring about diversity and or harmony?” can be answered. Let us discover and explore one of the most interesting Arab countries. Find out its unique traditions and beliefs. Egypt is famous for its Pyramid at Giza and the Giant Statue known as The Sphinx. She is considered a modern nation in an ancient land and considered the most populous country. Discover this country by observing the pictures on top or watching a d ocumentary film. Activate your senses to draw out information. Activity 22: PAIRED APPROACH Work with a partner and discuss relevant issues. Be guided by the following questions: 1. What country is described in the film/pictures? 2. What knowledge and information did you get after watching/ observing? 3. Describe what you see, feel, hear and/or touch. 4. What attracted you most about this country? Do you think you have common interests, culture, or similar customs and traditions? What make Egyptians different from Filipinos or Thais? Activity 23: SENSE IT! Using the sense web on the next page, fill in the circles with your answers and compare your work with your seatmate. Do you have similar answers? What impressed you most about this country? Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 145 Sound Sight EGYPT Touch Taste Smell SENSE WEB Activity 24: SUMMING UP! Write a 5-7 sentence paragraph describing Egypt using the information you placed in the sense web. Find a partner and discuss relevant information about the country. ________________________________________________________________________________ _________ ________________________________________________________________________________ _________

________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 146 Activity 25: WHAT ELEMENT? To prepare you to fully understand the text you are about to read, review the elements of a short story by answering the activity below. Rearrange the letters of the words below. TRACREHAR - ______________ TLOP - ______________ GITETNS - ______________ TCFIOCNL - ______________ ETLIT - ______________ Now, you are slowly going deeper into understanding human nature and the experiences of other people of different races. Have you realized something? Are human thoughts, feelings and emotions universal? Do they manifest in every race and culture? Let us see how you will work on the next activity but first, let us recall our lessons on idioms or idiomatic expressions to be able to fully appreciate the beauty of these in the next reading text you are about to read. English idiom or idiomatic expressions are Greek in origin. The word idiom means “a private citizen, something belonging to a private citizen, personal,” and, by extension, something individual and peculiar. Idiomatic Expressions , then, conform to no laws or principles describing their formation. The y may also violate grammar or logic or both and still be acceptable because the phrase is familiar, deep-rooted, widely used, and easily understandable- f or the native born. “How do you do?” is, for example, an accepted idiom, although an exact answer would be absurd. There are many idiomatic expressions in our language. One is that several words

are combined which lose their literal meaning and express something very remotely suggested such as ; birds of a feather, blacklist, lay up, toe the line, make ou t, bed of roses, dark horse, heavy hand, open house, read between the lines, no ax to grin d, hard row to hoe. A second statement about idioms is that parts of the human body have suggested many of them: burn one’s fingers, all thumbs, fly in the face of, stand on one’s own feet, keep body and soul together, keep one’s eyes open, step on someone’s toes, rub elbow s with, get one’s back up, keep one’s chin up. A third generalization is that hundreds of idiomatic phrases contain a dverbs or prepositions with other parts of speech. Here are some examples: walk off, walk over, agree to a proposal contend for a principle on a plan with a person with a person against an obstacle Usage should conform to the idiomatic word combinations that are gener ally acceptable. Examples of Idiomatic expressions are : accord with ,according to , acquaint Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 147 Activity 26: WORKING WITH IDIOMS Directions: Choose the appropriate idiomatic expressions to be used in the following sentences. Write a piece of cake, odds and ends, pros and cons or ups and down in the blanks provided. 1. The teacher asked us to talk about the ___________ of industrial development . 2. Do not worry about the problems you have in your business .You k now there are always ___________ in business. 3. The police found nothing special in the house of the criminal as he had take n all the important documents with him leaving just _____________. 4. If you think that doing this math problem is __________, just try it. Directions: Choose the appropriate word to complete the meaning of the idiom. Wr ite ocean, music, rags, cold and pie in the blanks provided. 1. All these promises the politicians make are just ____ in the sky. 2. The small amount of money donated is just a drop in the _____ co mpared to the large sum of money needed. 3. He has been successful in life. He went from ____ to riches. 4. They had a dispute yesterday. That‘s why she gave him a ___ shoulder. 5. I had to face the ____ all by myself, although I was not the only responsibl e for the problem. Activity 27: IDIOMATIC EXPRESSIONS

Directions: Guess what idiomatic expressions are used below and give the correct meaning. After giving the correct meaning, use them in the sentences. 1. Bata makes hay while the sun shines.___________ 2. The wife of Anpu was beaten black and blue._______ 3. Knowing the wife’s dishonesty, blood pours into his face._______ 4. After killing the wife, Anpu was blue in the face.__________ 5. Bata had made an easy way out to the mountains.________ 6. In good faith, Bata ed his brother Anpu.________ 7. Anpu felt a pain in the neck when he heard his wife’s explanation.________ 8. She bent her knees for forgiveness._______ 9. Anpu’s wife accepted the dose of her own medicine.________ 10. Bata kept company with god- Ra to seek consolation._______ The selection which you are about to read is considered the oldest literary piece believed to have been written 3000 years before Christ. Find out the similarities of Egyptians and Filipinos in of cult ure, beliefs, respect and love for family and reverence to God as depicted in this selection. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 148 The Two Brothers Egyptian Folktale O nce there were two brothers. Anpu was the elder, and Bata was the younger. When their parents died, Anpu was already married and had a house of his own, so he took his little brother with him and treated him like his son. When the little brother grew to be a young man, he became an excellent worker. He did the plowing. He harvested the corn, and there was no one his equal in the whole land. Behold, the spirit of the god was within him. Every morning, the younger brother followed his oxen and worked all d ay in the fields, and every evening, he returned to the house with vegetables, milk, and w ood. He laid all these before his elder brother, and he took with him his bread, and he drove the cattle into the field. Because Anpu loved his younger brother very much, his wife became very jealous and she wanted to destroy Bata. One day, when Anpu and Bata were in the fields, they needed some corn, so Anpu sent Bata home to get some. The younger brother found the wife combing her hair and said to her, “Get up and give me some corn that I may ru n to the field for my elder brother is in a hurry. Do not delay.” At eventide, Anpu returned home earlier than his brother because Bata had much work to do in the fields. Anpu was met by his wife, who was crying bitterly. She showed him her arms and legs which he had painted black and blue and accused Bata of ha ving

beaten her up. She pretended to be in great pain. She did not give him water to wash his hands with. She did not light the fire for him. She pretended that she was very sick. Anpu became very angry. He sharpened his knife and waited for Bata in the stable . When the sun went down, Bata came home as usual, loaded with herbs, milk and woo d. As he entered the door, he saw the feet of his brother and the sharp knife hangi ng by his side. The brother sprang from him and Bata fled praying to the god Ra. “My good Lo rd! Save me from death, thou who divines the evil from the good.” Ra heard h is cry. He made a river flow between one brother and the other and filled it with crocodile s. Bata asked his elder brother, “Why do you seek to kill me? Am I not your brother a nd have you not always treated me as if you were my father? Has not your wife been as mother to me? Now since you want to kill me, I shall go to the Valley of the Aca cia.” Anpu answered, “Why did you beat up my wife and almost kill her.” Bata answered, “I did not do such thing. Have I told you that I have always looked upon her as my mother?” So, Anpu went home. He found his wife near the river washing off the black and b lue dye with which she had painted herself. Filled with great anger, Anpu killed his wife and cast her to the dogs. Then, he sat down, poured ashes on his head and mourned fo r his younger brother. Bata reached the Valley of Acacia. Since there was no one with him, he slew wild beasts for food, built himself a house and met the Nine Gods who knew of his inn ocence and goodness. Ra said to the god Khunumu, “Behold, frame a woman for Bata that he Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 149 Activity 28: CHARACTERIZATION Direction: Describe the three characters through a Venn diagram. Then 1. Why did the wife get jealous of Bata? 2. What did the wife do to get the attention of Anpu? Do you agree with what she had done? Why so? 3. If you were Bata, what would you do? Do you agree with him in leaving the house? Why so? 4. If you were Anpu, would you believe your wife’s explanation? 5. Do you agree with the beliefs and traditions they practice? Which of those bring unity and harmony? Which do not? 6. Enumerate those traditions of Egyptians which are similar to you as Filipino s. 7. Write them down on this canvas. Then, compare and contrast them to our PROCESS QUESTIONS: Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 150

Activity 29: SOLVING What problems are faced by the two brothers? Are these problems happening in today‘s world? Using the problem–solution chart, identify the problems and provide solutions to these based on the selection you just read. Problems Solutions Problem-Solution Chart Activity 30: BUILDING Using the plot organizer, enumerate the events in the story by filling in the rectangles. Explain your work to the class. The Two Brothers Exposition Rising Action Climax Falling Actio n Denouement Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 151 Activity 8: DRAWING OUT...WHAT? What traditions and beliefs of Egyptians can contribute to and shape you as a Filipino? What cultural diversity brought unity, peace and progress? Compose a 5-7 sentence paragraph. __________________________________________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Bibliography contains a list of books or articles, or both, relating to a particular subject. In a research paper, a bibliography is an alphabetical list, sometimes grouped into categories, containing the names of all works quoted from or generally used in its preparation. Every formally prepared res

earch paper should contain a bibliography placed at the end and begun on a separate page. 1. Books One Author Tompkins, Gail E. 2000. Teaching Writing (3 rd ed.) New J ersey: Prentice-Hall Inc. Two Authors Dorn, Linda J . & Soffos, Carla. 2005. Teaching for Deep Comprehension. Maine: Stenhouse Publishers. Several Authors Lauengco, Aurea, et.al. 1999. English CV for High Schools (3 rd ed.). Makati: Bookmark Inc. Encyclopedia 2. Magazine Article Hackworth, Col. David H. “ of Forgiveness.” Newsweek. 24 Apr. 1995: 38-40. 3.

Journal Cline, C.L. “Quasi Adventures in Literary Scholarship. " Texas Quarterly. 20 (1977) 36-42. Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 152 4. Newspaper Hunt, Albert R. "Clinton Needs Fewer Reinventions and More Consistency. 5. World Wide Web Abilock, Debbie. "Choose The best search engine for your information.”22 March http://www.nueva.pvt.k12.ca.us/~debbie/library/research/adviceengine.html> 12 A pr. 1999 What have you observed in the examples above? In writing the format of bibliographical entries, what are the things you are supposed to ? Let’s try answering the questions below. Activity 32: FORMATTING 1. What is the format if the author is only one? Explain. ______________________________________________________ ______________________________________________________ ______________________________________________________ 2. For two authors, how would you write the bibliography? Explain. ______________________________________________________ ______________________________________________________ ______________________________________________________ 3. What words are used to mean several authors? Explain and give an example. ______________________________________________________ ______________________________________________________ ______________________________________________________

4. In writing the topics for encyclopedia, magazine and newspaper articles, what should you observe? ______________________________________________________ ______________________________________________________ ______________________________________________________ 5. In writing the titles of the book, what should you ? Explain. ______________________________________________________ ______________________________________________________ ______________________________________________________ 6. What should come first when writing the place and name of the publisher? ______________________________________________________ ______________________________________________________ Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 153 Points to : 1. All names of authors should start with the family name, followed by the first name. 2. For two authors, the second author‘s name should be written with the first name first and not with the family name. 3. For several authors, use the words et .al. , to mean many or se veral authors. 4. All titles of the books, magazines, and encyclopedia and newspaper articles should be underlined. 5. Titles of topics of magazines, newspaper articles and encyclopedia must be enclosed in quotation marks. 6. Observe correct punctuation marks, such as period, after the author’s name, title of the book, encyclopedia, magazines and newspaper articles. 7. Place a comma after the author’s family name to separate it from the first Appendix An appendix refers to an “addendum “or any addition to a document, such as a book or legal contract. It is a collection of supplementary materials, usually appear ing at the end of a report, proposal, or a book. It may come in the form of tables and char ts, sample questionnaires, budgets and cost estimates, correspondence about the pre paration of the report, case histories, and transcripts of telephone conversations, among ot hers. You are asked to perform the indicated activities: Group 1 – the Dramatists – Present a scene that highlights the theme of the story, “T he Two Brothers” or “Mako and the Cowrie Shell.” Group 2 – the Naturalists/Environmentalists – Present a problem–solution char t showing your ability to address environmental problems. Group 3 – the Dancers – Present a Thai or Egyptian dance showcasing its culture.

Group 4 – the Singers – Sing a song or perform a rap related to the selection. Provi de your own lyrics depicting unity and diversity. Group 5 – the Mathematicians – Through a mathematical formula, show the age of Makato when he became a king . We shall now move to the next challenge! But this time, we are taking you off from the text and allow you to explore your outside world. Your goal in this section is to enrich your understanding in discovering who you are as a Filipino and be the one who treasure your roots. Activity 33: MULTIPLE INTELLIGENCE Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 154 Oral Activity 1. Work as a group and interpret this age: “ Unity in diversity is the highest possible attainment of a civilization, a testimony to the most noble possibilities of the human race. This attainment is made possible through ionate concern for choice in an atmosphere of soc ial trust.” – Michael Novak 2. Using the key ideas presented in the age, provide dialogs appropriate fo r the following pictures found below. Then, deliver the dialogues. 3. Your performance will be scored through a rubric. Be guided by the following: Deliver your lines well. Enunciate the words with articulation. Observe proper stress, tone and voice level. Activity 34: I’M “ PUNCH LINING” . CAN YOU? Men worshipping in a church or a mosque International beauties ing the contest Two different nationalities in a boxing bout Meeting of ASEAN Leaders in a Summit Leaders of three nations talking about national issues and problems What can you say about the presentations made? What have you learned? Is there a connection between the words diversity and unity? traditions and beliefs? Give your generalizations and conclusions. Source: www.google.com.ph Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 155 Activity 35: WRITING ACTIVITY Using comparison and contrast, fill in the grid with the Positive-InterestingNegative aspects of Filipinos, Thais and Egyptians in of :

Love for Family Reverence to God Desire to Succeed in Life Report to the class afterwards. Filipino Thai Egyptian Positive Interesting Negative Activity 36: MORE READINGS With your group, look for some readings related to the topics below. Come up with 10 bibliographies, using online resources for additional information. 1. Multi-Cultural Dialects of Filipinos 2. Religious Beliefs of Filipinos 3. Filipino Treasured Values 4. Filipino Traditions and Beliefs ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 156 You are asked to be the representative of the Youth Commission in a World Youth Conference to speak on their behalf on the topic, “The Role of the Youth in Establishing Unity in a Diversified Multi-Cultura l Society.” Your task is to prepare your speech by scouting reliable resources from the internet and other library resources to address the concerns. Make sure that the suggestions you will cite can be done by young people like you. Make a list of bibliographical sources and TASK By this time you are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities you will use to meet the standards set in thi s given task.

Directions: Read the task below. Then plan on how you will write your speech. The rubric for grading is provided here to remind you on how your work will be grade d. In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You will likewise finalize your answer to the focus question that has been asked since the beginning of this lesson. Activity 37: PREPARING A SPEECH Grading Criteria Excellent Acceptable Minimal Unacceptable Preparation Gathers information from varied sources; makes note cards to use as cues during presentation; creates attractive visual aids to illustrate presentation Gathers information from three or four sources; prepares notes and visual aids to use during presentation Gathers information from one or two sources; writes presentation accurately Gathers information from only one source; may not be able to complete task because of lack of preparation Content Used an abundance of materials clearly related to topic; Made points clearly; used varied materials Used adequate information about the topic; made good

points; used some variation in use of materials Used some information not connected to the topic Used information that has little connection to topic Rubric for Assessing an Oral Presentation Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 157 Organization Organized information and ordered ideas logically; Presented easy -to-follow argument; Stated a clear conclusion Presented most information in a logical order; Presented generally clear and easy-tofollow arguments Presented loosely connected ideas; Presented a choppy and difficult-tofollow organization Did not use a logical order in presentation Speaking Skills Well-poised, enthusiastic, and confident during the presentation; enunciated clearly. Engaged during presentation. Had little or no

expression; Did not enunciate clearly Appeared disinterested during presentation Grading Criteria Excellent Acceptable Minimal Unacceptable http://www.idoub.com/doc/20891655/Rubric-for-Oral-Presentation adventurous – daring; inclined to incur risk ancient – very old; dating from the distant past antagonist – opponent appendix – a section or a supplementary information at the back of a book beckons – to summon by a gesture bibliography – list of writings on a given subject or by a given author burgeoning – to start to increase rapidly century – a period of 100 years character – one of the element of a short story; a person of marked individuality civilization – advance stage of social culture climax – most interesting part of the story colossal – immense; gigantic conflict – to clash; a fight; emotional disturbance coordinate – to integrate elements into an efficient relationship cowrie shell – a marine mollusk with a glossy, brightly speckled shell cultural – pertaining to culture denouement – the solution; the outcome; the resolution or a plot or story diversified – assorted; various; differences diversity – variety; distinction; difference edifice – substantial building emerald – a rich green gemstone enamoured – to inspire with love exotic – foreign; strange; excitingly different or unusual exposition – a public show or exhibition; a detailed explanation eventide – evening fiction – an invented story; any literary work with imaginary characters and event s Learning Module for English - Grade 8 2 - L1 EMBRACING OUR HERITAGE 158 hefty – large and strong heritage – something inherited at birth innovation – new methods or ideas journey – travelling from one place to another loquacious – talkative mahouts – an elephant driver maize – corn; a light yellow color monument – a statue or building that commemorates a person or an event mosaic – a surface decoration made by inlaying small pieces of glass or stone mural – a picture or a design painted directly onto a wall naturalist – one who studies natural history; an advocate of naturalism populous – densely inhabited proclivity – inclination; tendency protagonist – the main character in a story or drama pyramid – a solid figure having a polygon as a base, and whose sides are triangles sharing a common vertex realism – practical outlook; the ability to represent things without concealment

rebounded – bounced back recession – a downturn in economic activity recline – to lie down on the back or side reminiscent – recalling the past remnants – small remaining fragments shift – to change position sphinx – a monster with a lions body and human head spire – the tapering point of a steeple splendid – brilliant; magnificent tapioca – a glutinous starch extracted from the root of the cassava and used in pu ddings Books Carpio, Rustica C. 2007. Criss Crossing Through Afro-Asian Literature, Copyright by Anvil Publishing, Inc. Lapid, Milagros G.and J osephine Serrano.2000. English Communication Arts and Skills Through Afro-Asian Literature,Phoenix Publishing Co., Inc. Torres, Myrna S. 1997. English for Secondary Schools. Copyright, FNB Educational , Inc. Torres, Myrna S. 2000. Moving Ahead in English II. FNB Educational, Inc. English Teachers’ Guide, Second Year High School, Learning Package 2. 2007. Fund for Assistance to Private Education. Online Sources http://www.eduplace.com./graaphic organizer https://www.google.com.ph. https://hrsbstaff.ednet.ns.ca/engramja/elements,html http://www.bs.org/offices/lis/models/tips/bibform.htm/ http://grammar.abnet.com/od./ab/g/appendix term.htm Unescodoc.unesco.org./ciges www.scribct.com/doc.725397772/synopsis of Afro-Asian Literature Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 159 After you had traced your Afro-Asian roots in Lesson 1, you are now aware that there is more to discover about the traditions and beliefs of our Asian neighbors. Have you ever thought of traveling around Asia or Africa? Have you thought of the rich cultural heritage of these places? How about its diversity? If not, Lesson 2 will provide you a deeper look into their rich cultural heritage a nd its diversity as you will revisit their rich past. Our world is becoming much smaller. In this kind of world we are living now, understanding and appreciating other’s diverse cultural heritage become more vital. In the ASEAN Region, member states are preparing for 2015 – the year when their boundaries open to one another in of trade, finance, and culture. This means that a person living in the ASEAN Region needs to prepare for embracing its diverse heritage and rich past. In this lesson, you will revisit the rich past of the Afro-Asian people. In doin g so, you may consider looking into the diverse traditions and beliefs of AfroAsians. As you go in this lesson, to answer the following questions: How does the study of Afro-Asian literature help you increase your

communicative competence? How will it guide you to understand the diversity of cultural heritage in Asia and Africa? How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? You need to think about these questions now and then as you proceed in this lesson. Sure enough, when you have answered the questions above and have done the activities in this lesson, it will prepare you to live in a more To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills below and the lesson map. Employ appropriate listening skills when listening to descriptive and long narrative texts. (Listening Comprehension) Evaluate content, elements, features, and properties of a reading or viewing se lection using a set of criteria developed in consultation. (Reading Comprehension) Discern positive and negative messages conveyed by a program viewed. (Viewing Comprehension) React appropriately and provide suggestions based on an established fact. (View ing Comprehension) Decode the meaning of unfamiliar words using structural analysis. (Vie wing Comprehension) Follow task-based directions shown after viewing. (Viewing Comprehension) Interpret the big ideas/key concepts implied by the facial expressions of inter locutors. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 160 (Viewing Comprehension) Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk. (Speaking) Use collocations of difficult words as aids in unlocking vocabulary. (Vocabulary Development) Show understanding and appreciation for the different genres with emphasis on t ypes contributed by Asian countries. (Literature) Communicate thoughts and feelings in write-ups of summary results, notes, etc. using appropriate styles (formal and informal). (Writing and Composition) Use varied adjective complementation and formulates correct complex, co mpoundcomplex sentences and appropriate parenthetical expression. (Grammar Skills) Uses writing conventions to indicate acknowledgement of resources. (Stu dy Below is the lesson map to guide you in Revisiting Our Rich Past: Cul-lit Misconceptions Check What’s with the Bubbles? Finding Connections (Picture and Situational Analysis) Like Like Like! KNOW

What’s with the Pics? S-Cube (Short Story in Scrutiny) A Day as an English Translator Taxi Ride Anyone? Heritage, Culture, and Diversity Your Culture is my Culture I See Heritage (ICH) Around the World through ICH I-C-H Terminologies Sang Kancil Needs Help! Sang Kancil and Pilandok A Letter for Pilandok A Deeper Look on Heritage Literature Ouch literature (Outline your Cultural Heritage Literature) Literature and Heritage in Color Beautiful Adjectives Concept Mapping and Mind Mapping Drama Essentials Deeper into Ancient Theatre Batu Belah Batu Bertangkup Story Strip Making a Filmed Movie Review PROCESS Introspecting your Misconceptions Closeness is the Key Converging Circles for Culture Perspectives on Cultural Diversity Dreaming for Cultural Unity in Singapore ing Claude Lévi-Strauss Becoming a Movie Critic REFLECT AND UNDERSTAND Finding the Right One (The Movie) Write a movie review with the aid of advanced organizers to be presented in an audio-video TRANSFER Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 161 For you to accomplish the tasks and perform well in the activities in this lesso n, write Directions: Below are statements related to the big ideas/concepts in this lesson. Read them and write T if the statements are TRUE and F if they are FALSE. Write y our answer in the space provided. Let us find out how much you already know about this lesson. Below are activities that can assess your prior knowledge and misconceptions on the big ideas in this module. Answer them accordingly, then seek the guidance of your teacher to interpret the results, then use it as a guide Activity 1: CUL-LIT MISCONCEPTIONS CHECK Statements

Answer 1. People from the same nation or geographic region, or those who speak the same language, share a common culture. 2. Culture is based on nationality. 3. Families from the same culture share the same values. 4. Some cultures are just more evolved than others. 5. Multiculturalism is divisive. 6. In predominantly monocultural or bicultural societies, there is no need to study other cultures. 7. Globalization is causing an inevitable homogenization of culture. 8. Most people identify with only one culture. 9. Studying literature can help you understand different cultures or time periods. 10. The study of literature allows people to develop new ideas, ethical standpoints and to present themselves as educated of the society. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 162 Activity 2: WHAT’S WITH THE BUBBLES? Directions: Answer the questions below. Write your answers in the parts of the bubbles as indicated. 1. What’s the difference among the literature of Malaysia, Singapore, and the Philippines? Write it on the space that does not overlap in each of the bubbles. 2. What’s the same with the literature of those three countries? Write it in the parts of the bubble that overlap. Compare your answers with your How do you find Activities 1 and 2? Did they help you rethink/reconsider your understandings on the big ideas/key concepts? What are your learning goals and targets? If you have thought of them, then it is time for y ou to move on in the next phase of this lesson. As you do the activities below , consider these questions: How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 163 Activity 3: FINDING CONNECTIONS (PICTURE AND SITUATIONAL Directions: Read the text in the box below. Then answer the questions that follow.

Christian is currently working as a program producer for a history cable

channel stationed at Malaysia. As the newest member of the production, he was tasked by his executives to come up with a documentary featuring the AfroAsian people. He is browsing some pictures he got during his last trip within the countries in Southeast Asia. Then, at a “eureka” moment, he thought of a theme for the documentary. Looking on the pictures he has, what do you think is the theme Christian has thought of for the documentary? Explain your answer. Write your answer in a sheet of paper.

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 164 Activity 4: Directions: is related column of

LIKE Look to your

LIKE LIKE! at each picture on the previous activity. Tell if the picture traditions or beliefs. Encircle the word “Like” under the choice. Then comment on the picture by justifying your

answer. Picture No. Traditions Beliefs 1 Like Like Comment:

Comment: 2 Like Like Comment: Comment: 3 Like Like Comment: Comment: 4 Like Like Comment: Comment: 5 Like Like Comment: Comment: 6 Like Like Comment:

7 Like Like Comment: Comment: 8 Like Like Comment: Comment: Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 165 Activity 5: LIVING IN PERFECT HARMONY Directions: Look at the words inside the boxes below. Analyze the relationship of the words to one another and write a short paragraph using the words. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Congratulations! You have just tried finding out how diverse the traditions and beliefs of Afro-Asian people are and how this diversity can contribu te to harmony and unity. In completing this lesson, you have to write a movie review with the aid of advanced organizers to be presented in an audio-video format. Your teacher will grade it based on the following: content presentation creativity organization use of advance organizers As you continue with this module, reflect on your answers on the previous activities frequently and don’t hesitate to revise them. But for now, write your initial thoughts on the focus questions posted at the beginning of this lesson i n the Map of Conceptual Change. You will complete this map as you continue in Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 166 My Initial Thoughts My Findings and My ing Qualifying Conditions MY GENERALIZATIONS

MAP OF CONCEPTUAL CHANGE Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 167 Your goal in this section is to learn and understand big ideas/key concepts on appreciating the diverse cultural heritage of Afro-Asians reflected in the different forms of literature; and develop your communication skills at the same time. You shall focus on the literature of these two Asian countries – Malaysia and Singapore, but you will also look back on our country’s rich past as you compare it to those two countries. Reflect on these questions as you do the activities: How does the study of Afro-Asian literature help you increase your communicative competence? How will it guide you to understand the diversity of cultural heritage in Asia and Africa? How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to unity? Activity 6: WHAT’S WITH THE PICS? Directions: Look at the pictures below. Write a short photo essay about the pictures by sensing the relationships among them. When you are done, proceed to reading the text on the next page.

________________________________________________________________________________ __ ________________________________________________________________________________ __ ________________________________________________________________________________ __ ________________________________________________________________________________ __ ________________________________________________________________________________ __ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 168 Sometimes, the simplest person can be the most truthful person you will ever meet. Will you ride in a taxi with a driver willing to share his personal stories? See how this Singaporean shares his story as a taximan. Read the The Taximan’s Story by Catherine Lim V ery good, Madam. Sure, will take you there in plenty good time for your meeting, madam. This way better, less traffic, less car jams. Half hour should make it, madam, so not to worry. 2 What is it you say, madam? Yes, yes, ha, ha, been taxi man for twenty years now, madam. Long time ago. Singapore not like this so crowded so busy. La

st time more peaceful, not so much taximen, or so much cars and buses. 3 Yes madam, can make a living. So so. What to do. Must work hard if wan ts to success in Singapore. People like us, no education, no capital for business , we must sweat to earn money for wife and children. 4 Yes, madam, quite big family---eight children, six sons, two daughters. Big fami ly! Ha! Ha! No good, madam. In those days. Where got Family Planning in Singapore? People born many, many children, every year, one childs. Is no good at all. Toda y is much better. Two children, three children, enough, stop. Our government say stop . 5 Luck for me, all my children big now. Four of my sons working---on e a businessman, two clerks, one a teacher in Primary school, one in National Servic e, one still schooling, in Secondary Two. My eldest daughter, she is twenty plus, stay at home, help the mother. No, not married yet---Very shy and her health not so good, but a good, and obedient girl. My other girl Oh, Madam! Very hard for father when daughter i s no good and go against her parents. Very sad like punishment from God. Today, young people not like us when we are young. We obey. Our parents say don’t do this, we n ever do. Otherwise, the cane. My father cane me. I was big enough to be married, and still, got caning. My father he was very strict, and that is good thing for parents to be strict. If not, young boys and girls become very useless. Do not want to study, but run awa y, and go to night clubs and take drugs and make love. You agree with me madam? 6 Today, young people they are very trouble to their parents. Madam, you see this young people over there, outside the coffee house? See what I mean, madam? They are only school boys and school girls, but they act like big shots, spending money, smoking, wearing latest fashion, and making love. Ah, Madam, I know, I know! As taximan, I know them and their habits. Madam, you are a teacher, you say? You kn ow or not that young school girls, fifteen, sixteen years old, they go to public lavat ory or hotel and change into these clothes, and they put make-up on their face. Their parents never know. They tell their Mum got school meeting, got sports and games, this, that, but they really come out and play the fool. 7 Ah, madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi. They usual is wait in bowling alley or coffee house or hotel, and th

ey walk up, and friend, friend, the European and American tourists, and this is how they mak e fun and also extra money. Madam, you believe or not when I tell you how much money t hey got? I say! Last night, madam, fourth floor flat---and she open her purse to pay me, and I say! All American notes---ten dollar notes all, and she pull one out and say kee p change as she has no time already. Madam, I tell you this, every month, I get more mone y from these young girls and their American and European boyfriends in my taxi, more th an I Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 169 get from other people who bargain and say don’t want go by meter and wait even for ten cents change. Phui!! Some of them really make me mad. But these young girls and their boyfriends don’t bargain, they just pay, pay, and they make love in taxi so much t hey don’t know if you go round and round and charge them by meter! I tell you, Madam, some of them don’t care how much they spend on taxis. It is like this: after th e 1 a.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go and wait outside Elroy Hotel or Tung Court or Orchid mansions, and sure enough, madam, wi ll have plenty business. Last Saturday, madam, no joking, on one day alone I make nearly one hundred and fifty dollars! Some of it for services. Some of tourists don’t know wh ere, so I tell them and take them there, and that’s extra money. Ah, madam, if I tell you, n o end to the story. 8 But I will tell you this, Madam. If you have a young daughter and she says Mumm y I got meeting today in school and will not come home, you must not say, Yes, yes b ut you must go and ask her where and why and who, and you find out. Today young people not to trust, like young people in many years ago. Oh, Madam, I tell you because I myse lf have a daughter---oh, madam, a daughter I love very much, and she is so good and study hard. And I see her report cards and her teacher write “Good work” and “Excellent” so on, so o n. Oh, madam, she my favorite child, and I ask her what she want to be after left s chool, and she says go to University. None of my other children could go to University, but this one, she is very smart and intelligent---no boasting, madam her teachers wr ite “Good” and “Excellent”, and so on, so on, in her report cards. She study at home, and help the mother,

but sometime a little lazy, and she say teacher want her to go back to school to do extra work, extra coaching, in her weak subject, which is maths, madam. So I let her s tay back in school and day after day she come home in evening, then she do her studies and g o to sleep. Then one day, oh madam, it makes me so angry even now---one day, I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with othe r girls and some European outside a coffee---house but I think, it cannot be Lay Choo, how c an, Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in her behavior, and this is not like my daughter at all. Then they all go inside the c offee-house, and my heart is very, very--- hoe you describe it, madam, my heart is very “susah hati” and I say to myself, I will watch that Lay Choo and see her monkey tricks. 9 The very next day she is there again I stop my taxi, madam, and I am so angry. I rush up to this wicked daughter and I catch her by the shoulders and neck, and s lap her and she scream, but I don’t care. Then I drag her to my taxi and drive all the way home, and at home I trash her stupid fool and I beat her and slap her till like hell. My wife and some neighbors they pull me away, and I think if they not pull me away, I sure t o kill that girl. I lock her up in her room for three days, and I ashamed to tell her teache r, so I just tell the teacher that Lay Choo is sick, so please to excuse her. Oh, madam, how you f eel in my place? Make herself so cheap, when her father drive taxi all day to save money f or her University. PROCESS QUESTIONS: 1. What is the irony of this story? 2. What are the themes raised in the story? 3. How realistic is the story? 4. What do you think of the taxi man? Do you sympathize with him? Explain. 5. Do you agree with his lamenting? Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 170 6. What about the other characters in the story? Do you feel sympathy over them ? 7. What do you think on the way the story is written? How does it relate to the taxi man? 8. How does this story appeal to the “strict discipline” image of Singapore? How do you find the story? Did you understand it in your first reading? How do you find the language of the taximan? What form of literature is it? The text you have just read is a short story. It is a brief imaginative narrativ e, unfolding a single predominating incident and a single or a few characters. It contains a plot, the details of which are so compressed and the whol e

treatment so organized as to provide a single impression. A short story can be compared to a photograph; it captures a single moment in life, as compared to a novel which covers more. That is why a short story is shorter than a novel, bu t short stories are not always “short” as you may think. For as long as they depict single p lots, they are short stories, no matter how many pages they may take. 1. Conflict is essential to the plot. Without conflict there is no plot. It is the struggle between two or more opposing forces which is the nucleus of the plot . It is the opposition of forces which ties one incident to another and makes the plot move. There are two main types of conflict – external and internal conflict. External conflict is a struggle with a force outside one’s self. Internal conflict is the c haracter’s struggle within oneself. A person must make some decisions, overcome pain, quiet their temper, resist anger, etc. a. Human vs. human (physical) – the leading character struggles with hi s This scene from Spider Man 3 clearly depicts the concept of human vs. human - Spider Man punches Sand Man in a battle scene. b. Human vs. society (social) – the leading character struggles against ideas, practices, or customs of other people. Quasimodo of “The Hunchback of Notre Dame” is a clear example of a character that experienced this kind of conflict. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 171 c. Human vs. nature – the leading character struggles the forces of nature. This scene from the sci-fi movie “2012” clearly shows how horrible it is to face nature as an opponent. d. Human vs. God or Supreme Being - the leading character struggles This scene is from the “War of the Worlds” movie in 2005. This clearly shows how struggle against the forces e. Human vs. self (psychological) – the leading character struggles with himself/herself; with his/her own soul, ideas of right or wrong, physi cal limitations, choices among others. In the movie Ironman, Tony Stark has to choose between saving the world and keeping his powers for himself. A story may have a single conflict or many conflicts, as well as ma jor or minor conflicts. 2. Character could have two meanings – the person in a work of fictio n or the characteristics of a person. Short stories use fewer characters. One c

haracter is clearly central to the story with all major events having some import ance to this character; he/she is the protagonist, while the person (or force) that opposes t he main character is called the antagonist. In order for a story to seem real to the reader, its characters mus t seem real. Characterization is the information the author gives the reader about the charac ters themselves. The author may reveal a character in several ways: Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 172 a. Direct characterization (expository) – this method allows the writer to pre sent the character’s physical traits and personality. The character traits are explicitly b rought out by the writer using descriptive words. b. Indirect characterization (dramatic) – this method allows the readers to deduc e the traits of the characters through their thoughts, words, actions, and decis ions. They Characters also have types: a. Static or flat characters – they are characters who do not have fl esh and blood qualities. They normally do not undergo changes throughout the story. Example: A driver who appears in the story remains a driver until the end. b. Dynamic (full or rounded) characters – they are characters who live lives of s orrow and joy, sinking or swimming in the visible tides of life – very much like us. The y are capable of undergoing changes. Example: A beggar whom the major character helped before becomes a rich man Characters can be said effective if they are consistent, motivated and lifelike (resemble real people). 3. Point of View (P.O.V.) is defined as the angle or perspective from which the story is a. First Person – the story is told by the protagonist or another cha racter that interacts closely with the protagonist or other characters (using first person pronouns “I”, “me”, “we”, for instance). The reader sees the story through this person’s eyes as he/she experiences it and only knows what he/she knows or feels. b. Innocent Eyes – the story is told through the eyes of a child (his/her judgm ent being different from that of an adult). c. Stream of Consciousness – the story is told so that the reader feels as if they are inside the head of one character and knows all their thoughts and reactions. d. Second Person – this is used rarely. The main character in the story is refe rred to using the second person pronoun “you”. The second person is most often used in training manuals and role-playing games.

e. Third Person – the story is told using a narrator who is located outside the action of the story and uses third person pronouns such as “he”, “she”, “his”, “her”, “they”, for example. The third person point of view can be broken up into three 1) Omniscient – literally means “all knowing”. Using the third person omniscient point of view, the narrator can move from character to character, eve nt to event, having free access to the thoughts, feelings and motivations of any character and can introduce information where and when he or she chooses. 2) Limited Omniscient – the story is told by a third person narrator but from the viewpoint of a character in the story, usually the main character or protagonist. The reader has access to the thoughts and feelings of only one character. 3) Objective – the author tells the story in the third person. It appears as thou gh a camera is following the characters, going anywhere, and recording on ly what is seen and heard. There is no comment on the characters or th eir thoughts. No interpretations are offered. The reader is placed in the position of spectator without the author there to explain. The reader has to interpret Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 173 PROCESS QUESTIONS: 1. How do conflict and point of view contribute to the f a character in a short story? 2. Why is it important to establish conflict and point tively in revealing and developing the character/s in a short story? 3. How does a clear establishment of conflict provide direction 4. What is the importance of understanding the elements ies in reading narratives? Activity 7: S-CUBE (SHORT STORY IN SCRUTINY) A. Story House Direction: Complete the story house below by writing the details Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 174

development o of view effec for a story? of short stor

about

B. Story Matrix Directions: Think like a story editor. Write the elements of short story down t he side. Write the criteria for a good story across at the top. Make a + (for yes) or a – ( for no) in each box. Use “The Taximan’s Story” for this activity.

Elements of a Short Story CRITERIA

1.

2.

3.

4.

5.

6.

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 175 C. Characterization Chart Direction: Fill out this chart to describe the characters of the shor t story “The Taximan’s Story”. Character/s 1. Direct Characterization (from the narrator) This occurs when the narrator makes direct statements about the character.

2. Indirect Characterization (from the character’s own words and actions) This occurs when the words and actions of a character reveal aspects of his/her personality.

3. Indirect Characterization (from the words and actions of other characters) We also learn about characters from the words and actions of other characters.

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 176 D. Analyzing a Short Story’s Theme Direction: Answer the following questions in the boxes to help you fi gure out the Questions to help clarify theme Responses with examples from the story 2. What changes occur in the main character during the course of the story? Does the main character realize something he or she did not know before?

3. What are the important statements about life or people made, either by the narrator or characters, in the story?

4. Is the theme ever directly stated? If so, where is it stated?

5. In one sentence, state the story’s theme. Do you agree with the theme? Is the writer presenting a truth about life or forcing us to accept a false view?

1. What does the title signify in the story? Does it point out to a truth the story reveals about life?

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 177 E. Elements of a Short Story Worksheet Direction: Accomplish this worksheet to have an overall grasp of the short stor y you

have just examined. Setting Place: Time: Weather: Social Conditions: Mood/Atmosphere: Plot

Conflict Human vs. Point of View Character Dynamic: Static: Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 178 Characterization Character’s Name: Physical Traits:

Personality Traits: 1) 2) 3) Theme List any themes in the story:

What can you say about “The Taximan’s Story”? Why are the pieces of information about its elements useful in understanding it? How about t he structure of the sentences? Are they clearly written? How do you say so? In this part of the module, you will learn how to construct compound and compound-complex sentences. After having this short lecture, do the Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 179 For you to understand clearly how to construct compound and compoundcomplex sentences, you have to go back with your ideas about the oth er types of sentences. Here is a short lecture about the four types. Simple sentence: A sentence with one independent clause and no dependent clauses. A simple sentence contains ONE idea. It contains a subject (who or wha t is being talked about) and a predicate (which tells something about the subject ). A simple sentence can have two subjects (called a compound subject) or two predicates (ca lled a compound predicate). I must go off to Hotel Elroy. I have been a taxi man for twenty years. Lay Choo and her friends wait outside the coffee shop. I go and wait outside Elroy Hotel or Tung Court or Orchid mansions. Compound Sentence: A sentence with multiple independent clauses but no dependent clauses. A compound sentence is two simple sentences ed together. These sentences can be ed by a comma-conjunction combination, a semi-colon, or (in spe cial circumstances) a colon. My father was very strict, and it is a good thing for parents to be strict. I was big enough to be married, and still, I got caned. The taxi man and the teacher love their conversation; however, the taxi man has to leave. Singapore is a good place for travel: Cultural diversity is evident. Complex Sentence: A sentence with one independent clause and at least one dependent clause. A complex sentence is a simple sentence plus one of the following tools: apposit ive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase. A simple sentence contains ONE idea. A complex sentence has TWO OR M ORE ideas intermixed. A complex sentence can always be rewritten into two sentences. In the sentences below, the elements underlined turn the sentence from being simple sen tence to complex sentence: After following Lay Choo for a couple of days, he discovered that her da

ughter is just like the girls he fetches in his taxi. While the taxi man believes her daughter is at school, Lay Choo is doing something that his father never thought of. Complex-Compound Sentence: A sentence with multiple independent clauses and at least one dependent clause. A compound-complex sentence is a compound sentence with at least one complex element (e.g., appositive phrase, participial phrase, adverb clause (or phrase), adjective clause (or phrase), or absolute phrase) attached. Compound-Complex sentences can get extremely lengthy. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 180 Activity 8: A DAY AS AN ENGLISH TRANSLATOR English is one of the official languages of Singapore. As you have r ead “The Taximan’s Story”, act as an English translator for him. Help him improve his sentence construction skills and correct his sentences by referring to the previous lecture. 1. Luck for me, all my children big now. 2. This way better, less traffic, less car jams. 3. Must work hard if wants to success in Singapore. 4. Long time ago. Singapore not like this so crowded so busy. 1 Set A Set C Set B 1. No, not married yet---Very shy and her health not so good, but a good, and obedient girl. 2. Oh, madam, she my favorite child, and I ask her what she want to be after left school, and she says go to University. 3. Do not want to study, but run away, and go to night clubs and take drugs and make love. 4. My eldest daughter, she is twenty plus, stay at home, help the mother. 2 1. You know or not that young schoolgirls, fifteen, sixteen years old, they go to public lavatory or hotel and change into these clothes, and they put make-up on their face. 2. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend, friend, the European and American tourists, and this is how they make fun and also extra money. 3. She study at home, and help the mother, but sometime a little lazy, and she say teacher want her to go back to school to do extra work, ex tra coaching, in her weak subject, which is maths, madam. 4. So I let her stay back in school and day after day she come ho me in evening, then she do her studies and go to sleep. 5. I rush up to this wicked daughter and I catch her by the should ers and 3 Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 181

Activity 9: TAXI-RIDE ANYONE? Directions: Focus on the two characters of “The Taximan’s Story”. Write the thoughts of the taxi man and of the teacher in each paragraph. Use compound and compound-complex sentences in your short paragraph.

paragraph no. ________ Were you able to accomplish the activities above? How did your analysis on “The Taxi Man’s Story” help you increase your competence in constructing sentences, specifically compound and compound-complex sentences? In another angle, the taxi man is a living witness to Singapore’s existence as a multicultural community. How does this situation contribute to diversity of cultural heritage, especially to literature? As you continue on this module, you are going to seek the existence of diversity on cultural heritage in Malaysia and Singapore, focusing more on their intangible heritage, and at the same time, reflecting if diversity of cult ural Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 182 Activity 10: HERITAGE, CULTURE, AND DIVERSITY Directions: Gather information about intangible cultural heritage by watching the following videos on YouTube. Use the link given for each video to access them on the internet. Use the guide questions for ea ch video to make your research easier.

A. Intangible Cultural Heritage www.youtube.com/watch?v=QUnd0Nqvq80 B. Introduction to Intangible Cultural Heritage (ICH) in Scotland www.youtube.com/watch? v=oy47guq0S5M&feature=related Guide Questions: 1. What is intangible cultural heritage or ICH? 2. What can be regarded as intangible cultural heritage according to UNESCO? 3. Where can we find manifestations or expressions of intangible cultural heritage? 4. What factors pose danger to ICH? 5. How can we protect ICH?

A B C C. Why safeguard intangible cultural heritage? Guide Questions: 1. What organization is tasked to safeguard intangible cultural heritage? 2. Why do we need to safeguard intangible cultural heritage? Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 183

D D. Why safeguard ICH? Answers from Australia Guide Questions: 1. What role does ICH have in combating the negative impacts of globalization? 2. How can intangible heritage help people manage their resources? Use the space below for your answers and then complete the concept web. ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ ________________________________________________________________________________ ______ Intangible Cultural Main Idea Detail Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 184 Activity 11: YOUR CULTURE IS MY CULTURE

How do the pictures that follow present diversity of cultural heritage? Take note of the words, phrases, sentences, and the figures included in th e frame. Establish the relationship of these elements to come up with t he concept of diversity of cultural heritage. Complete the concept maps on the next page.

________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 185 Concept Map of Diverse Cultural Heritage Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 186 Activity 12: I SEE HERITAGE (ICH) Read the following article from UNESCO about intangible cultural heritage. Then answer the questions that follow. What is Intangible Cultural Heritage? The term ‘cultural heritage’ has changed content considerably in recent de cades, partially owing to the instruments developed by UNESCO. Cultural heritage does n ot end at monuments and collections of objects. It also includes traditions or living e xpressions inherited from our ancestors and ed on to our descendants, such as oral trad itions, performing arts, social practices, rituals, festive events, knowledge and practices concerning nature and the universe or the knowledge and skills to produ ce traditional crafts. While fragile, intangible cultural heritage is an important factor in maintainin g cultural diversity in the face of growing globalization. An understanding of the intangib le cultural heritage of different communities helps with intercultural dialogue, and encourages mutual respect for other ways of life. The importance of intangible cultural heritage is not the cultural mani

festation itself but rather the wealth of knowledge and skills that is transmitted thr ough it from one generation to the next. The social and economic value of this transmission of kn owledge is relevant for minority groups and for mainstream social groups within a State, and is as important for developing States as for developed ones. Intangible cultural heritage is: Traditional, contemporary and living at the same time: intangible cultural heri tage does not only represent inherited traditions from the past but also contemporary rural and urban practices in which diverse cultural groups take part; Inclusive: we may share expressions of intangible cultural heritage that are si milar to those practiced by others. Whether they are from the neighboring village, from a city on the opposite side of the world, or have been adapted by peoples who have migrated and settled in a different region, they all are intangible cultural her itage: they have been ed from one generation to another, have evolved in response to the ir environments and they contribute to giving us a sense of identity and continuity, providing a link from our past, through the present, and into our fu ture. Intangible cultural heritage does not give rise to questions of whether or not certain prac tices are specific to a culture. It contributes to social cohesion, encouraging a sense of identity and responsibility which helps individuals to feel part of one or different comm unities and to feel part of society at large; Representative: intangible cultural heritage is not merely valued as a cultural good, on a comparative basis, for its exclusivity or its exceptional value. It thrives on its basis in communities and depends on those whose knowledge of traditions, skills and customs are ed on to the rest of the community, from generation to generatio n, or to other communities; Community-based: intangible cultural heritage can only be heritage when it is recognized as such by the communities, groups or individuals that create, mainta in and transmit it – without their recognition, nobody else can decide for them that a given expression or practice is their heritage. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 187 1. What is intangible cultural heritage according to UNESCO? 2. How can understanding intangible cultural heritage help in understan ding other people’s way of life?

3. What makes intangible cultural heritage different from the tangible ones suc h as heritage sites? 4. What might happen if people did not realize the importance of intangible cul tural heritage and did not create steps to safeguard it? Why do you say so? PROCESS QUESTIONS AND ACTIVITY: Activity 13: AROUND THE WORLD THROUGH ICH Read the text below and study the different presentations on the number of intangible heritage list around the world by UNESCO. Then answer the questions that follow. The Intangible Heritage List 1) The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is c omposed of intangible heritage elements* that concerned communities and States Parties consider require urgent measures to keep them alive. Inscriptions on this List h elp to mobilize international cooperation and assistance for stakeholders to un dertake appropriate safeguarding measures. In 2009, the Committee inscribed 12 and in 20 10 - 4 elements. In 2011, it inscribed additionally 11 elements. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 188 2) The Representative List of the Intangible Cultural Heritage of Humanity is made up of those intangible heritage practices and expressions help demonstrate the diversi ty of this heritage and raise awareness about its importance. It aims at en suring better visibility of the intangible cultural heritage and raising awareness of its impo rtance while encouraging dialogue that respects cultural diversity. The Committee incorporate d 90 elements in 2008 (items formerly proclaimed Masterpieces) and inscribed 7 6 elements in 2009 and 47 elements in 2010. In 2011, 19 new elements have been added to the list. 3) The of Best Safeguarding Practices includes programs, projects and activities on the national, sub regional and/or international levels that the Committee con siders to best reflect the principles and objectives of the Convention. It aims at ensuring exchange and cooperation at the international level for programs with proven suc cess in safeguarding intangible cultural heritage. Three programs were select ed for the in 2009 by the Intergovernmental Committee for the Safeguardin g of the Intangible Cultural Heritage. In 2011, five more programs were added to the list . 4) Following the sixth session of the Committee for the Safeguarding

of the Intangible Cultural Heritage, held in Bali, Indonesia, in November 2011, there are 27 eleme nts on the List of Intangible Cultural Heritage in Need of Urgent Safeguarding, 232 ele ments on the Representative List of the Intangible Cultural Heritage of Huma nity, and 8 programs included in the of Best Safeguarding Practices. * — are components of a country s cultural heritage that are equally as important as physical cultural elements, like World Heritage Sites. The elements are abstract and must be learned, encoming traditional knowledge which includes festiv als, music, performances, celebrations, handicrafts, and oral traditions. A. Bar Graph of UNESCO Intangible Heritage List Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 189 Questions: 1. Which parts of the text are being presented here? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What is the trend in: a. urgent safeguarding list? _________________________________________________________________ _________________________________________________________________ b. representative list? _________________________________________________________________ _________________________________________________________________ c. of best safeguarding practices? _________________________________________________________________ _________________________________________________________________ 3. What conclusion/s can you draw from this graph? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ B. Numerical Table of UNESCO Intangible Heritage List 2008 2009 2010 2011 TOTAL Urgent Safeguarding List 0 12 4 11 27 Representative List 90 76 47 19 232 of Best Safeguarding Practices 0 3 0 5 8 TOTAL 90 91 51 35 267 Questions: 1. Which part of the text is being presented in:

a. b. c. d.

row row row the

A? __________________________________________________________ B? __________________________________________________________ C? __________________________________________________________ last column? __________________________________________________

2. What can you say about the: a. horizontal entries in the table (per category)? _________________________________________________________________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 190 __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ b. vertical entries in the table (per year)? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. What conclusion/s can you draw from this table? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ C. Pie Chart for Questions: 1. Which parts of the text are being presented here? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What can you say about the percentage of elements listed for each year? as a whole? Is there a trend? Why? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 191 ____________________________________________________________________ 3. What conclusion/s can you draw from this pie chart? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ D. Information Map of UNESCO Intangible Heritage List Questions: 1. Which part of the text is being presented in this information map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. How do you see the map in giving information about the elements of intangible

heritage list? How do you interpret the “shade of color” of the countries by the use of the legend in the bottom left corner of the map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 192 3. What conclusion/s can you draw from this information map? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 14: I-C-H TERMINOLOGIES Directions: Use the Term or Phrase Frame to write the or phrases you have learned about intangible cultural heritage. Use one frame for each term you have learned. TERM OR PHRASE: What I Already Know What I Am Learning My Picture/Image

EXAMPLES NON-EXAMPLES

EXTENDING MY LEARNING (TERM OR PHRASE):

_______________ as _______________ : _______________

(TERM OR PHRASE):

_______________ as _______________ : _______________

(TERM OR PHRASE):

_______________ as _______________ : _______________

Term or Phrase Frame Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE

193 How do you find the activities on intangible cultural heritage? Those activities should have prepared you to find diversity among cultural heritage among Afro-Asian people, specifically in Singapore and Malaysia, and see how this diversity can lead to unity, peace, and harmony. As you continue, you will encounter other literary pieces showing diversity of cultural heritage and examples of intangible cultural heritage from Singapore and Malaysia. You will see how intangible cultural heritage is reflect ed and Read the text below and answer the questions that follow. Outwitting a Crocodile (Kisah Sang Kancil dengan Buaya) A Traditional Malaysian Folktale S ang Kancil is a clever, tricky mouse deer who is always finding hims elf in predicaments with animals that want to eat him or harm him, but he cleverly manages to escape each time. In this story, Sang Kancil outwits a bi g, bad crocodile. Sang Kancil was a clever mouse deer. Whenever he was in a bad situa tion, he always played a clever trick to escape. In this story, Sang Kancil outwitted San g Buaya, a big, bad crocodile, who wanted to eat him. There were many trees where Sang Kancil s lived along the river, so he never had trouble finding food. There were always lots of leaves. He spent his time running and jumping and looking into the river. Sang Buaya, the big bad crocodile, lived in the river with other crocodiles. They were always waiting to catch Sang Kancil for dinner. One day when Sang Buaya was walking along the river, he saw some delicious fruit on the trees on the other side of the river. Sang Kancil wanted to taste the tasty-looking fruit because he was a little tired of eating leaves. He tried to think of a way to cross the river, but he had to be careful. He didn t want to be caught and eaten by Sang Buaya. He needed to trick Sang Buaya. Sang Kancil suddenly had an idea. He called out to the crocodile, "Sang Buaya! Sang Buaya!" Sang Buaya slowly came out of the water and asked Sang Kancil why he was shouting his name. He asked Sang Kancil, "Aren t you afraid I will eat you?" Then he opened his big mouth very wide to scare Sang Kancil. Sang Kancil said, "Of course, I am afraid of you, but the king wants me to do something. He is having a big feast with lots of food, and he is inviting everyone, including you and all the other crocodiles. But first, I have to count all of yo u. He needs to know how many of you will come. Please line up across the river, so I can walk a cross Image from http://dimdima.com/ khazana

He stepped on each crocodile, counting each one, and finally reached the other side of the river. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 194 your heads and count all of you." Sang Buaya was excited and left to tell the other crocodiles about the feast wit h all the good food. Soon, they came and made a line across the river. Sang Kancil said, " Promise not to eat me or I can t report to the king how many of you are coming.” They prom ised not to eat him. Sang Kancil stepped on Sang Buaya s head and counted one. Then he stepped on the next one and said, "Two." He stepped on each crocodile, counting each one, and f inally reached the other side of the river. Then he said to Sang Buaya,"Thank you for h elping me to cross the river to my new home." Sang Buaya was shocked and angry. He shouted at Sang Kancil, "You tr icked us! There is no feast, is there?" All of the crocodiles looked at Sang Buaya angrily . They were angry because he let Sang Kancil trick all of them. Sang Kancil loved his new home on the other side of the river because he had a l ot of tasty food to eat. Poor Sang Buaya was not so lucky. After that, no ne of the other crocodiles ever talked to him again. PROCESS QUESTIONS: 1. How tricky is Sang Kancil? J ustify your answer. 2. Do you ire Sang Kancil’s wit? How can cleverness help solve problems? Explain your answer. 3. What would you do after the incident if you are Sang Buaya? Why? 4. Is this story quite familiar to you? How would you compare it to our “Si Sentences vary, not just in length and complexity, but also the “add-ons” it can have. Sometimes, these add-ons can make its meaning clearer or more informative, and sometimes, it’s better if they are omitted. One of these addons is called parenthetical phrase. A parenthetical phrase, sometimes called simply a parenthetical, is one that i s not essential to the framing sentence. In the preceding sentence, the phra se “sometimes called simply a parenthetical” is itself a parenthetical because the seg ments of the sentence that precede and follow it can be attached to form a complete sentence without it. In short, a parenthetical phrase is one that is not essential to the framing sentence. However, a parenthetical can also begin or end a sentence, and though only these three syntactical variations exist, a parenthetical can be categorized as servin g one of eight functions. Here are five of the eight types, with a sentence that demonstr ates each

one: 1. Appositive: In this case, the parenthetical is an appositive, a noun or noun phrase placed in opposition to another such construction that defines or modifies the f irst. Example: Sang Buaya, the big bad crocodile, lived in the river with other crocodiles. 2. Absolute phrase: An absolute phrase, which contains at least a noun or a pr onoun and a participle, but not a true verb, modifies the entire sentence. Example: Sang Buaya believed Sang Kancil’s words, leaving no room for a ny Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 195 doubt.” (The phrase may also begin the sentence.) 3. Free modifier: A free modifier is an unspecialized interruption of additiona l information. Example: Sang Kancil stepped into each crocodile and, counting them one by one, crossed the river. 4. Interjection: An interjection imparts information about the writer’s (or speak er’s) state of mind, as in this sentence in which Sang Kancil fully agrees to S ang Buaya’s statement in the story. Example: “Of course, I am afraid of you, but the king wants me to do something.” 5. Introductory phrase: This element preceding the main statement provides con text for Activity 15: SANG KANCIL NEEDS HELP! Sang Kancil needs to find different parentheticals in statements about Sang Buaya. Underline the parenthetical you can find in each sentence. Then tell what type it is. 1. Sang Buaya talked to his friends and, thinking about Sang Kancil’s intelligence, agreed to be more cautious. 2. I won’t let Sang Kancil, that tricky mouse deer, to cross this river again! 3. While on the river, Sang Buaya thought of eating Sang Kancil. 4. Planning their next move, Sang Buaya’s friends met at the riverside. Sang Kancil needs to master parentheticals more. Help him by answering the next set of items. Follow the same instructions in the previous set. 1. If you, an experienced chef, had trouble, how hard will it be for me? 2. J anice stayed up late, writing her oratorical piece. 3. While I was on vacation, I had an epiphany. 4. I stood up and, brushing off my pants, continued on my journey. 5. At long last, the contest is over! Activity 16: SANG KANCIL AND PILANDOK Complete this Venn diagram to compare Sang Kancil to Pilandok. Write in the overlapping part of the bubble their similarities. Then write thei r differences in Learning Module for English - Grade 8 2 - L2

EMBRACING OUR HERITAGE 196 Activity 17: LETTER FOR PILANDOK Pretend you are Sang Kancil and you would like to share your story with Pilandok. Write a letter for him narrating what just happened to you with Sang Buaya. Use parentheticals in your letter. Activity 18: A DEEPER LOOK ON HERITAGE LITERATURE Read the following text and do the exercises that follow. Heritage literary ages are versatile tools for language study. They illustrate heritage literature (HL) in use (a wide range of styles, genres, s, and varieties); they provide meaningful and memorable contexts for vocabulary expansion and gram mar practice; they can serve as the basis for listening, reading, speaking , and writing activities; and they develop students’ ability to think critically by in ferring meaning, making interpretations, and expressing their own ideas and emotions (Lazar 1993: 19). Vocabulary comprehension and expansion. Heritage learners can expand the ir vocabulary by reading a variety of literary selections. In each text, the instru ctor will highlight the lexical items related to the chapter s topic or theme. He/She may also point out idiomatic expressions (to foster understanding of cultural commonaliti es and differences), literary words, regionalisms, cultural connotations, words/phrases coined by the author and adopted by the language, etc. Students will then be able to an alyze the key structural features of the language of the selection. Grammar identification and practice. Heritage literary texts can illust rate grammatical structures taught in class. Students identify the target structures in the age and then practice them as they appear in that context or giv e examples related to their own lives (personalization). A wide range of grammatical struct ures, sentence types, and cohesive devices, especially those characteristic of the wri tten language, can be taught or reviewed. Heritage Literature as a Teaching Tool Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 197 Spelling. Depending on the HL, "troublesome" words can be targeted in literary texts to help learners improve their orthography or eliminate the interference of English spelling. Reading comprehension. Students can answer questions based on content. They ca

n fill in missing words, ize paragraphs or the text or facts related to them. students visualize and

find synonyms for key words, paraphrase sentences, summar as a whole. Literary characters can be matched to actions Student drawings or collages based on the text will help the characters in the story.

Oral and written literary assignments. A multitude of literary tasks empowe r students to think and act critically and develop an appreciation of literature while developing language proficiency (McKay 2001: 321-326). Such tasks include: describi ng the features of a literary genre and identifying them in the reading; ana lyzing the characters’ and/or the author’s point(s) of view; relating the text to the work it h as been excerpted from, and the work to the personal/historical circumstances in which i t was written; analyzing the literary techniques/ language/style used by the author; p lacing the text/author within the heritage literary tradition; writing a literary analysis of the piece; describing the relevance of the selection for contemporary readers in general an d for heritage learners in particular; and writing an argumentative essay about the literary age. Cultural understanding and appreciation. Heritage literature helps stude nts understand themselves, their families, and their communities better as o f a particular culture. By reading folk tales and legends, for example, they learn a bout "the origin of traditional cultural values and beliefs" (Diamond & Moore 1995: 221). The understanding and appreciation of culture that results from the study of lit erature helps students develop a positive self-image and attitude toward their heritage language and culture. If heritage literary works are compared to writings from the dominant culture or other, heritage or non-heritage, cultures, students gain a deeper understanding, accept ance, and PROCESS QUESTIONS: 1. What is the topic of the text? 2. What are the subtopics? Enumerate them. 3. Can you find details for the subtopics? Write them together with the subtopi c it s. 4. How did heritage literature, like Outwitting a Crocodile, help you learn English? Cite an example. 5. Is there a way you can organize the facts in your answers for q uestion number 1 to 3? Learning Module for English - Grade 8 2 - L2

EMBRACING OUR HERITAGE 198 Activity 19: OUCH LITERATURE (OUTLINE YOUR CULTURAL HERITAGE LITERATURE) Write an outline for the texts listed below. Have an agreement with your teacher what kind of outline will be used for this activity. Texts for outlining: 1. Heritage Literature as a Teaching Tool (Activity 19) 2. Outwitting a Crocodile (Reading Text) 3. What is Intangible Cultural Heritage (Activity 13) Use the graphic organizer below in gathering entries for your outline. You may m odify M a i n T o p i c / T o p i c S e n t e n c e o r T h e s i s S t a t e m e

n t Major Point 1 Sub point 1 Sub point 2 Sub point 3 Major Point 2 Sub point 1 Sub point 2 Sub point 3 Major Point 3 Sub point 1 Sub point 2 Sub point 3 Major Point 4 Sub point 1 Sub point 2 Sub point 3 Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 199 Activity 20: LITERATURE AND HERITAGE IN COLOR The pictures below are from the previous activities and readings in t his lesson. Describe them by writing: (a) who/what is in the picture; (b) the action you can see; and (c) the feelings he/she/it may have. Use the space given for each picture.

The Taxi Man ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________

____________________________________________ ____________________________________________ ____________________________________________ Sang Kancil ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ Malaysia’s People and Culture ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Singapore’s People and Culture ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 200 How were you able to describe the pictures? Did you use adjectives in your answers? Probably you did. Did you try to compare the pictures to one another? Do you know how to use adjectives to compare persons, things, Adjectives enable us to describe, add color, clarify and make distinctions to ou r words. Adjectives primarily modify nouns, pronouns and noun-derivatives. Adjectives have forms or degrees. Most adjectives have different forms to show degrees of comparison. Adjectives have three degrees of comparison namely – the positive, the comparative, and the superlative. Each one has a distinct use and ways to be for med. 1. Positive Degree It describes a noun or pronoun without comparing it to anyone or anything else. Examples: Sang Kancil was a clever mouse deer. (The adjective clever modifies the noun mouse deer.) Today, young people are not like us when we are young. (The adjective young modifies the noun people.) 2. Comparative Degree It compares two nouns or pronouns. This degree is formed by adding –er for onesyllable and some two-syllable regular adjectives, or by adding more or less for three -syllable (or more) adjectives. Examples:

Intangible heritage is harder to safeguard than the tangible ones.

(The two nouns being compared are intangible heritage and tangible ones.) Sang Buaya is more gullible than Sang Kancil. (The two nouns being compared are Sang Buaya and Sang Kancil.) Foreigners are less tightfisted than local Singaporeans, said the taximan. (The two nouns being compared are foreigners and Singaporeans.) 3. Superlative Degree It compares three or more nouns. This degree is formed by adding –est for onesyllable and some two-syllable regular adjectives, or by adding most o r least for three-syllable (or more) adjectives. Examples: My oldest daughter stays at home and helps her mother. (The comparison involves all his daughters.) Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 201 Intangible heritage is the most viable cultural expressions of humanity in of safeguarding. (The comparison involves all types of heritage.) Aside from regular adjectives, there are irregular ones that need to be memorized. These adjectives have different words for the comparative and superlative degree s. DEGREES OF ADJECTIVES Positive Comparative Superlative young younger youngest hard harder hardest old older oldest clever more/less clever most/least clever gullible more/less gullible most/least gullible tightfisted more/less tightfisted most/least tightfisted viable more/less viable most/least viable good better best bad worse worst As you use more adjectives in your sentences, you might get confused on the orde r these adjectives should be written or spoken. You need to familiarize yourself i n the order of adjectives in a series. Memorizing this will help you use adjectives correctl y when they are in a series. ORDER OF ADJECTIVES IN A SERIES Number Opi ni on Si ze Age Shape Col or Proper adj ecti ve Purpose/ Qual ifi er

two cute little Siberian puppies strange old black jacket blue cotton shorts one amazing donutshaped violet sofa beautiful new Italian sports car small antique gold wedding ring Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 202 Activity 21: BEAUTIFUL ADJECTIVES A. Classify the following adjectives as either two-syllable, three (or more) syllable, or irregular adjectives. Use the space provided for.

Two-Syllable Adjectives Three (or more) Syllable Adjectives Irregular Adjectives

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 203 B. Give the comparative and superlative degrees of the following adjec tives. Use the space provided for. Positive Degree Comparative Degree Superlative Degree

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 204 C. Use the following adjectives to create sentences. Be sure to put adjectives in their proper order if you are going to use them in a series.

Sound Adjectives Feelings Adjectives Condition Adjectives Appearance Adjectives D. Look at the picture below. Write a short descriptive essay about it. Use the adjectives from the other parts of this activity. Make sure you also use cohesi ve devices Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 205 Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as +or %, and sometimes more than one word is used. Propositions are statements abo ut some object or event in the universe, either naturally occurring or c onstructed. Propositions contain two or more concepts connected using linking words o r phrases to form a meaningful statement. Sometimes these are called semantic units, or units of meaning. Activity 22: CONCEPT MAPPING AND MIND MAPPING Read the text below and do the exercises that follow. Mind maps, on the other hand, is an expression of radiant thinking and is there fore a natural function of the human mind. It is a powerful graphic technique which pro vides a universal key to unlocking the potential of the brain. The mind map ca n be applied to every aspect of life where improved learning and clearer thinking will enhance human performance. The mind map has four essential characteristics: The subject of attention is crystallized in a central image. The main themes of the subject radiate from the central image on branches. Branches hold a key image/word printed on the associated line - details radiate out.

The branches form a connected nodal structure. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 206 Here is an example of a mind map together with the steps in making one: A. The words in the ovals are some of the main concepts in this le sson. Create a concept map using these words. Follow the example given in this activity. Sentence Types Intangible Heritage Heritage Literature Elements of Short Story The Taxi Man’s Story Literature Diversity Malaysian Folktale Adjectives Parenthetical Communication B. Choose one of these three main concepts and create a mind map. F ollow the example given in this activity. Intangible Heritage Literature Communication Skills Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 207 Activity 23: DRAMA ESSENTIALS Watch this YouTube video clip on elements of drama. Take down notes about the elements using concept mapping. Then together with your teacher, perform a “Think Aloud” activity to study the examples for the elements of drama embedded in the video. Use the questions below for the “Think Aloud” activity: http://www.youtube.com/watch?v=vcRv-BVsOT8 1. Introduction: How many characters did you see? What are they doing? Can you grasp the idea of their story through their words? 2. Characters: What is the role of the man seated in front of the woman? How about the woman? How did you know their roles? 3. Dialogue: How were the two characters able to interact? 4. Plot Structure: What can you say about the two women? Who are they? What is the conflict in the story based on their dialogues? 5. Protagonist and Rising Action: What did you notice on the scene? How is it related to the previous part? Are th ere more actions and characters involved? Who is the protagonist? Who is the antagonist? What happened to the protagonist? 6. Monologue, Soliloquy, Aside: What is the difference of these three types of dialogue in drama?

7. Setting: What type of setting is employed in “True West”? How did you say so? 8. Theme: Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 208 Activity 24: DEEPER INTO ANCIENT THEATER A. Look at these pictures. What can you say about them? The Mak Yong Theatre – Malaysia Wayang Puppet Theatre – Indonesia Darangen Epic – Philippines

1. What makes these intangible heritage expressions unique to one another? Prove your answer using the pictures. 2. What makes them diverse? Why? Cite evidence from the pictures. 3. What unifies them? Cite proof from the pictures. PROCESS QUESTIONS: Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 209 B. Watch and listen to the following videos on YouTube about these t hree intangible heritage expressions. Take down notes about them using different graphi c organizers. Then compare these to the contemporary drama in of its element s. www.youtube.com/watch?v=4VzzhNkbjgg www.youtube.com/watch?v=RLlvYFvRU9M www.youtube.com/watch?v=pfydro4X2t0 PROCESS QUESTIONS: 1. What elements of drama are common or present in these three intangib le heritage expressions? 2. How did these intangible heritage expressions contribute to the development of their communities? J ustify your answer. 3. How do intangible heritage expressions such as these help in knowing and appreciating other culture’s traditions and beliefs? 4. Do we need to safeguard these intangible heritage expressions? Why? Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 210 Here is another famous Malay folktale for you to read. This story wa s adopted as motion picture and TV drama in Malaysia, up to the extent of inspiring other versions of the story. Read the synopsis of the story and answer the questions that follow. Batu Belah Batu Bertangkup (The Devouring Rock) T his story is about Mak Minah, a widow, and her two children, her daughter Mawar, and her young son, Bulat. Mak Minah would work hard at several jobs in a day. She would work in both a field and as a fisherwoman to her fairly young

children as best as she could. One morning, while fishing, she catches a tembakul fish (local river fish). She of course is really happy, and fantasizes all day about eating the fish with her ch ildren for dinner. At noon, Mak Minah goes home and starts to clean the fish, and is even h appier when she realizes that there is fish roe inside. Fish roe back then was very, very expensive and was a delicacy, one that poor people like herself would very rarel y be able to enjoy. She happily fries it before she goes to work in the fields and cuts it into three equal parts, one for her older daughter, one for her young son, and the other fo r herself. As she heads out the door, Mak Minah tells her children that they may each have their portion, but she asked them to leave her one of the pieces to eat when she comes home. Mak Minah spent the entire evening at the field thinking of eating the roe. When she came home, she finds all three portions eaten. Mawar explained to her that she a nd her brother had both eaten their portions, but after finishing his, Bulat demanded t he other portion and threw a horrible tantrum when she said no, and that he had taken the piece anyway. Mak Minah was so devastated that she didn’t say anything and just went to bed. That night Mak Minah was kept awake by the calling of the batu bela h batu bertangkup, the eater of suicides. She heard the rock calling her, sa ying “You never managed to eat your roe because as much as you desired it, it never desired to b e eaten by you. This is the way of the world: what we desire to touch has no desire to b e touched by us. But I am your death and I have longed for you since you were born. And no w all I Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 211 ask you is that you have the same longing for me.” She then snaps and runs to the rock. Mawar, hearing the commotion of her mother storming out of the house, wakes up Bulat and they try to chase her down. They called out after their mother, but it was no use, the voice of the rock drowned out everything else. Mak Minah stopped only once o n her way to the rock, and just long enough for her children to catch sight of her, ri ght in front of it, where she made a funnel and filled it with her breast milk for her young son . As she did so, the rock split, and beckoned her to enter. Mak Minah left the funnel on the floor and fled deep into the rock. 1. What did the mother feel after knowing that her fish roe was eaten? 2. Why do you think it came across to the mother to commit suicide?

3. What does Batu Belah Batu Bertangkup represent? How did you say so? 4. Does this story have similar themes with some of our own? Cite s ome famous folktales. 5. Describe Mak Mina, Mawar and Bulat through characterization. How do they influence or affect the character of one another? 6. What is the moral/lesson of the story? How does it affect you? Explain your PROCESS QUESTIONS: Activity 25: BATU BELAH BATU BERTANGKUP STORY STRIP A. Arrange the following pictures to create a story strip for Batu B elah Batu Bertangkup. Number the pictures from 1 to 15 in the space provided for. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 212

B. Choose a picture from the previous activity and write appropriate dialogues for it based on the story. Then choose a partner to read the dialogues. Deliver the lin es like

Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 213 Activity 26: MAKING A FILMED MOVIE REVIEW Read this short lecture about making a movie review. Then watch the video presentation on how to make a “filmed” version of your review. There are numerous formats you can follow in writing a movie review, but they all have the same content. In this particular format, it consists of five parts. Five Parts of a Movie Review 1. Opening: Catch the Reader s Attention Think about how ments sell movies: "trailers" show you a few seconds of the movie to get you interested. When you begin your movie review, make your own "trailer." If you li ked the movie, then your trailer should make people want to see it; but if you did not l ike it, the trailer should be something that shows why you did not like it. Do not expla in why you liked it or did not like it; make the reader like or not like the movie by w hat you describe. Begin your review by retelling an incident or moment from the movie wh ich you think captures the spirit of the movie as you understood it. Alternative: Begin your review with another kind of story or interesting fact--a bout

one of the star actors, or about the making of the movie, or about the director. 2. Second Paragraph: Take Care of Business Near the beginning of the review, you have to tell the reader all the obligatory stuff --the title of the movie, the director, the studio, the main actors, the year it was made (if you watched it on video), the rating. This paragraph tells the reader the th ings they have to know about the movie. Also, in one sentence or two, you should explain v ery simply what the movie is all about--not necessarily what happens, but that might work, too, if you can say it in one two sentences. 3. Third Paragraph: Character What happens in the movie? s--and especially not the ending. But , in more detail than you do in the One way to do this might be to

and Plot Summary You should not tell everything that happen you want to summarize the basic plot of the movie paragraph above. write a sentence about each main character.

4. Fourth Paragraph: A Key Moment or Idea In this paragraph, go into detail about something important that inter ested you about the movie. If it was a musical, you should say something about the songs. If the soundtrack was good, talk about that. Write more about one character who was rea lly intriguing, or retell another big moment from the movie and explain w hy it is important. If you think the "idea" behind a movie was really interesting, explai n that idea and talk about it a little bit. In this paragraph, you must go into depth a bout the movie. 5. Fifth Paragraph: Evaluate the Movie How to Write a Movie Review Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 214 Do you recommend it or not? Who will like it (kids or adults)? The most importan t thing here is that you must also explain why you are making your recommendation. You must justify your opinion--and that opinion should grow out of what you writ e in the rest of the review. Give at least two reasons why you liked or did not like the movie. Watch these video on YouTube about making a “filmed” movie review. Use these URL: A: http://www.youtube.com/watch?v=dU-J 91tIgGA B: http://www.youtube.com/watch?v=EDIygoCcK48 Video A Video B Video C To help you write an effective filmed movie review, you must increase your

vocabulary by learning how to get the meaning of a word using structural analysi s and using collocations. Collocations are combinations of two or more words that often go together. With the use of collocations, your language will be more natural and more easily understood. You’ll have alternative and richer ways of expressing yourself, and it is easier for our brains to and use langua ge in chunks or blocks rather than as single words. There are several different types of collocation. Collocations can be adjective + adverb, noun +noun, verb +noun and so on. Below you can see seven main types of collocation in sample sentences. 1. ADVERB + ADJECTIVE Fish roe, in that time is rarely cheap. They want a richly decorated house. Are you fully responsible for your actions? 2. His The She

ADJECTIVE + NOUN coach ordered him to get regular exercise. bus had its maiden journey in the province. was writhing on the ground in excruciating pain.

3. NOUN + NOUN Let s give them a round of applause. The garage sale went until evening. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 215 I d like to buy three bags of potato chips please. 4. NOUN + VERB The birds started to chirp when it heard the cat purring. Rain was falling as our plane took off. The protests died down in the course of the summit. 5. VERB + NOUN The officer was jailed for committing murder. I always try to read my books in the morning, after making my bed. They have been asked to give a presentation about their invention. 6. VERB + EXPRESSION WITH PREPOSITION Peter had to return home because he had run out of money. At first their eyes filled with horror, and then they burst into tears. His behavior was enough to drive anybody to work. 7. VERB + ADVERB Paulo placed his keys gently on the table and sat down. Christian whispered softly in J ohn s ear. We vaguely ed that it was going late when we left. On the other hand, structural analysis is the process of breaking words down into their basic parts to determine word meaning. Structural analysis is a powerful v ocabulary tool since knowledge of a few word parts can give you clues to the meanings of a

large number of words. Although the meaning suggested by the word parts may not be exa ct, this process can often help you understand the word well enough that you can con tinue reading without significant interruption. When using structural analysis, the reader breaks down words into their basic pa rts: prefixes – word parts located at the beginning of a word to change meaning, roots – the basic meaningful part of a word, and/or suffixes - word parts attached to the end of a word; suffixes often alter the p art of speech of the word For example, the word bicyclist can be broken down as follows: bi — prefix meaning two cycle — root meaning wheel ist — a noun suffix meaning a person who Activity 27: DOING YOUR MOVIEW REVIEW, AFRO-ASIAN STYLE! Choose an Asian drama on TV or an Asian movie and write down its elements using advance/graphic organizers. Then write a short review on its elements. Submit the completed organizer and the review to your teacher and discuss it in class. Try the sample graphic organizer on th e Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 216 Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 217 Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 218 Congratulations! You had gone through the different readings like The Taximan’s Story from Singapore, and the Malaysian folktales Outwitting a Crocodile and Batu Belah Batu Bertangkup. You also had read different informative texts about intangible cultural heritage, and have viewed v ideo clips related to it. You had used different communicative skills in completing the different activities, and had learned the types of sentences, parentheticals , and adjectives. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Please go back to the Map of Conceptual Change in KNOW, and answer the next three columns. Use the concepts and information you had acquired in this lesson. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 219

Your goal in this section is to look closer at some aspects of the topic. You need to reflect and reconsider your understanding about the relationship of literature and the diversity of cultural heritage of Afro-Asians (as seen in traditions and beliefs), and how this understanding affect your communicative competence. Also, you need to find out how this diversity of cultural heritage can lead to unity, peace and harmony. Activity 28: INTROSPECTING YOUR MISCONCEPTIONS In this activity, all the misconceptions presented at the start of the lesson will be clarified. After reading the explanations for each one, reflect on your previous answers and then answer the questions that will follow at the end. A. On Culture 1. Culture is based on nationality. Probably, but you cannot measure culture solely by one’s nationality. You may argue that culture is a set of values and behaviors that are learned and shared by a group of people who have common experiences and influences, but thi s “national culture” is only one of the many cultures that affect us. Our view of culture is affected by the subcultures we have at home, work, school and organizations we are in. This is also affected by particular life experiences, s ocioeconomic experiences, geographic location, gender identity, age, religiou s faith, ethnic background and sexual orientation (Parrilla, 2012). 2. Some cultures are just more evolved than others. Cultures exist because a group has found a way to make their lives better. No culture is inherently worse or better than any other. Rather, some cul tures may have values and behaviors that do not success when their envi ronment changes. In addition, most cultures are benevolent and have positive i ntentions behind any values they instill. (The vast majority of people do not want to intentionally create conflict or fail!). It’s our inability to see things wholehe artedly from their perspective that may cause us to judge another culture as cruel, stup id, antiquated, or naïve (Parrilla, 2012). 3. Globalization is causing an inevitable homogenization of cultures. The environment we all live in may be changing (slowly or quickly) impac ted by such things as the internet, or YouTube, or Hollywood, or Bollywoo d, or 15 hour flights that connect Asia to Europe, or pandemics like the flu, or outsourc ing, or migration – but the bottom line is that we all still interact with these commonalities based on our cultures. In the long run, we may begin to share certain values and behaviors, but the French will always have French history and French pride, and the Bolivians will always have Bolivian history and Bolivian pride. Until such time as we all speak the same language, go to t

he same schools, share the same history, and have uniform laws, policies, and holidays, we will continue to be unique (Parrilla, 2012). Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 220 B. On Multiculturalism 1. People from the same nation or geographic region, or those who sp eak the same language, share a common culture. These people may share the same nation, geographic region, language, b ut they cannot be considered as one ethnic group sharing a similar cultu re. Tremendous historical, racial, and cultural differences must be acknowle dged (Banks & Banks, 1997). In Malaysia, there are Malays, Chinese, East Indians, and the tribal groups of Sarawak. To view regions or nations as if they were monocultural is erroneous, and it may inhibit students’ construction of the fact that many parts contribute to the whole (Aldridge et al., 2000). 2. Families from the same culture share the same values. This notion is especially false for nondominant cultures living in the United States. Lynch and Hanson (1998) reported at least four ways individual s and families from other countries “live out” their culture in the United Stat es. These include “1) mainstreamers, 2) bicultural individuals, 3) culturally different indi viduals, and 4) culturally marginal individuals” (p. 19). In reality, a continuum of cultural identity exists and the entire range often can be found within the same family. For example, grandparents may maintain their original culture, while their grandchil dren may be bicultural or mainstreamers (Aldridge et al., 2012). 3. Multiculturalism is divisive. According to this myth, immigrants coming to the United States eventually have been assimilated and considered themselves to be Americans. The myth goes on to state that when ethnicity is turned into a defining characteristic, it promotes division rather than unity. This shallow reasoning denies the multiple diversities that a lways have existed and continue to exist throughout the United States (Swini arski, Breitborde, & Murphy, 1999). 4. In predominantly monocultural or bicultural societies, there is no need to study other cultures. This myth is pervasive in such societies. With an increasingly diverse society, bicultural and monocultural areas especially need to learn about cultur es to which they will be in close proximity in the immediate future (Greenfield & Cocking, 1

994). 5. Most people identify with only one culture. Increasingly, children and families are multiethnic in nature. Here are just two examples. Maria is an Evangelical Christian from Ecuador who married Mohammed, a Muslim from Pakistan. They have two elementary-age children wh o are being raised in Queens, New York. The children have never visited Ecuador or Pakistan. Patrick is of Chinese heritage, but was born in Jamaica. Hi s family later moved to Toronto and now lives in Miami. These children are not ster eotypical. They have a unique cultural heritage. Multicultural education should ex amine intrapersonal cultural diversity as well as the interpersonal. If this is not acknowledged and valued, children like Patrick could experience intrapsy chic cultural conflict (Aldridge et al., 2012). C. On Literature 1. Studying literature can help you understand different cultures or time perio ds. Studying literature can be an enriching, eye opening experience. By fo llowing the histories presented throughout English literature, it’s possible to understand how contemporary western culture has developed into what it is today (Priy adarshini, Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 221 2010). 2. The study of literature allows people to develop new ideas, ethica l standpoints and can help an individual to present themselves as educat ed of the society. Literature allows us to understand the philosophical movements and ideas that permeated a particular culture at a particular time. As an example in English PROCESS QUESTIONS: 1. How do these misconceptions apply to Asian countries like Malaysia, Singapore, and the Philippines? Cite examples for your answer. 2. What are some examples you can cite that shows diversity because of multiculturalism in Malaysia and Singapore? Does multiculturalism also apply in our country? Why? Why not? 3. Based on misconceptions on culture, how do you look now on the presence of different cultures around the Philippines (our cultural or ethnic groups), in Malaysia and Singapore? 4. How does the study of Afro-Asian literature give you a wider perspective in tolerating and appreciating cultural differences? 5. How did your readings on Malaysian and Singaporean literature help you

Activity 29: CLOSENESS IS THE KEY Study the map below. Focus on the proximity of Malaysia, Singapore and Philippines to one another. Then grasp your schema on the history of Malaysia, Singapore, and the Philippines. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 222 Answer these questions: 1. Singapore and Malaysia had been under the same colonial rule (Brit ish Empire). Does this period have any effect on the culture of two countries? How? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. What effect could geographical proximity contribute to the developme nt and assimilation of culture among these three countries? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Activity 30: CONVERGING CIRCLES FOR CULTURE Explain the relationship of the inside the circles in this conc ept diagram. Diversity Cultural Heritage Intangi ble Cultural Heritage T r a d i t i o n s B e l i e f s L i t e r a t u

r e Unity Peace Harmony Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 223 PROCESS QUESTIONS: 1. What does this concept diagram mean? 2. What does it illustrate? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Activity 31: PERSPECTIVES ON CULTURAL DIVERSITY Listen to this audio clip from YouTube and determine if the speaker is in or against cultural diversity. Write statements from the clip that will provide evidence for your claim. Use a graphic organizer for this activity. Then record your own opinion about cultural diversity and it i n YouTube. Use this URL for the audio clip: Activity 32: DREAMING FOR CULTURAL UNITY IN SINGAPORE Watch this interview of Kirpal Singh, a Singaporean poet, on his career as a poet. Then read his poems below. Notice the words he used and how they relate to the diversity of culture in Singapore, and how he hopes to Use this URL – http://www.youtube.com/watch?v=0FchtpOAyjs Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 224 1. What themes do the poems have? 2. How does each title complement the theme of each poem? 3. How do these themes relate to achieving unity in a multicultural community like Singapore? 4. How do these ideas in Singh’s poems apply to us Filipinos? 5. Are we living in a world of diverse culture? How do you say so? PROCESS QUESTIONS: colours/ blinds my daughters say kids are colour blind that it is we the adults who change our kids and make them see red, blue, yellow, white… i no longer argue, knowing how right they are these young whose beautiful innocence we colour giving them myths and legends to frighten their discovery of truth, of blood, of oneness. Making Harmony he sits and drinks his coffee, black, no sugar the other guy sits and drinks his tea, white, one sugar:

no dialogue between them save the sips coffee/ tea, tea/ coffee, coffee/ tea, tea/ coffee… i watch from a distance, safe with my coke realise that drinks alone don’t solve problems maybe these words, these realisations might… who knows what our next drinks might be when harmony across gaps prevails through rhyme and in time makes possible living peacefully. Mixed Colours Rainbow colours, you proclaimed Sizing each and laughing As the kids played their games Oblivious to our reflections We have come a long, long way— You were talking about our plurality Our mix of races, religions, languages Sensitive areas of public harmony Our rainbow is shy, hides But it will come after cleansing rain Even as we plan and strategise A multicultural vision for ourselves. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 225 Activity 33: ING CLAUDE LÉVI-STRAUSS Read and reflect upon this statement made by this famous French anthropologist/ethnologist and the founder of structural anthropology, Claude Levi-Strauss. “To know and understand our own culture, we must learn to see it from the point of view of other cultures, comparing our customs and beliefs wi th those of other times and places. With globalization now upon us, and external diversity on the retreat, it is becoming a matter of urgency to protect and preserve the internal diversity that each society owes to its constituent groups and subgroups, all of which develop differences that they consider highly important. It should accordingly be possible at least to maintain and encourage cultural diversity to a degree by preserving the cultural characteristics of th e different social groups: and in the same way as gene banks of plant species are created to prevent the impoverishment of biological diversity and the impairment of our earthly environment, we must, if we are to safeguard the vitality of our societies, preserve at the very least the living memo ry of irreplaceable customs, practices and know-how that should not be allowe d to disappear. For it is diversity itself that must be saved rather than the historical content

that each epoch invests in it and which none can perpetuate beyond its own confines.” “ Global civilization could never be anything other than the coalition at global levels of cultures, each of them retaining its originality.” Claude Lévi-Strauss, French ethnologist (1908-2009) PROCESS QUESTIONS: 1. What implication does Levi-Strauss’s statement could have in the communities with diverse cultural heritage like the countries in Southe ast Asia? 2. How can you help achieve unity, peace and harmony amidst diverse culture and cultural heritage among nations based on Levi-Strauss’s statement? Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 226 Activity 34: BECOMING A MOVIE CRITIC Assume the role of a film critic. Form small groups with your classmates to represent a movie review body. Brainstorm and write a set of criteria in rating a movie as part of a film review process. Then watch the mov ie adaptation of Batu Belah Batu Bertangkup (1959) in YouTube. After watching the movie, write a two-page review about it using the criteria you created with your group. Activity 35: OH MY EQ! After the different activities presented to you, it is time again to answer these focus questions: 1. How does the study of Afro-Asian literature help you increase your communicative competence? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. How will it guide you to understand the diversity of cultural her itage in Asia and Africa? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 227 ____________________________________________________________________ 3. How do traditions and beliefs bring about diversity and/or harmony? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

_____________________________________________________________________ 4. How does diversity contribute to unity? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ In this section, you were able to reflect on your ideas about the relationship of literature and the diversity of cultural heritage of Afro -Asians (as seen in traditions and beliefs), and how this understanding affect your communicative competence. You also had gone through activities designed to help you synthesize ideas of this diversity of cultural heritage and how it can lead to unity, peace and harmony. What new realizations do you have now about the topic? What new connections have you made for yourself? Revisit your answers on the Map of Conceptual Change in the KNOW part and write your new understandings/ realizations. Answer also the second Map of Conceptual Change below IN THE BOX I think … OUT OF THE BOX Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 228 Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this Directions: Read the task below. In your group, discuss and plan on how you will prepare for the movie review. The rubric for grading is provided here to remind you on how your work will Activity 36: FINDING THE RIGHT ONE Your Local Tourism Board is assigned to prepare a sample cultural exhibit for Malaysia and Singapore, as part of its bid to host the weeklong celebration of ASEAN Day in the Philippines. They are going to include movies that represent a part of their heritage and literature, with an accompanying review or analysis about it. As local film critics, you and your peers were hired by the board to find the most appropriate movie to be used for the cultural exhibit. Your task is to find a movie adaptation of a Malaysian/Singaporean literary piece (refl ecting their diverse cultural heritage), watch it, and write a review about it, with th e aid of advance organizers. Then you have to present it to the Local Tourism Board with a 10-minute audio-video clip as a teaser, stating the main points why the movie should be used for the cultural exhibit. TASK Rubrics for the Movie Review Presentation Criteria Outstanding (4 points)

Very Satisfactory (3 points) Satisfactory (2 points) Fair (1 point) Content The review focuses on the following: character/s, plot, script, themes, special effects, music. The review has a strong opinion that is ed by 23 details (good or bad). The review focuses on 4-5 of the following: character/s, plot, script, themes, special effects, music. The review has a strong opinion, but is not strongly ed. The review focuses on 2-3 of the following: character/s, plot, script, themes, special effects, music. The review doesn’t have any ing details, but it does have an opinion. The review focuses on one of the following: character/s, plot, script, themes, special effects, music. The review doesn’t have a strong opinion or ing details. The

opinion may not be clear. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 229 Criteria Outstanding (4 points) Very Satisfactory (3 points) Satisfactory (2 points) Fair (1 point) Presentation Presenter used clear voice and correct, precise pronunciation of , and showed high level of confidence and mastery of the subject matter. Presenter s voice is clear. He/she pronounces most words correctly, and showed average level of confidence and mastery of the subject matter. Presenter incorrectly pronounces . Audience have difficulty hearing presentation, and showed minimum level of confidence and mastery of the subject matter. Presenter mumbles, incorrectly pronounces

, speaks too quietly for students in the back of class to hear, and showed no confidence and mastery of the subject matter. Creativity The group used innovative methods of presentation. The presentation is very interactive and very attractive to the audience. The group used innovative methods of presentation partly, but relied mainly on the typical methods. The presentation is interactive and attractive to the audience. The group used the typical methods of presentation, innovation is not present. The presentation is quite interactive and quite attractive to the audience. The group used an unclear method of presentation, innovation is not present. The presentation is not interactive and not attractive to the audience. Organization The group presents information in logical, interesting sequence which audience can

follow. The group presents information in logical sequence which audience can follow. Audience has difficulty following presentation because the group jumps around. Audience cannot understand the presentation because there is no sequence of information. Use of Advance Organizers The group used advance organizers very proficiently in gathering and presenting information. The group used advance organizers proficiently in gathering and presenting information. The group used advance organizers in gathering and presenting information. The group didn’t use advance organizers in gathering and presenting information. How did you find the performance task? How did the task help you see the real world use of the topic? It is now time to write your generalizations in the Map of Conceptual Change in the KNOW part. Use all the understandings you had thought of as you write your generalizations. If you’re done with the Map of Conceptual Change, then you have completed this lesson. Before you go to the next lesson, read the summa ry/ Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE

230 Absolute phrase: a kind of parenthetical, contains at least a noun or a pronoun and a participle, but not a true verb, modifies the entire sentence. Adjectives: are words used to describe a noun or a pronoun. Antagonist: a character who provides some sort of opposition or contes t for the protagonist. Usually he/she is known as the villain with evil character in the s tory. Appositive: a kind of parenthetical, this is a noun or noun phrase placed in opp osition to another such construction that defines or modifies the first. Aside: a kind of dialogue in a drama/play. This is a statement made to the audie nce, but the other characters are not supposed to be able to hear it. Beliefs: are the ideas, viewpoints and attitudes of the particular gro up of society. It consist of fables, proverbs, myths, folklore, traditions, superstition, educatio n, etc. that influence the ideas, values, emotions, perceptions and attitude of the of the society. Character: the person in a work of fiction or the characteristics of a person. Y ou can get to know a character through their actions and speech (in case of drama/play) . Collocations: combinations of two or more words that often go together. Colloca tions can be adjective +adverb, noun +noun, verb +noun, adjective +noun, noun + verb, verb +expression with preposition, and verb +adverb. Examples: ri chly decorated, maiden journey, garage sale, read my books. Comparative degree: compares two nouns or pronouns. This degree is formed by adding –er for one-syllable and some two-syllable regular adjectives, or by adding more or less for three-syllable (or more) adjectives. Complex sentence: a sentence with one independent clause and at least one dependent clause. Compound sentence: a sentence with multiple independent clauses but no dependent clauses. Compound-complex sentence: a sentence with multiple independent clauses and at least one dependent clause. Concept map: are graphical tools for organizing and representing knowledge. Th ey include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking t wo concepts. Conflict: the struggle between two or more opposing forces which is the nucleus of plot. Cultural diversity: The existence of a multiplicity of sub-cultures and differe nt value systems in a plural or multicultural society or other setting. Cultural heritage: is the legacy of physical artifacts (cultural property) and intangible

attributes of a group or society that are inherited from past generat ions, maintained in the present and bestowed for the benefit of future gene rations. Heritage includes tangible culture (such as buildings, monuments, landsc apes, books, works of art, and artifacts), intangible culture (such as folklore, tradi tions, language, and knowledge), and natural heritage (including culturally sig nificant landscapes, and biodiversity). Culture: refers to the cumulative deposit of knowledge, experience, beliefs, val ues, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial rela tions, concepts of the universe, and material objects and possessions acquired by a Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 231 group of people in the course of generations through individual and group strivi ng. Culture is the systems of knowledge shared by a relatively large group of people . Darangen: an ancient epic song that encomes a wealth of knowledge about the Maranao people who live in the Lake Lanao region of Mindanao. Comprising 17 cycles and a total of 72,000 lines, the Darangen celebrates episodes from Marana o history and the tribulations of mythical heroes. In addition to offeri ng compelling narrative content, the epic explores the underlying themes of life and death, courtship, politics, love and aesthetics through symbol, metaphor, irony and sat ire. The Darangen also encodes customary law, standards of social and ethic al behavior, notions of aesthetic beauty, and social values specific to the Maranao . Degrees of Adjectives: the positive degree, comparative degree, and the superl ative degree. Dialogue: the words spoken by the actors in a drama/play. Diversity: the condition of having or being composed of differing elements: variety; especially the inclusion of different types of people (as people of different ra ces or cultures) in a group or organization. Drama: is a story told through characters played by actors. It is meant to be sp oken, it is meant to be acted out. Free modifier: a kind of parenthetical, an unspecialized interruption o f additional information. Graphic organizer: an educational tool to help in problem solving, planning, st udying, researching, brainstorming and writing. Visual learners benefit most from graphi c organizers as visual thinking can have many expressions. Graphic organi

zers make it easier to understand how ideas connect. Heritage literature: literary ages from the past generation like my ths, folklore, epic, etc., provide meaningful and memorable contexts for vocabulary expansion and grammar practice; they can serve as the basis for listening, reading, speaki ng, and writing activities; and they develop students’ ability to think critically by inferring meaning, making interpretations, and expressing their own ideas and emo tions (Lazar 1993: 19). Intangible cultural heritage: the practices, representations, expressions, kno wledge, skills – as well as the instruments, objects, artifacts and cultural spaces associ ated therewith – that communities, groups and, in some cases, individuals recognize as part of their cultural heritage. This intangible cultural heritage, tra nsmitted from generation to generation, is constantly recreated by communities and gr oups in response to their environment, their interaction with nature and their history, and provides them with a sense of identity and continuity, thus promoting respect fo r cultural diversity and human creativity. Intangible heritage list: created by UNESCO, this list entails the lis t of intangible cultural heritage under nomination, recognition, and urgent safeguarding all over the world. Interjection: a kind of parenthetical, it imparts information about the writer’s (or speaker’s) state of mind. Introductory phrase: a kind of parenthetical, an element preceding the main statement that provides context for the sentence. Literature: writing that is excellent in form and packed with meaning. It usuall y deals with events, emotions, and ideas that are common to all people. Mak Yong Theatre: an ancient dance-theatre form incorporating the elements of ritual, stylized dance and acting, vocal and instrumental music, story, song, formal as well Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 232 as improvised spoken text. It is performed principally f Kelantan, Malaysia. Many theories have been advanced to explain ins. Its roots obviously sink deep into animism as well as shamanism. Mind map: an expression of radiant thinking and is therefore of the human mind. It is a powerful graphic technique which provides

in the state o the genre s orig a natural function a universal key to

unlocking the potential of the brain. Monologue: a kind of dialogue in a drama/play. This is a long speech given by on e

character. Movie review: also known as film criticism, is the analysis and evalu ation of films, individually and collectively. In general, this can be divided into journalistic criticism that appears regularly in newspapers, and other popular, mass-media outlets and academic criticism by film scholars that is informed by film theory and publishe d in journals. Movie/film critic: an individual that engages into movie reviews. Order of Adjectives: the correct sequence of writing adjectives when used in a s eries. Parenthetical phrase: sometimes called simply a parenthetical, is one t hat is not essential to the framing sentence. Plot structure: the usual order of events in a particular story. It is the playwright s selection of events to create a logical sequence and results into distilling mea ning from the chaos of life. Here is a common plot structure - exposition, rising act ion, climax, falling action, resolution. In the exposition, the characters ar e introduced and the conflict is brought into play. Point of view: the angle or perspective from which the story is told. Positive degree: describes a noun or pronoun without comparing it to anyone or anything else. Protagonist: the main character in a story, often a good or heroic type and trie s to solve the conflict that gives way to the rising action. Script: is the instructions you perform a play from. It includes the lin es each of the actors must say and some indication of stage action (stage directions) . Some scripts come with helpful hints to directors and stage managers as to prop lists, lighting plots, and set designs, but these are not really part of the script. Setting: the time and place in which the story or drama/play. In theatre, the se tting may be realistic or abstract. Short Story: a brief imaginative narrative, unfolding a single predominating in cident and a single or a few characters. It contains a plot, the details o f which are so compressed and the whole treatment so organized as to provide a singl e impression. Simple sentence: a sentence with one independent clause and no depende nt clauses. Soliloquy: a kind of dialogue in drama/play. This is a speech given by a character when he/she is alone in the stage. Structural analysis: the process of breaking words down into their bas ic parts to determine word meaning. Superlative degree: It compares three or more nouns. This degree is f ormed by adding –est for one-syllable and some two-syllable regular adjectives, or by addin

g most or least for three-syllable (or more) adjectives. Theme: the central idea of a featured drama, play, or story. Tradition: the ing down of elements of a culture from generation to generati on, Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 233 Books Forlini, et al. (2005). Prentice Hall Grammar and Composition 2. Philippines: Pe arson Education South Asia Pte Ltd. Navarro, Henry C. (1998). Interactive Learning through English III. Sampaloc, Ma nila, Philippines: St. Augustine Publications, Inc. Sebranek, P., Kemper, D., & Meyer, V. (1999). Write Source 2000: A Guide to Writ ing, Thinking and Learning. Wilmington, MA: Houghton Mifflin Co. Singh, Kirpal & Nazareth, Peter. (2012). The Best of Kirpal Singh: Introduction by Peter Nazareth. Singapore: Epigram Books. Zemach, Dorothy E. (2009). Sentence Writing: The Basics of Writing – Student Workbook. Thailand: Macmillan Education. Online Sources Center for World Languages. (2007, J anuary 10). Heritage Literature as a Teachi ng Tool. UCLA International Institute. Retrieved from http:// www.international.ucla.edu/article.asp?parentid=60803 English for Students. (n.d.). Order of Adjectives in a Series. Retrieved from ht tp:// www.english-for-students.com/Order-of-Adjectives-1.html EnglishClub.com. (n.d.). Collocations. Retrieved from http://www.englishclub.com / vocabulary/collocations.htm Howe, William. (2009, March 19). 15 Misconceptions About Multicultural Education . Bill Howe on Multicultural Education. Retrieved from http://billhowe.org/MCE/? p=146#respond IllumineTraining. (n.d.). How to Make a Mind Map. Retrieved from http://www.mind mapping.co.uk/make-mind-map.htm Lethbridge College. (2010, J anuary 1). Structural Analysis. eLearningCafe. Retr ieved from http://www.elearningcafe.ca/index.php? option=com_content&view=category&layout=blog&id=195&Itemid=400 miraflorredula. (2012, November 18). The Taximan’s Story by Catherine Lim. WordPress.com. Retrieved from http://miraflorredula.wordpress.com/2012/11/18/ the-taximans-story-by-catherine-lim/ MomsWhoThink.com. (n.d.) List of Adjectives. Retrieved from http:// www.momswhothink.com/reading/list-of-adjectives.html Movie Metropolis. (n.d.). How to Write a Movie Review: Our Template. LAB MOVIE REVIEW SITE, University of Chicago Laboratory Schools. Retrieved from http:// www.ucls.uchicago.edu/students/projects/1996-97/MovieMetropolis/howto.html Movie Review Graphic Organizer. Retrieved from http://mslau.weebly.com/ s/1/9/6/1/1961294/movie_review_graphic_organizer11.pdf Nichol, Mark. (n.d.). 8 Types of Parenthetical Phrases. DailyWritingTips. Retrie ved

from http://www.dailywritingtips.com/8-types-of-parenthetical-phrases/ Novak, J . D. & A. J . Cañas. (2008, J anuary 22). The Theory Underlying Concept M aps and How to Construct Them, Technical Report IHMC CmapTools 2006-01 Rev 012008, Florida Institute for Human and Machine Cognition. Retrieved from http:// cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf. Parrilla, Rebecca. (2012, October 11). 3 Huge Misconceptions About Culture. Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 234 Navigating Cultures Blog: Language and Culture Worldwide. Retrieved from http:// navigatingcultures.com/blog/?p=870 Peters, Sandy & Thomas. (1997-2008). Outwitting a Crocodile: A Traditional Malay sian Folktale, retold by Chok Yoo Foon from Malaysia. TOPICS Online Magazine. Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-cleverness-mayl.ht m Priyadarshini, Nibeta. (2010, December 1). Importance of learning literature, it s significance & role of internet in providing study material. Articlesbase.com. Retrieved from http://www.articlesbase.com/online-education-articles/importanceof -learning-literature-its-significance-role-of-internet-in-providing-online-study material-3764477.html UNESCO. (n.d.). Intangible Heritage Lists. Retrieved from http://www.unesco.org/ culture/ich/index.php?lg=en&pg=00011 UNESCO. (n.d.). What is Intangible Cultural Heritage? Retrieved from http:// www.unesco.org/culture/ich/index.php?lg=en&pg=00002 Webster, Sean (n.d.). Elements of a Short Story – Resource Package. Retrieved from https://middleschooltech.wikispaces.com/file/view/Elements-of-a-Short-StoryPackage.pdf Wevodau, Edward. (n.d.). Simple, Compound, Complex, and Compound-Complex Sentences. Colleyville Heritage High School. Retrieved from http:// www.myteacherpages.com/webpages/EWevodau/literary_tools.cfm? subpage=1145714 Photographs Myzavier. J une 11, 2009. Tortor Dance [Photograph]. Retrieved from http:// myzavier.blogspot.com/2009/06/tari-tortor.html Leong, Chee-Onn. n.d.. Khoo Kongsi [Photograph]. Retrieved from http:// www.123rf.com/photo_5923206_the-khoo-kongsi-is-a-large-chinese-clanhousewith-elaborate-and-highly-ornamented-architecture-a-mar.html Koh, Stanley. Aug. 30, 2012. [Photograph of Hungry Ghost Festival]. Retrieved fr om http://www.freemalaysiatoday.com/category/opinion/2012/08/30/acts-ofcomion/ Xiong Ping. J an. 26, 2009. [Photograph of a lion dance]. Retrieved from http:// english.sina.com/china/p/2009/0126/214352.html Ivannelson Group. n.d.. [Photograph of an Orang Ulu playing a musical instrument ]. Retrieved from http://ivannelson10.wordpress.com/rainforest-world-music-festival / StayFarEast.com. n.d.. Kampong Glam [Photograph]. Retrieved from http:// www.stayfareast.com/destination-info/attractions.aspx Morrison, Stephen. April 5, 2010. [Photograph of man praying in Qing Ming Festiv al]. Retrieved from http://news.nationalgeographic.com/news/2012/03/pictures/120320-

first-day-of-spring-equinox-rituals-new-year-world/ Tourism Malaysia. Sept. 7, 2012. Asyik-Peninsular Malaysia [Photograph]. Retriev ed from http://www.airasia.com/travel3sixty/dance-is-life.html Andra, Zul. March 12, 2012. [Photograph of a taxi man].Retrieved from http:// www.kissmyculture.com/post/19180680892/blog-things-that-make-me-feel-moresingaporean-than Lunardi, Stefano. Young Chinese business woman inside a car [Photograph]. Retrieved from http://www.123rf.com/photo_8180579_young-chinese-businessLearning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 235 woman-inside-a-car.html Singapore Tourism Board. n.d.. Singapore Night Life [Photograph]. Retrieved from http://www.santagrandhotels.com/nightlife.asp Gronow Photography. Oct. 16, 2011. [Photograph of Huixiang’s graduation at NUS Campus]. Retrieved from http://www.gronowphotography.com/graduation-familyphotography-at-nus-campus-singapore/ Raffles Hotel - Singapore. 2012. [Photograph of Raffles Hotel in Singapore]. Ret rieved from http://toptravellists.net/raffles-hotel-singapore.html 1DAsia.com. n.d. [Photograph of a Malaysia Tour ment]. Retrieved from http://www.1dasia.com/page.php?id=26 Quek, Liwen. J une 30, 2012. All in Singapore [Photograph]. Retrieved from http: // www.behance.net/gallery/All-In-Singapore/4386115 Chang, T.C. & Yeoh, Brenda S.A. 1999. New Asia – Singapore [Photograph]. Retrieved from http://www.sciencedirect.com/science/article/pii/ S0016718598000268 Tatak ng Apat na Alon Tribe. Sept. 6-7, 2008. [Photograph of the 17 th Annual Festival of Philippine Arts and Culture ment]. Retrieved from http://apat-na-al ontribe.com/?page_id=222 Peters, Sandy & Thomas. 1997-2008. [Illustration of Sang Kancil with Sang Buaya] . Retrieved from http://www.topics-mag.com/folk-tales/folk-tale-clevernessmalaysia.htm Raif, Said. J une 5, 2010. [Illustration of Sang Kancil as a logo]. Retrieved fr om http:// saidrazif.blogspot.com/2010/06/sukma-melaka-xiii.html J acketFlap. n.d.. [Illustration of Pilandok as a mascot]. Retrieved from http:/ / www.jacketflap.com/profile.asp?member=pilandok Hana. 2005. Batu Belah Batu Bertangkup [Painting in pen and ink, digitally enhanced]. Retrieved from http://hana-1745.deviantart.com/art/Batu-Belah-BatuBertangkup-22648917 Novak, J oseph D., Cañas, Alberto J . J an. 22, 2008. One representation of the knowledge structure required for understanding why we have seasons. [Concept Map]. Retrieved from http://cmap.ihmc.us/publications/researchpapers/ theorycmaps/theoryunderlyingconceptmaps.htm Buzan, Tony. 2012. How to Mind Map [Mind Map]. Retrieved from http://www.mindmapping.co.uk/mind-mapping-definition.htm National Culture and Arts Department - Malaysia. 2005. Mak Yong Theatre [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00167#video

Mowrer, Tim/Mekin Photography. 2003. Wayang Puppet Theatre [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00063 Unalivia, J ojo/UNESCO. 2005. Darangen epic of the Maranao people of Lake Lanao [Photograph]. Retrieved from http://www.unesco.org/culture/ich/index.php? lg=en&pg=00011&RL=00159 Salter, Darryl. n.d.. Map of Asean [Map]. Retrieved from http:// iepdigitalresourceroom.blogspot.com/p/asean-resources.html YouTube Videos Learning Module for English - Grade 8 2 - L2 EMBRACING OUR HERITAGE 236 Lawrence, Heather [SCADHIPR]. (2010, March 13). Intangible Cultural Heritage [Video file]. Retrieved from http://www.youtube.com/watch?v=QUnd0Nqvq80 ICHScotland. (2010, December 10). Introduction to Intangible Heritage (ICH) in Scotland [Video file]. Retrieved from http://www.youtube.com/watch? v=oy47guq0S5M&feature=related unesco. (2010, November 4). Why safeguard intangible cultural heritage? [Video f ile]. Retrieved from http://www.youtube.com/watch?v=swyv-LOCkrE unesco. (2012, November 26). Why safeguard ICH? Answers from Australia [Video file]. Retrieved from http://www.youtube.com/watch?v=TyESkfwjJ KU RosswellsexploZion. (2010, March 5). An Introduction to Drama: The Essential Elements [Video file]. Retrieved from http://www.youtube.com/watch?v=vcRvBVsOT8 unesco. (2009, September 28). Mak Yong Theatre [Video file]. Retrieved from http :// www.youtube.com/watch?v=RLlvYFvRU9M unesco. (2009, September 28). The Darangen Epic of the Maranao People of Lake Lanao [Video file]. Retrieved from http://www.youtube.com/watch?v=4VzzhNkbjgg unesco. (2009, September 28). The Wayang Puppet Theatre [Video file]. Retrieved from http://www.youtube.com/watch?v=pfydro4X2t0 eHow. (2009, J anuary 1). Academic Writing Tips: How to Write a Movie Review [Vi deo file]. Retrieved from http://www.youtube.com/watch?v=dU-J 91tIgGA TRMovieandGameYT. (2012, October 25). Tom R’s “How to Make a Movie Review” – A TR Edit #3.mov [Video file]. Retrieved from http://www.youtube.com/watch? v=EDIygoCcK48 expertvillage. (2008, October 22). How to be a Movie Critic : The Importance of Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 237 Have you thought of knowing your origin? Did it ever occur to you that your story about origin might be similar to other Asian countries? Each country in Asia and Africa has a rich source of stories to share about origins, through legends, folktales, myths and poetry. Every time we sought answers to the question, “Where do you come from?” we become eager to check our origin, our race, our ancestry. Sometimes, our name is our clue. If it sounds foreign, we trace our family background if our parents are product of mixed marriages or we look back to our geographical location and examine whether our locality was once a route for trading and industry. In addition to a very rich heritage, there are many foreigners who occupied some Asian and African nations and have become influential in the internal and external affairs of the land.

In this lesson, we will have the opportunity to appreciate our origin. Who were the most influential in the development of our Afro-Asian Literature? As we unfold the intricacies of Afro-Asian Literature, let us accept the challenge how we can best appreciate our origin. But some questions still remain: How do traditions and beliefs bring about diversity and/or harmony? How does diversity contribute to To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills below and the lesson map. In this lesson, you will learn the following: Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk Communicative thoughts and feelings in write-ups of summary results, n otes, etc. using appropriate styles Determine if the speaker is neutral, for or against an issue that r elates to the community Identify the derivation of words Define words from context and through word analysis Organize information illustrated in tables, graphs and maps Decode the meaning of unfamiliar words using structural analysis Interpret the big ideas/key concepts implied by the facial expressions of the p articipant Point out how the choice of title, space, allotment, imagery, choice of words, figurative language, etc., contribute to the theme On the next page is the lesson map to guide you in Appreciating Our Origin: Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 238 Divided by Two Photo-Formation KNOW What if… My Conditions, if only Character on Woodcarving in Indonesia Disclosure Spot the Author in the Selection Which image is the best to explain diversity? Image Challenge PROCESS Tiger Needs Advise Discussion Opinion Poll Survey Diversity Quotations Reflective Writing REFLECT AND UNDERSTAND Interactive Human Exhibit of Afro-Asian Literary Characters TRANSFER For you to accomplish the tasks and perform well in the activities in this les son, write Learning Module for English - Grade 8 2 - L3

APPRECIATING OUR ORIGIN 239 In this lesson, you will find out that each country has many stories to tell about their origin. The stories were told and retold from generations to generations in the form of legends, myths, and folktales. But before we read and learn something about their stories, let us have some fun with these scrambled words in the box. As you go over each word, ask yourself, How does diversity contribute to unity? How do traditions and Activity 1: DIVIDED BY TWO Directions: Go over the scrambled words and create two major groups. In the table provided, identify which groups of words go together.

So by now you know that we are going to learn about two countries in Asia. Let us continue and do the next activity. Activity 2: PHOTO-FORMATION Directions: Study the Asian photos below and group them into two. Write the name of the country at the bottom of each photo. Then fill up the table that follows. What similarities and differences do you see in the photos? Which photo bespeaks of your culture? Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 240 Similarities Differences In what way are they similar to our culture?

J ohn Knappert, one of those writers who published works about “The Myths and Legends of Indonesia,” traced the flight of the Indonesians in Asia. He found out that the population of Indonesia was homogeneous. In addition, there were two hundred different languages in Indonesia but the existence of the hundred-odd languages is all related, with the exception of West Irian. The Indonesians were able to sail by using their invention which is known as proa. Proa is a canoe that can survive the deep seas near Indonesia. They went to dif ferent directions: north to the Philippines and Formosa, where Indonesian lang uage are still spoken; west to the East African coast; to Madagascar, where Malayo-Polynesian d ialects are still spoken; east to Polynesia, where the languages of Hawaii, Eastern Isla nd, Samoa, Fiji and Tahiti are clearly related to Malay and J avanese and finally south to New Zealand

Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 241 and the lush green islands of Indonesia. Since Indonesia is archipelagic, fishing is the main occupation of the people. Rice is the staple food. Indonesians hunted using sumpitan or blow-pipe. They mastered this, including the art of forging iron. If there were stories about spirits, it is primarily because the surrounding lan dscapes were full of spirits. The Hari which is the sun was identified as Wisnu, Bromo, the volcano was identified with Brahma, the Creator. Many islands were created by v olcanic eruptions. The spirits of the waters were also diverse: the ocean-god brought r ain, and the rich goddess lived in the sawh (wet rice-fields) in the shape of a freshwater sn ake. During those times, migrations were still very few then. Now, that you have learned some information about Indonesians, it is time to learn more about Indonesia through an Indonesian folktale. Activity 3: AN INDONESIAN FOLKTALE Directions: Divide the class into four groups. The first group will be Raden, the second group will be Surati, the third group, Rupaksa, and the f ourth group will read all the lines in the story, except the characters’ dialogs. A long time ago, Banyuwangi is known as Blambangan. Its kingdom has a wise king who has a handsome and smart son named Raden Banterang. Raden prefers hunting that he often went to forest around Blambangan to hunt for animals. One day, when Raden was in a forest he spotted a deer. He chased it and the deer ran deeper into the forest. His horse was so good and strong that he left his guards behind. Unfortunately, he lost the deer. As he took a rest under a big banyan tree suddenly a beautiful girl appeared in front of him. She was all alone in the fo rest. He suspected that the girl may not be human after all. So he asked her, “Excuse me, lovely lady, do you live around here?” “No, I don’t. I’m from Klungkung, Bali. My name is Surati. I’m a princess, the daught er of the king of Klungkung. The rebels killed my father but I managed to escape. My guards took me here but I got lost. Now I‘m alone. I don’t know where to go. I have no relatives here. Please help me,” Surati begged. “You come to the right person. I’m Prince Banterang from the kingdom of Blambangan. I am going to protect you. Please come with me,” said the prince. Then, Raden took Surati home. He fell in love with her and then several months later he married her. One day when Surati was in the street he met a man. The man ca lled her. “Surati, Surati.”

She was surprised to see her brother Rupaksa. His brother revealed that it was Raden Banterang who killed their father. He came to Blambangan to take revenge. At t his time, he asked Surati to him. Surati refused to . “Raden Banterang is now my husband. He’s very kind to me. He never hurts me. The Legend of Banyuwangi Adapted from an Indonesian Folktale Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 242 Directions: Let us go over each box, one by one, on the next page. If you were in Raden’s shoes what could have been your action? If you were in Surati’s place what could have been your plan? What would change your decision? Activity 4: WHAT IF…? He’s protecting me. As a good wife, I will never betray him. It is my duty to se rve him,” Surati pleaded. “But he killed our father,” Rupaksa “It is hard for me to believe it. When I met Raden, he was here and not in Klungk ung.” Rupaksa was disappointed with her sister. He was very angry and upset. “All right then, I have to go now. But please keep my head dress, put it under yo ur pillow,” Rupaksa demanded. Rupaksa gave his head dress to his sister Surati. To respect her older brother, Surati put it under her pillow. Several days later, Raden was hunting in a forest when he met a man that looked like a priest. The man greeted him politely. Then he said some thing. “You life is in danger. Someone has an evil intention on you,” the man said. “Who is he?” asked Raden. “Your wife Surati,” the man quickly replied “Surati? How do you know?” Raden verified. “I am a priest. I have a clear spiritual vision. I just want to save you. Searc h her room. If you find a head dress under her pillow then my words are correct. It is from a man who will help her kill you.” “Thank you your holiness,” Raden uttered. When he reached the palace, he immediately searched Surati’s bedroom. He found the head dress under Surati’s pillow. The priest was right. Raden confronted Surati, “You not faithful to me. I know that you want me dead. This is the evidence. This is from a man who will help you kill me. Tell me who he is.” Surati was defenseless, she cried. “It is my brother’s head dress. I met him several days ago when you went hunting. He gave me his head dress and told me to put it under my pillow. So I put it there to show my respect for him. It is Rupaksa who wants to kill you, not me.” But Raden no longer trust her. He decided to penalize Surati by giving her a de ath sentence near the riverbank.

“Before I die, let me say a few words,” Surati pleaded. “Please do,” Raden granted Surati’s request. Surati spoke calmly, “When I die, just throw my body into the river. If water bec omes dirty and smelly, it means that I am guilty. But if the water becomes clear and fragrant, it means that I am innocent.” Then as Raden stabbed her wife with a kris, Surati threw herself int o the river. Your goal in this section is to learn and understand more about Asians. As you go through this part, keep thinking about these questions: How does diversity contribute to unity? How do traditions and beliefs bring about diversity and harmony? Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 243 _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ What if Raden had not paid attention to Surati? What could have happened? _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ What if Surati had not obeyed his brother’s request to hide the head dress under her pillow? What could have happened? _________________ _________________ _________________ _________________ _________________ _________________

_________________ _________________ _________________ _________________ _________________ What if Raden had not believed in what Surati had said about her brother’s plan? What could have happened? What sentences did we use in the above sentences? You are right, we used conditional sentences. Let us try to describe each type of conditional sentences and see how they differ from each other. An open conditional statement refers to a future event which is conditional o n another future event. Its main clause is in the future tense, and its c onditional clause is in the simple present tense. A hypothetical conditional statement refers to a possible future situation wh ich depends on another possible future event. Its main clause uses present conditional tense. Unfulfilled hypothetical statement refers to a situation which an event might have taken place, but did not, because a condition was not fulfilled. Its main clause is in the past Let us recall some situations in the legend and see what conditional statements we can produce. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 244 Activity 5: MY CONDITIONS, IF ONLY Directions: Fill up the boxes, by giving your own example of conditional statements. Did you find the writing of conditional statements easy or difficult? Why? Why not?

Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 245 Now we can discuss one literary element which is the character. In any literary work, a character is a person who appears in, acts, narrates or spea ks and characterization is the method used to portray that person or being. In some stories for example, the character’s identifying traits are revealed one a

t a time. A person’s attitude may be described as something positive or negative, productive or unproductive, good or bad, responsive or unresponsive, ki nd or unkind, helpful or helpless, happy or sad, and many others. But in some literary works, this attitude may also comprise a group of people, a nation or a literary work (prevailing attitude). Others may refer to this as “c limate” like political climate, intellectual climate, to name a few. Emotions follow; this is the person’s intense feelings. Thus, they may show state s of excitement, emotional attachment, stability or instability, and even deg rees of emotional appeal. It is also important to find out how the character responds physically and emoti onally to life – his or her response mechanism. If the character is under pres sure and under stress, how must this person reveal himself or herself. In real life, people ma y react with dision, agitation, imiveness, exhilaration or explosion. The last one is on intrinsic values; these are the traits that arise from value judgments made in the heart of the person, like what is truly important to him or her. We may perceive the character traits that are part of the character’s intrinsic values which is a product of the attitudes, emotions and response mechanism the character has exhibited within the reading selection. In one way or another, this may lead to a generalization about that person based on his attitudes, emotions and response mechanisms. If everything is clear now, we can arrive at a conclusion that the character may be loyal, loving, humble, trustwor thy, honorable, shallow, careless or careful. In a given story, characters can be identified in the role they play: a. Hero is the leading male character who exhibits superior qualities b. Heroine is the leading female character who exhibits superior qualities c. Superhero(ine) is larger than life hero, usually supernatural d. Villain(ess) is a character in the story who is often characterized as evil and may be exactly the opposite of the HERO(ine) e. Anti-hero(ine) a hero(ine) who is more ordinary than the traditional hero(in e); he or she may not possess heroic qualities f. Protagonist is the hero(ine) g. Antagonist is the villain(ess) But it is interesting to note that there are other characters in the story, like the following characters: Flat character is only two-dimensional (lacking in depth), described without th e kind of details you would need to see him or her as an individual. Round character is three-dimensional (true to life), complex and changes or gro ws in

the course of the story. Stock character is a conventional stereotype character, like the Prince Charming character in fairy tales. Type character exhibits the characteristics of a particular class or group of people. This type may be very individualized and unpredictable in personality and action, and still be a representative of the class or group to which he or she belongs. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 246 Stereotype character is predictable, one who is repeated without variat ion and who lacks originality. Let us continue to examine how writers may use to present a character and to rev eal his or her character traits of either the speaker or the writer. This is now under character development in a story, which can be acc omplished in different methods or techniques: 1. Disclosure of character through stereotyping 2. Disclosure of character through exposition 3. Disclosure of character through the character’s actions 4. Disclosure of character through the character’s words Activity 6: CHARACTER IN WOODCARVING IN INDONESIA Directions: Describe the character in the given images. 1. 2. 3. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 247 As we deepen our understanding of Indonesia, let us read one great work of a multi awarded writer from Bali, Indonesia, Ms. Oka Rusmini. Ms. Rusmini is considered a prolific writer of poetry and novels. Some of her works were already translated in several languages. But before we read, how many of you are familiar with Bali, Indonesi a? What do you associate with Bali as a place? Well, Bali is known as a city for woodcarving industry. Is there any city in our country which is sim ilar and The Century Carver by Oka Rusmini K opag dropped his sharp chiseling knife, almost slicing open his own leg—and all because he d detected a strange smell coming from the direction of the door, an aroma of dry leaves and damp wood. Odd, where was it coming from, this smell that made him feel so agitated? It wafted closer. "Who s there?" "It s me, Srenggi." "Srenggi? Srenggi who?!" Kopag was trembling with trepidation now. The smell was coming closer and he was finding it hard to breathe. His hands were bereft; he n

eeded his chiseling tools. His mind conjured up images of sharp knives. Kopag trembled as the smell exposed him to the reality of being a man. "Tell me who you are!" "I am the one who will serve all your needs—from this moment on, till the end of time." The voice sounded nervous. "What did you say your name was?" Kopag began to calm down a little. "Srenggi," the voice quivered. It was the voice of a woman. What was happening t o him? Kopag cursed himself. He had the strange sensation of suddenly being submer ged in the ocean. The voice seemed to be full of honesty, comion and sincerity. Kopag was sure his judgment was right: this was the one, the woman he d been seeking for centuries. And now God had sent her for him. A woman, was that really the voice of a woman? When Kopag went to pick up his cane, Srenggi quickly stepped in to help. Their hands touched, increasing Kopag s anxiety. The woman s skin felt like bark. Sure ly her beauty rivaled that of a tree trunk, she was more beautiful than the most sacred pile of timber. For the first time Kopag felt able to enjoy life. He was able to provide an obje ctive evaluation of the living creature known as man. Usually he was treated as an object, merely subject to the decisions of the people closest to him, submitting to what ever was said by those around him. This time he felt that he had encountered a tr uth that was different from that developed by people who used their own truth as a personal y ardstick. "Is truth always manifested on earth in a homogeneous form?" Kopag had asked his servant Gubreg with a trembling voice. "Even when I m judging beauty, do I have to use their criteria?" "Their criteria? I m not convinced that they re capable of genuinely seeing the beauty of life!" Kopag s voice was tense; his thoughts in a muddle! Kopag was aware, intensely aware. Although, of course, it was no caus e for celebration to have been born blind. His eyes would never see a woman. But are p eople Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 248 born complete with all their senses capable of capturing all the secrets of this life—secrets that are held onto and kept hidden by nature? Would it be wrong if Kopag were su ddenly to encounter extraordinary beauty in Srenggi? A beauty that he could see with his t houghts and feelings? Would that be wrong?

The beauty of this young woman was extraordinary. The indentations of her body a nd her face resembled those in a piece of timber. She was timber of exquisite beaut y. It was odd that other people were unable to see her loveliness, to appreciat e the beauty that nature had entrusted to her. Even old Gubreg made no comment when Kopag praised the prettiness of this eighteen-year-old girl. What was wrong with the criteria he h ad used to judge her beauty? As a boy, life had imposed the label "Ida Bagus Madé" onto Kopag, so that people would recognize him and be able to distinguish him from others. He was the secon d son in the richest family in the compound. The title "Ida Bagus" indicated t hat he was of the brahmana caste, the highest caste in the Balinese social structure. His fath er was a highly respected man who held an important government position. He also owned do zens of painting and sculpture galleries. Unfortunately he had a wandering eye. He was an animal, an appalling one. People used to say that any woman was fair game for hi m. It didn t bother him whether she was beautiful or not, healthy or not; for Kopag s father, any creature with a hole could be entered. One day, after an absence of many months, he came home in a sickening state. He was thin and pale. Before long his debts began to mount. His wealth evaporated. And in those circumstances he forced his wife to have sex with him. She resisted. She k new he would impregnate her with the seed of an animal. But what is the po wer of a woman? Especially since, from an early age, she had been educated to become a noblewoma n who would respect her husband. She became pregnant—and died giving birth to a baby boy . Being born blind was redemption of a kind, considering the circumstances of his birth. How miraculous it would be if life could be acted out, turned into a performance . Like a piece of timber with its captivating curves, Srenggi s body was where life was c reated for this man who, ever since his first encounter with the aroma of the earth and lif e, could feel only darkness as his language, his life. The life that Kopag so frequently curse d turned out to be quite democratic in fact. It gave him qualities that others could not poss ibly possess. He could transform a piece of dry wood into a work of art that attracted the eli te of the art world. Kopag had reinvented the idea of artistic endeavor. He didn t just carve wood; he carved his thoughts, his brain, and his dreams as well. For the firs t time, nature had surrendered to his power, just as Kopag had surrendered to the blindnes s that was his constant companion.

Kopag drew a deep breath. He touched the dry wood that always accompanied him wherever he went. To be honest, Kopag loved the wood that had introduced him to his world. The world he wanted. Solitude fenced in by beauty—without the sound of his sisterin-law harping. "What can that blind brother of yours do? Tell me? He s a bloody nuisance!" The young woman s voice always set his nerves on edge. She was always making a fuss about something. He d trodden on the plants in the side garden, or his cane had got ta ngled up with the bougainvillea that that gasbag of a woman had just planted, or the plates and glasses were in the wrong place in the kitchen. His sister-in-law s voice constantly rang in his ears. How could a woman that ev eryone said was so beautiful and elegant speak with such a foul mouth? Her screech was enough to blunt his chiseling knives. Her name was Ni Luh Putu Sari but because she had n t been born into the brahmana caste she had had to change her name to J ero Melati. A m ember Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 249 of the commoner sudra caste, she had married Kopag s brother and had thus become a member of their noble family. Outsiders only knew her extraordinary physical beauty and her much-lauded skin; in short, her body was one that all the men talked about. Kopag often wondered whether human beings could ever share a genuinely objective set of views. How could this incredibly crude and carping woman be the one all the men adored? In Kopag s view, she was the perfect example of a playactor. She had been focuse d on ing a brahmana family. In her absolute commitment to assuming the role of th e wife of a brahmana, she had to demonstrate to everyone in the village her right to the family. Kopag had sensed this the first time his sister-in-law greeted him. Her hands fe lt like those of a rotting corpse. Every time she opened her mouth, Kopag could smell the ranc id stench of blood, a smell that leaped from those lips that were apparently s o sweet, so red, so perfect. Even Gubreg, the faithful servant who had looked after Kopag since he was a child, commented on how lucky his brother was to have married the most beautiful girl in the village. Gubreg also talked about the beautiful skin of Ni Luh Putu Sari, now known as J ero Melati, on of her having married into a high caste family. Her bea ring, he said,

resembled that of the daughters of the Balinese king. "She really is extraordinarily beautiful." "Describe her to me, Gubreg. Tell me everything in detail. I want to know what s he s like, and I want to feel it too. For the moment, I ll trust your eyes." The old man fell silent. He looked deep into Kopag s eyes. A pain fluttered in h is chest. Ida Bagus Madé Kopag had a very fine body. He was tall and exceptionally skilled w ith his hands. Since he d been a small boy, his grandfather alone had taught him how to work with wood, to better acquaint him with life. On occasion, a teacher would be brought in to teach him to read. "The boy is blind, Gubreg. He s paying for the sins of his father. When I watch his development I am constantly reminded of the things that my son did. His karma ha s fallen to his own son. My grandson will know darkness for all eternity. I still believe that we can learn from such a life. You see it, don t you? Life has given him an extraordina ry gift. My grandson is in possession of all the eyes of everyone on this earth. See how he produces perfectly carved statues. Look after him well, Gubreg. Think of him as your own son!" That had been Ida Bagus Rai s last instruction before he ed away. "Gubreg, you haven t answered my question. Tell me what she s like. Is she like this piece of banyan wood—cold, but still appealing? Can you see, Gubreg, how it moves me? Gubreg, what is this feeling that overcomes me so often, is that what it feels l ike to be a man? Is that a sign of masculinity?" Kopag spoke slowly. God in Heaven! Master of the universe! Kopag had grown up; he was approaching hi s twenty-fifth birthday. He loved reading his Braille books. And from ti me to time, the Frenchman Frans Kafkasau would pay him a visit. The middle-aged Kafkasau got on Gubreg s nerves, with all the things he always brought with him. Sometimes he would read foreign books to Kopag, books he d tra nslated, about Michelangelo Buanorotti who Frans said was a famous Renaissance sculptor. It was hard. Too hard. Every since he d gotten to know Frans, Kopag would ask Gu breg all manner of questions. "Aren t you going to answer my question, Gubreg?" "Don t ask me weird things, master. I can t explain things like Frans can. Why d on t you ask him?" Gubreg s voice was heavy with envy. The old man was quick-tempered these days. It didn t take much to fire him up. A single Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 250 sound uttered by the Frenchman was enough to make his stomach churn. It made him so mad! Kopag no longer had any time to talk about things. The Frenchman had given

him a new sort of education, a different perspective on the world. Kopag didn t need G ubreg any more. The old man felt that something was missing inside him. Kopag had always been as much a part of him as his own breath. Ever since Kopag was a child, it was Gubre g who had taught him about the texture of wood. He transferred everything he knew abou t carving to the body of the powerless little boy. It was Gubreg who taught Kopag that all things have souls, including his rows of chiseling knives. And Gubreg taught him how to brin g out the best in the knives and savor the aroma of their sharpness. He still ed K opag s cry when he first touched those naked knives; he had been seven years old at the tim e. "Gubreg, I tremble every time I touch these knives. Their sharpness, it s so bea utiful. So mysterious. It s extraordinary, Gubreg." The sun s rays flashed off the edges of the chiseling knives. Gubreg noticed how the powerful rays scattered and died away the moment they touched the sharp edge of each knife. The knife s brilliance seemed to challenge that of the sun. In Kopag s ha nds the knife became cold, arrogant, and hungry. Despite pondering it until almost midnight, Gubreg couldn t answer the question about what it means to be a man. What were these feelings struggling insid e Kopag s body? Gubreg was afraid—afraid of answering the question about the true meanin g of masculinity. Kopag was already in his studio bright and early in the morning. "I need to talk to you." Kopag s voice was laden with curiosity. "About what, master?" "About the beauty of a woman." "I…I can t talk to you about the beauty of a woman. Everyone makes th eir own judgment about it. A woman…" Gubreg s voice broke off. He drew several breaths. He understood. He knew what w as happening. He too was a man and had felt the stirrings of desire upon first enco untering his own humanness. It was such an onerous thing, so unsettling, when his body began to need, to crave the body of another to feast upon. That feeling suddenly reemerge d in his own brain and his brittle bones began to connect him to his past once more. At the time Gubreg was a disheveled fourteen-year-old. He was often given the ta sk of escorting Dayu Centaga when she went to bathe in the Badung river. Her body was like a snake, encircling and squeezing his body. His legs would cramp every time her we t body emerged from the water, encased in a sarong. Her white feet made his brain explo de. And on top of all that, she would always get Gubreg to scrub her back with a river s

tone. Until this day Gubreg could still sense her aroma on his body, a scent that coul d not be erased by the borrowed time that he lived on. Over time Gubreg was wracked by extraordinary pain. He was anxious, wounded from a sort of misplaced hunger. As a commoner male he knew that he could never possess the body of a brahmana woman. A woman he had put on a pedestal, a woman he greatly respected. There wasn t a sou l with whom he could talk about his anxiety; he was nobody, a man who lived off the com ion of Dayu Centaga s family. Every time he thought about the barriers between himse lf and Dayu Centaga, Gubreg felt as if someone was boring holes into his body. Often he would wake up in the middle of the night, breathing fast. Gubreg realized that his hun ger could no longer be contained. He became pale. The brahmana family sought out a balian for him. The old ritual healer cast her spells. Gubreg s body was encircled by smoke which restricted his breathing. The balian explained that Gubreg had thrown rubbish on the river s Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 251 edge. The river god happened to be resting at the time. The balian went on to sa y that the river god had also wanted to get his hands on Dayu Centaga. Thanks to Gubreg s e fforts, she had been unharmed. And Gubreg incurred the wrath of the river go d. In order to restore Gubreg s health, the brahmana family took an offering to the river god. Gubreg could not talk about his male yearnings. He did not resist wh en the balian bathed him at the edge of the river. She said it was so that evil spi rits would leave the family be. Out of respect for the brahmana family, Gubreg was prepared to undergo the ceremony. Nobody knew that the healer s communications with the spirit world were false. G ubreg was not sick, and he hadn t been possessed by an evil spirit. He could feel the changes in his body, the current within him no longer resembled the flowing of a river, it was more like floodwater. And Gubreg knew that the water in his body needed an estuary. He fel t a deep and powerful love for Dayu Centaga. It was a love that rendered him rigid, cold, and no longer able to enjoy normal human diversions. To this day, approaching his seven ty-fifth birthday, Gubreg was still faithful to the Griya family. Without a wife, without the ion of a man. So Gubreg could understand why Kopag was asking about beauty. Nature

had entrusted something awe-inspiring to him. Gubreg looked closely at Kopag s body as he finished his carving. "Gubreg, you haven t answered my question yet," said Kopag slowly. He took sever al breaths. "Gubreg, do you what Frans said?" "What in particular?" "He said that my wild manner of creating the human form from wood reminded him o f Picasso s Guernica. Basically I m curious, Gubreg. Why does the wood always draw me into a discussion, a dialogue, encourage me to debate, to think? It s a consumin g curiosity that overwhelms my brain, my hands, and my body, and even works its way into my dreams. Dreams of the tree with its growing branches, and its body, until in the end its timbers find themselves in my hands. I have my own dreams, too, about those frag ments of wood. Frans and one of his friends once told me that my carvings of women were p erfect. Very surrealistic, they said. The beauty of the women that I portray in wood rem inded Frans of the ion of Martha Graham, who used her whole body to bring i nto being the character she was playing. I feel the beauty of the women through my fingertips, Gubreg. Wood and knives have given me different eyes." Gubreg said nothing. He was trying to come to with the very priv ate and very profound thing that Kopag was trying to convey. Kopag had been taught to endeavo r to understand life. In fact Gubreg was willing to let the boy steal, page by page, the secrets of the journey and pain he himself had endured as a man whose whole li fe had been dedicated to serving others. Thanks to Kopag, the extended family managed to recover from their debts. Kopag s carved statues were in great demand and drew a great deal of interest from both local and overseas collectors. And now all was calm within the family. J ero Melati had st opped her nagging; she was at liberty to spend Kopag s money however she pleased. Kopag s brother had even been able to open a big sculpture gallery, which was the most highly re garded in Bali, on of the rigorous selection process it subjected potential exhibits to. Last month, the gallery had received funding from and . Gubreg never knew what Kopag wanted. The young man never attached any meaning to having money, or not having it. The only thing that Gubreg had picked up on w as that Kopag needed a woman. "We need to find a wife for the boy," Gubreg s voice was very guarded. J ero Melati Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 252

smiled when she heard Gubreg s words. "How about he marries the girl I ve picked out for him." "You ve already chosen someone?" "I have. I ve been thinking about it for a long time." "Who?" "My sister," she replied seriously. Gubreg stared sharply at the woman. For the first time he sensed that this beautiful body was enveloped by an evil force. Kopag wa s right; she was not a good woman. She was driven by a desire for status. "Surely you can convince him that my sister is the right woman for him." The ton e of her voice verged on a command. Gubreg did not respond. He knew that J ero Melati s s ister was a wild and wicked woman. Rumor had it that she sold her own body. Unthinkabl e! But she was very beautiful. Unfortunately, she couldn t tolerate being poor. Whereas , poverty, if one makes a commitment to it, has its own beauty. "Gubreg, I want to talk to you!" This time Kopag s voice was serious. Gubreg did his best to figure out where the conversation was headed. Five minutes pa ssed with not a word. Pacing the room, Kopag seemed distracted. "My Lord, what is it you want? Don t be afraid. You seem very distressed." "I am, Gubreg. I want to get married." Kopag s voice was very serious indeed. "I hope you ll forgive me, my Lord, but I ve already discussed this with J ero a nd your brother." "And what did they say." "They agree. In fact they ve chosen a future wife for you." Gubreg raised his head, keen to see Kopag s face light up. But stran gely, the face remained as imive as stone. "I ve already chosen my wife. And this time nothing will change it!" "Who is it?" PROCESS QUESTIONS: 1. What is so strange about the character of Srenggi? 2. What are the peculiar characteristic traits of Kopag? 3. What is beauty to Kopag? 4. Kopag is a wood carver, but what is meant of these lines: “He did n’t just carve wood; he carved his thoughts, his brain, and his dreams as well”? 5. “Wood and knives have given me different eyes,” this is a line by K opag. What character is disclosed in this line? 6. If Kopag’s carved creations were popular in the local and overseas market, does it mean that Bali is meeting the standard of the international market? Explain your answer. 7. How does Gubreg perceived Srenggi? Activity 7: DISCLOSURE Directions: After answering the questions, continue with the activity o n disclosure. What were disclosed by the characters in of words, thoughts, and actions? Fill out the table on the next page and see what answers have you arrived at. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN

253 Characters Words Thoughts Actions Kopag

Gubreg

Srenggi

Now let us go over Oerjarmati’s study about Indonesian literature: Boen. S Oermarjati, in his study “Isteri, Cinta, and Arjuna: Indonesian Literat ure at the Crossroads,” discussed five important socio-cultural elements that help enhance rapid growth in literary writing after 1966 in Indonesia, name ly: (1) freedom of expression, (2) sponsorship, (3) education, (4) mass media, and (5) readership. The socio-political situation in Indonesia during the late fifties and sixties; allowed greater opportunities for creative freedom and expression which also paved the way for government, private institutions and foundation to enhance creative writ ing by granting funds and yearly literary awards. In the field of education, it is confronted with many problems but the governmen t tried to solve the problem by building schools and providing books at presidential ins tructions, by encouraging non-formal education, by allowing equal opportunities for women, by establishing youth centers where youth can learn arts, poetry and drama. Nearly 40 newspapers in J akarta allocate a space for creative writing. This is also one way of providing opportunities for youth and other authors to publish their works via newspapers. A great number of populations at 75% are in the age group of 5-30, thus, will comprise the potential readership of literature in Indonesia. During those times, there were two literary movements, the first pheno menon is dubbed as “serious” literature and the second one is referred to as “popul ar” literature.

However, some critics in Indonesia regard popular literature as inferior to seri ous literature. But Oermarjati has other views; he believed that transiency marks a stage in gro wth and that there are potentials in popular literature. Oermarjati further discussed the social dynamics of popular literature. He enum erated the essentials as: (1) tradition and modernity, (2) social responsibili ty, and (3) artistic achievement. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 254 Directions: Go over the selection once again and pick some lines that will reveal the author’s thoughts (1) among the thoughts of the characters, (2) among the actions of the characters, (3) among the characters’ relationship with one another and (4) among the lines of the character. Can you spot the author in the selection “The Century Carver?” What makes you say “YES?” What Activity 8: SPOT THE AUTHOR IN THE SELECTION This time let us move to another country and see what stories will be uncovered. Let us read the legend of Ancient Vietnam. Lạc Long Quân and Âu Cơ: The Legend of Ancient Vietnam T housands of years ago, during the reign of King Kinh Dương Vương, the Xích Quỷ kingdom was an unknown stretch of a vast land on the far East, leaning its back on a range of high mountains while looking out facing the oceans from a long shoreline. He married princess Long Nữ, the daughter of Động Đình Vương - sovereign of the Động Đình Lake. They were then blessed with one child, a boy whom they called Sung Lam, popularly known in the kingdom as Lạc Long Quân, the "Dragon Lord of Lạc”. Because of Long Nữ’s origin, their son was believed t o be a descendant from the line of the Dragons. And indeed, Lạc Long Quân had extraordinary strength and supreme intelligence. But his succession from his mother’s underwater world developed in him a strong fascination for the ocean, and the young man is often seen along the shorelines enjoying the waves and exploring the many sea creature s in sight. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 255 Soon, he succeeded his father’s throne and governed the Lac-Viet tribe. Meanwhile, another kingdom rules the highlands in the north. Their king, Đế Lai, ha s a beautiful daughter named Âu Cơ. Wanting to unite his northern tribe with Lạc Long Quân’s kingdom; he agreed to give his daughter’s hand for marriage with the young man. And a lavis h feast

was prepared as princess Âu Cơ was wed with Lạc Long Quân. The two kingdom s then celebrated their unity. Time went by, Âu Cơ gave birth to a pouch filled with one hundred eggs, wh ich soon hatched into one hundred beautiful children. The children grew up strong and sma rt like their father, and as kind-hearted and skilful like their mother. They were taugh t well how to cultivate their lands and live nobly. But soon after, the couple started to grow unhappy. Lạc Long Quân always finds his heart longing for the coasts while Âu Cơ constantly yearns for the highlands. The couple decided to divide their children, of whom fifty will live wit h Lạc Long Quân along the coasts. Âu Cơ will lead the other fifty to dwell with her in the highlands . However, they made a promise that despite the distance and separation, they must look aft er each other and always be there to lend a hand should one be in need. So, Lạc Long Quân took fifty children to the coast and divided the area s for them to govern. He taught them the skills of fishing and the art of tattoos to scare off sea creatures as they dive and hunt for food. He also trained them to plant and harvest rice, as well as how to cook them in bamboo tubes. Âu Cơ, who took fifty children to the highlands, also divided her areas for them to govern. They were taught to live in t he jungles and mountains, breed animals and cultivate the soil to grow fruit trees for food. Th ey learned to build houses raised on bamboo stilts to keep themselves safe from wild animals. The children of Lạc Long Quân and Âu Cơ are believed to be the ancestors of Vietnam. Today, Vietnamese people call themselves “the children of the Dragon and the Fairy” referring to Lạc Long Quân’s lineage from the world of the Dragons and Âu Cơ’s Fairy Clan from the highlands. Therefore, whichever part of the country one hails from, he belongs to one origin. Just as Lạc Long Quân and Âu Cơ promised to each other, all V ietnamese should love, honor and protect one another. This legend, then, has become the pr ide and Activity 9: WHICH IMAGE IS THE BEST TO EXPLAIN DIVERSITY? Directions: Based on the flow of the story of “The Legend of Ancient Vietnam,” kindly go over the following images. Which is the best image that A _____ B _____ Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 256 C _____ D _____ Source: http://www.motherland-heritage.com/Legend-stories/the-legend-of-lac-long -quanand-au-co.html Did you find the legend interesting? is

How is diversity discussed in th

Activity 10: IMAGE CHALLENGE Directions: Look at each picture inside the boxes. Are these images believable? Why? Why not? In what ways can you make these images believable? Write your answer in the box. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 257 In the following s of Maurice Durand and and Nuyen Tran Huan, they documented that “the early history of Vietnam is obscure.” If they were to base the information from the legends and tales, the first rulers were of supernatural origin. “They descended on the legendary Chinese emperor Than Nong, and on the other from the dragon, ruler or Water King of Lake Dong Dinh in Southern China; and in general the prehistory of Vietnam is bound up with that of the early people of China south of t he Blue River.” “The first Kingdom of Vietnam was known either as Van Lang or as Da Lang, it comprised southern China, present-day North Vietnam and also part of Laos. The name of the country, Viet Nam, indicates a link with the Viet peoples, branches of wh ich took root in southern China while the main body settled down in what is now North Vie tnam.” Your goal in this section is to look closer at some aspects of the topic. Also, you need to find out how this diversity of Let us find out another story from Vietnam about the “The Peasant, the Buffalo and the Tiger.” The Peasant, the Buffalo and the Tiger: A Tale of Strength and Wisdom A long time ago, when animals still had the power of speech, the buffalo used to have sharp front teeth while the mighty tiger was a pure golden beast. A young peasant was resting under a mango tree one fine afternoon. He and his water buffalo had plowed the rice field the whole morning and stopped for a while to have something to eat. While the buffalo grazed and the peasant is enjoying his meal, a tiger came up to the buffalo, demanding answers for something that had puzzled him for a long time now. "I have watched you everyday from the edge of the forest," the tiger said, "I noticed the quite curious spectacle of y our toil. How is it possible that that Man, a small and upright being who neither has great stren gth, sharp vision or a keen sense of smell manages to lead you and make you work for him? Y ou are ten times heavier and stronger. Your horns are sharp enough to cut him and y our hooves are mighty enough to trample him. The only weapon he carries is a flimsy

bamboo stick, yet he rules you and you never run away." Calmly, the water buffalo answered, "I have not been able to solve that puzzle m yself, mighty tiger. No matter how I ponder the situation, I only know of one thing. I can never free myself from his mastery. Whatever power he possesses, only he has knowledge of Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 258 it. Eager to have such powers, the tiger resolved to ask the peasant. If he could ru le all animals like how the man ruled the buffalo, he would no longer need to hunt for food. Instead, he could just order the animals to come and then choose a suitable meal . "Please tell me, Mr. Farmer, what power do you have over the buffalo that makes him obey you so willingly?" the tiger asked the peasant. "I will tell you, mighty tiger," he answered, "I posses something that allows me to rule over all animals, making them do as I say. It is called wisdom." "I would do anything to see this amazing thing you call wisdom. Would you be kind enough to show it to me?" asked the tiger. "Unfortunately, I left it at home. Wisdom is too precious for me to carry around the fields. Instead, I keep it in a gilded box carved with dragons and a golden phoe nix to make sure it s well protected. But if you want it so badly, I can go back a nd fetch it for you." replied the young peasant. Delighted by the peasant s words, the tiger agreed. "I will gladly stay and watc h over your water buffalo while you are gone." But the young man said, "I have heard your stomach rumble and I am greatly concerned over the possibility that you might eat my buffalo while I am gone. I have great need of it in my daily work. If you agree, I will tie you to a tree so my mind w ill be free. Then I would willingly go get the wisdom you want to see." Eager to see wisdom so badly, the tiger was willing to agree to anything. He str olled up to the palm tree, held up his legs and said, "Go ahead and tie me up." So the farmer ed ropes around his body, secured him tightly to the palm tree and left. But sly as the tiger was, he planned on jumping on the man when he returns to untie him. He the n, would eat his water buffalo, take his magic box of wisdom, and spend the rest of his days commanding the cows and dears and the delicious wild boars to come and be eaten as his meal. He would never have to hunt for food again. Soon after, the farmer returned carrying bundles of straws behind his back. Eage rly, the tiger asked, "Did you bring the wisdom for me to see?"

"Oh yes, foolish tiger, and I am about to show you." replied the peasant. "I nev er keep my wisdom in a box, it is here in my head all along. Now I will teach you to sta y away from my precious water buffalo." He then piled the straws around the tiger, and with a burning torch, he set them on fire. The tiger roared in pain and raged as the ropes burned around his golden body. A s the air filled with smell of the tiger s singed fur and as the fire burned through t he ropes, the beast finally managed to free himself. He quickly leaped away from the flames an d dashed into the jungle. The sight of this spectacle amused the buffalo so greatly that he laughed so hard and fell, hitting his mouth against a rock. This caused the buffalo to knoc k all his front teeth out. Though his burns have healed after some time, the tiger could no longer rid hims elf of the long black stripes that now circle his golden body. But most imp ortantly, the tiger realized that his strength could never defeat man who has wisdom he knew he coul d never have. Up to this day, the tiger has his stripes and the water buffalo never grew back his PROCESS QUESTIONS: 1. What was so amazing about the farmer that the tiger would like to possess? 2. What puzzled the water buffalo about the farmer? 3. How did the farmer prepare to get rid of the tiger? Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 259 4. How did the tiger accept defeat? 5. Did the water buffalo’s perception of the farmer change after what happened to tiger? 6. How can we keep a harmonious relationship in our environment? 7. Can unity be achieved however diverse the characters are in the legend? Activity 11: TIGER NEEDS ADVISE Directions: Let us help the tiger achieve its goal. The tiger would like to find out man’s secret in leading the buffalo and other animals in the farm. How can we help the tiger in realizing that it can never reach the level of man? How can we help the tiger desire for goals which are feasible and achievable? Tiger, there’s only one master. Tiger, you can be your own I would like to have that wisdom that the man has, but how am I going to acquire that? Tiger, be satisfied with what Tiger, remind

yourself that you may not have the wisdom of a man but you have skills and abilities. Why don’t you try to enhance Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 260 Now, it is your turn, fill out the form “The Way I See It.” What can you share with the Tiger so it won’t get frustrated? Tell the Tiger how important diversity is. The Way I See It

As we go through writing and start to add details about our simple sentences, then we begin to expand our sentences. We add extra words in our sentence. In the next activity, we will make use of adjectives, adverbs and prepositional phrases to expand our sentences. But before we do that activity, let u s be clear first with what are adjectives, adverbs and prepositional phrases. ADJECTIVES are describing words; it qualifies noun or noun phrases. Words that will tell about size, shape, age, color, origin, and material. We can add adjectives to our sentence. For example: The young tiger was eager to have extra wisdom. ADVERBS are words that qualify the meaning the verbs, adjective or other adverbs . It answers questions like how, in what way, when, where, and to what extent. We can add adverbs to our sentence. For example: How did the tiger wait for the farmer? The tiger eagerly waits for the farmer to bring the box of wisdom. PREPOSITIONAL PHRASES are group of words containing a preposition, a noun, a pronoun object of the preposition and any modifiers of the object. We can add prepositional phrases to our sentence. For example: prepositional phrase The water buffalo loaded its cart with food, water and vegetables. Learning Module for English - Grade 8 2 - L3

APPRECIATING OUR ORIGIN 261 Activity 12: EXPANDING SENTENCES Directions: Expand the following simple sentences by adding adjectives, adverbs or prepositional phrases. Simple Sentence Expanded Sentences 1. Tiger attacked people. 2. Buffalo watched the fight. 3. Farmer sets fire. 4. Buffalo fell in the ground. 5. Tiger waited in the afternoon. 6. Preparation is important. 7. Man has wisdom. 8. Farmer planned for harvest. 9. Puzzle remained unresolved. 10. Buffalo wondered. What have you noticed? We expand sentences to make their meaning clearer. Writers may add one or more modifiers to help explain, des cribe, elucidate and elaborate so that sentences will be more meaningful and clear to the readers. Directions: Invite everyone to participate in the discussion. T he topic for discussion: “Can there be unity in diversity?” Ask set of leaders to prepare the classroom for a discussion. But before the actual discussion, get some information about how discussions are conducted. This activity will also be helpful as students conduct interactive Activity 13: DISCUSSION A discussion is designed to provide an opportunity for a group to hear several people or groups of expert knowledgeable about specific issue or topic, present information and discuss personal views. The may consist of six to eight persons. The proceedings of th e should be the same as those described for informal discussion: volunteering of facts, asking questions, stating opinions-all expressed with geniality, with respect for the contributions of other , without speech ma king, and without making invidious personal references. The primary function of the is to present and deliver information that wi ll also cover personal views on one specific issue or topic. It should occupy approximately two-thirds of the allotted time. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 262 The secondary function of the is to answer questions from the audience. This discussion method is suitable for use when a relatively large audience is antici pated. Some guidelines in the conduct of a discussion: 1. Identify, or help participants identify, an issue or topic that inv olves an important

conflict in values and/or interests. The issue or topic may be set forth as a to pical question, a hypothetical incident, a student experience, an actual case, etc. 2. Select ists who are well informed about and have specific poin ts of view regarding the issue or topic. A discussion that includes three to five pan elists is usually most workable. Select a leader or . 3. Tell the ists that they are given time to prepare. In some situations te n or fifteen minutes may be sufficient time for preparation while in other situatio ns, may need to prepare several weeks in advance of the scheduled discussion. 4. Decide on the format of the discussion will follow. Various formats are appropriate. The following procedures have been used effectively: a. The leader or introduces the topic and the ists pre sent their views and opinions regarding the issue or topic for a set amount of time. b. The ists discuss the issue or topic with each other by asking questions or reacting to the views and opinions of other . A specific amount of time should be established. c. The leader or closes the discussion and provides a summary of pane l presentations and discussion. d. The leader or calls for a forum period during which the of the class may participate by addressing questions to various or by voicing their views and opinions. The forum period should be conducted by the leader or . Let us check what structure may help us in the conduct of our discussion, alternative structures are also encouraged. Structure A for Discussion Structure B for Discussion Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 263 Structure C for Discussion Structure D for Discussion (This may be done in pairs, one pair at a time.) Activity 14: OPINION POLL SURVEY We move on to an opinion poll survey. Let us take a moment to understand very well what Opinion poll surveys are the types of surveys involving the determination of the public s opinion on certain issues. They are usually istered to discover the public s opinion about different political matters such as presidential elections, senatorial elections, or presidential ratings. Opinion polls are an excellent means of generating publicity, highlight ing

specific campaign messages, or reinforcing the company brand footprint. A key at traction of opinion polls is their versatility of scope and scale, from probin g attitudes and perceptions to revealing consumer or business trends. One advantage of an opinion poll survey is its influence to the publ ic to make decisions about certain issues. On the other hand, the disadvantage of an opini on poll survey is the public’s tendency to go bias. There is a tendency to the le ading option indicated by the researchers in their poll surveys. Source: http://www.surveys.com.au/opinion-poll-surveys/ Activity 15: DIVERSITY QUOTATIONS Directions: Now, let us go over the following diversity quotations. Choose only one quotation and check the heading on preference. Then compare your answers with the rest. Then at the bottom of these quotations, answer the question that follows. DIVERSITY QUOTATIONS AUTHORS Preference We must learn to live together as brothers or perish together as fools. Martin Luther King, Jr. He who neglects to assist his relatives may become a slave to an outsider. Nigerian Proverb, from Yoruba Culture Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 264 DIVERSITY QUOTATIONS AUTHORS Preference If we can’t do without each other, we must learn how to live with one another. Kehinde A. Adesina

The challenge of diversity is not merely the issue of integrating those who are culturally or socioeconomically different into already homogeneous environments. The challenge of true integration is to create environments where difference is celebrated and viewed as a challenge rather than a burden to bear. Mary Montle Bacon A culturally pluralistic environment is one where

basic knowledge about culture, respect for differences in others, and an understanding of the interplay of cultures are all used as the basis for positive social interacting with diverse persons and groups Samuel D. Henry

Our future unity lies not in overcoming our differences but in seeing how they are analogous in learning to see that my struggle to become a moral human being is rather like your struggle to become a moral human being. Michael Novak Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 265 DIVERSITY QUOTATIONS AUTHORS Preference Full mastery of language grows from interactions in the language that accomplishes real life ends; without experience in using language to communicate information, accomplish tasks, express feelings, and play, learners will not grow in language competence. Daniel Holt The culturally different child brings a variety of strength to the educational environment. Source unknown It takes a whole village to raise a child. African proverb To achieve cultural pluralism, there must be unity with diversity. Each person must be aware of and secure in his own identity, and be willing to extend to others the same respect and rights that he expects to enjoy himself.

The National Coalition for Cultural Pluralism Education must aim, first of all, at the building of minds that are sensitive to the social realities of the world in which they live, that are free, that have acquired the capacity for thinking for themselves, because they have had opportunity to think for themselves. J.H. Newton Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 266 Why did you choose that quotation on diversity?

Activity 16: REFLECTIVE WRITING Directions: Let us write our reflections by going back to the questions that we posed at the beginning of this lesson. 1. How do traditions and beliefs bring about diversity and/or harmony? 2. How does diversity contribute to unity? ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 267 What were your realizations about the topic? Have you found an answer to Your goal in this section is to apply your learning to real life

situations. You will be given a practical task which will demonstrate your understandings in this lesson. Directions: Read the task below. In your group, discuss and plan on how you will put up the exhibit. The rubric for grading is provided here to remind you on how your work will be graded. Activity 17: EXHIBIT OF AFRO-ASIAN Appreciating a different culture is indeed difficult. In existing Rotary Club exchange student program, exchange students themselves find difficulty getting along with one another. To address this situation, you are tasked to be organizers of a social event which will showcase the diverse cultural heritage through interactive human exhibit of Afro-Asian literary characters. The audiences are s of international schools, rotary club board of directors, representatives of funding institutions, and other nongovernment organizations. Your output will be judged according to authenticity, creativity, collaboration, aesthetic appeal, audience TASK PERFORMANCE TASK RUBRIC CRITERIA Outstanding 4 Satisfactory 3 Developing 2 Beginning 1 AUTHENTICITY Reveals very relevant information and highly authentic representation of the literary characters; have greater applicability Reveals relevant information and moderately authentic representation of the literary characters, have satisfactory applicability Reveals some relevant information and partially authentic representation of the literary

characters; have some applicability Reveals irrelevant information and inauthentic representation of the literary characters; have little applicability 25% CREATIVITY Shows an excellent presentation; very unique; can combine elements in a highly creative manner Shows a satisfactory presentation; unique; can combine elements in a moderately creative manner Shows a good presentation; partially unique; can combine elements in a creative manner Shows a poor presentation; not unique; cannot combine elements in a creative manner 20% Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 268 CRITERIA Outstanding 4 Satisfactory 3

Developing 2 Beginning 1 COLLABORATION Tasks are fully accomplished by the group ; very confident Tasks are substantially accomplished by the group ; confident Tasks are partially accomplished by the group ; somewhat confident Tasks are hardly accomplished by the group ; not confident 20% AUDIENCE (INTERACTIVE) Interactive exchange between performers and audience is very impressive; can connect effectively with the audience Interactive exchange between performers and audience is impressive; can connect with the audience Interactive exchange

between performers and audience is somewhat impressive; can connect superficially with the audience Interactive exchange between performers and audience is not at all impressive; can hardly connect with the audience 20% AESTHETIC APPEAL Overall appeal is excellent; very expressive Overall appeal is satisfactory; expressive Overall appeal is pleasing; somewhat expressive Overall appeal is not pleasing; not expressive 15% OVERALL RATING 100% Character: is a person who appears in, acts, narrates or speaks. Characterization: is the method used to portray that person or being. Diversity: means variety, assortment or a mixture. discussion: is designed to provide an opportunity for a group to hear several people knowledgeable about a specific issue or topic present information and discuss personal views. A discussion may help the audience further clarify and evaluate their positions regarding specific issues or topics being discussed and increase their understanding of the Books Adesina, Kehinde A. (1998) Sensitivity in Educating the Culturally Different. Ca lifornia: SCC Publishing. Aveling, Harry. (1974) A Thematic History of Indonesian Poetry: 1920 to 1974. I llinois: Center for Southeast Asian Studies.

Becker, A.L., ed. (1998) Writing on the Tongue. Michigan: Center for South and Southeast Asian Studies. Chee, Tham Seong, ed. (1982) Essays on Literature and Society in Southeast Asia . Singapore: Singapore University Press. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 269 Durand, Maurice M. and Huan, Nguyen Tran. (1985) An Introduction to Vietnamese Literature. New York: Columbia University Press. Kintanar, Thelma B. (1988) Self and Society in Southeast Asian Fiction. S ingapore: Institute of Southeast Asian Studies. Knappert, J an. (1977) Myths and Legends of Indonesia. Singapore: H einemann Educational Books (Asia) Ltd. Kress, Nancy. (1993) Beginnings, Middles and Ends. Cincinati: Writer’s Digest Boo ks. Longknife, Ann. and Sullivan, K.D. (2002) The Art of Styling Sentences. New Yor k: Barron’s. Mallari-Hall, Luisa and Tope, Lily Rose, eds. (1999) Texts and Contexts. Quezon City: Department of English and Comparative Literature. Masavisut, Nitaya and Boccuzzi, Ellen, eds. (2008) The S.E.A. Write An thology of ASEAN Short Stories and Poems: The 30 th Anniversary. Bangkok: Amarin Printing and Publishing. Phillips, Nigel and Anwar, Khaidir, ed. (1981). Papers on Indonesian Languages a nd Literatures. London: Indonesian Etymological Project. Raffle, Burton. (1967) The Development of Modern Indonesian Poetry. New York: State University of New York Press. Smyth, David, ed. (2000) The Canon in Southeast Asian Literatures. Richmond: Curzon Press. Teeuw, A. (1967) Modern Indonesian Literature. Hague: University of Leiden. Thong, Huynh Sanh, ed. (1996) An Anthology of Vietnamese Poems. New Have: Yale University Press. Thanh, Hoang Ngoc. (1968) The Social and Political Development of Vietnam as see n through the Modern Novel. Hawaii: University of Hawaii. Online Sources http://wordswithoutborders.org/article/the-century-carver/ http://www.vietnam.com/article/lc-long-qun-and-u-c-the-legend-of-ancientvietnam.html http://www.motherland-heritage.com/Legend-stories/the-legend-of-lac-long-quan-an dau-co.html http://www.historians.org/projects/giroundtable/discussion/discussion4_2.htm http://www2.maxwell.syr.edu/plegal/crit3/a7.html Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN

270 The past is indeed rich and it is appropriate to revisit it. As you do this, you came across the diverse cultural heritage of the different countri es in Afro-Asia. Whether it was tangible or intangible, you cannot deny the richness of these heritage expressions and the way it affected and molded the traditions, beliefs, morals and literature of the countries where you found them. Studying the literature of a country opens opportunities for you to b e acquainted to their diverse cultural heritage, as well as their traditions and beliefs. With this knowledge at your hands, you can think of ways to communicate properly with the people practicing such culture. In short, studying literature can lead you to know people with different cultures more, aside from enhancing your communicative skills. As Claude Levi-Strauss put it, “To know and understand our own culture, we must learn to see it from the point of view of other cultures, comparing our customs and beliefs with those of other times and places.” This will not only let you understand your own culture, but the culture of other people as well. This scenario will then be the seedling that will enable you and other people to achieve unity, peace and harmony in this diversified world. Thus, understanding and safeguarding this diversity of culture will lead to unity, peace and harmony. Appreciating one’s origin is best exemplified when the desire to trace one’s background is eminent. Exposure to other countries’ culture and literature may lead to an engaging discussion on diversity. All the activities i n Embracing Our Heritage may not be the end but in reality may be the beginning to explore other Asian countries’ traditions, culture and belie fs through their legends, folktales, myths, poetry, stories and novels. Some old tales may be discovered and some new tales may be uncovered, diversity is fascinating because there is always something “to tell about” man’s It’s now time to evaluate your learning. Choose the letter of the answer that you think best answers the question. If you do well, you may move on to the next module. I f your score is not at the expected level, you have to go back and go over the module a gain. 1. This country is homogenous. a. India b. Thailand c. Vietnam d. Indonesia 2. Popular literature has come to a wider attention from 1970s to 1980s. a. Indonesian literature b. Malaysian literature c. Philippine literature Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 271

d. 3. er. a. b. c. d.

Singaporean literature A country divided by two, which is engaged into hostilities against each oth Korea Vietnam China Myanmar

4. An Indonesia Folktale “Banyuwangi,” is a combination of two words in Indonesian language. a. Banyu means bathroom and wangi means champion. b. Banyu means waterfalls and wangi means love. c. Banyu means water and wangi means fragrance. d. Banyu means love at first sight and wangi means odorless. 5. a. b. c. d.

Characterization is the method used to portray that person or being. The definition is vague. The definition is a contradiction. The definition is correct. The definition is fit for character and not characterization.

6. Stock characters are like characters in fantasies and fairy tales. a. It is dependent on how the characters are written for literary style. b. When the writer loses motivation to think of a character in his or her literary writings. c. The character is a conventional stereotype character, like Prince Charming. d. The characters are stocky and predictable in the course of the story. 7. a. b. c. d.

The opposite of popular literature is Indonesia. witty serious traditional Scheming

8. a. b. c. d.

Its sufferings are reflected in its literature. Egypt Vietnam Thailand Saudi Arabia

9. ng. a. b. c. d.

Around 40 newspapers in this country are allocating space for creative writi China Thailand Singapore Indonesia

10. Important events in Malay Literary development took place in this country. Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 272 Read the text below and answer the question that follows: 1 The Internet can be an efficient source of information, or just another w ay to waste

time. 2 If, for the most part, you’re checking out flashy ads, games, and chat rooms, you’re not using the Internet as the valuable research tool it can be. 3 But if you plan ahead and stay on track, 4 you will find a wealth of up-to-date information for speeches, essays, reports, and research papers. Source: Writing Source 2000: A Guide to Writing, Thinking and Learning (1999) 11. If you’re going to make an outline for this text, where can you find the main topic? a. 4 b. 2 c. 3 d. 1 Study the map taken from UNESCO Heritage List website and answer the question that follows: 12. Based from the map, majority of the cultural heritage sites are m ostly found at ____________. a. North and South America b. Eurasia c. Europe and Africa d. Europe, Asia and Africa 13. Which of the following can be used to form new words out of the ones graph biography mobile immune Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 273 inside the box? a. b. c. d.

multi-ish foreauto-

Read the text below and answer the question that follows: In 1971, the government created a "National Cultural Policy", defining Malaysian culture. It stated that Malaysian culture must be based on the cultur e of the indigenous peoples of Malaysia, that it may incorporate suitable elements from other cultur es, and that Islam must play a part in it. It also promoted the Malay language above others. This government intervention into culture has caused resentment among non-Mal ays who feel

their cultural freedom was lessened. Both Chinese and Indian associations have s ubmitted memorandums to the government, accusing it of formulating an undemocrat ic culture policy. Source: Culture of Malaysia (Wikipedia) 14. What conclusion can be drawn from this text? a. The Malaysian government doesn’t know what can be called “Malaysian culture”. b. The Malaysian government realized early the importance of defining what Malaysian culture is in order to bring unity and harmony within the diverse society they have. c. The Malaysian government formulated a policy on culture but is acc used of being undemocratic. d. The Malaysian government based the policy on the indigenous peoples of Malaysia. 15. Christian is an exchange student from the Philippines and will be staying in Singapore for three months. In his literature class, his professor assigned him to read Si ngaporean short stories, poems, plays, novels, and watch classic Singaporean films. What c ould be the professor’s aim in giving this task to Christian? a. The professor wants Christian to appreciate Singaporean culture and its dive rsity better. b. The professor only thinks of very appropriate activities for the exchange st udent program. c. The professor needs Christian to do his literary criticisms for him. d. The professor wants Christian to make a report about his experiences while i n Singapore. 16. Michael, a member of the ASEAN Literary Circle, was tasked to prep are a research paper to be presented in the ASEAN Conference in Literary Studies. While on his trip to a local library in Singapore, Michael thought of investigating the influence of culture to literature. Which of the following is the most viable step Michael could take to make his trip in the local library meaningful and fruitful? a. Michael could take a tour inside the library to search for cultur al artifacts of Learning Module for English - Grade 8 2 - L3 APPRECIATING OUR ORIGIN 274 Singapore. b. Michael could search for heritage literature of Singapore and read them for initial analysis. c. Michael could borrow books about Singaporean culture and heritage lit erature

and study them for background research. d. Michael could ask the local librarian to assist him in doing his research. 17. The Philippines has a vast number of indigenous cultural groups. In Malaysia , aside from their own indigenous cultural groups, they have to deal also with different races that had settled in their state, like the Indians and Chinese. This scenario is in a greater extent in Singapore, due to the fast influx of foreigners that choose to settle in the island. Which of the following is TRUE based on this scenario? a. People in these countries need to study other cultures. b. People in these countries are pushed into cultural homogeneity. c. People in these countries identify themselves with one culture. d. People in these countries base their culture on their nationality. 18. As the Supreme Student Government president, you’re asked by the school princi pal to help prepare a welcome booth for the Singaporean sponsors of the scho ol. The principal wants to have a film viewing as part of the booth. How would you ensur e that the film would be the most appropriate for the booth? a. Ask some film critics about the film you will choose. b. Watch the film to check if it does contain basic Singaporean values and cult ure. c. Write a film review about it and submit it to the principal for scrutiny. d. Make sure that the film does reflect Singaporean values and cultur e through reading some reviews about the film. 19. Sam is going to prepare a film review for their cultural club. H e doesn’t know what should be observed in writing the review. Which of the following will you recomm end to Sam? a. Watch the film first then write the review. b. Search for a definite format of a film review. c. Find some people who watched the film already to help him write his review. d. Find and study a film review format, watch the movie, and then write the rev iew. 20. The school fair is fast approaching. The English Club decided to have the Hi story Club 275 Learning Module for English - Grade 8 W as there ever a time in your life when you almost wanted to give up? What pushed you to feel that way? How did you cope with the challenges that came with the experience? , it is normal to go through difficulties. Whatever is the color of your skin, you have to keep in mind that everybody goes through challenges in these modern times. You are certa inly not alone in this journey. For sure others, particularly, your brothers and sisters in Asia and Africa have learned to overcome challenges brought about by modernity. Do yo u think it is possible to have a glimpse of how they are coping with these challen ges in

the literary pieces? In this quarter, you will the diversity of the peoples’ es of modernity. to search for oes literature reveal about

find out how Asian and African literary pieces reveal temperament and psyche in their response to the challeng the answers to the following questions: What d Asian and African character? How do Asians and

In this module, your learning will be maximized as you take the following lesson s: Lesson 1 — Resilience in Embracing Challenges Lesson 2 — Faith in Times of Challenges Lesson 3 — Strength in Facing Challenges Lesson 4 — Audacity in Rising Above Challenges Specifically for Module 1, you will learn the following: The Psyche and Temperament of the People of Korea Response to the Challenges of Modernity Resilience in Embracing Modernity The Psyche and Temperament of the People of Burma Response to the Challenges of Modernity Faith in Times of Challenges The Psyche and Temperament of the People of Arabia The learner demonstrates understanding of selected literary pieces from Korea, Burma, Arabia/Israel and Africa to express critical understanding of and appreci ation of the diversity of temperaments and psyche among the peoples of these countries . The learner creates an interactive blog on literary pieces. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 276 The Psyche and Temperament of the People Strength in Responding to the Challenges The Psyche and Temperament of the People Response to the Challenges of Modernity Here is a simple map of the above lessons OVERCOMING CHALLENGES The Psyche and Temperament of the People of Korea Response to the Challenges of Modernity Resilience in Embracing Modernity The Psyche and

Israel of Modernity of South Africa you will cover:

Temperament of the People of Burma Response to the Challenges of Modernity Faith in Times of Challenges The Psyche and Temperament of the People of Arabia The Psyche and Temperament of the People of Israel Strength in Responding to the Challenges of Modernity The Psyche and Temperament of the People of South Africa Response to the Challenges of Modernity Audacity in Rising Above Challenges

Resilience in Embracing Challenges Faith in Time of Challenges Strength in Facing Challenges Audacity in Rising Above Challenges

Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 277 Let’s find out how much you know about the coverage of this module. Choose the letter that you think best answers the question. to answer all items. W rite the answers in your notebook. After taking this short test, your answers will be che cked to find out your score. Take note of the items that you won’t be able to correctly answer and look for the right answer as you go through this module. 1. Before doing an interview, the interviewer should know a good deal of knowledge about the topic of the interview. In order to formulate sensible questions, wha t skills can help the interviewer gather or synthesize information? a. comprehension b. linguistic c. location d. psychomotor 2. What do you mean by psyche and temperament? a. the heart, the life-force that drives a person to decide on things – bad or goo d b. the inner self, the essence of the soul plus the strength of body and soul c. the mind, the deepest thoughts, beliefs plus the nature or charact er of the person d. the soul, the inner thoughts, outlook and humor plus the attitude of the pers on 3. Long before any written form of literature, what was the principal form of literary entertainment of the Koreans? a. describing persons b. narrating history orally c. reciting poems d. telling legends orally 4. Confucianism and Buddhism are two of the great religions in the history of t he world. What do you think is the contribution of Confucianism and Buddhism to Korean literature? a. aesthetic intensity b. divine seriousness c. spiritual weakness d. thematic depth 5. After reading a Korean legend, you notice one striking similarity between Ko rean and Filipino legends. What similarity is this? a. Legends from both countries described the rich natural resources back then. b. Legends from both countries narrated ethnic rituals practiced by the natives . c. Legends from both countries were orally transmitted first before th ey were written.

d. Legends from both were written by ordinary people. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 278

6. You are reading a Korean story with two to three difficult words in every pa ge. What should be the best immediate strategy to use in order to deal with the difficult words? a. Define words through context. b. Get the dictionary and look up the meanings of the difficult words. c. Highlight the difficult words and get back to them later as soon as I finish reading the book. d. J ust ignore the words. I had better just finish reading the book. 7. a. b. c. d.

Koreans are our friends. What kind of a sentence is this? complex sentence compound sentence kernel sentence compound-complex sentence

8. a. b. c. d.

What are the common characteristics of a well-constructed paragraph? It has good content and shows coherence and cohesion. It has a topic sentence. It has an interesting topic. It observes correct grammar and correct use of punctuation marks.

9. You interviewed a Korean about the ways of coping with the challenges of mod ernity. The Korean answered all of your questions with a degree of certainty. How do you preserve all the Korean’s answers so that you can use these answers in the making of a feature article? a. J ust everything so that you will not disturb or distract the inter viewee. b. Let the interviewee stop from time to time so that you can write down everyt hing in a notebook. c. Record the entire interview through a video or voice recorder (wit h the interviewee’s permission). d. Take down important details and make sure that you can write very fast. 10. Why is literature a good source of knowing Koreans? a. Literature gives all the updates about all the important events in a country . b. Literature mirrors the psyche, temperament, culture and traditions of the pe ople. c. Literature provides a descriptive picture of how the people dress and speak like. d. Literature is a work of art that describes citizens with breeding and refine ment. 11. The liberation of 1945 produced a flowering of poetry of all kinds. Some po ets were determined to bear witness to the events of their age, some sought to further as

similate traditional Korean values, while others drew variously on Western traditions to enrich their work. What does this information tell you? a. As far as literary direction was concerned, Koreans did not respond similarl y to the situation at that time. b. Koreans were not united as a people because they did not agree on one common direction. c. Priority should be given to Western traditions because a country always pros pers in making this move. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 279 d. We should be grateful to the Koreans because they set a very good example in making good decisions.

12. In this last two lines of the poem titled On A Rainy Autumn Night by Ch’oeCh’iwŏn, how do you define the highlighted phrase? Choose the best analysis. At third watch, it rains outside. By the lamp my heart flies myriad miles away. a. “Does the heart fly? Of course, not! But the heart is a symbol of love, and because love flies, love is certainly gone.” b. “If the heart flies, then it must have wings on its own; therefore, this heart must have been borrowed by somebody else.” c. “Perhaps, the heart is too weak to handle the situation so it finds a way to f ly and just be in any place that it wants, like miles away.” d. “The heart literary flies. The heart must be taken away from the person’s body because it is weak. It is not fit to stay in that body.” 13. What is the best observation regarding this paragraph? Modern Korean literature attained its maturity in the 1930s through the efforts of a group of talented writers. They drew freely upon European examples to enrich the ir art. Translation of Western literature continued, and works by I.A. Richards, T.S. El iot, and T.E. Hulme were introduced. This artistic and critical activity was a protest ag ainst the reduction of literature to journalism and its use as propaganda by leftist write rs. a. b. c. d.

It It It It

has has has has

a topic sentence that gives the best practices of the Koreans. an impact because it has a well-chosen topic. coherence in its sentences and cohesion in its ideas. one imperative sentence and three declarative sentences.

14. Though written in Chinese, Kim Sisŭp’sKŭmoshinhwa (“New Stories”), which incorporates legends involving dream meetings of spirits and dream jo urneys, is considered the first example of a Korean fictional narrative. What do es this literary piece suggest of the Koreans? a. Koreans are highly imaginative b. Koreans believe in afterlife. c. Koreans consider dreams important. d. Koreans have faith in dreams. 15. J ust like any other citizens of the modern world, Koreans tried to resist the challenges of modernity. In fact, in the last quarter of the 20th century a host of talente d writers perfected the art of being themselves. You are one of the writers in Korea. Yo u want to write a novel that depicts the Korean psyche and temperament. Where would yo u get the best source of inspiration and materials from? a. from the ideas of fellow writers who wanted to pursue Korean identity b. from the stories of people who tried to colonize them Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 280 c. from their own experiences and the common dilemma of the Koreans. d. from their own literary experts who were not open to changes

16. You have a short poem titled On A Rainy Autumn Night by Ch’oeCh’iwŏn featu red in one of the pages in ASIA MAG, a travel magazine. As the section e ditor, you are tasked to decide whether this poem should be featured in your travel magazine or not. What should be your best reason to feature this poem? I only chant painfully in the autumn wind, For I have few friends in the wide world. At third watch, it rains outside. By the lamp my heart flies myriad miles away. a. The poet has successfully blended his own emotions of sadness and the panorama of the place which will incidentally be apt to the quarterly theme of t he magazine. b. The poet has described his friends who are situated in all parts of the worl d; this will ignite friendship and camaraderie among the readers of the magazine. c. The poet has combined the description of place and the persona’s views of the world which will encourage readers to write poetry on their own. d. The poet has let the setting of the poem separate from the emoti ons of the

persona which; this will teach the readers to do the same in their attempts to w rite poems. 17. Korean literature proves to be very difficult to you as a Grade 8 s tudent. You have encountered several words in English that give you a challenging time in underst anding Korean stories or poems expressed in English. In reading an article about the introduction of Korean literature, you are to apply what you have learned about defining words through context clues and word analysis. As a student, what very importan t tip can you give in using context clues to a Korean classmate who also experiences t he same problem? a. Classify the word right away whether the word is a name word or an action wo rd, then keep guessing the meaning of the word by giving a synonym or an antonym. b. Identify the possible meanings of a word which is intended by the writer or speaker through definition, restatement, example or multiple meanings (depending on neighboring words). c. Name the part of speech of the difficult word (like if the word is a noun, a verb, an adjective or an adverb); then, proceed to defining it by trying to use the word in a sentence. d. Underline or encircle the word and try to figure out the possible meanings t hrough affixation: looking into the root of a word, the prefix and the suffix. 18. You and your partner are tasked to interview a Korean about how he or she is coping with the challenges of modernity and globalization. In the process of the inter view, you Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 281 ask her about some of the Korean writers that have affected her as a young Asian of the modern world. She gives names like ChŏngChisang for a very sad p oem that reveals the pain of separation and Pak Wansŏ for writing the novel Winter Outing t hat reminds her about the human stress that is caused by societal difficulties faced by the characters. Knowing that this is your material in making a character sketch, ho w do you present this Korean to your reading public? a. A Korean who has become sick and tired of her own experiences and eventually becomes modest in her dealings with other Asians like her b. A Korean who has been impacted directly and indirectly by her own difficult experiences in the past and has emerged as a stronger person in the present times

c. A Korean who is arrogant of her own beginnings and has become an egotistical individual who is ready to show off what she has as a person d. A Korean who is unassuming in her own success as a person and in the end becomes a little disturbed as she faces the difficulties of being an Asian 19. Modernity demands a lot of decisions in the life of UiHyan Park. He has bee n trying to preserve his own individuality as a Korean. Somehow he has been influenced by hi s father and mother with the idea that modern society negates freedom and individu ality. If you were UiHyan Park, what of your being a Korean would stay as you face the challenges of modernity? a. I would rather embrace everything that modernity has to offer and forget abo ut the native traditions of my people. b. I would rather fail to that I am a Korean and go with the flow of modernity as a response to the call of globalization. c. I would rather perfect the art of being myself as a Korean and disregard the goodness that modernity has brought to Korea, d. I would rather strike a balance between the integrity of my own psyche as a Korean and the goodness that modernity has brought to my country. 20. Your Korean classmate has been a student here in the Philippines for two yea rs. In studying a formal essay, you are given by your teacher to react on the first par agraph of Carlos Romulo’s I Am a Filipino. The first paragraph goes like this: I am a Filipino, inheritor of a glorious past, hostage to the uncertain future. As such I must prove equal to a twofold task – the task of meeting my responsibility to the past and the task of performing my obligation to the future. You cannot help but discuss pertinent characteristics about you, being a Filip ino and your classmate, being a Korean and the challenges of modernity that s omehow affected you both as Asians. What would be the best lesson of the paragraph tha t you can present to your teacher and classmates that somehow will be true to you both as Asians? a. We have to acknowledge that as Asians we exist because of our pa st; and because society is constantly evolving, we must keep up and see the positive things brought about by these changes. b. We have to respond to the challenges of so many tasks so that we will be mor e prepared in facing the future. c. We need to recognize where we really came from and that we shoul d also Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES

282 In your life, have you ever felt so down in the dumps that you almost wanted to give up? What was the last thing that came to your mind: surrender and quit or contend with all the hardship or pain that came your way? How did you cope with all the challenges? With all the answers in your head right now, that it is normal to experience all these teething troubles. Everybody goes through the same situation. Have you ever wondered how others, specifically the Koreans, overcome these challenges? Is it possible to learn this from the li terary selections of Korea? In this lesson, Korean Literature – Resilience in Embracing Challenges, you will find out how appreciation and understanding of Korean literary pieces can help you recognize and reveal their temperament and psyche in their response to the challenges of modernity. to search the answers to t he following questions: What does literature reveal about Korean character? How do Koreans cope with the challenges of modernity? How do Koreans respond to the challenges of modernity as reflected in their literary pieces? To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills and the lesson map. In this lesson, you will learn the following: Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues. (Listening Comprehension) Use attentive listening strategies with informative texts. (Listening Comprehen sion) Use appropriate turn-taking strategies (topic nomination, topic development, to pic shift, turn-getting, etc.) in extended conversations. (Speaking-Oral Language and Fluency) Interview to get opinions about certain issues. (Speaking-Oral Language and Fluency) Respond orally to ideas and needs expressed in face-to-face interviews in accor dance with the intended meaning of the speaker. (Speaking-Oral Language and Fluency) Develop strategies for coping with unknown words and ambiguous sentence structu res and discourse. (Vocabulary Development) Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 283 Identify the derivation of words. (Vocabulary Development) Define words from context and through word analysis (prefix, roots, suffixes) (Vocabulary Development) Use collocations of difficult words as aids in unlocking vocabulary. (Vocabular y Development) Arrive at the meaning of structurally complex and ambiguous sentences by separa ting kernel sentences from modification structures and expansions. (Vocabulary Development)

Utilize varied reading strategies to process information in a text. (Reading Comprehension) Note the function of statements made as the text unfolds and use it as a basis for predicting what is to follow. (Reading Comprehension) Utilize varied reading strategies (covert dialogue with the writer and the sect ional approach) to process information in a text. (Reading Comprehension) Express emotional reactions to what was asserted or expressed in a text. (Readi ng Comprehension) Employ approaches best suited to a text. (Reading Comprehension) Note the functions of statements as they unfold and consider the data that migh t confirm / disconfirm hypothesis. (Reading Comprehension) Analyze the elements that make up reality and fantasy from a program viewed. (Viewing Comprehension) Discover Philippine and Afro Asian literature as a means of expanding experienc es and outlook and enhancing worthwhile universal human values. (Literature) Express appreciation for worthwhile Asian traditions and the values they repres ent. (Literature) Use specific cohesive and literary devices to construct integrative literary an d expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays. (Writing and Composition) Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development. (Writing and Composition) Use subordinating and correlative conjunctions. (Grammar Awareness and Structur e) Derive information from various text types and sources using the card catalog , vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies) Use locational skills to gather and synthesize information from general and fir st-hand sources of information. (Study Strategies) Ask sensible questions based from ones’ initiative. (Attitude) On the next page is the lesson map to guide you in Resilience in E mbracing Challenges. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 284 Help Us if You Can! Beliefs Inventory and Hand Signals In My Hand Organizer KNOW . (Welcome to Korea!) Summary Reading . (Welcome to Korea!) with Vocabulary Prompts Comparing and Contrasting with Graphic Organizer Actitude Analysis Strategy with

Jigsaw Build Me Up! with Team Building Spinner The Korean Style! A Glimpse of Korean Culture with Sentence Prompts and Numbered Heads Together Guess What? with Personal Guesses A Myriad of Reflections with Literary Elements Advance Organizer, FALL (formulate, articulate, listen, lengthen), What If…Game!, Literary Circles, M Drawing Build Me Up!: Frequency Word List PROCESS Focused Listing Cross Me Out! with Opinion Proof Questioning the Author REFLECT AND UNDERSTAND Listening to an Interview Listening to an Interview with Tips in Doing an Interview Listening to an Interview with Writing Sample Interview Questions Considering the Interview Rubric Preparing to Conduct an Interview Conducting the Interview Evaluating Performance through Team Quality Chart Answering the Essential Question through Numbered Heads Together TRANSFER Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 285 For you to accomplish the tasks and perform well in the activities in this les son, write Let us begin this lesson by reflecting on what you know so far about Asian and African literature, in particular, Korean literature. To start, you are going to be involved in solving a simple problem. Read the situation of Leila and Geo with a partner. Talk about the sample Korean masks and costumes. Activity 1: HELP US IF YOU CAN! Hey! I’m Leila. This is my friend Geo. We want to attend a Korean traditional costume party tonight. Can you

please help us to choose the right costume? We really need your Should Leila and I wear masks? I heard traditional Korean costumes would include a mask. What kind of a Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 286 Here are sample Korean costumes. Obviously, these are for Geo! Which of these masks is appropriate for Geo and Leila? What do you think? Do you think this is appropriate for Geo? Why? Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 287 Recognizably, these costumes are for Leila. Which one is appropriate for her? Which do you think Leila would choose? This time, try your sketching prowess! You may start drafting Leila and Geo’s Kor ean traditional costume for tonight - from head to toe. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 288 And now, with Geo! Believe in the power of your imagination! Have a partner and write your responses. Try to be sensitive to th e person being addressed in an informal but informative talk. Use attentive listening strategie s. Be sure to share your insights / ideas with the class. PROCESS QUESTIONS: 1. What made you decide for Leila and Geo’s costumes? 2. Have you had any idea about Korean traditional costumes? 3. Given the costume that Leila and Geo will wear tonight, what is the meaning of each of their ‘fashion statements’ for the party? 4. What probable Korean traits are revealed in their costumes? The following Beliefs Inventory is designed to expose unfounded or unreasonable ideas about or even judgments on the Koreans. Answer this activity as sincerely and honestly as you can. Score each statement and take note of the sections where your scores are highest. Do not much time on an item. You are going to mark your answer quickly, then go to the next statement. Be sure to mark how you actually think about the statement, NOT how you think you SHOULD think about it.

Activity 2: BELIEFS INVENTORY Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 289 Agree Disagree Score Statement _______ _______ *_____ 1. It is important for me to think that Koreans are also Asians. _______ _______ *_____ 2. I hate to think that Koreans are superior to Filipinos. _______ _______ *_____ 3. Koreans who have learned to overcome challenges of modernity are irable. _______ _______ **____ 4. I usually consider Koreans as our brothers and sisters. _______ _______ **____ 5. If Koreans can overcome the challenges of modernity, so can the Filipinos. _______ _______ *_____ 6. I have biases against Koreans. _______ _______ *_____ 7. I usually ire modern Koreans more than the traditional Koreans. _______ _______ *_____ 8. Every Korean has the capacity to embrace modernity. _______ _______ *_____ 9. A Korean is deeply rooted to her / his own ‘past’. _______ _______ *_____ 10. I prefer Koreans as friends to other Asians. _______ _______ **____ 11. I like the respect that we Filipinos have for the Koreans. _______ _______ *_____ 12. I avoid things that Koreans do. After answering the Beliefs Inventory, go back to your partner and do Hand als. Follow these instructions carefully. If you believe in any particular statement, you will do the thumbs up sign and say “I understand that Koreans _______________ and can explain it. If you do not agree, you will do the thumbs down sign and say, “I do not understand why I believe / do not believe that Koreans are _______________”. If there is a statement that is vague or is not clear to you, the thumbs sideway sign and say, I am not completely sure about the statement _______________”. J ust make sure your reasons are clearer this time! Form groups of five . Be open in answering the following questions. te down important responses of your group in the handprint provided on next page. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 290

Sign

do

Wri the

PROCESS QUESTIONS: 1. What knowledge do you have about Koreans that made you to believe this way? 2. What personal traits or characteristics do Koreans have that we Fi lipinos also have or may not have? 3. Do you think reading Korean literature expressed in English would give you a little idea of the psyche (human spirit) and temperament (prevailing or dominant quality of mind that characterizes someone) of Koreans? Why or

Activity 3: IN MY HAND! This activity allows you to reflect on your own personal ideas and opinions about the Koreans’ way of life. I feel… Others I think… It’s all about the Koreans. Try to compare notes. Read each others notes as fill in the gaps in your own no tetaking. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 291 As a review, you gave your initial ideas on the focus questions and Korean literature. This time, let us find out how others will answer quest ions and compare their ideas with ours. As you compare them, you will also learn other concepts which will help you complete the required project. This proje ct is about an integrative literary and expository character review. If you are not a Korean, reading this is a task you will not dare do! Reading in English can be also tough if there are words that are difficult to understand. Try reading a beautiful tale in Korea titled Tale of Ch’unhyang. Of course this has been translated to English; yet, some word s may be hard for you to understand. This may hinder your own appreciatio n for and understanding of the text. Your goal in this section is to learn and understand key concepts regarding Korean literature focusing on the temperaments and psyche of the people of Korea in their Activity 4: . Another partner can help you this time. Can you share two difficult words from the summary with a partner? What are these words? Write them below. First difficult word is __________________. Second difficult word is _______________. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 292 Activity 5: COMPARING AND CONTRASTING By the time you will be reading Tale of Ch’unhyang, perhaps you will realize that there are words quite hard to understand. In this activity, you are exposed to three articles that are found in the following websites below. http://moodle.unitec.ac.nz/mod/book/view.php?id=93283&chapterid=3333 http://www.idoub.com/doc/51661583/Techniques-for-Dealing-with-Difficult-Words Then do the Comparing and Contrasting Graphic Organizer that follows. These are the Pre-read before a lecture so you can anticipate some of the new words. Use a glossary or specialist dictionary, e.g. a nursing dictionary.

Use an advanced learner s dictionary. These dictionaries use the most frequent words in English in their definitions so they are easier to understand than most other dictionaries. Make your own dictionary of new words. Put them in a sentence or give an example. Use your own words for definitions. Try to break the word up into parts. Guess from parts of the word, e.g. anti is against, ante is before. Leave the word out and read the rest of the sentence to see if you can guess its meaning from the context. Think about your subject. How could the word relate to something you are expected to know about? Ask a tutor/friend/native speaker to explain words. Article 1: Coping with Difficult Words The first step is to note the word mentally, or make a pencil mark in the margin, and read on. Going on prevents further interruption of the author s thought. It also gives you a chance to find out whether the rest of age makes the meaning clear enough for your purposes. It is more important to go on enjoying the book than to find out how the dictionary defines every new word. The second step is to return to troublesome words after completing a age, and try to work out what each one means. Saying the word aloud may help you to recognize it as one you have heard and then to recall how it was used. If this fails, you can often make an intelligent guess based what you have learned from reading the whole age. The third step, using the dictionary, is important for two kinds of words. The first group consists of words which must be understood to understand the whole age adequately and second group consists of words you know you have met before but still do not fully understand. If you come across a word three times, then clearly it is a word you should master. from: Floyd, J (2007). Study Skills for Higher Education: English for Article 2: Techniques in Dealing with Difficult Words Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 293 Is it necessary to know the exact meaning of a particular word? Often a rough meaning is enough (does the word have a positive or negative meaning?). that the purpose of reading an academic text is to get information and it is possible to understand the text without knowing the meaning of every word. It is not necessary to be able to explain, or translate, the meaning of a word. Look for definitions. The author may know a particular word may be new so explains. The author may also be using the word in a new, or unusual way so will need to explain how it is being used. This will be done by using a definition, an explanation, an example or by using a synonym (a word with the same meaning). The phrases "called", "known as", "is the name applied to", "in

other words", "that is", "is said to be" are often used. You can use the context. You can make use of the other words, phrases, sentences and information around the problematic word. Using this information you can find information about the meaning of the word as well as grammatical information. (a) Grammatical information can be obtained from the place of the word in the sentence. (b) Information about the meaning of the word can come from the meanings of the other words in the context. Article 3: Dealing with Difficult Words Prove that you have understood the three articles by doing the Compar ing and Article 1 Coping with Difficult Words Article 2 Techniques in Dealing with Difficult Words Article 3 Dealing with Difficult Words Most Striking Technique / Tip

Easiest Technique / Tip to Do

Most Difficult Technique / Tip to Do Technique / Tip that Needs Further Discussion My Realizations / Comments / Insights Gained Adapted from http://www.sanchezclass.com/reading-graphic-organizers.htm Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 294 PROCESS QUESTIONS: 1. How will this activity help you deal with difficult words? 2. Defining words through context can be very helpful. Choose five di fficult words from the tale. Can you try to define them?

3. Now, that you have been exposed to the different techniques in coping with difficult words, do you think you are ready to read some Korean selections that exemplify Korean ways of responding to the challenges of modernity? Activity 6: ACTITUDE (ACTION - ATTITUDE ANALYSIS SURVEY) Read the selection entitled Tale of Ch’unhyang (from http://instrok.org/ instrok/home.html), then start accomplishing the Actitude Analysis. Tale of Ch’unhyang F ormerly there lived in the province of Cholla, in the town of Namwon , a magistrate s son named Yi Mong-Yong. He had much literary talent, and grew up to be a handsome young man. One beautiful morning, Master Yi Mong-Yong called his servant, Pangja, and asked him to show him a place where he might see wild flowers. Pangja led him to a sum mer pavilion near a bridge called "Ojak-kyo," or the "Magpie Bridge." The view from the bridge was as beautiful as the summer sky, and thus was named after the tale of the Her dboy and the Weaving Maid. Looking at the distant mountains, Yi Mong-Yong caught sight of a youn g maiden swinging beneath one of the trees. He asked Pangja about the lovely maiden and h er attendant. He replied that she was Ch unhyang (Spring Fragrance), a da ughter of Wolmae (Moon Plum), the retired kisaeng entertainer. Pangja related to his young master that this young girl was not only beautiful but also virtuous. Yi Mong-Yong insi sted that Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 295 Pangja inform Ch unhyang that he wished to meet her. "Don t you know the butterf ly must pursue the flower, and the geese must seek the sea?" retorted Ch unhyang. The wind blew back her hair and long ribbon over her rosy face, and she glowed w ith virtue and happiness. "This good fortune is offered me today. Why wait unt il tomorrow? Should I not speak to this pretty girl now?" Yi Mong-Yong said to himself. J ust then Ch unhyang, frightened at being watched, jumped down from her swing a nd ran toward her house. Stopping under a peach tree at her garden gate she plucked a blossom and kissed it, her lips and cheeks redder than the bloom, and was gone. Pangja urged his master to hasten home so that his father might know nothing of his adventure, and then punish Pangja for allowing Yi Mong-Yong to wander so far. Th e youth returned home in a trance, and went immediately to sit at dinner with his parent s. With the meal finished, Yi Mong-Yong went to his room, lit a candle, and opened a book. R eading proved impossible. The words blurred before his eyes and every word and every ch aracter was "Spring" and "Fragrance"- Ch unhyang, Ch unhyang, Ch unhyang. Calling Pangja

, he said, "Tonight I must see Ch unhyang. Did she not say that the butterfly must pu rsue the flower?" They went to Ch unhyang s house, stopping under the peach tree in the garden as they approached. At that moment Ch unhyang s mother was telling her daughter that she had had a dream in which a blue dragon coiled itself around Ch unhyang s body and, h olding her in its mouth, flew up to the sky. Looking up, instead of the dragon in the c louds, the girl s mother saw a dragon on earth, for Yi Mong-Yong walked out of darkness and spoke to her. On learning the purpose of his visit she called Ch unhyang to meet the young yan gban, and Yi Mong-Yong asked Ch unhyang s mother for the hand of her daught er. The old woman, thinking her dream had come true, gladly consented, and said, "You are a yangban s son and Ch unhyang is the daughter of a kisaeng, so there cannot be a formal marriage. If you give us a secret marriage contract, writing your pledge not to desert her, we shall be contented." Yi Mong-Yong seized a brush and set down the following lines: "The b lue sea may become a mulberry field, and the mulberry fields may become the blue sea, but my heart for Ch unhyang shall never change. Heaven and earth and all the gods are witness es." In their sleep that night they dreamed of Mandarin ducks swimming tog ether. For several nights he visited his beloved, until she teased him, saying that he shou ld go home and study hard to become a great official like his father. Unfortunately, their time together did not last. Not long after the secret marriage, the servant brought Yi Mong-Yong a message saying that his father, newly appointed to the King s cabinet, was be ing recalled to the capitol. Yi Mong-Yong, who was to accompany his father, went that evening to Ch unhyang and told her the bad news. The young couple was forced to say a tearful goodbye at the Magpie Bridge. "Since there is no way to change our fate, let us embrace and par t," said Ch unhyang, throwing her arms around her lover. She then gave him a ring. "This is my token of love for you. Keep it until we me et again. Go in peace, but do not forget me. I shall remain faithful to you and wait here for you to come and take me away to Seoul." With these words, they parted.The n ew Namwon magistrate arrived soon afterward, and among his first words to his servant were , "Bring me Ch unhyang, the pretty girl I have heard of." "This is difficult sir," replied the retainer, "for she is already married secre

tly to Yi MongYong, the son of the former magistrate." Angered, the new magistrate ordered Ch unhyang summoned at once. Too terrified to disobey an order by the magistrate , Ch unhyang Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 296 accompanied the servant. The magistrate looked at her attentively. "I heard much of you in Seoul, and today I see you are very beautiful. Will you come to me?" Choosing her words carefully, Ch unhyang replied, "I am committed to Yi Mong-Yon g. That is why I cannot do as you ask. The King has sent you here to take care of t he people. You have a heavy responsibility to the throne. It would be better to fulfill you r duties and apply justice according to the laws of the country." Ch unhyang s defi ance enraged the magistrate, and he ordered her taken to prison. "Why put me in priso n?" Ch unhyang protested, "I have done no wrong. A married woman must be faithful to her husban d, just as a magistrate should be faithful to the king." This merely served to anger the magistrate further, and before long Ch unhyang found herself in a prison cell. Meanwhile, Yi Mong-Yong had arrived in Seoul, where he studied hard and learned all the famous Chinese classics. He ed the government examinations with t he highest distinction, thereby qualifying for a position in the king s service. In congrat ulating him after the munkwa examinations, the king asked Yi Mong-Yong. "Do you wish to be a magis trate or a governor?" "I should like to be appointed amhaengosa," replied Yi Mong-Yong. Yi Mong-Yong, as an amhaengosa, traveled around the country with his attendants, disguised as beggars. They inquired everywhere after the needs of the people in order to assess the qu ality of local districts istrations. Soon he arrived near Namwon, and came to a sma ll farming village where the people were planting rice. While working, the peasants sadly chanted: "We come out in the scorch ing heat, plough our fields, sow our seeds, and make the rice grow. First we must pay trib ute to the king, give a part to the poor, a part to travelers who come knocking at our door s, and save money for ancestral services. This would be all right if the magistrate did not squeeze us for even more, leaving us with hardly anything to eat." Much interested, Yi Mong-Yong approached and said, "I have heard that the magist rate of Namwon has married Ch unhyang and that they live together happily." "How dare you speak like that?" retorted one of farmers. "Ch unhyang is faithful , true and pure, and you are a fool to speak thus of her and that tyrant, who is cruel

to her. No, her fate is even worse than that because the son of the former magistrate seduce d and deflowered that poor girl, and then abandoned her, never coming back to see her. He is a bastard, the son of a dog, the son of a pig!" The farmer s anger shocked Yi Mong-Yong. He found that many villagers felt the s ame way. The local yangban aristocrats shared the people s wrath. Yi Mong-Yong happe ned on a spot where some yangban were having a picnic, comparing poems and conversing o n a hillside. He listened as a scholar presented a poem railing against t he unjust provincial government. When he was done, another picnicker said, "These are sad days! I ve heard that a young woman called Ch unhyang is to be executed in two or three days." "Oh! This Magistrate is a wretch!" said another. "He is thinking only of overpowering Ch unhyang, but she is like the pine and ba mboo, which never change. She has remained faithful and true to her husband." Another added, "She was married to the son of the old magistrate. Wha t a pig her husband is! He abandoned the poor girl." These comments made Yi Mong-Yong, weary and ashamed, hasten to Namwon. hasten to Namwon. Meanwhile, Ch unhyang, in prison all this time, remained faithful to the memory of Yi Mong-Yong. She had grown thin, feeble, and sick. One day she had a dream, in whi ch she saw her house. In her garden, the flowers that she had planted and loved had fad ed. The mirror in her room was broken. Her shoes were hanging on the lintel of the door. She called to a blind man who happened to be ing by her cell window, and asked h im the Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 297 significance of her dream. "I shall tell you what it means. These dried flowers shall bear frui t, the noise of the broken mirror will be heard throughout the world, and the shoes on t he door indicate a large crowd visiting to offer congratulations." Ch unhyang thanked the blind man and prayed that his prophecy would come true. I n reality, however, Ch unhyang s doom was near. That very day the evil magistrate called his attendants together and said to them, "In three days I shall celebrate a great f east, to which I wish to invite all the magistrates of the nearby towns, and on that day Ch unh yang shall be executed. "Meanwhile, Yi Mong-Yong arrived in the town and went to Ch unhyang s house. At first, her mother did not recognize him. "I do not know who you are," she said. "Your face

reminds me of Yi Mong-Yong, but your clothes are the clothes of a b eggar." "But I am Yi Mong-Yong," said he. "Oh!" she gasped. "Every day we have waited for you, but alas, in two or three d ays Ch unhyang will be dead." "Listen to me, Mother," replied Yi Mong-Yong. "Even though I am a miserable begg ar, I still long for Ch unhyang, and I want to see her. "With Yi Mong-Yong following, she knocked at the prison window, calling her daug hter, who was asleep. Awakened, Ch unhyang asked immediately if anyone had seen Yi Mon gYong or heard news of him. The mother replied that in place of Yi Mong-Yong, a beggar had come who claimed he was Yi Mong-Yong, and was there now to see her. Yi Mong-Yong appeared at the window, and Ch unhyanglooked at him. It seemed to make no difference to her that he was badly dressed, and seemed to have failed a t life in Seoul. Instead, she reached for him through the bars and struggled to be as clos e to him as possible. "I may be a beggar in dress," replied Yi Mong-Yong, "but I have no beggar s hear t!" "Dear heart," said Ch unhyang, "how hard your journey must have been. Go back wi th my mother and get some rest. Only please - since I am under a sentence of death and must die tomorrow after the feast - come to my window again in the morning so I may have the joy of seeing you once more before I die." Yi Mong-Yong went home and slept in Ch unhyang s room. But the next morning, whe n his mother-in-law opened the door, she was surprised to find that he was gone. I n fact, he had gone early to collect his attendants, all disguised as beggars like himself. He gave them strict orders. Then, as the magistrate received his guests and p resided over the banquet, Yi Mong-Yong managed to get into the palatial office compound and appro ach the host. "I am a poor man," he said, "and I am hungry. Please, give me something to eat." It was customary in Korea, during big feasts in the countryside, for a number of be ggars to show up for handouts, but the furious magistrate commanded his servant s to kick the intruder out. Then Yi Mong-Yong entered the palace a second time, by climbing on the shoulders of his servants and going over the wall. The first guest he encountered was the mag istrate of Unbong, named Pak Yong-J ang. He said to him, "I am hungry, could you not let me have something?" Yong-J ang, feeling some comion called one of the kisaengs and a sked her to bring something to the beggar. Yi Mong-Yong then addressed Yong-J ang: "I am obliged to you for givi

ng me good food, and I wish to repay you with a little poem." Then he extended a paper on w hich YongJ ang read the lines: Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 298 This beautiful wine in golden goblets Is the blood of a thousand people. This magnificent meat on these jade tables Is the flesh and marrow of a thousand lives. Burning in this banquet hall, The tears of the hungry people Pour from their sunken eyes. Even louder than the noisy song of these courtesans Resound the complaints of the oppressed peasants. Yong-J ang , greatly alarmed, cried, "It is against us," and he ed the paper to the host, who asked, "Who wrote this poem?" "It is the young beggar," sa id Yong-J ang, pointing to Yi Mong-Yong, but he was frightened, thinking that whoever wrote suc h a poem must be more than a common beggar. Ri, he suddenly pretended to have urge nt business elsewhere and fled. The other officials likewise sprang to th eir feet and stampeded out of the room, only to be stopped by Yi Mong-Yong s men, who were wa iting outside with their swords. The officials soon understood that the beggar-poet wa s in fact an amhaengosa. As they cowered together in a corner of the courtyard, Yi Mong-Yong revealed his ma-p ae and ordered the magistrate s runners to fetch Ch unhyang fr om her cell and to say to her, "The King s envoy has sent for you. He is going to hear your case and pronounce judgment. "In the jail, Ch unhyang was greatly frightened. "Oh!" she cried. "I am going to die! Please, may I see my mother?" Ch unhyang s mother ran to her daughter. "Mother, now is the hour of my death. W here is Yi MongYong?" "The King s officer is waiting. Do not stop to chitchat!" snapped the runners, a nd before Ch unhyang s mother could speak, they carried her away to the magistra te s courtyard. They removed the wooden cangue from around her neck and placed her in the presen ce of the Royal Secret Inspector, who, sitting behind a screen, questioned her sternly : "If you do not love the magistrate, will you love me and come to me, the King s envoy? If y ou refuse I shall order my men to strike off your head immediately." "Alas!" exclaimed Ch unhyang. "How unhappy are the poor people of this country! First the injustice of the magistrate, then you, the King s Inspector, who should help and protect

the unhappy people - you think immediately to condemn to death a poor gi rl whom you desire. Oh, how sad we common people are, and how pitiful it is to be a woman!" Yi Mong-Yong then ordered the courtesans to untie the cords that bound the hands of Ch unhyang. "Now raise your head, and look at me," he said to her. "No," she answered, "I shall not look at you, I shall not listen to you. Cut my body into pieces if you like, but I shall never go to you." Yi Mong-Yong was deeply touched. He took off his ring and ordered a cour tesan to show it to Ch unhyang. She saw that was the very ring she had given to her husba nd Yi Mong-Yong and, lifting her eyes, recognized her lover. "Oh," she cried in joy and surprise. "Yesterday my lover was only a beggar and t oday he is the King s officer!" Yi Mong-Yong ordered a sedan chair to be brought at once and saw that Ch unhyang was safely carried home. The people shouted joyfully and cheered for Ch unhyang and Yi Mong-Yong. Then he summoned the magistrate of Namwon and said, "The King gave yo u Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 299 Did you like the story? To fully appreciate and understand the story, try doing this Actitude SUMMARY ATITUDES/VALUES ACTION/PRACTICES Now, cluster yourselves into different J igsaw groups. Be guided by th e sample given below. Jigsaw Groups: Group One Group Two Group Three Group Four Member 1 Member 1 Member 1 Member 1 Member 2 Member 2 Member 2 Member 2 Member 3 Member 3 Member 3 Member 3 Member 4 Member 4 Member 4 Member 4 Then, reorganize yourselves into “expert” groups. Follow the Expert Groups: Group One Group Two Group Three Group Four Member 1 Member 2 Member 3 Member 4 Member 1 Member 2 Member 3 Member 4 Member 1 Member 2 Member 3 Member 4 Member 1 Member 2 Member 3 Member 4 Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 300 In your “expert” groups, you are assigned to answer only one question comprehensively. The question that you will answer matches with the number of the question. For example, Group One will answer question number o ne

only. Group Two will answer question number two and so forth. PROCESS QUESTIONS: 1. What attitudes of Yi Mong-Yong and Ch unhyang do you really like? Are these reflective of the psyche and temperament of the Koreans? 2. Were there ideas, perceptions, or biases that you had believed before that have changed now? 3. How does your perception about Koreans change based from what you have learned? 4. Do you personally like the psyche and temperament of the Koreans? Why or After around five minutes, it is time to go back to your J igsaw Gr oup. Share what you have discussed with your Expert Group . Having discussed the tale, you should move on to the next activity that will help you cope with the difficult words. Activity 7: BUILD ME UP! At this point, you have probably met difficult words from The Tale o f Ch’unyang. Prepare your Frequency Word List by listing all these difficult words. It may look like this: MAGISTRATE: /ˈmajə strāt/ noun A civil officer or lay judge who isters the law, esp. one who conducts a court that deals with minor offenses. Synonyms HASTEN /hāsən/ verb Be quick to do something. Move or travel hurriedly. Synonyms hurry - speed - accelerate - hurry up - quicken - rush DEFIANCE /difīəns/ noun Open resistance; bold disobedience. Synonyms challenge - dare - provocation Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 301 KISAENG entertainer adjective/noun officially sanctioned Korean female entertainers or sometimes prostitutes. Kisaeng are artists who work to entertain others, such as the yangbans and kings. Synonym CANGUE /kæng/ noun a heavy wooden yoke borne on the shoulders and enclosing the neck and arms, formerly used in China for punishing petty criminals. YANGBAN noun part of the traditional ruling class or nobles of dynastic Korea during the J oseon Dynasty You need your Expert Team Group for the next activity called Team Building Spinn er

(adapted from ©2008 Laura Candler - Teaching Resources at www.lauracandle r.com). Create a spinner just like this! Directions: To use the spinner, you’ll need a paper clip and a pencil. Put the paper clip down with one end over the center dot. Put the pencil point down inside the paper clip and hold the pencil in place. Thump the paper clip. It will spin around the pencil point and point to one section on the Teambuilding Spinner. The leader reads the question aloud and the team take turns answering it. Switch leaders for each round and continue as time allows. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 302 Activity 8: THE KOREAN STYLE! A GLIMPSE TO KOREAN CULTURE Reading an article titled Beliefs, Social Structures, and Practices allows you to have a glimpse of the Koreans’ rich culture and history that will eventually help you appreciate and understand better the Korean psyche and temperament that is reflected in their rich literary pieces. Read the short Beliefs, Social Structures, and Practices T he Choson Dynasty, also known as the Yi Dynasty, has long been celebrated for its artistic, scientific and intellectual achievements, including the 1443 invention of the Korean alphabet (han gul) by the greatest of all Choson kings, King Sejong. The Choson Dynasty, which means the kingdom o f morning serenity, is one of modern history s longest dynastic rules, l asting over 500 years. This achievement is even more impressive in light of Korea’s strategic and, some might say, precarious geopolitical location at the center of the East Asian corridor. How did Korea achieve such political stability? What social forces wer e at work? The Choson Dynasty adopted Confucianism as its state religion and developed concomitant social structures, ultimately establishing cultural values, which ed continuous dynastic rule. These cultural values of the Choson Dynasty, centerpieces to the Ch unhyang story, still resonant in contemporary Korean life. The idea of an inte rdependent, collective self rather than an independent, autonomous self, of role d edication rather than self-fulfillment, and the privileging of harmony and order rather over justice or progress are all typically Confucian cultural values that have carrie

d over from the Choson era into the present. Choson Dynasty officially began in 1392 when Yi Songgye, an army general, was declared king, following his successful coup against the Koryo governmen t. With the of Neo-Confucian scholar-officials, he and the twenty-six Yi ki ngs that followed him adopted and enforced the principles of Confucianism, a belief system founded by the Chinese philosopher Confucius, as the for guide their actions as well as virtually every citizen of their dynasty. Confucius taught that men of wisdom and virtue, chosen for their knowledge and moral quality, should lead the government. They were to rule, not by force o r law, but by example. This theory of government was an ideal held for centuries b y many countries of East Asia; the application of the theory, however, was less th an ideal. Korean rulers during the Chosen reign established social structu res and institutions to enforce Confucian ideology and practice. King T’aejo (Yi Songgye) instituted the Chinese examination system to recruit wise and moral men into government. Men that could demonstrate through rigorous examination that they understood proper governance, classic lit erature, and morality, as it was taught in the sacred books of Confucian philosophy, were appointed to government positions. Once in place, they were expected to lead by Right after the “tour”, you will finish the following prompts and share your answers to your own partners. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 303 1. The Koreans’ cultural values focus on interdependent, collective self rather than an independent, autonomous self, of role dedication rather than self-fulfillment. F rom this, I personally like / dislike the Koreans’ cultural values because ____________________________. 2. The psyche (human spirit) and temperament (prevailing or dominant q uality of mind that characterizes someone) of the Koreans that I really like are ___________________________________________________. 3. I want to ___________ in Korea because __________________. 4. Koreans must be ___________________ as a people because __________________ _________________________________. PROCESS QUESTIONS: With a partner, discuss your answers to the following questions: 1. What is with Koreans that makes them strong in responding to the challenges of modernity? 2. Do you think they are stronger than the Filipinos? Why or why not?

3. What do Koreans have that we Filipinos should emulate? Activity 9: GUESS WHAT? You will be exposed to a few Korean literary pieces through different websites and extracted lines from the reviews. These lines will show the Korean characters’ painful experiences in life. Go to the following sites and find how Koreans respond to the challenges of modernity. Website Extracted Lines from the Review http:// www.ktlit.com/ koreanliterature/review -early-springmid-summer. Early Spring, Mid-Summer by Yi Munyol: contains a couple of historical/metaphorical tales of the cost of war, including Kim Wonil’s The Spirit of Darkness, and a couple of stories that mix their historical stories with great and sometimes shocking sadness, particularly, Pak Si-jong’sTwo Minutes to Seven. The Spirit of the Darkness by Kim Won-il: The story has a sad ending, but is an excellent introduction to the collection. Wings That Will Carry Us Both by Chon San-guk: And, yet, this luck, as a Korean philosophical tradition suggests, leads not only to happiness, but also to anxiety and dread. The Cave by Han Sung-won: The story is of two children “saved” by their father, who dooms himself in the process, and the unhappy lives they subsequently lead. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 304 My Guesses on Koreans’ way of responding to the challenges of MODERNITY ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ __________________________________________________________________ http:// www.ktlit.com/ koreanliterature/review -wayfarer-newfiction-bykorean-women Wayfarer: New Fiction by Korean Women: It also discusses the introduction of hangul, and how it opens doors for female authors and how modernization and colonization began. Human Decency by Gong J i Young is one of the smaller works in the book as it is parochially Korean, pitting a facilely “international” character against a “true Korean hero” who has stayed inside the grinder of Korean politics. The narrator is self-tortured by her own history and has a quite obvious loathing for all things foreign. All this adds up to a work highlighting han and Korean exceptionalism of the simplest kind. My Guesses on Koreans’ way of responding to the challenges of MODERNITY ________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Share your guesses with a group of five and experience a cooperative learning strategy called Numbered Heads Together (Slavin, 1995). This strategy holds each of you able for learning more about Korean literature. You are placed in groups and each of you is given a number (from one to the maximum number in each group). The teacher poses a question and you "put your heads together" to figure out the answer. The teacher calls out a specific number to respond as the spokesperson for the group. By having all of you work together in a group, this strategy ensures that each of you knows the answer to problems or questions asked by the teacher. Because no one knows which number will PROCESS QUESTIONS: 1. Given all the problems that characters have faced in the different circumstances of their lives, what kind of an attitude or psyche or temperament have the Koreans shown? 2. Is this the kind of attitude or psyche or temperament that we ha ve been practicing as Filipinos? 3. What are the advantages of facing the challenges of modernity with a wounded history like the Koreans? 4. Do you have any comments on the way Koreans face the challenges of modernity? 5. What does literature reveal about Korean character? 6. How do Koreans respond to the challenges of modernity as reflected in their Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 305 If all the groups are ready, the teacher will start calling out the names of the who really “put their heads together”. (haenguneulbinda>hengoohn-oohlbeehn-dah) Good luck! Activity 10: A MYRIAD OF REFLECTIONS This activity allows you to enjoy reading short selections from Korea. Hopefully, this will allow you to embrace the goodness of the Korean psyche The Tale of the Woodcutter and the Tiger K orean folklore recalls the tale of a woodcutter who encounters a tiger in the wo ods. Fearing that he would soon be the tiger’s dinner, he exclaimed: “You must be my long lost brother! Our mother cried for you when you left home. She had dinner ready for you every night, waiting for your return. Sadly, out mother has just ed away. How happy she would have been had she known you are alive and well!” The woodcutt er took out his handkerchief and pretended to wipe at his eyes. The tiger turned a

way, as tears fell down his cheeks, leaving the woodcutter unharmed. Every year thereafter, on Chesa, the memorial day of the woodcutter’s mother’s death , an offering appeared on her grave - sometimes a peasant, or even his mother’s fav orite mountain berries. The woodcutter did not know where these offerings came from. One year, the woodcutter noticed that the customary offering had not been placed on his mother’s grave, and he wondered what had happened. Out from the bush, three baby tigers appeared, carrying offerings. They approached the woodcutter and cried: “Y ou must be our uncle! Mother tiger is gone now, and we know how important it is for her to honor grandmother by bringing an offering to her Chesa table beside her grave. We are here to bring offerings for our grandmother in loving memory of our mother.” Th e woodcutter noticed that his face had turned suddenly warm and realized that it was his own tears streaming down his cheeks. Tales capture and reflect fundamental cultural values of Korean society and its people, such as the transformation of potential conflict into opportunity throug h the use of intelligence and the power of injong (human feeling). No one misses the importance of children’s devotion to their parents, even after their death. I n addition to the Confucian emphasis on filial piety, the tale conveys how interlinked one is to past, present and future generations of family and how bon ded one is to family by a sense of duty and shared destiny. The Buddhist notion, adopted b y many Koreans, of equality among all living things is also portrayed in the sibling re lationship of the woodcutter and tiger. Now, that you have read the selection, find another reading partner and by pairs , write what is asked for in the Literary Elements Advance Organizer. Choose one elem ent and use it as a basis for answering the questions below. Continue the interactive d iscussion until you get clarified with the Korean way of using their cultural values in co ping with the Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 306 PROCESS QUESTIONS: 1. Identify the characters in the story. What roles do the characters play in t he tale? What are the characteristics of these characters that you ire/don’t ire? 2. What particular event or circumstance in the story has contributed to the Tiger’s way of looking at things in a different way? How has this new way of looking at things being ed on to the next generation? 3. What kind of conflict led the woodcutter to “fool” the tiger? What would be your own way of saving yourself from danger?

4. What would you do if that sense of duty and shared destiny ed on to you is in conflict with your own principles and beliefs in life? 5. Could this tale be used as basis for you to have a glimpse of how the Koreans at present are coping with the challenges of modernity? Explai n The next selection encourages you to FALL (formulate, articulate, listen, lengthen by Dan White, et. al). Your Learning Team privately Formulate a response; Articulate their ideas to the group; Listen in turn to other responses and Lengthen the thinking during the subsequent discussion by systematically building upon and elaborating the ideas of others. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 307 WHEN WINE AT YOUR HOUSE IS RIPE by YugGim When wine at your house is ripe, Please ask me to visit you. When flowers at my cottage bloom, I will invite you to come. And then let’s talk of the things, from: An Introduction to Korean Literature, by In-sob Zong Sam Young Printing Co., Ltd. (1970), Seoul, Korea The author is trying to convince us to forget past prejudices and hatred and come together for a better life. Do the FALL now as you answer the follo wing PROCESS QUESTIONS: 1. According to the author, when should one invite a long-lost friend to his house? 2. When can two people speak as true good friends? 3. How are feelings of optimism, goodness and piety shown in the poem? 4. How are the words like wine, ripe, flowers, bloom, over a hundred years used to symbolize life’s realities? Here is a Korean contemporary literary piece (from http:// jaypsong.wordpress.com/) for you to appreciate. Try to focus on the very few characters introduced in the selection. Be sure to relate to the ki nd of I have been to his father’s funeral. He told me a story: he, who had ed his sixtieth year, held his father, beyond 90 and helped him urinate. Even though life’s important controls had left the old body, his mind was still like a lantern. Afraid that the old man might feel hopeless, he helped him, half joking and half playing the baby, saying “Father, shhh, shhh, all right, all, right, you must feel good.”When he held his father, it was as if he entered deep into the whole body. When he held his father like that as though giving back to the body, how much might the old man have tried to shrink himself to make himself smaller and lighter? His urine thread cut off frequently, but su ch a long thread that the son again and again tried to tie it down to the earth pitifully,

but the father with difficulty might sever it now. Shhh, Shhh! The universe must be quiet. *In Korean, this word refers to not only a way to make someone hush, bu t also is used as an onomatopoeia to help children urinate. Shhh* by Moon In-soo Illustrated by Kwon Shin-ah http://jaypsong.wordpress.com http://jaypsong.wordpress.com Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 308 After you have either listened to, or read Shhh by Moon In-soo, one of your classmates should be chosen to sit on a chair (the hot seat) in front of the cla ss. The hot seat classmate, then, chooses to be one of the characters from the story. The re st of the class asks the hot seat classmate questions. The hot seat classmate a nswers as the character in the story would answer. After listening to the answers of your hot seat classmate, try to write down in a short Dear Diary Entry journal your thoughts as you are guided by the following questi ons: 1. How did you feel before, during, and after reading Shhh? 2. While reading, were you able to think about your own mother or f ather or even yourself when all of you would become old? What scenario can you foresee? 3. Despite the challenges of modernity that all Afro – Asians have tried to cope with for many years, do you consider this contemporary selection a good way of understanding the psyche (spirit) and the temperament (prevailing or do minant The traditional poetry of a country takes several forms. J apan has the haiku; the limerick originated in England; Italy produced the sonnet. In Ko rea, the sijo /’si – ho/ is a short lyric poem which sketches a picture, then tells the effec t of the scene on the beholder. Graeme Wilson, who lives in Hongkong, has published translations of Far Eastern poetry. Some hundreds of his versions of Tree of Unhappiness Kim Sang – yong (1592 – 1637) (Translated by Graeme Wilson) On broad leaves of pau-low-nia The one and only tree Whereon the phoenix will set foot The rain falls heartlessly. The rain’s sad tapping overhead Compounds my weight of grief. Who now could have the heart to plant Trousset encyclopedia (1886 - 1891)

Pomegranates Sin Hum (1566 – 1628) (Translated by Graeme Wilson) It rained last night, The pomegranates Red and orange-res Have all burst into flower. Not to be comfort, I sit in this cool pavilion Set in a lotus lake And under its glass-bead curtains wait http://www.google.com.ph/ Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 309 Girl in the Rain Anonymous (18 th century) (Translated by Graeme Wilson) Her violet cloak clutched round her head, As quickly as she can She runs through rain-fall to the pear bloomed Village and a man. What blandishments, I wonder, What whispers, what untrue But wonderful promises Have soaked that silly through. http://weheartit.com/entry/22528897 On your own try to answer the following questions (from Bridges to Understandi ng) silently in five minutes. PROCESS QUESTIONS: 1. Explain the underlined words. Then, answer the questions in complet e sentences. a. What blandishments does a mother use to make her five-year –old child stop crying? What blandishments does a girl make to catch a boy’s attention? b. What is the belief regarding the life and death of the phoenix? Why is it a symbol of immortality? c. What is the local name of the pomegranate? 2. In “Girl in the Rain,” what is the girl doing? Why? In the last line, the word silly is a noun whose archaic meaning is referred to. Refer to the glossary for the meaning of silly, then explain the last two lines of the poem. 3. In “Tree of Unhappiness”, the pau-low-nia is a Korean tree. What beli ef about the tree is mentioned in the poem? How does the poet show that his grief is great? that it will last forever? What is implied in the last two line s of the poem? 4. In Korea, the pomegranate is a symbol of happiness in love. What feeling is hinted at by the pomegranate being rained on? The persona is sitting in the pavilion. How is he/she feeling?

5. From what you have heard others say, or from your own personal experience, what factors may cause unhappiness between two young After spending time to show understanding of the selections all by yourself, it is time to play a game! Deepen your appreciation for the selections you have just read. Play with your chosen group the What If…Game! The What If… Game enables you to reflect on problems, situations and to visualize a better time and place. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 310 the rainfalls heartlessly compounds my weight of grief for my closed heart to break wonderful wonderful promises Now, while doing the What If…Game!, you are going to be in a Literary Circle. Thes e Literary Circles are small groups of students who meet together to talk about bo oks or any literary selections that they have read. Each member of the group has a job with certain responsibilities. If the group is to work effectively, each person must do his/her job. Participation and self-control are important ingredients in successful Literary Circles. Consider all the questions in the wheel and come up with an output demanded by y our position. Be sure your outputs visualize a better place, a better time not only for the Review the lines of the poems that relate to your life’s experiences. Write the li nes on a sheet of paper. You may enclose these lines in a box or border – like this one be low. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 311 Here are your roles and responsibilities in your Literary Circle: Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 312 Slides courtesy of www.lexington1.net/technology/.../ppts/LAppts/35/LiteratureCi rcles. Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 313 After accomplishing your tasks and making your outputs, ask yourself i f you have generated ideas on the Korean psyche and temperament of charity, kindness, gener osity, love, joy, patience, goodness, faithfulness, gentleness, and self-control. Expr ess all your realizations in a drawing.

In preparing your outputs, always consider the proper and correct use of cohesive and literary devices. Cohesive Devices Coherence in writing means achieving a consistent relationship among parts. Cohesive devices show the logical relationships between the various parts of an essay as well as between sentences and paragraphs. Cohesive devices include: Transitional words and expressions, paragraph hooks What are they? Cohesive devices are like bridges between parts of your paper. They are the cues that help the reader to interpret ideas in the way that you, as a writer, want them to understand. What do they do? Cohesive devices help you carry over a thought from one sentence to another, fro m one idea to another, or from one paragraph to another with words or phrases. Coh esive devices link your sentences and paragraphs together smoothly so that t here are no abrupt jumps or breaks between ideas. Why do you use them? Cohesive words and phrases are used to link sentences and paragraphs, to show Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 314 which direction your thought patterns are going to help the reader accurately fo llow your train of thought. They signal the relationships among the various parts of your subject. Types There are several types of cohesive devices and each category leads your reader to make certain connections or assumptions about the areas you are connecting. Some lead your reader forward and imply the “building” of an idea or thought while others make your reader compare ideas or draw conclusions from the preceding thoughts. To signal relation in time: before, meanwhile, later, soon, at last, earlier, thereafter, afterward, by that time, from then on, first, next, now, presently To signal similarity: likewise, similarly, once again, once more To signal Difference: but, yet, however, although, whereas, though, even so, nonetheless, still, on th e other In this section, the discussion focused more on the temperaments and

psyche of the Korean people in response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How many of your initial ideas are found in the discussion? Which ideas are different and need revision? Now, that you know the important ideas about this topic, let us go deeper Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Korean people in their response to the challenges of List 5 to 7 words or phrases that describe or explain the major concepts of the psyche and temperaments of the Koreans as reflected in the Korean literary pieces you have just read in the previous Activity 11: FOCUSED LISTING 1. _____________________________________________________________________ _____________________________________________________________________ 2. _____________________________________________________________________ _____________________________________________________________________ 3. _____________________________________________________________________ _____________________________________________________________________ 4. _____________________________________________________________________ _____________________________________________________________________ 5. _____________________________________________________________________ _____________________________________________________________________ 6. _____________________________________________________________________ _____________________________________________________________________ 7. _____________________________________________________________________ Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 315 Activity 12: CROSS ME OUT! Below are probable descriptions of the Korean psyche (human spirit) and temperament (prevailing or dominant quality of mind that characterizes someone). After reading a few of their selections, you already have an idea resilient proud bitter st r ong pati ent materialistic l oyal PROCESS QUESTIONS: Answer the following questions in the Opinion Proof template on the next page. 1. Which of your ideas would appropriately describe the psyche and temperament of the Koreans? 2. Given these descriptions and a chance to interview a Korean, what questions would you ask? 3. Can you now make a distinction between Korean and Filipino characters? 4. What do Koreans have that help them cope with the challenges of modernity? 5. Are there Asian traditions and values that are reflected in Korean literatur e? How can these traditions and values help them in coping with the challenges of modernity? Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 316

This activity is a protocol of inquiries that you can make about the content of what you are reading. This strategy is designed to encourage you to think beyond the words on the page and to consider the author s intent for the selection and his or her success at communicating it. The idea of "questioning" the author is a way for you to evaluate how well a sel ection of text stands on its own, not simply an invitation to "challenge" a writer. You will now be looking at the author s intent, his craft, his clarity, his organization. Go and get a partner. Read an excerpt about the viral video on Ko rea’s global sensation called Psy (shortened name for Psycho). Help each other in doing the next Activity 13: QUESTIONING THE AUTHOR Viral Video Gets Propaganda Treatment By SU HYUN LEE Published: September 20, 2012 SEOUL, South Korea — Ordinarily, a star turn on “The Ellen DeGeneres Show” teaching Britney Spears his dance might be one of the surest signs that a performer has m ade it. But this week, Park J ae-sang, the South Korean phenomenon behind a d ance video called Gangnam Style, got an even clearer sign of success. North Korea — so cut of f Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 317 What is the author trying to tell you? Why is the author telling you that? . Is it said clearly? How might the author have written it more clearly? What would you have wanted to say instead? from the world that satellite shots show most of the country plunged in darkness at night — parodied the video. Why the original video, released in J uly, has gained such popularity is anyone’s guess. In it, Mr. Park, 34, does a “horse riding” dance that looks vaguely like what children do when

they hop around pretending to be galloping. He raps and dances around Seoul, all in the company of pretty women and to a song with an infectious beat. In short, the performer, popularly known as t K-Pop bands have failed to do. While those groups ess all over Asia, they have made less headway . Park, with his willingness to allow himself to be made fun a global success.

PSY (short for Psycho), has done wha have choreographed their way to succ in other parts of the world. Mr of with a buffoonish performance, is

What Mr. Park is singing about is Gangnam, a fashionable neighborhood in Seoul w here the nouveau riche shop at Chanel, drive fancy cars and send their children to we ll-known prep schools. He grew up there, and although his dance moves are any thing but what someone might expect of Gangnam’s sophisticates, the title seems to both celebrate — and possibly mock — the lifestyle. That plays especially well in South Korea, where the growing gap between rich an d poor is serious enough to have become an issue in the presidential campaign. In any case, South Koreans have banded together to celebrate Mr. Park’s success, w ith media outlets breathlessly reporting each new sighting. PSY on “Ellen.” PSY on “Saturd ay Night Live.” And now a PSY parody in North Korea. It does not seem to matter at all to many South Koreans that possibly their most famous cultural ambassador is, well, less than refined. For them, he still represents a “soft power” http://www.readingquest.org/strat/qta.html Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 318 Activity 14: SO WHAT’S THE PROBLEM? With all the reading selections given to you, did you notice some problems that Koreans face as they cope with the challenges of modernity? Problem-Solution Chart What is the problem? What are the effects? What are the causes? What are some solutions?

http://www.readingquest.org/strat/problem.html In this section, the discussion was about the temperaments and psyche of the Korean people in response to the challenges of modernity. What ne w realizations have you arrived at on the topic? What new connections h ave you made for yourself? Now, that you have a deeper understanding of the topic, you are ready to This activity will prepare you to do your own interview. Choose an interview buddy. The two of you should work together as a team. Interview a Korean who is willing to share his or her own perspective about Koreans as Asians in this modern world. Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this lesson. Activity 15: LISTENING TO AN INTERVIEW Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 319 You will be exposed to the different steps, helpful techniques and courteous way s in the interview process. that an interview is remarkably helpful in getting the story of any important issue of a person’s life. The interviewer can engage in a detailed pursuit for information. Interviews, in general, are useful as a source of infor mation and enlightenment. The interviewer has the obligation to plan the details of the in terview so that she or he can save not just her or his time but the interviewee’s time as wel l. Most of the time, open-ended questions are useful during interviews. Here is a sample interview. Read it carefully as if you are viewing it live. Y ou can view a real interview at http://www.youtube.com/watch?v=yd-at838m3A . This is an int erview of a Korean lawyer. This also presents tips in conducting interviews. You may als o refer to http://www.youtube.com/watch?v=G8wjyafrnXI . This is titled Heejun Good Day New York Interview. You can analyze the elements that make up reality and fantasy from a program http://www.google.com.ph/imgres? An Interview with a Korean-American on Cultural Differences hp://www.123helpme.com/preview.asp?id=40709 [BAGLEY] This is Ben Bagley, and I m going to interview Theresa Han about Korea. Could you introduce yourself? [ HAN] My name is Theresa Han, I m from South Korea, I m 18 years old, and I m a freshman in College. [BAGLEY] How long have you lived in America?

[HAN] I think a little bit less than 3 years. [BAGLEY] Where did you live in Korea? [HAN] I lived in Pyoung Tek, It s right below Oosan, where the American Air In this interview Ben Bagley asks Theresa Han about the difference between Korea n and American culture. Theresa is a teenager who recently moved to the United Sta tes so she has an excellent perspective for understanding the differences and similarit ies between Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 320 force is located. [BAGLEY] What were the people like where you lived? [HAN] They re really busy. Fathers go to their work; Mothers if they have a job go to their work, and students go to school, so they don t have enough time to communicate with each other, like time to spend together, because most ly students come home like 10:00pm-11:00pm. [BAGLEY] What did you do with your friends? [HAN] We mostly go to each other s house, rent a movie or something, watch it, and do homework usually, because we have a whole bunch of homework. On the weekends we would go downtown; it s kind of like a shopping mall. It s a street. There are small restaurants, small cloths shops and all that stuff. It was... ... middle of paper ... ... came home 7:00pm. But some students stay longer, like even 10:00pm if you are a senior and about to go to college because there is kind of, like parents and teacher think their kids or students should go to college . Like have to go to college. They’re gonna pressure them to study a lot, so when you’re a senior you start to study a lot and you don’t sleep that much. Usually I think some people sleep 3 or 4 hours per day and just study. No free time. [BAGLEY] And they stay at school and study? [HAN] ?Till like 10:00pm but after school ends they come home and study like In the table below, outline five of the most important tips you can share before , during Tips in Doing an INTERVIEW Before During After ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 321 Before you start to design your interview questions, you should have a clear ide a of your problem or objective. This will give you have a clear focus on the intent of each question. Below is a table that will help you plan for the interview. Write you sample qu estions in the appropriate column. Purpose of the Interview: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Tips My Sample Question Questions should be open–ended. Respondents should be able to choose their own when answering questions.

Questions should be as neutral as possible. Avoid words that might influence answers, for example, evocative or judgmental wording.

Questions should be worded clearly. Know any particular to the program or the respondents’ culture. Use locational skills to gather and synthesize information about your interviewee.

Be careful when asking “ why” questions. A “why” question infers a cause-effect relationship that may not truly exist. Such question may also cause respondents to feel defensive that they have to justify their responses; the question may inhibit their responses to future questions.

Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 322 Below is the Interview Rubric that will help you come up with the best interview . This will be given in advance so that you will have an idea on how you are going to c onduct Interview Rubric Criteria Needs Improvement (1) Within Expectations (2) Meets Expectations (3) Beyond

Expectations (4) Score Appearance Overall appearance is untidy Choice in clothing is inappropriate for any job interview (torn unclean, wrinkled) Poor grooming Appearance is somewhat untidy Choice in clothing is inappropriate (shirt not tucked, teeshirt, too much jewelry, etc.) Grooming attempt is evident Overall neat appearance Choice in clothing is acceptable for the type of interview Well groomed (ex. Shirt tucked in, jewelry blends with clothing, minimal wrinkles) Overall appearance is very neat Choice in clothing is appropriate for the interview

Very well groomed (hair, clothes pressed, etc.) Overall appearance is businesslike Greeting Unacceptable behavior and language Unfriendly and not courteous Acceptable behavior language Attempts to be courteous to his / her interviewee Well mannered in dealing with the interviewee Courteous to the interviewee Very professional behavior and language (handshake, “ hello” , “ thank you” , eye , etc.) Friendly and courteous to all involved in interview Content Very inappropriate questions Did not ask relevant questions

Inaccurate questions Questions were not relevant or related to the objective of the interview Questions are acceptable and accurate Questions are appropriate. Thorough questions Questions were very well planned and detailed

Interviewee: _______________________ Interviewer: ________________________ Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 323 Criteria Needs Improvement (1) Within Expectations (2) Meets Expectations (3) Beyond Expectations (4) Score Communication Presentation shows lack of interest Questioning is unclear – very difficult to understand message of what is being said (ex. mumbling) Facts about job not

included Volume is inappropriate for interview (ex. Spoke too loudly, too softly) Showed some interest Questioning is unclear– lapses in sentence structure and grammar Knowledge of job is minimal Volume is uneven (varied) Showed interest throughout the interview Speaking clearly Perfect in sentence structure and grammar Knowledge and facts are included / shared Volume is appropriate Very attentive Speaking very clearly Exceptionally accurate use of sentence structure and grammar Commitment & enthusiasm for job is very well conveyed

Volume conveys business tone Body Language Fidgeted – ex. constant movement of hands and feet Lack of eye Slouching all the time Minimal fidgeting (ex. occasionally shifting) Eye is made intermittently Occasionally slouching Uses hands and body to express Eye when speaking Correct Posture Highly animated expression (not just speak: brings words, sentences to life Eye made all throughout the interview Sitting straight in chair all throughout the interview Total PROCESS QUESTIONS:

1. What do you really understand now about conducting interviews? 2. If your interviewee is a Korean, do you think it can help you more in knowin g the Koreans’ psyche and temperament? In what way? Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 324 Activity 16: PREPARING TO CONDUCT AN KOREAN By this time, you will have gathered interviews. But there are reminders Are you ready? Yes No 1. If you are using a tape or check if it is really working.

INTERVIEW WITH A a lot of information on how to conduct to follow. These reminders may serve video recorder, occasionally

2. Ask one question at a time. 3. Attempt to remain as neutral as possible. Do not show string emotional reactions to their responses. An author suggests to act as if “you’re heard it all before”. 4. Encourage responses with occasional nods, “uh huh”s, etc. 5. Be careful about showing facial expressions or reactions when taking down notes. If you suddenly make a move while taking down notes, it may appear as if you are surprised or very pleased about an answer. Such reaction may influence answers to future questions. 6. Provide transitions between major topics. You may say. “We’ve been talking about (a topic), and now I’d like to move on to (another topic). 7. Do not lose control of the interview. Some respondents/ interviewee may stray to another topic. It may take them too long to answer a question that time begins to run out, or they may even begin asking the interviewer some questions. REMINDERS If most of your answers are ‘yes’, you are now ready to conduct an interview. 1. How do you feel right now after doing the checklist? 2. Do you think you are ready to conduct an interview? Why or why not? 3. Will this interview help you know the psyche and temperament of t he Koreans? PROCESS QUESTIONS: Activity 17: CONDUCTING THE INTERVIEW TO A KOREAN This simulated activity should be recorded. Keep your cool and give y our best! You may answer the following questions in your notebook. 1. After the interview, what new revelations do you have about the Koreans’ psyche and temperament? 2. What questions or uncertainties or biases do you still have about the Koreans? Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 325

3. How does your learning about Koreans relate to your present and future treatm ent of these people? The chart below can help you write important details about your interview. Fill out the http://7-12educators.about.com Name of Subject: ________________________________________________________ Birth: Death: Early Influences: Education: Major Accomplishments: Significance: Contemporaries: Evaluate your performance as a team by going back to Interview Rubric . Then, go to the Quality Team Assessment. Ask yourself “How well was I doing in my team?” Using the Quality Team Chart, conduct a self-assessment and discuss the group’s ability to accomplish the items on the list. This is not evaluative but i s meant to establish a benchmark for celebration and / or improvement. Identify one area i n which you Activity 18: EVALUATING PERFORMANCE Team Quality Chart Names: Cooperation / Teamwork Responsibility Punctuality in Doing Tasks Adaptability / Versatility Quality of Work Initiative Dependability Attendance Communication Contribution Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 326 PROCESS QUESTIONS: Share your answers with your team. 1. What can you say about your skills in conducting interviews? 2. What strengths and weaknesses do you have in conducting interviews? 3. What other questions would you ask in order to know the psyche a nd temperament of the Koreans? Activity 19: WRITING WELL-CONSTRUCTED PARAGRAPHS From the interview, write well-constructed paragraphs about the person. Be sure to observe the rules on cohesion, coherence and appropriate modes of

paragraph development. Use the information you have gathered from Activity 17. Use the graphic organizer below as your guide. When you write a character sketch, you are trying to introduce the rea der to someone. You want the reader to have a strong mental image of the person, to know how the person talks, to know the person s characteristic ways of doing things, to know something about the person s value system. Character sketches only give snap shots of people; therefore, you should not try to wri te a history of the person. A good way to write a character sketch is to tell a little story about one encou nter you had with him or her. If you do that, you can describe a place briefly, hopefully a place that belonged to the person, focusing on things that would represent the p erson you are describing. Describe how the person was dressed. Then, simply tell what happened as you spent time together. From time to time, describe the person s ges tures or facial http://www.engl.niu.edu/wac/char_sk.html Character Sketch Format/Graphic Organizer Topic Sentence: ______________________________________________________ Trait #1 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Trait #2 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Trait #3 _____________________________________________________________ Example(s) __________________________________________________________ _________________________________________________________ Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 327 The R.A.F.T. paper can also help you write well-constructed paragraphs. R.A.F.T . is a writing technique that provides an easy, meaningful way to demonstrate your understanding of a reading material. It focuses on writing in context the materi al you have read. Your assignment: Put yourself in the position of a writer tasked to m ake a character sketch of a well-known Korean. Comment on how literature reveals the Korean char acter – what he / she has as a Korean to help her cope with and respond to t he challenges of modernity. Required length: 2 pages, double-spaced. This means you are skipping a line as y ou write. Role

Who are you? Audience To whom is it written? What do they expect? Format What form will this writing piece take? What will it look like? Topic What is your topic? In this column, fill in details about the person you are pretending to be, i.e., a writer who is tasked to make a character sketch of a wellknown Korean. Decide on whether you are male or female. Are you a friend of this Korean? How does literature reveal the Korean character? How does he/she cope with and respond to the challenges of modernity? Who are you writing to? This information will be closely tied to the format you have decided on in class. Most likely, the format of this paper will take the form of a character sketch. If so, who are you writing to (your audience)? Why are you writing to this person? Why would readers be interested in the story of this Korean? ** that your teacher is also your audience! He/She expects a well-written paper. Neatness counts! Do your best to present a paper with correct

spelling and grammar. Write in complete sentences. Write in cohesive paragraphs. The format, as mentioned, will be a character sketch. This means you are going to write just snap shots of the person. Again, make sure it is a well written paper--see my expectations in the Audience column. Your topic is explained at the top of this page, see "Your Assignment In a way, this is really a chance for you to reflect on the Korean way of coping with modernity in general l --what did you think about the Korean? What did you think about her or his characteristics as reflected in Korea’s literary pieces? What, if any, lesson did you learn? Make sure you explain yourself with details to your opinions. The required length for this character sketch is two pages, doublespaced (skip a line as you write). http://www.oocities.org/socorroplazola/pearlraft.html Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 328 ***When you submit your final paper, include this handout with the co lumns filled in with your notes. This means you ll have to draw your own chart with the headings (Role, Form a group with four . Your teacher will then assign a number from 1 to 4 to each member of your group. Then, answer the focus question below collaboratively: How do Koreans respond to the challenges of modernity as reflected in their literary pieces? Make sure that all of you can answer this question, because your tea cher will randomly call a number (from 1 to 4), and when your number is called, you will a

nswer the Activity 20: ANSWERING THE FOCUS QUESTION THROUGH PROCESS QUESTIONS: 1. What is the most striking trait or psyche or temperament of the Koreans that makes them unique as a people? 2. Is there any trait or psyche or temperament of the Koreans that is very ‘Filipino’? In this section, your task was to interview a Korean and write a character sketch based on the interview. How did you find the performance task? How did the task help you see the real world use of the topic? Congratulations! You have completed this lesson. Antagonist: A person who actively opposes or is hostile to someone or something; an adversary. Blandishment: A flattering or pleasing statement or action used to per suade someone gently to do something. Central Idea: The thesis statement states the thesis or argument of the author in an essay or similar document. Challenges: tests; trials Folklore: The traditional beliefs, customs, and stories of a communit y, ed through the generations by word of mouth. Glimpse: quick look; peek; glance Literary Circle: Also called Literature Circles wherein small groups of students gather together to discuss a piece of literature in depth. Literary Pieces: or literary works. These are the products of the body of written works of a language, period, or culture / literature Modernity: The quality of being current or of the present; "a shoppin g small would instill a spirit of modernity into this village". Myriad: A countless or extremely great number. Phoenix: It is a long-lived bird that is cyclically regenerated or reborn. Pomegranate: An orange-sized fruit with a tough reddish outer skin and sweet re d Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 329 gelatinous flesh containing many seeds. Protagonist: The leading character or a major character in a drama, m ovie, novel, or other fictional text. Prowess: Skill or expertise in an activity or field Psyche: The human soul, mind or spirit. Resilience: The ability to recover quickly from illness, change, or misfortune; buoyancy Superior: upper; senior; higher Temperament: The prevailing or dominant quality of mind that character izes Books

Angoluan, Ma. Evalou Concepcion et. al. Bridges to Understanding (2004). Quezon City: SIBS Publishing House, Inc. Religious Education Module. A – Z Learning Strategies. Sedilla, Carleen S., Ma. Evalou ConcepcionA., and Ali G. Agundin. “How to Conduct an Interview”. Skill Builders for English Proficiency. Quezon City: Phoenix Publishing House, Inc., 2004. Zong, In-sob. An Introduction to Korean Literature (1970). Seoul, Korea: Sam Yo ung Websites http://www.google.com.ph. Most pictures or icons used in this lesson were take n from Google Image Result. These pictures are the following: Geo and Leila with their masks and costumes; sketching pads, thumbs up icons, handprint, Korean cartoons, Tale of Chunhyang picture, notebook, magistrate, STOP LOOK LISTEN, No!, Kisaeng entertainer,cangue and yangban, borders, pomengranates, Korean boy and girl, interview, http://www.imdb.com/title/tt2199671/plotsummary. This contains the summary of Th e Tale of Ch’unhyang. http://moodle.unitec.ac.nz/mod/book/view.php?id=93283&chapterid=3333, http:// www.idoub.com/doc/51661583/Techniques-for-Dealing-with-Difficult-Words and http://www.uefap.com/reading/underst/difficult/difficult.htm. These websites contain articles about coping difficult words. Techniques and tips are exposed for students to read, analyze and follow. http://www.sanchezclass.com/reading-graphic-organizers.htm. This contains the Comparing and Contrasting Graphic Organizer. http://instrok.org/instrok/home.html). This website contains The Tale of Ch unhy ang. www.lauracandler.com. This is Laura Candler s Team Building Spinner. http://www.ktlit.com/korean-literature/review-early-spring-mid-summer. and http: // www.ktlit.com/korean-literature/review-wayfarer-new-fiction-by-korean-women. These websites were used in this lesson for students to express their guesses on Koreans ways of responding to the challenges of MODERNITY. These websites offer reviews about Koreans most contemporary books / novels. http://www.instrok.org/instrok/t_story.html. This contains The Tale of the Wood cutter and the Tiger. http://www.instrok.org/instrok/t_story.html. This contains information about TA LES. http://www.kimskorner4teachertalk.com. This website contains the Literary Eleme nts Learning Module for English - Grade 8 3 - L1 OVERCOMING CHALLENGES 330 Advance Organizer. http://jaypsong.wordpress.com/ . This website contains a Korean contemporary li terary piece titled Shhh by Moon In-soo. Kwon Shin-ah jaypsong.wordpress.com/http://jaypsong.wordpress.com/ http:// This contains an illustration of the story titled Shhh by Moon In-soo. http://weheartit.com/entry/22528897. This contains a picture of a girl in the r ain. www.lexington1.net/technology/.../ppts/LAppts/35/LiteratureCircles. This contain s a PowerPoint presentation about Literary Cirlces.

s.ipfw.edu/wellerw/transitionaldevices.ppt. This contains a PowerPoint pres entation about cohesive devices. www.readingquest.org/pdf/opinion.pdf. This contains the Opinion - Proof Graphic Organizer. http://www.readingquest.org/strat/qta.html. This contains an organizer that hel ps students do the Questioning the Author. http://www.readingquest.org/strat/problem.html. This contains the Problem- Solu tion Chart http://www.youtube.com/watch?v=yd-at838m3A. This is an interview of a Korean la wyer. http://www.youtube.com/watch?v=G8wjyafrnXI This is titled Heejun Good Day New Yo rk Interview. http://www.123helpme.com/preview.asp?id=40709. This website features An Intervi ew With a Korean-American on Cultural Differences. http://7-12educators.about.com. This website contains the chart that can help st udents write important details from their interview. http://www.engl.niu.edu/wac/char_sk.html. This contains information about writi ng a character sketch. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 331 Have you ever felt so down that you almost wanted to give up? How did you cope with the challenges that came into your life? Have you ever wondered how others overcome challenges? You are not alone. Everybody goes through difficulties. And, it is possible to overcome these from the literary selections of Burma or Myanmar. In this lesson, you will find out how critical understanding and appreciation of Afro-Asian literary selections can help recognize the temperaments (prevailing or dominant quality of mind that characterizes somebody) and psyche (human spirit or soul and mind) of your Asian and African neighbors in their response t o the challenges of modernity. Hence, to search the answers for the following focus questions: What does literature reveal about Asian and African character? To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills below and the lesson map. In this lesson, you will learn the following: Determine the persons being addressed in an informative talk, the objec tives of the speaker and his/her attitudes towards issues (Listening Comprehension) Note clues and links to show the speakers stand and assumption (List ening Comprehension) Listen for clues and links to reveal the speakers’ train of thoughts (Listening

Comprehension) Determine the stand of the speaker on a given issue (Listening Comprehension) Use appropriate turn-taking strategies (topic nomination, topic development, to pic shift, turn-getting, etc.) in extended conversations (Speaking - Oral Language and Fluency) Use communication strategies (paraphrase, translations, and circumlocution) to repair breakdown in communication (Speaking - Oral Language and Fluency) Develop strategies for coping with unknown words and ambiguous sentence structu res and discourse (Vocabulary Development) Use collocations of difficult words as aids in unlocking vocabulary ( Vocabulary Development) Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 332 Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text (Vocabulary Development) Identify propaganda strategies used in ments (bandwagon, testim onial, transfer, repetition, emotional words) and consider these in formulating hypothesis (Vocabulary Development) Note expressions that signal opinions (seems, to me, as I see it) ( Vocabulary Development) Analyze the elements that make up reality and fantasy from a program viewed (Viewing Comprehension) Discover Philippine and Afro Asian literature as a means of expanding exp eriences and outlook and enhancing worthwhile universal human values (Literature) Assess the Asian and African identity as reflected in their literature and ones elf in the light of what makes one an Asian or African (through the different genres) (Lite rature) Use specific cohesive and literary devices to construct integrative li terary and expository reviews, critiques, research reports, and scripts for broadca st communication texts, including screenplays (Writing and Composition) Expand ideas in well-constructed paragraphs observing cohesion, coherenc e and appropriate modes of paragraph development (expository, descriptive, narr ative, persuasive, creative) (Writing and Composition) Use varied adjective complementation (Grammar Awareness and Structure) Use appropriate idioms, collocations, and fixed expressions (Grammar Awareness and Structure) Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies) On the next page is the lesson map to guide you in Faith in Time of Challenges: Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES

333 Guess Who? Snapshots Featuring: Aung San Suu Kyi Inbox (Map of Conceptual Change) CSI Form/Character Study of an Individual ComCon (Comparison and Contrast) KNOW Welcome to Burma aka Myanmar Introducing, the Burmese People One’s Vision (Complete Me) Bull’s I (Idiom) Odds on Ads (ments) Listen and be Heard Think as a Butterfly Meeting You (Table) Literary Carousel Character Analysis Model I Draw The Propaganda Shout Out (Chart) Speak Up, Let’s Talk about it Frequency Word List PROCESS Your Mission The F’s (Faith and Fight for Freedom) Frequency Word List Character Revelation Figure Soldier Simulation/ Role-play 3-2-1 (Map of Conceptual Change) PS at your Fingertips (précis/ summary) Lend me your Ears (editorial REFLECT AND UNDERSTAND Outbox Lesson Closure Handing in your Evaluation Paper TRANSFER For you to accomplish the tasks and perform well in the activities in this les son, write Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 334 Let us begin this lesson by reflecting on what you know so far about Asian and African literature, in particular, Burmese literature. To start the lesson, look at these pictures. Activity 1: GUESS WHO?/SNAPSHOTS PROCESS QUESTIONS: Cameracoloringpage.jpg supercoloring.com Now, answer the following questions:

1. Do you know any of the people in the pictures? Give the names o f those whom you recognize. 2. What did they contribute in their countries? Provide examples. 3. Specifically, why are they considered as heroes or icons? Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 335 Activity 2: FEATURING: AUNG SAN SUU KYI Since you are already somewhat familiar with the above mentioned persons, wherein one is Aung San Suu Kyi, study more information about her from this short essay. Your teacher can read it through storyte lling while you read silently and follow. Aung San Suu Kyi A ung San Suu Kyi was born in Rangoon (now named Yangon). Her father, Aung San, founded the modern Burmese army and negotiated Burma s independence from the British Empire in 1947; he was assassinated by his rivals in the same year. She grew up with her mother, Khin Kyi , and two brothers, Aung San Lin and Aung San Oo , in Rangoon. Aung San Lin died at age eight, when he drown ed in an ornamental lake on the grounds of the house. Her elder brother emigrated to San Diego, California, becoming a United States citizen. After Aung San Lin s dea th, the family moved to a house by Inya Lake where Suu Kyi met people of very dif ferent backgrounds, political views and religions. She was educated in Methodist Englis h High School (now Basic Education High School No. 1 Dagon) for much of her childhood i n Burma, where she was noted as having a talent for learning languages. She is a Theravada Buddhist. Suu Kyi s mother, Khin Kyi, gained prominence as a political figure in the newly formed Burmese government. She was appointed Burmese ambassador to India and Nepal in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent of J esus and Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with a degree in politics in 1964. Suu Kyi continued her ed ucation at St Hugh s College, Oxford, obtaining a B.A. degree in Philosophy, Politics and Economics in 1969. After graduating, she lived in New York City with a family fr iend and worked at the UN for three years, primarily on budget matters, writing daily to her future husband, Dr. Michael Aris. In 1972, Aung San Suu Kyi married Aris, a scholar of Tibetan culture, living abroad in Bhutan. The following year she gave birth t o their first son, Alexander Aris, in London; their second son, Kim, was born in 1977. Subsequently , she earned a PhD at the School of Oriental and African Studies, University of London in

1985. She was elected as an Honorary Fellow in 1990. [26] For two years she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in Shimla, India. She also worked for the government of the Union of Burma. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 336 In 1988 Suu Kyi returned to Burma, at first to tend for her ailing mother but la ter to lead the pro-democracy movement. Aris visit in Christmas 1995 turned out to be the l ast time that he and Suu Kyi met, as Suu Kyi remained in Burma and the Burmese dictatorship denied him any further entry visas. Aris was diagnosed with prostate cancer in 1 997 which was later found to be terminal. Despite appeals from prominent figures and organ izations, including the United States, UN Secretary General Kofi Annan and Pope J ohn Paul II , the Burmese government would not grant Aris a visa , saying that they di d not have the facilities to care for him, and instead urged Aung San Suu Kyi to leave the coun try to visit him. She was at that time temporarily free from house arrest but was unwilling t o depart, fearing that she would be refused re-entry if she left, as she did not trust the military junta s assurance that she could return. Aris died on his 53rd birthday on 27 March 1999. Since 1989, when his wife was f irst placed under house arrest, he had seen her only five times, the last of which was for Christmas in 1995. She was also separated from her children, who live in the United Kingdom, but starting in 2011, they have visited her in Burma. On 2 May 2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of her hous e and lived in virtual darkness after losing electricity in her dilapidated lakeside r esidence. She used candles at night as she was not provided any generator set. Plans to renova te and Activity 3: CSI (CHARACTER STUDY OF AN INDIVIDUAL) Then, find a partner and fill out the CSI form based on her backgro und information. Be ready to share your output, which can be folded in accordion style, in class for interactive discussion. Name of Character Personality Traits Actions which Traits Illustration by: Amarjeet Malik 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________

1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ Relate the previous activities to the focus questions: 1. What does literature (Burmese) reveal about Asian and African character? Activity 4: INBOX Now, refer to the map of conceptual change on the next page, wherein you will be giving your personal ideas and opinions about the focus questions. For this part, you will write on the “I Think” section of IN THE BOX. Make sure you connect it with the literature of Burma/Myanmar and Burmese Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 337 IN THE BOX I Think… Activity 5: COMCON (COMPARISON AND CONTRAST) Feel free to exchange information with your classmates and take turns by comparing and contrasting your ideas using the graphic organizer below. Graphic Organizers Comparison & Contrast www.slideshare.net/.../graphic-organizers-comparison-contrast-6865 Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 338 As a review, you gave your initial ideas on the focus questions and Burmese literature. This time, let us find out how others would answe r the questions and compare their ideas to your own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about an evaluation paper of a program viewed. Your goal in this section is to learn and understand key concepts regarding Burmese literature focusing on the temperaments and psyche of the people of Burma in their Take note of the words used in context that you will encounter in reading the informative text. Beforehand, do the unlocking of difficulties through Wordles. Your teacher can use the manual way or refer to this website for examples and instructions: Activity 6: WELCOME TO BURMA A.K.A MYANMAR www.smsd.org/custom/StaffDev/Wordle%20QRG.pdf - United States wordle-znjcxc.jpgteacherchallenge.edublogs.org For the manual way, go over the example given done in acrostic: Frequency Word List a. b. c. d. e. f. g.

extant specimen dedicatory inscriptions eloquent poems Buddhist piety educated courtiers panegyric odes letter of an abbot

h. foreign literature was transplanted Eloquent M O T I O Include the said words in your frequency word list. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 339 Read the text below about the literature of Myanmar and answer the activity English Communication Arts and Skills through Afro-Asian Literature THE LITERATURE OF MYANMAR The literature of Myanmar, formerly Burma, has a long history. The Ma yazedi inscription (A.D. 1113) is the earliest extant specimen of Burmese literature. I t narrates the dedication of the Golden Buddha by a prince and the gift of slave-villages to th e image, ending with a prayer for the donor and his friends. Over a thousand such dedicatory inscriptions were set up in the next 700 years, containing eloquent poems and pr ayers of poetic merit. In the fifteenth century up to the nineteenth century, palm-leaf (scratched with a stylus) and folded-paper literature became common. Such works were filled with Buddhist piety and courtly refinement of language. The authors were monks, educated c ourtiers, and court poetesses. Prose works during this period were few, mostly Buddhist script ures and chronicles of kings. Poetry was varied: there were historical ballads, panegyri c odes, the pyo (Buddhist story in verse), and the ya-du (poems of love or nature). The wr iters also used the “mixed style” or prose and poetry together. Examples of this are the Yagan, a serio-comic epic, and the Myil-Ta-za, a letter of an abbot to the king. Modern fiction began with the novel. An example is Tet-Pon-gyn, a classical nov el. With the founding of the University of Rangoon in 1920 came an increase in outpu t of Burmese literature. Foreign literature, especially English works, was tr ansplanted. With independence in 1948, Burmese has gradually replaced English as the me dium of Activity 7: THINK AS A BUTTERFLY Pair up with another partner THINK AS A BUTTERFLY and fill up the butterfly organizer on main idea with ing details based from the same text. Respond also to the enumerated questions and use this as a 1. What does prose usually contain? How about poetry? ____________________________________________________________________ ____________________________________________________________________

2. What can you say about Burmese literature? ____________________________________________________________________ ____________________________________________________________________ 3. What is considered as the first example of Burmese literature? ____________________________________________________________________ ____________________________________________________________________ 4. Why is the founding of the University of Rangoon very significant in their l iterature? ____________________________________________________________________ ____________________________________________________________________ 5. How does their literature reveal the character of the Burmese people? ____________________________________________________________________ ____________________________________________________________________ Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 340 Make your organizers creative by coloring, deg the edges and the like and post ayearofmanyfirsts.blogspot.com To continue, here is a written copy of a speech for more information about the Burmese people, including their temperaments and psyche. For the unlocking of difficulties, look for the functional definitions of the words below, meaning, how they were used in the text. Your teacher can do this through text twist. Activity 8: INTRODUCING, THE BURMESE PEOPLE… Frequency Word List a. b. c. d. e.

inevitables fleeting transitory amass insatiable

f. utilitarian g. exploit h. rampant i. inexhaustible j. wallow

Activity 10: MEETING YOU One of your classmates or a representative to follow. Form groups with five (5) tify what are asked from the table. Be creative Learning Module for English - Grade 8 3 OVERCOMING CHALLENGES 341 Evils that Plague Humanity Effects on the Lives of People Inevitables in Life

will read the said speech for you and assign each to iden in presenting your output. L2

How Science Conquers each Statements that Indicate Reality (actual, exists) and Fantasy (dream, imagination) 1.

2

3.

The people of Myanmar are peace-loving and hardworking. Most of them live in villages and work as farmers. This speech of then Prime Minister U Nu serves to remind the Myanmar people to pursue peace and unity among them. ON THE THREE EVILS Humanity has been led astray by three evils – greed, hatred and ignorance. Whether we are Buddhists, Hindus, Muslims, Christians, Animists, or Atheists, we can not escape the three inevitables: old age, disease, and death. Nobody can deny that the five se nse objects – pretty sight, delightful sound, fragrant smell, savory taste, and nice touch – are only fleeting phenomena. They are neither lasting nor permanent. Nor can anybody deny that property is transitory: no one can carry away his prop erty after death. Men have been chasing these transitory pleasures with a dogged tenacity mainly because they hold false views regarding property. They forget that this life is not even one millionth part of the whirlpool of Samsara (the cycles of r ebirth), and go on amassing wealth even though it never brings them full satisfaction. This insatiable greed for wealth results in the profit motive which is not direc ted toward any utilitarian purpose. Once upon a time all commodities were common property, and everybody had a right to use them for his own benefit. But with the adv ent of the profit motive these commodities became objects of exploitation. They became in struments of wealth and stimulus for greed. This led to the following phenomena: 1. Human society was split into two classes: Haves and Have-nots. 2. The Have-nots had to depend on the Haves for their living, and thus the evil system of exploitation of one class by another emerged. 3. With class exploitation, the poor became poorer because they could not get adequate returns for their work. They had to resort to evil ways like stealing,

looting, and prostitution. 4. The Lord Buddha has taught us that there are four causes of death: kamma, fra me of Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 342 English Communication Arts and Skills through Afro-Asian Literature mind, weather, and food. Under the system of class exploitation, how can the Hav enots enjoy good food and protect themselves from extremes of weather? Can there be any sense of happiness or contentment for them? Can even a good kamma favor one who is cheerless? Thus one who is born into the class of Have-n ots is handicapped in all the above four factors, and disease is the inevitable result. 5. How can the Have-nots care for education with their hard struggle for a bare living? Lack of education breeds an ever-increasing band of ignoramuses and Mr. Zeros. 6. How can a country abounding in ignoramuses and Mr. Zeros ever progress? It is evident that most of the evils in the world can be traced to the advent of the profit motive. Do you the legend of the Padaythabin (the tree of fulfillment) we heard as children? According to the legend, there was once a time when men and women c ould get whatever they wanted from the Padaythabin tree. There was no problem of food or clothes or housing, and there was no crime. Disease was comparatively unknown. I n course of time, however, the people fell victim to greed and spoiled the tree of fulfillment which eventually disappeared. Then a class of people who could not afford to eat well, dress well, or live well appeared, and crime became rampant. Now I ask you to think of the Padaythabin as the natural wealth of our country, both above and under the ground. If only this natural wealth is used for the common g ood of mankind it will be inexhaustible, besides satisfying the needs of ever ybody. But greed comes in the way. The poorest of the poor wants to become rich; the rich want to become richer, and the process goes on ad infinitum. Spurred on by greed, p eople are apt to Activity 10: LITERARY CAROUSEL Likewise, have your own literary circle where each member will take turns in answering the questions or explaining any of the following statements. 1. What lesson does the legend of the Padaythabin tree teach the Burmese? 2. What does this excerpt reveal about the temperaments and psyche of the Burmese? 3. Can you still lead a simple life today even amid the ongoing tec hnological advances? Elaborate. 4. Explain the line, “Live simply so that others may simply live.”

5. If you were a parent, what would you teach your children to make sure that they do not grow up to be greedy people? *Questions Adopted from English Communication Arts PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 343 Activity 11: ONE’S VISION (COMPLETE ME) Let us at the same time, have poetry from Burma. Listen to your teacher read the said poem or its recorded version. You will have the unlocking o f difficulties through word match play. Your teacher will distribute stri ps of paper, wherein one set includes words to be defined and the other fo r definitions. Representatives/Volunteers from your class match the words with their fleeing foraging despair battered gloominess concepts vision vast spacious lotus Frequency Word List

Activity 12: CHARACTER ANALYSIS MODEL Form triads, read the copy of the poem for the second time and answer the Character Analysis Model based on the questions. Then, post your output VISION by Feraya A country of great beauty People so gentle and kind There is also ugliness And cruelty Fleeing and hiding And foraging for food To survive Our people are in pain Suffering like no hell on earth Darkness and despair Surround them And freedom is out of reach Beaten and battered by life Death and diseases Swallowed up by gloominess And bitterness How can they carry on? Each of us has a role to play To help our countrymen Not by hatred and blame Not by giving false hope Or ideas Or concepts But to see the big vision A vision that’s not small or limited

A vision that’s vast and spacious So that Burma’s people may rise up Like a beautiful lotus From a muddy pond. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 344 What does he/ she think? What does he/she see? What does he/ she say? What does he/ she hear? How does he/ she feel? How does he/ Reflect on the activity in relation to the Burmese people in their r esponse to the challenges of modernity. Activity 13: BULLS! Here is another text, an excerpt from a post/blog. Read orally and take note of the underlined phrases. What are they called? Bones Will Crow: An Insider s View (An Excerpt) Posted by Arc, 17th October 2012 B o n e s w ill C ro w co m e s fro m M o e Z a w ’s p o e m M o o n le ss N i g h t. C o -e d ito rs ko ko th e tt a n d J a m e s B yrn e th o u g h t th e B u rm e se id io m fittin g fo r th e ir a n th o lo g y o f ‘1 5 C o n te m p o ra ry B u rm e se P o e ts.’ B o n e s w ill C ro w m e a n s ch icke n co m e s h o m e to ro o st — w h a te ve r yo u g ive , yo u g e t b a ck. T h e B u rm e se u se it to e xp re ss th e ir re se n tm e n t, th e re se n tm e n t a g a in st in ju stice . T o b e h o n e st I d id n o t fi n d it ve ry ta ste fu l w h e n I h e a rd it fo r th e first tim e . Sin ce th e n I h a ve a cq u ire d a ta ste fo r B o n e s. M y e a rs h a ve b e e n ta m e d . M y lip s g o t u se d to sa yin g it. Bones Will Crow: An Insider s View - Arc Publications Blog www.arublicaons.co.uk/blog.php?blog_id=166 Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 345 Yes, these are examples of idioms. What are idioms or idiomatic expressions? Idioms or idiomatic expressions are words, phrases or expressions which are commonly used in everyday conversation by native speakers of Engli sh and usually figurative. With this, give at least 10 examples of idioms that you know or use. Activity 14: I DRAW As a follow up, your teacher will distribute flash cards with idioms written on it. Make sense of the one you have, draw or illustrate its meaning at the back and present it as a pop up like the one below. Here are additional Give me a hand

Hit the books Keep an eye on you You re pulling my leg Cat s got your tongue Zip your lip Cold turkey Wear your heart on your sleeve In the doghouse When pigs fly Put your foot in your mouth On pins and needles I ll be there with bells on Bite off more than you can chew Toss your cookies PopUpNoteCard.JPGfavecrafts.com Activity 15: ODDS ON ADS Your teacher will show different pictures of products or services and relate to the images and text below. What are these examples? You are right. The pictures, images and copy are considered as ments. What do you think are applied in advertising so that consumers will buy products or avail of its services? Why are consumers adaccessbh0690med1.jpegillinoispixels.wordpress.com Burma_Shave_slogans.jpgthe 60sofficialsite.com Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 346

LUXURY PAINT AND PVC PIPING Celebrities perform a range of different social, cultural and political function s. In Burma their social and cultural roles are no different, though they have th e added burden of maintaining an identity within a politically repressive and highly media-control led society. In this environment, advertising provides celebrities with a short-term financial r eward, and an opportunity to further promote their brand image. Though some actors h ave used their fame to voice criticism against junta policies, most see advertising i n practical of maintaining a career. Many live near the relatively small Yangon CBD, in some of the few middle class (by Burmese standards) suburbs, where they may find it difficult to maintain anonymity. It is not uncommon see singers and actors in the street, during social encounters or even whilst they are shooting a new TV commercial. The localness of famous people in Burma, in this sense, gives their patronage an extra sense of f amiliarity in

advertising work. Glamour and Ordinariness – Actress Htet Htet Moe Oo singing the praises Activity 16: THE PROPAGANDA Well, from the examples, focus your attention on propaganda and propaganda strategies in advertising. Propaganda can be utilized too, in texts, ages or even literary selections. On the other hand, adjectives Answer the following questions: 1. What propaganda strategies were used in the ments? 2. How were they integrated in the ad copies? 3. Would you buy the said products? Why/Why not? Provide reasons. 4. What words or part of speech were/was utilized in the ments? Propaganda publicly to promote something: information put out by an organization or government to promote a policy, idea, or cause misleading publicity: deceptive or distorted information that is systema tically spread Microso® Encarta® 2009. © 1993-2008 Microso Corporaon. All rights reserved. Basic Propaganda Strategies 1. Bandwagon - persuading consumers by telling them that others are doing the s ame thing. 2. Testimonial - when a product is sold by using words from famous people or au thority figures. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 347 i.e. Burmese celebrities promoting brands 3. Transfer - when a product is sold by the name or picture of a famous person or thing but no words from the said person or thing 4. Repetition - when the product’s name is repeated at least four times in the ad 5. Emotional Words - words that will make a consumer feel strongly about someo ne or something are used. http://modernhumorist.com/mh/0004/propaganda/mp3.cfm Adjectives and Complements i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as guys Adjectives add to the meaning of a noun or a pronoun can be articles like “a” “an” and “the”, or show possession such as your, his, my, their, our, or its tell us more about the noun or pronoun, for instance that, what, those, or thes e, or be interrogative, what, where, or why some modify by comparing, richer, whole or ideal impossible others are indefinite and include all, many, few, some, or several also, some give physical descriptions like big, old or brown others consist of beautiful, Burmese and advertising Adjective Complement Clause or phrase that adds to the meaning of an adjective or modifie

s it, adjective complement always follows the adjective it complements and it is a no un clause or a prepositional phrase a. Noun clause is simply two or more words that act like a noun, it can be the s ubject of a sentence, an object of a verb or preposition, or they can complement a subject or adjective i.e. what you see, that he is happy, and where the Burmese went b. Prepositional phrase starts with a preposition and modifies nouns and verbs i.e. “It came with the ad”, “I need a ride to Myanmar” What Is an Adjective Complement?grammar.yourdictionary.com › ... › Adjectives Subject Complement Adjectives and adjective phrases function as subject complements. A sub ject complement is a word, phrase, or clause that follows a linking verb and describes the subject. i.e. Christmas cookies smell delicious. Object Complement Adjectives and adjective phrases function as object complements. An obj ect complement is a word, phrase, or clause that directly follows and des cribes the direct object. i.e. J udeo-Christians consider J erusalem holy. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 348 Let us have examples for drill or exercise. Identify the adjective complements i n the sentences. Examples of Adjective Complements Noun Clause and Prepositional Phrase: 1. She was hesitant to tell her parents. 2. The boss was anxious to promote sales. 3. Are you afraid of spiders? 4. We were shocked by the news. 5. I was delighted that she was chosen. 6. He is likely to be nominated. 7. The child was eager for Christmas to arrive. 8. I am curious what color it is. 9. It was wrong of her to go. 10. I am happy they got married. 11. We are all afraid that the storm will be severe. What Is an Adjective Complement?grammar.yourdictionary.com › ... › Adjectives Subject and Object Complement: 1. My puppy is very mischievous. 2. The patient appears dehydrated and feverish. 3. The apple pie you made tastes sour.

4. My grandmother was rather forward thinking. 5. The British are fond of fish and chips. 6. The little girl painted her bedroom bright pink. 7. The preschoolers are coloring the trees purple and blue. 8. The jury declared the defendant guilty. 9. We voted her entry most original. 10. Studying grammar makes me happy. Next to that, search for five other ments from newspapers and magazines , identify the propaganda devices and adjective or adjective complementati ons used. Show outputs in class through a gallery walk of life-like ad displays. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 349 Activity 17: LISTEN AND BE HEARD Listen to this blog entry that will be read by one of your classmates a nd take down notes. Activity 18: SHOUT OUT! Brainstorm by pairs then refer to your notes to fill out the information being asked. Present outputs by posting these around the classroom. Speaker Person being Addressed Objectives of the Speaker Speaker’s Attitudes towards Issues Propaganda Strategy Used

Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 350

Activity 19: SPEAK UP, LET’S TALK ABOUT IT In here, you will be grouped once again into eight (8) with 5 each. You, together with other will conduct a talk show regarding the blog entry heard. Your teacher can also furnish a copy for your reference. Assign speakers who will share their ideas and opinions using signal Opinion Signal Words *may, ought, could, might, possibly, sometimes, often, I think, it is believed, usually, seem (s), probably, many people believe, everyone, no one, everybody, always Activity 20: FIRST IMPRESSIONS… Based on the given texts, ages or literary selections that you have read and heard, write your impression/s (a lasting effect, opinion or mental image of somebody or something) on the literature of Myanmar and the Burmese people, that is, the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Refer to the template with the possible prompts provided. to develop y our paragraphs observing the main idea and ing details integrating a ny mode My First Impression I was ableto/Theliteratureof Myanmar/TheBurmesepeople… ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ ________________________________________________________________________________ _________ Reflect on the focus questions. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 351 In this section, the discussion focused more on the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussio n?

Which ideas are different and need revision? Now that you know the important ideas about this topic, go deeper by Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Burmese people in their response to the challenges of Here is another poem for you to reflect upon. Read the poem orally as a class. For the unlocking of difficulties, have the game word auction. Your teacher will post phrases from the poem and will ask the class if any of you knows the italicized words to be defined. If you have Activity 21: THE F’S (FAITH AND FIGHT Frequency Word List a. b. c. d. e. f. g. h.

golden spires saffron prayers only callousness and betrayal stillness of their gaze novice monk’s robe serene downcast eyes ceremonial finery anger is fiercer

1. According to the speaker in the poem, what is happening in his/her country Burma? 2. What can be done to attain peace and freedom? 3. What was the role of the monks in the fight for freedom? 4. Why is the poem entitled, “Prayer for Burma”? 5. How would you feel under similar conditions? 6. What does this quotation from the poem mean: “We shall never forget our monks who were at the forefront of our march for freedom.” 7. How does this poem show the temperaments and psyche of the Burmese people in their response to the challenges of modernity? PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 352

Do you recall the land of golden spires? Where morning bells are answered with murmurs of saffron prayers And the silence of bare feet echoing their innocence In a land overwhelmed by evilness and greed A message of hope for hearts in deepest despair In a language of love for a people enduring only callousness and betrayal As their Meta Sutra chants rose high up above Reflecting in the stillness of their gaze You can see great courage and dignity in the eyes of Burmese monks I the summer a lifetime ago When your soft hair was shaved and the first time you wore your Thin-gann the novice monk’s robe And your beautiful boyish face was full of determination With serene downcast eyes

After shedding Shinlaung’s ceremonial finery You remained a Buddhist monk To devote your life to your people and your religion I also the dark winter nights When you stayed up late studying Buddha’s scripture, poetry and politics Looking to find answers for your people’s suffering Since last September The war against evil has only just begun And I know that you will fight on I am quite sure that Your prayer will be answered Your hopes will come true And your fight will be won Not because Your anger is fiercer And your power mightier Or their hatred more bitter But because Your cause is just Your prayers are sincere Prayer for Burma by May Ng Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 353 Earlier, you read poems, now we have the story The Country’s Good Son. Read the said text silently. You will win in the end There is nothing to stop your spirit and your hope No one can silence your prayers for peace and freedom in Burma We shall never forget our monks who were at the forefront of our march for freed om. Burma Digest Afterwards, you will be grouped into two: one will deliver the poem in a simple speech choir or choral reading and the remaining group will have it in a r ap presentation or creative jazz chant with choreography. Activity 22: YOUR MISSION The Country’s Good Son by Minn New Thein Lin Aung’s mother had a shop in the Mingaladon market, where she sold slippers. L in Aung helped his mother in the shop during his school holidays. As the Mingaladon market was an army market, soldiers could be seen shopping there daily. It was m ore crowded on Sundays. Many soldiers could be seen moving about busily.

It was Sunday, and Lin Aung was sitting in front of the shop; “Younger Brother, do you have real ‘Sin-kye’ No. 9?” A young man, wearing tros, entered and asked him. Quickly Lin Aung took a pair of ‘Sinkye’ No. 9 slippers and showed them. “How much a re these slippers, Young Brother?” Twenty -one Kyats, Elder Brother.” “Can I take only the right side slipper and pay you ten Kyats and fifty pyas?” The young man’s question made Lin Aung’s eyes become wide. If he sold only the right side, how could he sell the left side? And why did he want only one slipp er? “You can’t do that. If I sell only the right side, the one left in the shop will becom e useless. “Yes, but I want only the right side. But wait, I’ll go and look for a partner.” Lin Aung was left behind, looking at the back of the young man, who walked away, limping. Soon, the young man came back. He had another young man with him. The first young man asked Ling Aung for the slippers, and gave the left side slipper to th e young man who had come with him. He lifted the leg of his tro and put on the slip per. Then he nodded with satisfaction. Only then did Lin Aung understand. They were buying and sharing one pair of slippers. The first young man had a false left leg, and second young man had a false right leg. So everything was all right because there was one who wanted only th e right side, and another who wanted only the left side. Lin Aung was sorry to see the condition of the two young men. The y were quite young, and they each had a leg missing. “Don’t you feel sad that you have only one leg?” Lin Aung as inquisitive and asked them. “Why should we be sad?” the first you ng man smiled. “We are soldiers who offered even our own lives for our country. We are Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 354 proud to lose a leg in protecting our country.” When Lin Aung heard the first young man’s answer, he respected them. The y were very different from the young drug addicts about whom he had often r ead in the newspapers. They were wasting their lives and killing themselves. These young men were the country’s good sons who were protecting the country from its enemies. Their aims and intentions were as different from those of the addi cts as east from west, north from south. Although these young men had one leg mis sing, they still wanted to serve their country. The two young soldiers told Lin Aung that they p lanned to work in the disabled soldiers’ cooperative shop. “I respect you and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you.” The two young soldiers smiled to hear Lin Aung’s words. “We ire your intention.

Our country’s future will really be bright if there were more young people in our country with the same aim and intention as yours. All right, we will go now.” Do the following exercises by groups (six). For groups 1 and 2, your leader and will label the Character Revelation Figure by answering the questions. defend your answers in front of the class. Activity 23: CHARACTER REVELATION FIGURE

Present your work and

Which character do you like best? Why? Which character experiences personal change from beginning How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges of How do you think this situation could apply to Filipino soldiers? Give reasons. ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 355 Groups 3 and 4 will be in charge of the Frequency Word List with replacing the underlined words or phrases accordingly in the paragraphs from each pair from the options. Share answers with the other groups for Activity 24: FREQUENCY WORD LIST 1. Why should we be sad? We are soldiers who offered even our own

lives for our country. We are proud to lose a leg in protecting our country. a. happy, gloomy b. would gladly die, would fight gladly c. to lose our limbs, to lose our lives 2. Lin Aung felt respect for both of them. They were very different from the y oung drug addicts he often read about in the newspapers. These drug addicts were a burden to the country. They were wasting their lives and killing themselves. a. iration, satisfaction b. a contrast to, a far cry from c. disgrace, problem d. ruining their lives, hurting their lives 3. I respect and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you. a. praise, salute b. patriots, heroes c. treasures, assets Activity 25: SOLDIER SIMULATION Groups 5 and 6 will simulate or role play in class the situation wherein the will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers. Try to come up with another point of view or varied interpretation. retrosoldiersilhouettethumb3376569.jpgdreamstime.com *Questions/Activities Adopted/Modified from Literature in Focus II Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 356 Activity 26: PS AT YOUR FINGERTIPS (PRECIS/SUMMARY) Individually, write a précis/summary of the above story by discussing comprehensively and identifying the proper paragraph development (expository, descriptive, narrative, persuasive, and creative). Relate it to your previous writing activity on impressions and refer to the followi ng example. A précis or a summary is a short version of a age containing only the main points and main ing points. Sample Paragraph Teaching is the noblest of professions. A teacher has a sacred duty to pe rform. It is he on whom rests the responsibility of moulding the character of young c hildren. Apart from developing their intellect, he can inculcate in them qualities of good citizenship, remaining neat and clean, talking decently and sitting properly. These virtues are not easy to be imbibed. Only he who himself leads a life of simplicity, purity and rigid discipline can successfully cultivate these habits in his pupils. Besides a teacher always remain young. He may grow old in age, but not in spite. Perpetual with budding youths keeps him happy and cheerful. Th ere are

moments when domestic worries weigh heavily on his mind, but the delightful comp any of innocent children makes him overcome his transient moods of despair. Precis/Summary Teaching is the noblest profession. A teacher himself leading a simple , pure and disciplined life can mould the character of the young children and make them nea t and good mannered citizens. Besides he remains every young forgetting his own domestic worries in the constant company of the young.

5 quality precis writing samples | Articles | Knowledge Hub THE COUNTRY’S GOOD SON ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 357 ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ ________________________________________________________________________________ ________ You can double check your work using this checklist:

Revision Checklist Ask yourself the following questions: Is my précis/summary only one third of the original? Did I include all the main points? Have I left out the illustrations and less important ideas? Have I written clearly in my own words using synonyms for the author s words wh ere possible? Does my précis/summary accurately reflect the original in tone? Is my grammar and spelling correct? Précis/Summary member.tokoha-u.ac.jp/~dixonfdm/Core%20Activities/.../precis.htm Activity 27: LEND ME YOUR EARS! On this part, you will listen and view a video clip of a speech de livered. Take down notes and refer to these in writing your editorial article. At the same time, just like in your discussion, you can use or expressions that signal opinions and consider the right paragraph An editorial article expresses an opinion about a current issue or topic. Fine Arts “Fine arts are important in the curriculum because of what they do fo r learning,” stated Patty Taylor, arts consultant for the California State Department of Educ ation. In other words, the arts, especially music, should be part of every scho ol’s curriculum at every grade level. Music makes students smarter, gives children something positi ve to do, and builds self-confidence. Most students don’t have a chance to le arn music outside of school, and everyone deserves that opportunity. Students would be much smarter if they had some music experience. The y would improve their classroom skills, like paying attention, following directi ons, and participating without interrupting. People develop all these skills when they le arn music. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 358 Musicians are also better in math, and they get higher S.A.T. scores. For instance, a study by the College Entrance Examination Board reported, “Students with 20 units of arts and music scored 128 points higher on the S.A.T. verbal and 118 points high er in math.” A Rockefeller Foundation study states that music majors have the highest ra te of ittance to medical school. Making music also lets children use thei r imaginations, unlike playing with video games and electronic stuffed animals. “It provide s students a chance to try out their own ideas,” according to the October 1997 Californ ia Educator. Music makes children well-rounded students.

Music not only makes children better students but also gives them som ething positive to do. In a music program, children can be part of a band or choir instead of ing a gang. Parents can enjoy listening to their children’s music i nstead of seeing them glued to a computer or TV screen. In band, students get to be part of a team. They can interact with old friends and make new friends through music. While lea rning and making music, children can also be exploring a potential career. Music builds self-confidence. It gives children a sense of accomplishme nt and success. Making music is something for them to be proud of, and it lets kids practice performing in front of an audience. As reported in the California Edu cator, “It gives [students] self-confidence and a feeling of importance to have a skill someone appreciates. They are also learning how to accomplish something from b eginning to end and actually come out with a product that they can be proud of.” Music gives children an outlet for self-expression, and that helps develop their self-confid ence. Once again, music is important because it can make children better st udents, give them something positive to do, and build their character. Unfortunately , the children who need music lessons the most usually don’t have access to them outside of schoo l. That is why music should be offered in every single grade in every school. You can also refer to the TRAC format or graphic organizer in structuring your o utput. Editorial Graphic Organizer T-Topic Sentence Notes R-Reasons with A-Answer, Opposition C-Conclusion Editorial Graphic Organizer Twww.cs.org/chms/research/davis/edigo.pdf Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 359 Activity 28: 3-2-1 With this chart, review by listing down or filling out what are aske d and always connect everything with the focus questions. 1. What does (Burmese) literature reveal about Asian and African character? 2. How do (Burmese) Asians and Africans respond to the challenges of modernity as reflected in their literary selections? In this section, the discussion was about the temperaments and psyche of the Burmese people in response to the challenges of modernity.

What new realizations do you have about the topic? What new connections have you made for yourself? Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 360 Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understandings in this lesson. Activity 29: HANDING IN YOUR Directions: Read the task below. In your group, discuss and plan on how you will put up the exhibit. The rubric for grading is provided here to remind you on how your work will be graded. Your task is to write an evaluation paper regarding a program viewed. You are invited by a state university for a possible scholarship and one of the requirements is to submit an evaluation paper regarding current events or social issues. There will be a screening of video clips to guide you and choices of topics for you to write on. Therefore, choose one as your basis and prepare to defend TASK An evaluation paper is a type of argument that includes evidence to justify a writer s opinions about a subject. You can find an example here for reference. Evaluation Essay on Gender in Advertising Gender differences and biases have been a part of the normal lives of huma ns ever since anyone can . Anthropological evidence has revealed that e ven the humans and the hominids of ancient times had separate roles for men and women in their societies, and this relates to the concepts of epistemology. There were certain things that women were forbidden to do and similarly men could not partake in some of the ac tivities that were traditionally reserved for women. This has given birth to t he gender role stereotypes that we find today. These differences have been ed on to our current times; although many differences occur now that have caused a lot of debate amon gst the people as to their appropriateness and have made it possible for us to have a stereotyping threat by which we sometimes assign certain qualities to certain people without thinking. For example, many men are blamed for undermining wom en and stereotyping them for traditional roles, and this could be said to be the same f or men; men are also stereotyped in many of their roles. This leads to social constructionis m since the reality is not always depicted by what we see by our eyes. These ideas have also carried on in the world of advertising and the differences shown between the males and the females are apparent in many ments we see today. This can have some ser ious

impacts on the society as people begin to stereotype the gender roles in reality . There has been a lot of attention given to the portrayal of gender in advertising by both practitioners as well as academics and much of this has been do ne regarding the portrayal of women in advertising (Ferguson, Kreshel, & Tinkham 40-51; Bellizzi & Milner Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 361 71-79). This has led many to believe that most of the ments and their c ontents are sexist in nature. It has been noted by viewing various ads that women are shown as being more concerned about their beauty and figure rather than being shown as authorit y figures in the ads; they are usually shown as the product s. Also, there is a tenden cy in many countries, including the United States, to portray women as being subordin ate to men, as alluring sex objects, or as decorative objects. This is not right as it portrays women as the weaker sex, being only good as objects. At the same time, many of the ads do not show gender biases in the pictures or the graphics, but some bias does turn up in the language of the ad. “Within language, bias is more evident in songs and dialogue than in formal speech or when pop ular culture is involved. For example, bias sneaks in through the use of idiomatic expressions ( man s best friend) and when the language refers to characters that depict traditional sex roles. One s normative interpretation of these results depends on one s ideological perspective and tolerance for the pace of change. It is encouraging that the limited study of language in advertising indicates that the use of gender-neutrality is commonplace. Advertis ers can still reduce the stereotyping in ad pictures, and increase the amount of female speech relative to male speech, even though progress is evidenced. To the extent that r s prefer to speak to people in their own language, the bias present in popular c ulture will likely continue to be reflected in ments” (Artz et al 20). ments are greatly responsible for eliciting such views for the people of our society. The children also see these pictures and they are also the ones who create stereotypes in their minds about the different roles of men and women . All these facts combine to give result to the different public opinion that becomes f act for many of the of the society. Their opinion and views are based more on the interpreta tion they conclude from the images that are projected in the media than by their observati

ons of the males and females in real life. This continues in a vicious circle as the media tries to pick up and project what the society thinks and the people in the society make their opinions based upon the images shown by the media. People, therefore, should not base too much importance about how the media is trying to portray the of the society; rather they should base their opinions on their own observation of how people interact toget her in the real world. Work Cited Artz, N., Munger, J., and Purdy, W., “Gender Issues in Advertising Language”, Women and Language, 22, (2), 1999. Bellizzi, J. A., & Milner, L. “Gender positioning of a traditionally male-dominant product”, Journal of Advertising Research, 31(3), 1991. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 362 Evaluation Paper/Evaluative Essay Rubric Directions: This rubric will be used to evaluate the final draft of your paper/essay. Before you turn in the final draft, fill out this rubric yourself. What score w ould you give yourself and why? Student: ________________________________ Date: ________________________ Score Level Criteria Comments Content 30-27 Excellent to Very Good: knowledgeable, substantive development of thesis, relevant to assigned topic 26-22 Good to Average: sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail 21-17 Fair: limited knowledge of subject, little substance, inadequate development of topic 16-13 Needs Much Improvement: does not show knowledge of subject, not many details, not relevant to assigned topic or not enough to evaluate Organization 20-18 Excellent to Very Good: fluent expression, ideas clearly stated/ ed, succinct, well-organized, logical sequencing, cohesive

17-14 Good to Average: somewhat choppy, loosely organized, but main ideas stand out, limited , logical but incomplete sequencing 13-10 Fair: non-fluent, ideas are confusing or disconnected, lacks logical sequencing and development 9-7 Needs Much Improvement: does not communicate, no organization or not enough to evaluate Vocabulary and Language Use 20-18 Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word form mastery 17-14 Good to Average: adequate range, occasional errors of word/idiom form, choice, usage but meaning understood 13-10 Fair: limited range, frequent errors of word/idiom form, choice, usage, meaning somewhat confusing or not understood Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 363 Total Score: Score Level Criteria Comments 9-7 Needs Much Improvement: essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate Grammar Usage 25-22 Excellent to Very Good: effective, complex sentences, few errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions 21-18 Good to Average: effective, but simple sentence construction, minor problems in complex constructions, several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions, but meaning understood 17-11 Fair: major problems in simple/complex sentences, many errors of agreement, tense, number, word order, articles, pronouns, prepositions and/or fragments,

run-ons, deletions, meaning confused or not understood 10-5 Needs Much Improvement: almost no mastery of sentence construction rules, many errors, ideas not understood or not enough to evaluate Mechanics 5 Excellent to Very Good: few errors of spelling, punctuation, capitalization, paragraphing 4 Good to Average: some errors of spelling, punctuation, capitalization, paragraphing, but meaning understood 3 Fair: frequent errors of spelling, punctuation, capitalization, paragraphing, poor typing, meaning confused or not understood 2 Needs Much Improvement: many errors of spelling, punctuation, capitalization, paragraphing, typing is poor, or not enough to evaluate Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents. Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 364 Comments: Activity 30: OUTBOX Let us go back to our box and finalize your map of conceptual change by finishing the “I Think” OUT OF THE BOX area. Review the focus questions. IN THE BOX I Think… PLEASE think outside ME I Think… OUT OF THE BOX Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 365 Activity 31: LESSON CLOSURE In summary, do the lesson closure as a reflection. ToJ«q’; Ic)yo«...………….……………………………………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………..Ovc kcq ídca vo;…………………..........

……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………TIí; í; íwpoy«¬t µcc«u)c…………..…………………. ……………………...……………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… A«mlcr kcq ídca……………………………………………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………TIí; wahcr; µcc«u)c………………………………….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………….l« ,vw, IoJ«q’; Ic)yo«……….. ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… In this section, your task was to write an evaluation paper of a program viewed. How did you find the performance task? How did the task help you see the real world based on the topic? You have completed this lesson. Carry on! Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 366 Adjective. The part of speech or word that modifies a noun or pronoun. Adjective Complement. A clause or phrase that adds to the meaning of an adject ive or modifies it. It always follows the adjective it complements and it is a noun clause or a prepositional phrase ment. A public announcement using the mass media. Editorial Article. It expresses an opinion about a current issue or topic. Evaluation Paper/Evaluative Essay. A type of argument that includes evidence to justify a writer s opinions about a subject. Fantasy. It means a dream or imagination. Frequency Word List. Set of words used in reading texts or selections for unlocking of difficulties or vocabulary building and development. Idiom. A word, phrase or expression which is commonly used in everyda y conversation by native speakers of English. It is figurative. Impression. A lasting effect, opinion or mental image of somebody or something. Opinion. It is a view or assessment about something. Précis/Summary. This is a short version of a age containing only th e main

points and main ing points. Propaganda. A publicity to promote something. An information put out by an organization or government to promote a policy, idea or cause. Reality. It is actual or exists. Books A-Z Learning Strategies. Religious Education Module. Catholic Education Archdiocese of Brisbane. Alonzo, R., Meñez, A. & Villamarzo, P. (2001). Literature in Focus II. Quezon City: SIBS Publishing House. Serrano, J . B. & Lapid, M. G. (2004). English Communication Arts and Skills th rough Afro-Asian Literature: A Situational, Developmental, Interdisciplinary Approach . (4 th ed.) Quezon City: Phoenix Publishing House Inc. Rubric Adapted From: Reid, J . (1993). Teaching ESL Writing. New J ersey: Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 367 Prentice Hall Regents. Websites Painter. (2009, J uly 21). Paint the World Super Coloring. Retrieved November 23 , 2012 from http://www.supercoloring.com/ A+E Television Networks, LLC. (1996-2012). Nelson Mandela photo gallery. Retrieved November 23, 2012 from http://www. Biography .com/ people/ nelson-mandela-9397017 Buzzing Everything! (Tech), Right Here! (2012, October 1). Is Mahatma Gandhi sti ll relevant? Retrieved November 23, 2012 from http://www.rangaprabhu.com/ buzz/2012/10/is-mahatma-gandhi-still-relevant/ E- Collaborative for Civic Education. (2011). Philippines- Aquino. Retrieved November 23, 2012 from http://www.tavaana .org/ viewcasestudy.jsp? pageId=2071502000341264606266439&lang=en&restrictids= nu_repeatitemid&restrictvalues=2071502000341283324272068 Avalokiteshvara. (2011). His Holiness Dalai Lama. Retrieved November 23, 2012 from http://resources.tsemtulku.com/free-s/his-holiness-dala-lama.html D’Souza, T. (2012, September 5). Mother Teresa s legacy for a "New Evangelisation" in the year of faith. Retrieved November 23, 2012 from http://www.asianews.it/news-en/Mother-Teresa s-legacy-for-a-newevangelisation-in-the-Year-of-Faith-25732.html Helen, P. (2011, J uly 26). Characteristics of a leader: Aung San Suu Kyi. Retr ieved November 5, 2012 from http:// paigemonty.blogspot.com/2011/07/ characteristics -of-leader-aung-san-suu.html Weiler, W. (2012). There is no box in job searching in Job Seekers, Networking, Social Media. Retrieved November 5, 2012 from http://blog. hiredmyway. com/ there-is-no-box-in-job-searching/ Shanbhag. (2112, August 6). A short essay on life of Aung San Suu Kyi. Retrieved

November 23, 2012 from http://www.meritnation. com/discuss/question/2463138 Amthor, C. (2010, October 22). What’s the difference between Myanmar and Burma? Retrieved November 5, 2012 from http://blog.burmacenter .org/2010/10/22/difference-between-myanmar-burma/ Burt, R. (2011, April 2). Free Tools Challenge #10: Word clouds with wordle. Retrieved November 11, 2012 from http:// teacherchallenge.edublogs.org/2011 / 04/02/free-tools-challenge-10-wordclouds-with-wordle/ Lyndsey. (2012, May 7). Butterfly research. Retrieved November 5, 2012 from http :// ayearofmanyfirsts.blogspot.com/2012/05/butterflies-homophones-and-end-ofyear.html Platon. (2012). Human Rights Watch. Retrieved November 5, 2012 from http:// www.hrw.org/burma-defenders Carnival Carousel Coloring Page. (n.d.). Retrieved November 23, 2012 from http:/ / spoonful.com/printables/carnival-carousel-coloring-page OCAL. (2008, March 26). Stick figure male clip art. Retrieved November 5, 2012 from http://www.clker.com/clipart-16625.html Burma Digest. (2012). A Magazine specializing in Human Right affairs of Burma. Retrieved October 23, 2012 from http://burmadigest.info/ Arc. (2012, October 17). Bones will crow: An insider’s view. Retrieved October 23, Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 368 2012 from http:/www.arublications.co.uk/blog.php?blog_id=166 Pridemore, H. (2012). Pop up note card. Retrieved November 23, 2012 from http:// www.favecrafts.com/Handmade-Cards/Pop-Up-Note-Card-from-C-TPublishing# The 60s Official Site. (n.d.). I back when…Retrieved November 5, 2012 from http://www.the60sofficialsite.com/I__When.html King, A. (2011, J anuary 14). Advertising and celebrity endorsement in Burma Andrew King / Consumer Research and Communications Consultant. Retrieved October 23, 2012 from http://flowtv.org/2011/01/advertising-andcelebrity-endorsement-in-burma/ Digital Visual Resources and Tech Tips. (2010, September 27). Ad*Access project. Retrieved October 23, 2012 from http:// illinoispixels. wordpress.com/ 2010/09/27/adaccess-project/ Five Types of Propaganda Used in Advertising. (n.d.). Retrieved November 5, 2012 from http:// hs.riverdale.k12.or.us/~ dthompso/exhib_ 03/tianaa/ propaganda.html Your Dictionary Grammar. (1996-2012). What is an adjective complement? Retrieved December 3, 2012 from http://grammar.your dictionary .com/parts-ofspeech/adjectives/what-is-an-adjective-complement.html Kosur, H. M. (2012, February 9). The functions of adjectives and adjective phras es in English. Retrieved December 3, 2012 from http:// www.brighthubeducation.com/ english-homework-help/33176-the-functions-ofadjectives-and-adjective-phrases/ Suu Kyi, A.S. (2012). Aung San Suu Kyi. Retrieved October 23, 2012 from http:// gury.orgfree.com/suukyi1.htm Opinion Signal Words. (n.d.). Retrieved October 23, 2012 from http://www.e-tme.com/opinion%20signal%20words%20-% 20sample.htm Kadampa Buddhism. (2012). Sojong. Retrieved November 5, 2012 from http:// kadampa.org/buddhism/sojong/Lyusha. (2000-2012). Stock Photography:

Cartoon soldier standing with gun. Image. Retrieved November 5, 2012 from http://www.dreamstime .com/ stock-photography-cartoon-soldierstanding-gun.-image-image22630222 Fat*fa*tin. (2000-2012). Royalty Free Stock Images: Retro soldier silhouette. Retrieved November 5, 2012 from http://www.dreamstime.com/royalty-freestock-images-retro-soldier-silhouette-image3376569 Communicative Writing. (2012). Précis/Summary. Retrieved October 23, 2012 from http://member.tokoha-u.ac.jp~dixonfdm/ Core%20 Activities/academic_ writing/ precis.htm Virani, M. (2012). 5 quality precis writing samples. Retrieved December 3, 2012 from http://www.publishyourarticles.net/knowledge-hub/articles/5-qualityprecis-writing-samples.html J ess. (2012). Write Source. Retrieved December 3, 2012 from http:// www.thewritesource.com/studentmodels/ How to Write an Editorial: Your Students Opinions Matter!(2009-2012). Retrieved November 23, 2012 from http://www.creative-writing-ideas-and-activities.com/ how-to-write-an-editorial.html Editorial Graphic Organizer. (n.d.). Retrieved October 23, 2012 from http:// www.cs.org/chms/research/davis/edigo.pdf The Evaluation Paper. (n.d.). Retrieved November 23, 2012 from http:// Learning Module for English - Grade 8 3 - L2 OVERCOMING CHALLENGES 369 faculty.samford.edu/~drdedo/evalassign.html Evaluation Essay on Gender in Advertising. (2003-2012). Retrieved December 3, 2012 from http://www.tailoredessays.com/samples/gender-in-advertising-essay. htm Sandyck, E. (2011, March 29). Living a life out of the box. Retrieved November 5, 2012 from http://empoweredonlineentrepreneurs.com/marketing-psychology/ living-a-life-out-of-the-box/ Aung San Suu Kyi. (n.d.). Retrieved November 5, 2012 from Mofified with dren rights essment. http://www.imdb.com/name/nm1238989/ Muppet. (2009, September 27). The Contemplative Psyche: Freedom...for Burma (Myanmar). Retrieved October 23, 2012 from http://thecontemplative psyche.blogspot.com/2009/09/freedom.html Burma: Misc. (2010-2012). Retrieved December 3, 2012 from http:// misc.thefullwiki.org/Burma Myanmar (Burma). (1996-2012). Retrieved December 3, 2012 from http:// travel.nationalgeographic.com/travel/countries/myanmar-guide/ Teachnology. (199-2012). Teacher guide to different types of writing. Retrieved October 23, 2012 from http://www.teach-nology.com/themes/lang_arts/ typesofwriting/ Voaclips. (2012, April 2). Daw Aung San Suu Kyi s Victory Speech (English). Retrieved November 5, 2012 from http://www. youtube.com /watch? v=9iEWvhLC1Fs Mancraft123. (2007, October 9). Oras Na (Dedicated to the Burmese people). Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 370 Have you, at a certain time, asked yourself how you are able to overcome trials and solve your personal problems? Have you ever wondered how people overcome challenges in their lives victoriously? Do you think it is possible to give answers to these questions from the literary

selections of Saudi Arabia and Israel? In this lesson, you will find out how critical understanding and appreciation f or Afro-Asian literary pieces can help you recognize the temperament and psyche of your Arab and Israeli neighbors in response to the challenges of modernity. to search for the answers to the following questions: What does literature reveal about Arab and Israeli characters? How do Arabs and Israelis respond to challenges of modernity as To give you an overview of the things you will do in this lesson, pay close atte ntion to the expected skills below and the lesson map. In this lesson, you will learn the following: Determine the persons being addressed in an informative talk, the objectives of the speaker and his attitudes towards issues (Listening Comprehension) Listen to get different sides of social, moral and economic issues a ffecting a community (Listening Comprehension) Use appropriate turn-taking strategies (topic nomination, topic development, to pic shift, turn-getting, etc.) in extended conversations (Speaking - Oral Language a nd Frequency) Use communication strategies (e.g. paraphrase, translation and circumlocution) to repair breakdown in communication (Speaking - Oral Language and Frequency) Develop strategies for coping with unknown words and ambiguous sentenc e structures and discourse (Vocabulary Development) Use collocations of difficult words as aids in unlocking vocabulary ( Vocabulary Development) Utilize varied reading strategies to process information in a text (R eading Comprehension) Distinguish between facts and opinions (Reading Comprehension) Note expressions that signal opinions (e.g. seems, as I see it) (Rea ding Comprehension) Utilize varied reading strategies (covert dialogue with the writer and the sectional Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 371 approach) to process information in a text (Reading Comprehension) Employ approaches best suited to a text (Reading Comprehension) Examine for bias (Reading Comprehension) Develop strategies for coping with unknown words and ambiguous sentence structu res and discourse (Vocabulary Development) Use collocations of difficult words as aids in unlocking vocabulary ( Vocabulary Development) Compare and contrast one’s own television-viewing behavior with other vi ewer’s viewing behavior (Viewing Comprehension)

Discover Philippine and Afro Asian literature as a means of expanding experienc es and outlook and enhancing worthwhile universal human values. (Literature) Identify oneself with the people of Arabia and Israel though literature taking note of the cultural differences so as to get the heart of problems arising from them. (Lite rature) Respond to on one’s paper in the revision process (Writing an d Composition) Use grammatical structure and vocabulary needed to effectively emphasize partic ular points. (Writing and Composition) Produce an e-journal of poetry and prose entries with emphasis on content and w riting style (Writing and Composition) Show respect for intellectual property rights by acknowledging citations made i n reports and researches. (Writing and Composition) Use quotation marks or hanging indentations for direct quotes. (Writing and Composition) Use in-text citation (Writing and Composition) Arrange bibliographic entries of text cited from books and periodicals. (Writin g and Composition) Formulate correct complex and compound-complex sentences. (Grammar Awareness and Structure) Formulate correct conditional statements. (Grammar Awareness and Structure) Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. (Study Strategies) On the next page is the lesson map to guide you in Strength in Facing Challenges . Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 372 Anticipation-Reaction Guide: Agree/Disagree Chart KNOW Post Viewing Activity It’s Clear to Me Distinguishing Fact from Opinion Facts and Opinions in Informative Writing Facts and Opinions in Persuasive Writing Frequency Word List: Burger Match! Plot Diagram Ali Baba Characters o T-Chart The Way I Understand It Hear the Voice of the Princess! I Think; Therefore, I Am I’ve Got that Feeling Hang on a Second...May I Speak? In My Opinion Writing a Persuasive Essay: From Head to the Pen! Getting Fooled or Getting Wiser

Persuasion and Propaganda Revising Persuasive Essay Different Yet Worth Embracing PROCESS Sentence Completion Skills at Work Visiting the Middle East Travelling with Ruth Character Analysis The Words Beyond My Thoughts Writing a Critical Review: Through My Lens Frequency Words List: The Frame of My Understanding From Simple to Complex Repairing Communication Breakdown Monitoring My Media Beaviors Writing a Blog: Getting Connected to Israel Research Work: A Gallery of My Fave Prose and Poetry Writing a Bibliography: From Where I Got My Favorites REFLECT AND UNDERSTAND Review: Responding to My Favorites Keeping My Favorites: An eJournal Anticipation-Reaction Guide: Agree/Disagree Chart Lesson Closure: Reflective TRANSFER Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 373 For you to accomplish the tasks and perform well in the activities in this les son, write Let’s begin by doing these sets of activities which will help you identify and explain the psyche and temperaments of the Arabs and the Israelis as revealed in the literary pieces. Read carefully each statement related to the personalities and the literature of the Arabs and Israelis. Evaluate the accuracy of each statement by checking either Agree or Disagree column in the Activity 1: ANTICIPATION-REACTION GUIDE AGREE/DISAGREE Agree / Disagree Chart Before the Lesson Statements about Saudi and Israeli Literature After the Lesson Agree Disagree Agree Disagree 1. The period before the writing of the

Qur an and the rise of Islam is known to Muslims as the period of ignorance. 2. The expansion of the Arab people in the 7th and 8th centuries brought them into with a variety of peoples who would affect their culture and the most significant of these was the ancient civilization of Israel. change to Persia 3. The Israeli, Israelite, Hebrew and J ew are synonymous and can be interchangeably used in literature, religion and politics. 4. J ewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the language of the Holy Scripture. 5. A key ingredient of the Israeli public persona is that J ews are tough, emotionally hardened, and ruthless. Do NOT fill this up yet. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 374 1. Which statements did you agree to? Can you state your reasons for your affirmation? What experiences or observations do you have that make you decide on those answers? 2. Which statements did you disagree to? State your reasons. What personal encounter –actual experience or learning insight- helped you in forming your judgment? PROCESS QUESTIONS: Let’s the accuracy of your claims as we continue with the lesson. This chart will be given back to you at the end of this lesson so that you can confir m or change your answers. The right column of the Anticipation-Reaction Guide Chart will then be answered. As you continue, keep in mind to answer the questions below: What are the psyche and temperaments of the Arabs as a people and of the Israelis as a people? How are these personality traits and characteristics revealed in their literary pieces? How strong are these Your goal in this section is to learn and understand key concepts on the literature of Saudi Arabia, informative speaking, turn-taking strategies and propaganda devices in Exercise 1: Viewing Activity: Opening Speech” Islam Is The Solution!” Previewing Activity: 1. You are about to view a short speech delivered by a Muslim. 2. Listen very attentively to the speaker; take note of his gestures; observe the behavior of his audience.

3. Click this link and view the short video : http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankind. This video Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 375 While Viewing Take note of every important detail in the video. Make sure you are able to iden tify the key points of the speech. Activity 2: POST VIEWING ACTIVITY Reflect on your understanding of the speech by completing the activity sheet below. I GOT IT RIGHT! Name: ______________________________ Date _________________ Grade & Sec: _________________________ Teacher _______________ Full Circle Call to Action Thesis Statement Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 376 1. Who speaks in the video? How credible is he to talk during the Peace Conference? 2. According to the speaker, when does misery start? How can Islam be the solution to the problems that beset the world? 3. What specific details are used by the speaker to substantiate each of his assertions? 4. Why do you think the speaker encourages his audience to adopt Islam? How do gestures or the intentional movements of the speaker’s body help him convey his message? 5. What countries in the world adopt Islam as a religion? 6. What are some of the nonverbal reactions of the audience? What personality traits does Abdur Raheem possess as reflected in his speech? What does his speech tell us of the Arab psyche? 7. How do you evaluate the speaker’s point of view? Was he able to convince PROCESS QUESTIONS: Activity 3: IT’S CLEAR TO ME Below are statements taken from the speech of Abdur Raheem McCarthy; identify whether the sentence expresses a fact or an opinion. Write yo ur answer in the second column; include a short explanation. PICKING IT FROM THE SPEECH FACT OR OPINION WHY DID I SAY SO

1. The Western economy is based on rebate or interest. 2. The only way to true happiness and peace is through Islam. 3. The problem of swine flu – the swine is one of the dirtiest animals in the face of the earth. 4. Fifty-six percent of everyone jailed in America today is due to drug charges. 5. Islam is not spreading as it should be because we are not implementing it in its proper form. PROCESS QUESTIONS: 1. What is a fact? How do you arrive at facts? 2. How does a fact differ from an opinion? Can an opinion be proven? 3. Is a fact the opposite of an opinion? 4. If a statement of fact is untrue or false, does it turn into an opinion? In the same logic, if an opinion is believed by everyone, does it turn into a fact? Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 377 THE TWO TYPES OF STATEMENTS Opinions cannot be proven, however, they can be ed by facts and other knowledgeable opinions. Facts can be proven with evidence, statistics, records, photographs, data, etc. Hone your skill in identifying facts from opinions. You need to master this skill as you write persuasive articles later. Take time to answer the succeeding worksheet. Activity 4: DISTINGUISHING FACT FROM OPINION Directions: Read each statement. Look up words you don’t know. Write FACT on the left if you can prove or disprove the statement with concrete evidence. Write OPINION if the statement is a belief or a position. , some statements are technically opinions, but are based on STATEMENTS FACT or OPINION 1. Wolves are highly social animals with a pack structure based on dominance hierarchy. 2. Wolves are an endangered or threatened species in the lower 48 states because of deliberate and systematic extermination by humans. 3. Wolves and wolf hybrids are not wise choices as family pets. 4. Many tourists have reacted positively to the experience of seeing wolves in Yellowstone National Park. 5. Wolves should be reintroduced to all U.S. public lands that provide a large enough range to a

population. 6. Captive breeding programs and Species Survival Plans are necessary to keep the red wolf (Canis rufus) and the Mexican wolf (a subspecies of Canis lupis) from 7. Wolves are often portrayed as villains and savage predators in stories, myths and legends. 8. Stories, myths and legends that portray wolves in negative ways are harmful to children. 9. Wolves sometimes kill livestock. 10. Wolves will return to their former habitats in northeastern states on their own if they are protected. Name ___________________________________ Date _________________________ Source: http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 378 FACTS about Wolves __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Activity 5A: FACTS AND OPINIONS IN INFORMATIVE WRITING Can you write five fact statements about wolves? an informative paragraph, your fact statement would be the Activity 5A: FACTS AND OPINIONS IN INFORMATIVE WRITING Can you write three opinion statements about wolves? If persuasive paragraph, your opinion statement would statement. A thesis statement is an opinion boiled

If you were writing topic sentence. you were writing a be your thesis down to one arguable

OPINIONS about Wolves __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 379 1. How important are facts in informative texts? Are opinions necessary in this type of writing? 2. What does a persuasive text require of a writer? Why is a blend of facts and opinions necessary in this text type? PROCESS QUESTIONS:

You have just learned the difference between fact s and opinions and their importance in writing informative and persuasive text types. To help you learn more the psyche of the Saudi people, you have to read Arab literature for you to know that its literature reflects the personality of her people and the characteristics of her culture. Below is an excerpt of the very famous “One Thousand and One Nights” or better known as “The Arabian Nights”. Read its prologue / introduction fi rst Exercise 2: Reading Arab Literature The Arabian Nights (Prologue) The main frame story concerns a Persian king and his new bride. He is shocked to discover that his brother s wife is unfaithful; discovering his own wife s infidelity has been even more flagrant, he has her executed: but in his bitterness and grief decides that all women are the same. The king, Shahryar, begins to marry a succession of virgins only to execute eac h one the next morning, before she has a chance to dishonor him. Eventually the vizier, whose d uty it is to provide them, cannot find any more virgins. Scheherazade, the vizier s daught er, offers herself as the next bride and her father reluctantly agrees. On the night of the ir marriage, Scheherazade begins to tell the king a tale, but does not end it. The king, curi ous about how the story ends, is thus forced to postpone her execution in orde r to hear the conclusion. The next night, as soon as she finishes the tale, she begins (and on ly begins) a new one, and the king, eager to hear the conclusion, postpones her ex ecution once again. So it goes on for 1,001 nights. ALI BABA AND THE FORTY THIEVES A li Baba and his elder brother Cassim are the sons of a merchant. After the death of their father, the greedy Cassim marries a wealthy woman and becomes well-todo, building on their father s business—but Ali Baba marries a poor woman and settles into the trade of a woodcutter. One day Ali Baba is at work collecting and cutting firewood in the forest, and he happens to overhear a group of forty thieves visiting their treasure store. The treasure is in a cave, the mouth of which is sealed by magic. It opens on the words "iftah ya simsim" (commonly written as "Open Sesame" in English), and seals itself on the words "Close, Simsim" ("Close Sesame"). When the thieves are gone, Ali Baba enters the cave himself, Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 380 and takes some of the Ali Baba and his wife of gold coins. Unbeknownst to t Ali Baba is using them for, as

treasure home. borrow his sister-in-law s scales to weigh this new wealth them, she puts a blob of wax in the scales to find out wha she is curious to know what kind of grain her impoverished

brother-inlaw needs to measure. To her shock, she finds a gold coin sticking to the scales and tells her husband, Ali Baba s rich and greedy brother, Cassim. Under pressure from his brother, Ali Baba is forced to reveal the secret of the cave. Cassim goes to the cave and enters with the magic words, but in his greed and excitement over the treasures, he forgets the magic words to get back out again. The Thieves find him there, and kill him. When his brother does not come back, Ali Baba goes to the cave to look for him, and finds the body, quartered and with each piece displayed just inside the entrance of the ca ve as a warning to anyone else who might try to enter. Ali Baba brings the body home, where he entrusts Morgiana, a clever slave-girl in Cassim s household, with the task of making others believe that Cassim has died a natural death. First, Morgiana purchases medicines from an apothecary, telling him that Cassim is gravely ill. Then, she finds an old Tailor known as Baba Mustafa who m she pays, blindfolds, and leads to Cassim s house. There, overnight, the Tailor stitches t he pieces of Cassim s body back together, so that no one will be suspicious. Ali Baba and his family are able to give Cassim a proper burial without anyone asking awkward questions. The Thieves, finding the body gone, realize that yet another person m ust know their secret, and set out to track him down. One of the Thieves goes down to the town and comes across Baba Mustafa, who mentions that he has just sewn a dead man s body back together. Realizing that the dead man must have been the Thieves victim, the Th ief asks Baba Mustafa to lead the way to the house where the deed was performed. The Tail or is blindfolded again, and in this state he is able to retrace his steps and find th e house. The Thief marks the door with a symbol. The plan is for the other thieves to come ba ck that night and kill everyone in the house. However, the Thief has been seen by Morgia na and she, loyal to her master, foils his plan by marking all the houses in the neighb orhood with a similar marking. When the forty Thieves return that night, they cannot identify the correct house and their leader in a furious rage, kills the unsuccessful Thief. The next day, another Thief revisits Baba Mustafa and tries again, only this time, a chunk is chipped out of the stone step at Ali Baba s front door. Again Morgiana foils the plan by making sim ilar chips in all the other doorsteps. The second Thief is killed for his failure as well. At last, the leader of the Thieves goes and looks for himself. This time, he memorizes every detail he can of the exterior of Ali Baba s house.

The Chief of the Thieves pretends to be an oil merchant in need of Ali Baba s ho spitality, bringing with him mules loaded with thirty-eight oil jars, one filled with oil, the other thirtyseven hiding the other remaining thieves. Once Ali Baba is asleep, the Thieves p lan to kill him. Again, Morgiana discovers and foils the plan, killing the thirty-seven Thie ves in their oil jars by pouring boiling oil on them. When their leader comes to rouse his men, h e discovers that they are all dead, and escapes. The next morning Morgiana tells Ali Baba ab out the thieves in the jars, they bury them and Ali Baba shows his gratitude by giving M orgiana her freedom. To exact revenge, after some time the Chief of Thieves establishes hi mself as a merchant, befriends Ali Baba s son (who is now in charge of the late Cassim s bu siness), and is invited to dinner at Ali Baba s house. However the Thief is recognized by Morgiana, who performs a dance with a dagger for the diners and plunges it into his heart when he is Source: http://en.wikipedia.org/wiki/Ali_Baba Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 381 Activity 6: FREQUENCY WORD LIST: BURGER MATCH! Let’s find out if you understood the selection “Ali Baba and the Forty Thieves” despite the presence of some difficult words. Each burger patty contains a word from the literary selection. In the table below are the synonyms as well as the antonyms of the words. Create your own veggie burger by matching the word with its synonym and antonym. Write its synonym on t he upper bun while the antonym on the lower bun. Work on this for three minutes. En joy! seal awkward foil apothecary impoverish 5. 4. 3. 2. 1. SYNONYMS ANTONYMS clumsy rich to close graceful bankrupt to open pharmacy to to stop cemetery PROCESS QUESTIONS: 1. Were you able to finish the activity on time? If not, what stopped you from pursuing? 2. What previous knowledge or encounter helped you in arriving at your answers?

3. How many correct answers did you have? Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 382 Activity 7: PLOT DIAGRAM Use the plot diagram below to chart the plot of the drama selection “Ali Baba and the Forty Thieves”. In the spaces provided, describe briefly the exposition, conflict, to include in the rising action, the key events that build

_____________________ _____________________ _____________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ___________________ ___________________ ___________________ ______________________ ______________________ ______________________ ____________________ ____________________ ____________________ __________________________ __________________________ __________________________ _________________________ _________________________ _________________________ Exposition Conflict Resolution Denouement Climax Rising Actions Falling Actions Name ____________________________ Date ____________Score___________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 383 Activity 8: ALI BABA CHARACTERS ON T-CHART Enumerate both the major and the minor characters in the selection. Write the name of the character at the center. At its right, write his good qualities while at his left write his bad qualities. Make sure to explain briefly why you consider such attributes good or bad. Characters NAMES _______ _______ _______ _______ _______

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______ Bad Qualities Good Qualities 1. At the start of this lesson, what were your initial feelings and ideas about it? Did you like story? Was it exciting or too predictable? How did you find its ending? 2. The magic words “Open, Sesame” and “Close,Sesame” that seal the cave of treasures have become popular expressions. How do modern people use this expression in their daily conversations? 3. How were Ali Baba’ and Cassim’s lives different? Which of these two characters do you prefer? Explain your answer and cite instances in t he story that your choice of character. 4. How is each of these themes – greed, loyalty and bravery shown in the story? 5. As reflected in this story and in the speech at the start of this lesson, w hat PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 384 Exercise 3: Reading an Essay : A Peep of the Arab Character Read the essay about the Arab Psyche. As you read, please try to identify the words that are difficult and arrive at their meanings. After reading the text, show your understanding using the graphic organizer that follows. The Arab Psyche The Arabs Before Islam The Arabs are an ancient Semitic people of the Middle East. They are proud in th eir belief that they are descended from the Prophet Noah s son Shem, and honored tha t the last of the lineage of God s prophets was from their midst, and humb led that God enlightened mankind by revealing the Holy Word in their language. The complex history of the Arab is conveniently divided into two parts of before and after by the Revelation. In the pre-Islamic period, the social structure which e volved in the harsh environment of the Arab Peninsula was based on the tribal unit. Some tribe s from the era survive even to this day, while others perished during the p rocess of God s unfolding plan. The Arabic tribes which did not perish but which survived to the modern era can be divided into those clans of pure lineage and those peoples who have gradually be come naturalized within the Arabic family.

The core tribe of the pure Arab is the Qahtan, whose land of origin is found wit hin Yemen. Arab historians identify the first king of Yemen as Yar ub bin Qahtan, wh o was succeeded by his son Yashjub, who in turn was followed by his son Abdu-Shams. The second group of Arabs who have survived from the pre-Islamic era a re those which are referred to as naturalized, being from the peoples which mi xed and intermarried with the Qahtan. These Arabs descended from the Prophet Ismail who had settled in the holy city of Mecca. They are also known as the Adnani and the Niz ari after their great-grandfather Adnan and their father Nizar bin Maad bin Adnan. Tribal System During the pre-Islamic era, the tribe was the primary social and political unit of the Arabs. The primary function of the clan structure was to defend its memb ers, whether right or wrong. Correspondingly, the tribesmen devoted themselves to pr otect their collective honor and they obeyed the dictates of their tribal elders. A pre-Islamic poet eloquently expressed this unquestioning loyalty as follows: I am nothing but a member of my tribe. If it goes astray, I will too, and if it follows the right path, so will I. The Holy Quran preached strongly against this blind loyalty and the d estructive prejudices which resulted. The Word of God decreed a better criteria to differentiate between people, being their devotion to Islam. Practical Knowledge and Science The Arabic culture of the pre-Islamic era did not invent the sort of complex mythologies and creation myths which characterized ancient cultures such as Gree ce. The classic framework of philosophy and rhetoric which the Greeks developed was therefore far from the more mundane considerations of the early Arabs. The triba l lack of Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 385 advanced urban centers meant that schools of specialized intellectual s kills did not develop. The pre-Islamic Arabs were either villagers, pastoralists or traders, w ho existed with the less effete goal of simple physical survival. The Need for Revenge Pre-Islamic Arabs were adamant about the unquestionable law of revenge. In their view, a disgrace must be avenged, no matter what the consequences. One of their poets expressed this cultural fixation thus: I shall wash disgrace with the edge of my sword, no matter what this may bring about. In this context, the pagan tribes beli eved that if the murder of a kinsman went unavenged, a bird named al Hama would com

e out of the victim s skull and hover over his grave shrieking "Satisfy my thirst!" This would be the victim s demand to avenge his death and to quench his terrible thirst with the b lood of the murderer. A People of Eloquence The early tribes did not commonly express their artistry with architecture and s tatuary. Instead they gloried in the intricacies of their splendid Arabic language. The t ribes loved eloquent speech and the expression of their folk wisdom in clever proverbs. Stor y-telling and recitations of poetry were standard features of the social gatherings of bot h hathar and bedouin. The Character of Respect For a tribesman to hold his head high among his fellows during the long epoch of the pre-Islamic period, he had to display certain elements of character wh ich were highly valued in his culture. These qualities included courage, generosity, integrity a nd pride. An unfortunate aspect of the life of both hathar and bedouin was a condition of constant insecurity. Attack from hostile forces could take place at any time. Fo r of the tribe, courage was imperative if family and property and honor were to be defended. Audacity therefore came to be a highly regarded attribute, whereas cowardliness and fear of the enemy was a disgrace. The Emergence of Islam The Word of God was revealed to mankind in the year 610 AD. The message brought by the Prophet Mohammed, peace be upon him, introduced drastic changes to the po litical, social, intellectual and cultural life of the Arabs. The teachings of the Holy Q uran were a blunt instrument to suppress the cruder aspects of the Arabic culture, and a fin e instrument to uplift their better selves. The revealed system was complete, as it established all of the laws necessary to regulate both personal and political life. Islam instilled in the Arab the high ideals and holy fire which enabled the miraculously rapid expansion of the Muslim world. Such is the power of the word of God!The Revelation of the Word had a powerful impact on the Arab psyche. Source: http://www.alshindagah.com/january99/thearabpsyche.htm Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 386 Activity 9: THE WAY I UNDERSTAND IT Show your understanding of the reading selection above by completing this concept map. Concept Map of the Arab Psyche

1. Courage 2. _________________ 3. _________________ 4. _________________ _________________ __________________ ___________________ __________________ 1. Pure lineage 2. _______________ __________________ 1. What are the clans of the Arabic tribes? What are their similarit ies and differences in of origin and characteristics? 2. Explain briefly the Arab trait of the need for revenge. When was this Arab mentality changed? How? 3. What personal and political progress did the Arabs gain after they had embraced Islam as a religion? 4. After knowing the history and the present condition of Saudi Arab, what insights can help you better understand them as a people? PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 387 You have just learned the Arab psyche though an essay. To make you appreciate Arab literature better, read the poetic texts that follow. After reading the poems, be able identify common poetic devices used by the poets. Make sure, too, to answer the question: How does poetry reveal the Exercise 4: The Sound and Turns of Arab Poetry Read the samples of Arab poetry. Observe the harmony of sounds and turns of phrasing, stanzaic forms, brevity and theme. A rabic poetry is based largely on harmonies of sound and striking turn s of phrasing. A poet s fame depended upon a few brilliant couplets rather than on any sustained melody or long-continued flight of noble thought. One distinguishe d philosophical poem of some length is the well-known "Lament of the Vizier Abu Is mael." This we give in full at the conclusion of this section; but mainly we must illustrate the finest flowering of Arabic verse by selecting specimens of characteristic brevit y. Many of the Arab caliphs inclined to the gaieties of life rather than to their religious duties, and kept many poets around them. Indeed some of the caliphs themselves were poets: T he Caliph Walid composed music as well as verse; and was hailed by his immediate companions as a great artist. His neglect of religion, however, was s o reckless as to rouse the resentment of his people, and he lost his throne and life.

On Fatalism Not always wealth, A splendid destiny The lordly vulture That rots upon yon

not always force commands; gnaws the corpse barren sands.

Nor want, nor weakness still conspires To bind us to a sordid state; The fly that with a touch expires Sips honey from the royal plate. — The Holy Imam Shafay The Song of Maisuna The russet suit of camel s hair, With spirits light, and eye serene, Is dearer to my bosom far Than all the trappings of a queen. The humble tent and murmuring breeze That whistles thro its fluttering wall, My unaspiring fancy please Better than towers and splendid halls. Th attendant And frolic by Are dearer in Than gorgeous

colts that bounding fly the litter s side, Maisuna s eye mules in all their pride.

The watch-dog s voice that bays whene er A stranger seeks his master s cot, Sounds sweeter in Maisuna s ear Than yonder trumpet s long-drawn note. The rustic youth unspoilt by art, Son of my kindred, poor but free, Will ever to Maisuna s heart Be dearer, pamper d fool, than thee. Poem 2 Poem 1 Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 388 1. 2. 3. 4. are 5. 6.

What stanzaic form is used in both poems? Describe the harmonies of sound and turns of phrasing. What have you observed of the length of each poem? Do the poems express deep philosophical beliefs or thoughts? If yes, what these? If no, what then does each poem express? What sentiments do the two poets have in common? Through a glimpse of Arabic poetry, what characteristics of Saudi people are

revealed? PROCESS QUESTIONS: Exercise 5: An Informative Talk: The Saudi Princess Fight for Women’s Rights Visit this site http://www.youtube.com/watch?v=1M-etvlW83E and watch an intervie w of a Saudi Princess who fights for women’s rights in her country.

Previewing Activity: You are about to view a twelve-minute interview of a Saudi Princess in a CNN Program. Listen very attentively to the interviewee and the interviewer ; observe turntaking strategies and expressions used in asking and answering questions. Source: htt p://www.youtube.com/watch?v=1M-etvlW83E This video shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for f emale empowerment in Saudi Arabia. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 389 While Viewing Write down every important detail in the interview. Make sure to identify the k ey points of the interview. List down difficult words said by both Princess Ameerah and CNN newscaster Amanpour. Activity 10: HEAR THE VOICE OF THE PRINCESS! Go over your notes on the Saudi Princess interview by Christian Amanpour Name ______________________________________ Date ______________________ Determine the persons addressed by Saudi Princess Ameerah when she was interviewed at CNN Program. Images of her audience are provided. Ident ify their names/ positions and explain briefly the message that the princess is relaying t o them. 1. 2. Hear the Voice of the Princess! Name / Position: __________________ Princess’ Message : _______________ ________________________________ Name/position ___________________ Princess’ Message _______________ _______________________________ Name /Position ________________ Princess’ Message _____________ _____________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 390 Name/ group name ______________ Princess’ message ______________ ______________________________ Group name____________________ Princess’ Message_______________ ______________________________

4.

INFORMATIVE TALK An interview, like a discussion, is an example of an informativ e talk. Informative speaking centers on talking about events, process, places, people, things and concepts. When informing an audience – whether live audience or through media like television-about any topic without being persuasive is sometimes difficult. So analyzing the audience is very important. Audience analysis is the process of examining information about your listeners. That analysis helps you to adapt your message so that your listeners will respond as you wish. In everyday conversations you adapt your message to your audience. For example, if you went to a party the night before, you would explain the party d ifferently to your friends and family. To your best friend you might say, "We partied all night and there were tons of people there." To your mother you might say, "Oh, I ha d fun with my friends." And to your significant other you might say, "It was fun, I had a grea t bonding time with my friends." In each of these situations, you are adapting your messag e to your listening audience. There are three ways to do analyze an audience; demographic analysis, attitudina l analysis, and environmental analysis. Demographic analysis involves age, gender, culture, ethnicity, race, religion, and educational level. Attitudinal analysis addresses the audi ence s attitudes, beliefs, and values. Environmental analysis is finding out things lik e the seating arrangement, the number of people likely to attend, and the room lighting. 1. What topics did Princess Ameerah talk about? Was she prepared for the interview? How was her expertise on the topic shown? 2. How do Arabs respond to challenges of modernity as reflected in their litera ry selections? 3. Was Ameerah able to analyze her audience? What type of PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 391

As an informative speaker, your task is to educate or enlighten your listener by sharing your knowledge. During an informative presentation, you may illustrate a task, explain a complicated concept or describe a historical event or famous person. You must be credible and objective because your Activity 11: “ I THINK; THEREFORE, I AM” Make a list of at least ten expressions that signal opinion and biases such as “I think…” “Many believe that…” “Probably, we could…” Activity 12: “ I’VE GOT THAT FEELING” Below are some issues tackled by Saudi Princes Ameerah when she was interviewed at CNN. Match/ connect the speaker’s / princess’ attitudes as represented by emoticons with the corresponding issues. Make sure to “ I’ve Got that Feeling” ACTIVITY SHEET ON IDENTIFYING THE SPEAKER’S ATTITUDES TOWARD ISSUES Name __________________________________ Date _________ Score ____________

Issue: Poverty Speaker’s attitude: __________________________ Why did she feel this way?____________________ Issue: Custody battles Speaker’s attitude: __________________________ Why did she feel this way?____________________ Issue: Ban on women to drive Speaker’s attitude: __________________________ Why did she feel this way?____________________ Issue: Unemployment Speaker’s attitude: __________________________ Why did she feel this way?____________________ Issue: women empowerment Speaker’s attitude: __________________________ Why did she feel this way?____________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 392 PROCESS QUESTIONS: 1. How long did it take you to accomplish activity sheet #12? Was the activity easy, fair or difficult? Explain 2. What previous experiences helped you finish the task? 3. Of the five social, economic and political issues mentioned in the activity, which do you think was the most challenging for the Arab princess to solve? Why do you say so? 4. What characteristics do most Arab women, as represented by their Princess Ameerah, possess? 5. How do you describe the Saudi character? TURN TAKING STRATEGIES A conversation is a turn-taking process and it is more difficult when there are several people in a conversation. When a conversation is going on, speakers must have the skill of turn taking in order to let the conversation go smoothly and appropriately among them. Experts suggest the following strategies in taking turns:

These involve ways of entering into a conversation or taking over the role of sp eaker, and include: Using interjection to signal a request for a turn such as ‘Mmhmm’, ‘Yeah’, and rising intonation Using facial or other gestures to indicate a wish to take a turn. Accept a turn offered by another speaker by responding to a question or by providing the second part of an adjacency pair. Completing or adding to something said by the speaker. In different cultures there are different standards for interrupting an d turn-taking, however there are also a few universal points that apply to most situations. 1. The speaker can choose the next speaker. You can stop someone domin ating the conversation, and you can include quieter people. 2. You can stop someone interrupting by avoiding eye with them, and con tinuing eye with your partner in the conversation. Don’t drop the volum e of your speech (i.e. don’t begin to speak more quietly). 3. If someone interrupts you, and you haven’t finished making your poin t, tell them clearly. You can use phrases like: Let me finish / May I finish? Excuse me, I ha ven’t finished. Just a moment / Hang on a second.” When someone won’t stop talking, and you are not interested in what they are sayin g, you can avoid eye , turn away or look at something else. Do not use conve rsation fillers. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 393 Activity 13: HANG ON A SECOND…MAY I SPEAK? Watch the twelve-minute interview of Princess Ameerah on CNN again. Write down the turn-taking strategies both Ameerah and Amanpour used. Explain briefly the appropriateness of the strategy being used in that particular moment. Evaluate whether the strategy was correct by checking Activity Sheet on Turn-Taking Strategies Hang on a Second…May I Speak? Name ___________________________ Date _____________ Score ______________ Interviewer (CNN Newscaster Amanpour) Interviewee (Saudi Princess Ameerah) Turn-taking Strategy When

used? Appropriateness Turn-taking Strategy When used? Appropriateness

PROCESS QUESTIONS: 1. What does turn-taking in communication mean? 2. What turn-taking strategies do you usually use? Do you find them effective? Why? Why not? 3. What happens to a conversation when a speaker does not observe proper turn-taking skills? Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 394 Activity 14: IN MY OPINION… Read each news headline and corresponding details very thoroughly. Express wisely your opinions on the news/issue. Delta pact with Saudis brings calls of bias J ERUSALEM - J ews and Israelis, or engers carrying any non-Islamic article of faith, will not be able to fly code-share flights from the United States to Saudi Arabia under Delta Air Lines new partnership with Saudi Arabian Airlines that is set to begin next year. Sudanese man beheaded in Saudi Arabia A Sudanese man convicted of murder has been beheaded in Saudi Arabia, the Gulf kingdom s interior ministry has said. — BBC News Middle East “ Yes, your honor,”: Saudis let women argue in court Saudi government es laws allowing women to work in legal profession on the same footing as men. In my opinion… _____________________ _____________________ _____________________ _____________________ _____________________ _____________________ In my opinion… _____________________

_____________________ _____________________ _____________________ _____________________ In my opinion… ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ 1. 2. 3. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 395 Congratulations! You have just expressed your personal views on the customs and issues involving our brothers in Saudi Arabia. Certainly, your opinions are ed with facts, as you were taught in the earlier part of thi s lesson. Activity 15: WRITING A PERSUASIVE ESSAY: FROM MY HEAD TO Write a short persuasive essay about Saudi culture. Use the opinions you wrote in the previous activity as your arguments. Make sure to substantiate PERSUASIVE ESSAY WRITING SHEET (A) FROM MY HEAD TO THE PEN! Name ____________________________ Date _____________ Score______________ Thesis Statement What is your general opinion about the culture of Saudi Arabia? ______________________________________________________________________ Argument #1 What is your opinion regarding Saudi laws? Make sure to this opinion with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Argument #2 What is your opinion regarding gender equality ? Make sure to this opini on with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Argument #3 What is your opinion regarding their problem on poverty? Make sure to this opinion with appropriate facts or data. ______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________ Conclusion Full Circle (Restate you thesis statement in another way. ________________________________ Call to Action __________________________ ______________________________________________________________________ ______________________________________________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 396 PROPAGANDA DEVICES Propaganda is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side of an argument. Propaganda is usually repeated and dispersed over a wide variety of media in order to create the chosen result in audience attitudes. http://en.wikipedia.org Propaganda is intended to make us accept or approve something without looking closely at the evidence. Most of the propaganda devices utilize emotion and avoi d critical thinking. Here are some of the common propaganda devices: 1. Card Stacking: The strategy of showing the product’s best features, telling halftruths, and omitting or lying about its potential problems. Ex. Drug manufacturers do this frequently in ads in which they skim over the pos sible harmful side effects of their products. Facts are Selected and present ed which most effectively strengthen and authenticate the point of view of the propagandi st. 2. Name calling: The use of names that evoke fear or hatred in the viewer. The namecalling technique links a person, or idea, to a negative symbol. The most obviou s type of name calling involved “bad names.” Ex. Racist, dictator, communist, etc. 3. Plain Folks: The use of everyday people to sell a product or service. Speak ers and ads appear to make the person to be “one of the people.” Ex. America’s r ecent presidents have all been millionaires, but they have gone to great lengths to pr esent themselves as ordinary citizens. Bill Clinton eats at McDonalds. Ronald Reagan chops wood. 4. Glittering Generalities: The act of referring to words or ideas that evoke a positive emotional response from an audience. Virtue words are often used. Ex. Food products will quickly label their foods as low fat hinting that they are more healthy, when, in fact, the product might be high in calories. rs wil l sometimes give an incomplete comparison like “better tasting.” Better tasting than what? Spam? Dirt

? 5. Soft soap: Flattery or insincere compliments designed to get the audi ence on the side of the speaker. Ex. "I love visiting you folks in Bohol where the people are Activity 16: GETTING FOOLED OR GETTING WISER? Study the following situations. Each contains a propaganda technique/ device, identify the device used. Write your answer after each situation. 1. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist who s i n the pocket of big oil companies." 2. "Secure, safe and stable. That s the advantage of a Togofa. No other car on the road is as reliable." 3. Bar charts of differing tax programs presented side by side. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 397 4. "Sen. Ramos is a tax and spend liberal." "Pres. Santos is an elitist who s i n the pocket of big oil companies." 5. "Secure, safe and stable. That s the advantage of a Togofa. No other car on the road is as reliable." 6. Bar charts of differing tax programs presented side by side. 7. No true Filipino would vote to take away our rights by outlawing hunting. 8. "Don t let those bunny huggers take away our right to hunt." 9. If you want to spend the night at a friend s house and you tell your parents that your friends parents will be home, that you ll be in bed by 10pm, and that your frien d isn t allowed out of the house after dark, but fail to mention that your friend is all owed to watch "R" rated movies (if your parent s don t allow them). Activity 17: PERSUASION AND PROPAGANDA Choose your favorite product/s- shampoo, shoes, etc. it/them to your friends so that they, too, will subscribe to it/them. Make sure to promote it/them in two ways : 1. by using propaganda device/s , and 2. by MENT USING PROPAGANDA TELLING THE WHOLE TRUTH Product: Product:

1. What is propaganda? Why do unscrupulous businessmen, writers and speakers use propaganda gimmicks? 2. What responsibilities do newspapers have for their readers? 3. How do recognizing propaganda devices make you a better consumer and student? PROCESS QUESTIONS: Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 398 Activity 18: REVISING PERSUASIVE ESSAY Read again your output in Activity 15. Make sure to develop credibility as a writer by eliminating biases in your opinions. Do not hide some truth s; express the whole truth as you persuade people about your views on Saudi Arabian culture. You may delete and add ideas to make your work an effective pie ce of writing. This time, add a very catchy title to your composition. PERSUASIVE ESSAY WRITING SHEET (B) REVISITING MY THOUGHTS Name ____________________________ Date _____________ Score_____________ ___________________________ (Title of the Essay) Thesis Statement _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Argument #1 _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Argument #2 _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Argument #3 _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Conclusion Full Circle ______________________________________________________________ Call to Action ___________________________________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 399 Activity 19: DIFFERENT YET WORTH EMBRACING

Write a journal showing the cultural differences between the Filipinos and the Arabs. Base your insights on the texts you read or viewed. A J ournal of Cultural Differences DI FFERENT YET WORTH EMBRACI NG Name ___________________________ Date __________ Score __________

Culture / practice

1. Gender equality

2.

3.

4. Mode of dressing

5.

Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 400 Activity 20: FREQUENCY WORD LIST List down at least ten Arab words and give their meanings. WORD MEANING 1. _____________ =__________________________________ 2. _____________ =__________________________________ 3. _____________ =__________________________________ 4. _____________ =__________________________________ 5. _____________ =__________________________________

6. _____________ =__________________________________ 7. _____________ =__________________________________ 8. _____________ =__________________________________ 9. _____________ =__________________________________ 10. _____________ =__________________________________ Activity 21: ONE-MINUTE PAPER Take time to accomplish this formative check. Most IMPORTANT thing discussed in this lesson EASIEST fact or concept to Most DIFFICULT idea to understand

Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 401 In this section, the discussion was about the temperaments and psyche of the Saudi people as reflected in their reading and viewing texts. Go back to the previous section and compare your initial ideas with the discussion. How many of your initial ideas are found in the discussio n? Which ideas are different and need revision? Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Saudi and Israeli people in their response to the challenges of modernity. CONDITIONAL SENTENCES Conditional sentences play a very important role in English grammar. They express a condition and its result. There are three types of conditional statement in English: 1. Open conditional statement - refers to a future event which is co nditional on another future event. Ex. If you eat too much, you ll get fatter. We won t finish in time unless everyone works fast. This also describes one potential state of reality or circu mstance which is dependent on something.

Ex. If the temperature falls below zero, it freezes. If it rains, everyone gets wet. 2. Open hypothetical conditional statement - refers to a possible future s ituation which depends on another possible future situation. Ex. If you ate too much, you d (you would) get fatter. If I went to London, I would / could visit the British Museum. 3. Unfulfilled hypothesis - refers to a situation which an event migh t have taken place, but did not, because a condition was not fulfilled. Ex. If you had eaten too much, you d (you would) have got fatter. If I had gone to London, I could have visited the British Museum (but I didn t ). Activity 22: SENTENCE COMPLETION Use the correct form of the verb in the parentheses. Form a Conditio nal sentence – type 3. Mind the position of the if-clause. Example: I ____________ (to bake) a cake if I _________ (to know) that they were coming. Answer: I would have baked a cake if I had known that they were coming or I’d have bought a cake if it I’d known that they were coming. 1. If it ____________ (to be) warmer, we _______________ (to go) swimming. 2. My parents ___________ (to buy) this house if the man ______________ (not/to sell) it to someone else. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 402 3. If the ______________(not/to fail) his driving test, his parents __ ___________ (to lend) him their car. 4. If my uncle ____________ (to tell) we the way to his office, I ____________ (not/to arrive) so late. 5. She ____________ (to be) at the airport if she ___________ (to read) the message carefully. 6. Lucy ___________ (not/to hurt) her foot if she ____________ (not/to drop) the old box. 7. If you ___________ (to use) a sharp knife, you ____________ (not/to cut) you rself. 8. If Victoria ____________ (to celebrate) her birthday at home, I __________ (to bring) her some flowers 9. We ___________ (to take) the train to Edinburgh if it _____________ (to run) on time. 10. If Max ____________ (not/to forget) my school bag, he wants _____________ t o give you your USB flash drives. Activity 23: SKILLS AT WORK Complete the following sentences with an appropriate result or CAN YOU PREDICT MY ACTIONS? Name ________________________ Date ________ Score ____________ 1. I can go shopping to the Mall of Asia this weekend if ______________________ ____.

2. If I have time _________________________________________________________. 3. I could have gone to the Middle East last year if __________________________ ___. 4. If I met J ews and Arabs in the streets today, I ___________________________ ____. 5. World peace can be attained and maintained if ______________________________ . Activity 24: VISITING THE MIDDLE EAST Write a paragraph describing what you can do, what you will see and what you might need if you visit one country in the Middle East. Give yo ur ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ MY VISIT TO THE MIDDLE EAST _____________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 403 Exercise 6: Hebrew Literature: A Short Story The book of Ruth contains an interesting story about a Moabite woman who was red eemed into a Hebrew family. The book may have been written by Samuel and was probably penned during the time of David. A Dreadful Time in a Strange Country Because of a famine in Israel, a Hebrew family moved to Moab. This was a country not far from Israel on the east side of the Dead Sea. The family was from the city o f Bethlehem -judah in Israel. Elimelech and his wife Naomi had two sons, Mahlon and Chilion. Each of them married a wife from Moab. In time Elimelech and his two sons died which left the three widows in Moab. A new beginning After her husband’s death, Naomi planned to return to Bethlehem-judah to be with family. She prepared to leave her two daughters-in-law. However, they begged to be able to go with her. She said that she had no more children and even if she were to m arry again and bear sons that the two daughters would not be able to wait for them to grow up. She planned to return to Israel alone and empty. True loveselfless giving One of the daughters-in-law, Orpah, returned to her people in Moab. The other da ughter

-in-law, Ruth, said that she would stay with Naomi. It was during this conversat ion that Ruth said these words which have become the basis for many Christian wedding vows: “Int reat me not to leave thee, or to return from following after thee: for whither thou g oest, I will go; and where thou lodgest, I will lodge: thy people shall be my people, and thy God my God: Where thou diest, will I die, and there will I be buried: the Lord do so to me, and more also, if ought but death part thee and me.” Ruth and Naomi returned to Bethlehem-judah together. Naomi was financia lly and emotionally despondent, but her family and friends accepted her with joy. One land owner Boaz, notices Ruth and asked his workers to be kind to her and le ave plenty of grain for her and her mother-in-law. As they had no money and no men to take care of them, Ruth went into the fields to gather whatever grain she could. One land owner, Boaz, noticed Ruth a nd asked his workers to be kind to her and leave plenty of grain for her and her mother-in-la w. He did not know at the time who Ruth was, but out of kindness he chose to care for the new stranger in their land. Ruth returned to Naomi and told her about the generous landowner. Naomi asked ab out the man and was pleased to learn that it was Boaz. Boaz was a near family member of Elimelech, her late husband. This meant that Boaz had the opportunity to take Na omi and Ruth into his care as well as free them from their financial debt. BIBLE: THE STORY OF RUTH Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 404 A husband Ruth Naomi instructed Ruth on how to ask for Boaz’s help in the matter. She ap proached Boaz and asked him to become the kinsman-redeemer for them. Before Boaz could ac cept the care of these two ladies he had to negotiate with another kinsman for the pr ivilege. This other man was closer to Elimelech and therefore had the responsibility to care for the ladies. This man chose not to exercise his duty for their care which left Boaz with the opportunity to buy them out of their debt and take Ruth as his wife. Boaz and Ruth were married became the great-grandparents of King David. Source: http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/ Activity 25: TRAVELLING WITH RUTH Analyze the elements of the selection “The Story of Ruth” by completing the Name _______________________________________ Date_________________ Title of the Story ______________________________ Author ________________ Main Character : Minor Characters:

Central Conflict MAJ OR EVENTS IN THE PLOT Inciting action : Rising Actions : Climax or turning point : Falling action: Setting Mood: Theme ; Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 405 1. Describe the living faith that works out of love in the lives of Ruth and Bo az. 2. At the end of the story of Ruth, it appeared that Naomi owned some land that Boaz was willing to sell to her. If she had this land all along, why didn’t she sell it earlier and save herself a lot of trouble? PROCESS QUESTIONS: Activity 26: CHARACTER ANALYSIS Analyze the personality traits of Ruth and Naomi as reflected in their actions and dialogs. Compare and contrast Naomi who left Bethlehem and was bitter and Ruth who came to Bethlehem and reigned. Furthermore, compare Naomi as a symbol of the law and Ruth as a symbol of grace under the new covenant. Make sure to complete the Venn Diagram below. Write their common trait s in the converged parts of the circles. Analyzing the characters of a story is one way of understanding the reading text better. You have just done it well. Good job! Another way of understanding a story, poem, book or journal article is to write a critical review. The purpose for writing a critique is to ev aluate somebody s work in order to increase the reader s understanding of it. A critical analysis is subjective writing because it expresses the writer s opinio n or evaluation of a text. And you will learn how to write one in the succeeding part of this module. WRITING A CRITICAL REVIEW Purpose of a Critical Review A critical review is a writing task that asks you to summarize and evaluate a te xt. The critical review can be of a book, a chapter, or a journal artic le. Writing the critical review usually requires you to read the selected text in detail and to also read other related texts so that you can present a fair and reasonable evaluation of the selected t ext. requires you to question the information and opinions in a text and present your evaluation Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 406

What is meant by critical? At university, to be critical does not mean to criticize in a negati ve manner. Rather it requires you to question the information and opinions in a text and present your evaluation or judgment of the text. To do this well, you should attempt to understand the topi c from different perspectives (i.e. read related texts) and in relation to the theories, approach es and frameworks in your course. What is meant by evaluation or judgment? Here you decide the strengths and weaknesses of a text. This is usually based on specific criteria. Evaluating requires an understanding of not just the content o f the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is. What is meant by analysis? Analysis requires separating the content and concepts of a text into their main components and then understanding how these interrelate, connect and possibly influence eac h other. Structure of a Critical Review Critical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structu ral specifications. Headings are usually optional for longer reviews and can be helpful for the read er. Introduction The length of an introduction is usually one paragraph for a journal article rev iew and two or three paragraphs for a longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the topic of the text. Present the aim of the text and summarize the main finding or key argument. Conclude the introduction with a bri ef statement of your evaluation of the text. This can be a positive or negative evaluation or , as is usually the case, a mixed response. Summary Present a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may br iefly describe how the text is organized. The summary should only make up about a third of the critical review. Critique The critique should be a balanced discussion and evaluation of the strengths, we aknesses and notable features of the text. to base your discussion on specific c riteria. Good

reviews also include other sources to your evaluation ( to refer ence). You can choose how to sequence your critique. Here are some examples to get you started: Present the most important to least important conclusions you make about the tex t. If your critique is more positive than negative, then present the negative poi nts first and the positive last. If your critique is more negative than positive, then present the positive poi nts first and the negative last. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 407 If there are both strengths and weaknesses for each criterion you use, you need to decide your overall judgment. For example, you may want to comment on a key idea in the text and have both positive and negative comments. You can begin by stating what is good about the idea; then concede and explain how it is limited in some way. While this example shows a mixed evaluation, as a whole you are probably being more negative than positive. In long reviews, you can address each criterion you choose in a paragraph, incl uding both negative and positive points. For very short critical reviews (one pag e or less) where your comments will be briefer, include a paragraph of positive comments and another o f negative comments. You can also include recommendations on how the text can be improved in of ideas, research approach; theories or frameworks used can also be included in the criti que section. Conclusion This is usually a very short paragraph. Restate your overall opinion of the text. Briefly present recommendations. If necessary some further explanation of your judgment can be included. This can make your critique sound fair and reasonable. You have just reviewed how to write a critical review of literary selections journal articles, paintings, songs and the like. In Module 3 Lesson 1 , you learned how to write an editorial article and an evaluation paper. Such writing skills will be very useful as you tackle the next portion of this lesson. You wi ll be exposed more to reading more sample of the literature of Israel. So enjoy reading! Exercise 7: A TOUCH OF MODERN ISRAEL: “ The CAT”

Read the short story about a political prisoner who uses magic to es cape execution. Be able to identify difficult words and arrive at their meanings. Als o write a critical review of the selection. “ THE CAT” by Zygmunt Frankel H e lay on the bunk in his cell, smoking a cigarette. The day had been hot, but no w, with the dusk falling, a pleasant breeze had sprung up and was coming in from the courtyard, along the corridor, and into his cell. The old prison was very mu ch like the ones in cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel frames with iron bars less than twenty centimetres apart; to o close for even the thinnest man to squeeze through, but ample for a cat. One could see thr ough the bars, talk with the guards and the prisoners in the other cells, and be disturbe d by someone snoring at night, and the barred doors made the prison airy. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 408 It was much better than the foreign prisons he had read about, with solid doors, peepholes, and electric bulbs burning the whole night long. Although the local r evolution modelled itself on the Russian one to some extent, it did not have the means to imitate Lubyanka. The revolution was also milder in other respects. A political prisoner usually had done something against the regime, be it only grumbling in public. The interroga tions were mostly carried out without torture. Although no public or journalists were it ted to the more serious political trials, the prisoner had the right to defend himself, and , in case of a death sentence - these, unfortunately, were rather common and mostly undeserved - the condemned man had the right to appeal to the President, although in most cases i t only delayed the execution by a few days. The prisoner finished his cigarette, put it out in an empty sardine tin which se rved him as ashtray, sat on his bed, and looked at the door again. The spaces between the bars were fine, even for the largest cat to through, and the door at the end of the corridor was the same. In the small rectangular cobbled courtyard where they took their d aily walks and where they shot condemned prisoners at dawn, a couple of skinny young trees, hardly more than saplings, grew by the wall on the right, a few of the thin branches re aching the top of the wall; nothing to a man, but good enough for a cat. It was not the wall where they shot people; that one was opposite it, at right angle to

the door. On days following an execution, of which they had heard every word and shot through the barred doors, walking in a circle during their daily exercise, they would look furtivel y for traces of blood on the cobblestones or bullet marks on the wall, but there weren t any; th e courtyard would be thoroughly hosed down as soon as the body was taken away, and the holes in the wall plastered over and whitewashed. The prisoner, himself a likely candidat e for an execution, thought calmly that an old mattress or two propped against the wall w ould spare them the need for constant repairs, but in a backward country one co uld not expect a revolution to bring instant efficiency. His decision to change into a cat rather than some other small creat ure in case an escape became necessary due to a death sentence or a long prison term was reached after considerable reflection. A mouse or a rat would run too great a risk in a town with a lot of cats, and even if it got out of the town safely, the distance to the border some twenty kilometres - might be too much for it, and the danger still there: wild cats, fo xes, coyotes, snakes, hawks by day and owls by night. As a cat, he would only need a couple of days to reach and cross the border and change back into man, and it was just as well. Th e Indian witch-doctor had warned him that if it took too long, the animal body would star t taking over the human mind; he would find it increasingly difficult and finally i mpossible to change back, and spend the rest of his life as an animal with an animal s mind. When he died, his body would also remain that of an animal, which would not be the case if he died shortly after the metamorphosis. It would be fastest and easiest to cross the border as a bird, preferably of pre y so as to be safe of predators; but, apart from the fact that farmers sometimes shot at bi rds of prey, he wasn t sure about flying. On both previous occasions, the first under the wit ch-doctor s guidance and, after his return from the expedition, on his own, he changed into mammals, a monkey and a fox. This time, with so much at stake, he didn t want to introduc e new and unknown factors. A dog would not be able to get over the wall, and might be shot o n suspicion of hydrophobia. A cat was best. Behind the wall with the two trees was a large gard en which he knew well. It surrounded the now confiscated villa of his friend the judge who had placed most of his money in a Swiss bank before escaping to Miami when the revol ution Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES

409 broke out. The judge had had problems with old regime as well by always trying t o be just and fair, but he knew it wouldn t help him with the new one. The judge had tried to talk him into leaving together, keeping a seat for him on the little chartered plane until the last moment, but he decided to stay, see what would happen, and even offer his servic es to the revolution if it turned out well. It showed signs of doing so for a while and th en degenerated into a dictatorship backed by terror, and he had just about decided to follow hi s friend the judge into exile when he was arrested. They did not have anything ag ainst him as an anthropologist but he had also been a friend of the judge and that was enough no wadays. But there were fascinating things to be still discovered in anthropology and pri mitive magic, and he already knew enough not to let himself be shot in the prime of life. Something the witch-doctor once told him stirred uneasily in his memory. It was right after his first, successful, change into a monkey and back. He was b ubbling with enthusiasm about the possibilities, and the old witch-doctor, his face lined and wise, listened to him quietly and then said: "Well, not quite. The possibilities are i ndeed great but not unlimited; no magic can change one s destiny beyond a certain extent. A warr ior who is to be killed in battle will not escape his fate by changing into an animal; he w ill still be killed by an arrow, and the hunter might even turn out to be the same man who was suppo sed to kill him in battle." But the prisoner dismissed the unease without much difficul ty. He was a Westerner, and destiny to him was not all that rigid; one could shape it to a mu ch greater extent than the primitive fatalistic tribes imagined. There were steps in the corridor and the sergeant, accompanied by a soldi er with a rifle, stopped by his door and unlocked it. "The captain wants to see you in his office," he said. "Is it the sentence already?" the prisoner thought as he walked between the two soldiers. It was quite possible. His interrogation ended almost two weeks before , and the military courts worked fast. The captain got up from behind his desk when the pr isoner was brought in. There was another man there, a civilian in a sober grey suit, standi ng, with his hands behind his back, a little to one side of the captain s desk. He looked lik e an official visitor, probably of a high rank. The captain took from the desk a document with a large seal and several signatur es and began to read it aloud. It was the death sentence. The prisoner has been fou nd guilty

of cooperation with the old reactionary regime, of anti-revolutionary pro paganda, and of failing to prevent the escape of one of the oppressors of the people (his friend the judge). He had three days in which to submit an appeal to the President of the Republic if he so wished. He signed a statement that the sentence has been announced to him an d that he understood it. He said that yes, he would like to avail himself of the opportuni ty to appeal to the President, in the hope that the President s generosity and kindness would ma ke him reduce the sentence. By all means, the captain said kindly; he would have paper and pen delivered to his cell that very evening. Back in his cell, the prisoner began to prepare for the metamorphosis. It was ma inly mental. He had to bring himself - this would take two or three days - into the state of absolute belief that at the end of that period he would change into a cat. Very few people could do it, and it was only after he had been with the tribe for some weeks tha t the witchdoctor began to suspect that this white man who came from a different world to l earn their customs might be one of them. The physical part of the preparation was easy - ac tually easier in prison than outside. It consisted mainly of eating very lit tle, practically fasting towards the end, and of not doing anything to distract the mind from its task. T he final part the silent incantations, the spells, the names of gods - were merely means to fi nally plunge the mind so deeply into the conviction that the body followed suit. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 410 When the block of writing paper, the fountain pen, a candle, and an ext ra packet of cigarettes were brought to him with his supper, he thanked the guard and asked w hether he could have just plain bread, preferably dry, and weak tea, or even just water , for the next couple of days, explaining that his stomach was upset and that diet was the best thing for it. The guard asked whether he would like to see the doctor. No, he said, it was nothing; he s always had a nervous, sensitive stomach, and today, what with the death sen tence, it was quite entitled to act up a little. But the whole thing was a misunderstandin g and he was confident that the President, who was a just and wise ruler, would put it right as soon as he has read his appeal. He finished the appeal the same evening, leaving the couple of corrected drafts in the writing block to show how hard he had worked on it, and gave the final copy, tog

ether with the writing block, the pen, and the remainder of the candle to the sergeant, who promised to give the petition to the captain first thing in the morning. He estimated tha t he now had at least four days at his disposal - two for the letter to reach the president and two more for the rejection to arrive - and four days were more than enough. He went to bed early and before falling asleep lay there for a long time with hi s eyes closed imagining himself as a cat: ing through the iron bars, climbing a tre e, crossing the garden, travelling through fields and woods, perhaps catching a bi rd or a mouse if hungry, and drinking from streams. When he finally fell asleep he managed to get a lot of this into his dreams as well. In the morning he was already feeling light-headed , in a sort of trance, already beginning to feel and think like a cat. A couple of times he eve n stretched and yawned like one. It was a familiar feeling. His second metamorphosis had bee n easier than the first - the witch-doctor told him that one improved with practice - and he felt that this one was going to be a success too. On the third night he was ready. He had slept through most of the afternoon and awoke at dusk feeling fresh and strong. The prison was slowly settling for the night. Someone was snoring lightly in one of the cells. The guard on duty was seated behind the tab le at the end of the corridor, reading a paper and smoking a cigarette. He sat sideways to the corridor, glancing at it only from time to time. Even if he noticed a cat slinking along t he corridor towards the courtyard door he might wonder what it was looking for, but it was e xtremely unlikely that he would fire at it, and if he did, even less likely that he would hit it. The prisoner undressed except for his underwear and, once under the b lanket, removed his vest and underpants as well. The blanket was coarse and not very cle an, and it was a little chilly to lie there naked, but he did not want to have to diseng age himself from the underwear afterwards. The prison was silent now, with the snores from a cell at the end of the corrido r barely audible. He pulled the blanket over his head and closed his eyes. In the double darkness, of the cell and the blanket, silent incantations began to flow. To t heir rhythm, his mind gradually reduced everything to the world of a small, four-legged animal. Time w as ing but he didn t know how much. He became dizzy for a while, with stra nge but welled sensations ing through his body. Then the flow of incan tations and trance gradually slowed down, stopped, settled. His skin did not feel the coarse ness of the

blanket any more. He was also warmer. He moved his limbs cautiously. His claws b it into the blanket and he retracted them. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 411 He crawled slowly towards the edge of the blanket, peered out, and l istened. The prison was dark and quiet. The cell now loomed large and tall, and the bed was h igh above the floor. He could see much better in the dark than he did before. He listened a little longer, then jumped down and hid under the bed. He noticed the color of his fur: it was grey, with dark stripes, and a light, almost white belly. The bars of the cell w ould now let him through without any difficulty. He peered into the corridor. The guard, in p rofile, was nodding over his paper. Silently, he ed through the bars of the door, glided along the c orridor, ed between bars again, turned right, out of sight, and crouched under the wall. The re was a full moon shining onto the deserted courtyard. His sight was very keen. He moved along the wall and climbed the first of the two trees. A branch took him right to the top of the wall. He looked at the garden on the other side of the wall for a while. It was as he ed it except that it was rather neglected. He wondered whether anyone lived in the villa now perhaps one of the new officials - or whether it was still unoccupied. He jumped into the garden. Now the most difficult part was behind him. He moved among some trees, t hen began to cross a large moonlit stretch of the lawn towards some bushes at the ba ck of the garden where there was a low easily able slat fence, behind which th e countryside was practically beginning. He did not see the large tall shape of the dog detach itself from the shadow of the villa; noticed it only after it had covered half the distance between them, loping fast and silently, trying to cut him off from the fence. He hissed and took off. The dog chasing hi m was a large hound, obviously trained not to growl or bark while attending to business. Their paths were converging. He saw that he might have difficulty reaching the fence before the dog caught up with him, but any change of direction might waste precious moments. If the worst came to the worst he could turn around and counterattack, using his teeth, claws, screech, and spittle to confuse the dog and reach the fence. With a dozen yards still to go, he heard the shuffle of the dog s feet right behind him and felt its breath on h

is neck. He leaped and, turning around in mid-air, gave the most frightening screech he was capable of, and struck. His claws ripped one side of the dog s face just as the dog hit him with one shoulder, with all its weight and speed behind the impact. The cat rolled over, regaining his footing almost at once, but for one brief moment the scruff of his neck became e xposed and he felt the teeth go in. The he was flying through the air being shaken left and right while the teeth were going in deeper. Then, very clearly, he felt his neck snap. The captain stood in his office, but facing the desk this time, without his pistol, and between two soldiers. The official who had been present at the reading of the pr isoner s sentence sat behind the desk. "I am sorry to see that the psychiatrist s report pronounces you perfectly sane, captain," he said. "We were very satisfied with your work to date, and saw a good career f or you in the service of the revolution. It is all the more sad having to tell you that yo ur situation looks hopeless. If there are two things that the president hates more than anything else it is people taking the law into their own hands and sadism. The prisoner s naked body was found in the garden of your villa. The wounds in the neck were inflicted with so me pointed though not particularly sharp tool like a pick or a pitchfork. Your dog can t be blamed for it because the size of the wounds is such that an animal with teeth large enough to inflict them would have to be larger than the victim, and we don t have any lions or tig ers around here. The only logical explanation is that you took the prisoner from his cell a t night and murdered him in your garden by repeatedly stabbing him in the neck and then brea king it." Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 412 "But the guard on duty that night..." "Is also under arrest. He either participated, or had fallen asleep, or you drug ged him or bribed him or talked him into keeping quiet; we shall find out which. In the mea ntime the president is disgusted with the whole thing and unless you can come up with some really convincing proof of your innocence, I wouldn t like to be in your shoes, captain ." Source: http://www.zygmuntfrankel.com/zf108.html Activity 27: THE WORDS BEYOND MY THOUGHTS Give the meanings of these words from the story “The Cat”. Make sure to give the appropriate meaning of the word according to how it is used in the

Vocabulary Development THE WORDSBEYOND MY THOUGHTS Word Meaning Sentence grumble interrogation incantation anthropologist fatalistic Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 413 Activity 28: WRITING A CRITICAL REVIEW: “ THROUGH MY LENS” Write a critical review of the short story below. Make sure to apply your knowledge of the previous lesson and the review guide provided in the A Critical Review Format “ THROUGH MY LENS” Introduction __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Summary __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Critique __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Conclusion __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Reference/s __________________________________________________________________ __________________________________________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 414

Activity 29: FREQUENCY WORD LIST: Find the meaning of each word below. Write a short description beside the term. Supplement your understanding of these with pictures. Cut out pictures that best represent the people/ concept and paste them in th eir FREQUENCY WORD LIST THE FRAME OF MY UNDERSTANDING Name __________________________________ Date ___________ 1. Israelite _____________________________________ 2. Israeli _______________________________________ 3.

Hebrew ____________________________________

4.

J ew _______________________________________

Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 415 The State of Israel, established in 1948, is an independent nation lo cated between the eastern shores of the Mediterranean Sea and the head of the Gulf of Aqaba, an arm of the Red Sea. Its official language is Hebrew. Israeli literature is literature written in the State of Israel by Israelis. Mos t works classified as Israeli literature are written in the Hebrew language, although so me Israeli authors write n Yiddish, English, Arabic and Russian. The greatest masterpiece, the Bible, has profound influence on human development. Scholars based their teach ings on the Bible. Below is a sample poem from the Book of Psalms: Psalm 23 A psalm of David 1 The LORD is my shepherd, I lack nothing. 2 He makes me lie down in green pastures, he leads me beside quiet waters, 3 he refreshes my soul. He guides me along the right paths for his name’s sake. 4 Even though I walk through the darkest valley, I will fear no evil, for you are with me; your rod and your staff, they comfort me. 5 You prepare a table before me in the presence of my enemies.

You anoint my head with oil; my cup overflows. 6 Surely your goodness and love will follow me all the days of my life, and I will dwell in the house of the LORD forever. 1. Who is the author of this psalm? What are the three main points of the psalm? 2. How does David describe the physical and the spiritual necessities provided by the Lord? 3. What is the author’s purpose of writing the psalm? What is manifested in his character as he wrote this verse? What does this tell us of the Israeli character? PROCESS QUESTIONS: COMPLEX AND COMPOUND-COMPLEX SENTENCES IN COMMUNICATION BREAKDOWN Communication is a process beginning with a sender who encodes the message and es it through some channel to the receiver who decodes the Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 416 message. Communication is fruitful if and only if the messages sent by the sende r are interpreted with same meaning by the receiver. Communication breakdowns often oc cur in school and in our personal relationships, for various reasons. And the effects of failed communication can be very damaging. Information overload can be one of the reaso ns for this problem. And using complex and compound-complex sentences can help fix the problem. Complex sentences combine one dependent and one independent clause through the use of subordinating conjunctions such as because, though, as, while, if, e tc.; these are also known as dependent adverb clauses. Here are two complex sentences as exampl es. Notice how the two sentences are similar in meaning to the two compound sentence s. Though it s not available, I d like to read the book. Janet is going to a meeting after she has visited her grandparents. that the dependent clause can be placed at the beginning or the end of the sentence. When placing the dependent clause at the beginning of the s entence, use a comma. Compound complex sentences are sentences that contain two independent clauses and one or more dependent clauses. I would like to read the book which was written by John Handy, but it s not avai lable. Activity 30: FROM SIMPLE TO COMPLEX

Use subordinating conjunctions (though, if, when, because, etc.) to Complex Sentence Worksheet Name ___________________________ Date _________ Score _______ 1. Henry needs to learn English. I will teach him. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2.

I m writing a letter, and I m leaving. You will find it tomorrow. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 417 3. 3. I prefer to watch TV by streaming over the internet. It allows me to watc h what I want and when I want to watch. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

4. 4. The car was extremely expensive. Bob didn t have much money. He bought th e car. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5. 5. Sometimes it happens that we have a lot of rain. I put the chairs on the patio in the garage when we have rain. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Source: http://esl.about.com/od/esl-worksheets/a/Complex-Sentence-Worksheet.htm Activity 31: REPAIRING COMMUNICATION BREAKDOWN Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences to make one complex sentence. Compound Complex Sentence Worksheet Name ___________________ Date ___________ Score _________ 1. 1. Susan teaches the kids who live in the neighborhood. They meet in the ev enings after she comes home from work. ___________________________________________________________________ ___________________________________________________________________

2. 2. Anthony told us about the assembly of the products. Unfortunately, he did n t tell us about where they were made. ___________________________________________________________________ ___________________________________________________________________ Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 418 3. 3. The doctor wanted to prescribe physical therapy, and he asked me to see a specialist. He recommended Dr. Smith. _____________________________________________________________________ _________________________________________________________________ 4. 4. The eagles attract many tourists. They live in the local mountain range. Unfortunately, the politicians still refuse to protect them. _____________________________________________________________________ _________________________________________________________________ 5. 5. I don t like the food. The staff prepare the food. I also do not like the ir unfriendly attitude. _____________________________________________________________________ _____________________________________________________________________ Source: http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Work sheet.htm Exercise 9: VIDEO VIEWING: THE FUTURE WARFARE IS HERE Visit this website http://www.youtube.com/watch?v=CDOUxtPkm5Q and view thi s Source: http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest drone technol ogy capable of defending and attacking enemies in air, land and water. The video Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 419 PROCESS QUESTIONS: 1. What is Israel’s latest drone technology? What makes this upgraded aircraft amazing? 2. What is the reaction of Israel’s greatest nemesis, Iran, over this latest Unmanned Aerial Vehicle (AUV)? 3. How do Israelis respond to challenges of modernity as reflected in their literary selections? Activity 32: MONITORING MY MEDIA BEHAVIORS Identify your own behaviors while watching television and other social media. Complete this graphic organizer and compare this with your classmate. Take note of the similarities and differences in your behaviors. Make sure to discuss with him/her wholesome practices and behaviors in watching A GRAPHIC ORGANIZER ON TELEVISION VIEWING BEHAVIORS Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 420

Exercise 10: Israeli Personality Traits Source: http://israel21c.org/blog/those-walled-in/ W hat makes an Israeli? A peculiar mix of joie de vivre, arrogance, aggressiveness, fear, claustrophobia, plus a whole lot more. Living in Israel is one continual encounter with the Israeli character, stereotypically labeled as the “sabra,” the cactus that is hard and prickly on the outside, but mushy and sweet on the inside. But the Israeli character is far more complex than the stereotype. Arrogance, well yes, most Israelis are convinced they are the best and they aren’t shy about letting you know it either. Not that they brag, rather they tend to put others down, leaving themselves in the up position. I have a friend who is an ai rline pilot for Southwest who desperately wants to make aliyah – yet he can’t get a job with El Al because even though he has thousands of hours of experience flying airliners for major American carriers, El Al hires IDF helicopter pilots with 1,000 hours before the y hire him. Why? Because of a combination of that arrogance, the Israeli Air Force way is cl early the best for everything, and the “clubbishness” that goes with this superiority complex. As to aggressive, well, this is a trait for which Israelis are famou s. One of the challenges of getting by in Israel is that if you are not aggressive you are per ceived as a “freier”, which is a Yiddish term for sucker. The next trait on Elon’s list, fear of another Holocaust, is also real. But rememb er, just because you are paranoid, does not mean that they are NOT out to ge t you. Ahmadinejad may be a nut case, but he is a nut case who is the he ad of state of a country. Claustrophobia, yes, that comes with living in a very small country. Israel is m ore or less the size of New J ersey. If you lived in New J ersey and on one side the borders with New York and Connecticut were sealed, and the border with Pennsylvania was one you c ould technically cross, but it didn’t feel particularly safe to do so because people th ere Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 421 didn’t like you, you too would probably feel a little claustrophobic. In Israel we enjoy an attitude of living in a frontier. Maybe some of the arroga nce comes from living in a place that the rest of the world treats as important. There is more terrorism in Sri Lanka, more people are dying in Kenya, human rights abuses are far worse in any country within 300 miles, not to mention places like China, and yet we’re on the f ront page

of the Western papers every day while those others places often get scant notice . Makes us feel important. But more than that, it makes us feel like we are a part of something important. In short, the Israeli character is complex and interesting. One of the biggest c hallenges facing a new immigrant to Israel is fitting in as a part of that culture. 1. What four major traits characterize the Israeli as a people? Expla in each briefly. 2. What is the sociological background of the arrogance of the Israelis? 3. What does “freier” mean? When is one considered such? 4. Incorporating the , Jew, Hebrewn, Israelite, describe the Israeli psyc he and temperament as reflected in their reading and viewing texts. 5. What is the purpose of the writer for exposing his essay to the wor ldwide web? 6. What does “blog” mean? Why do people create blogs? 7. Is it all right to make blogs or to comment on people’s blogs? 8. What should be the appropriate behavior of a blogger so that he can freely yet responsibly express his ideas and thoughts without being difficult and PROCESS QUESTIONS: Activity 33: WRITING A BLOG: GETTING CONNECTED TO ISRAEL Write a sensible unbiased comment on the blog above. Make sure your comment is not offensive to any race and is a sincere expression of your desire, psyche and temperament as a Filipino student. Visit this site a nd write your comments here : http://israel21c.org/blog/those-walled-in/ Comment here. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 422 1. Read the blog again (on Exercise 10). Did you have positive comments on the blog? Why or why not? Did you feel good after writing your comment? 2. Did you visit the same site again? Were there people who also commented on the same blog? 3. Was the blogger credible enough to claim those characteristics of the Israelis? What makes the blog seem to influence the way we think about the Israelis? 4. Who are mentioned in the blog? Why are those names mentioned? 5. Why is it important to quote persons in authorities when we write or speak? Does the blogger show respect for intellectual property (ideas used) of other PROCESS QUESTIONS: INTELLECTUAL PROPERTY Intellectual property (IP) refers to creations of the mind: inventions, literary and artistic works, and symbols, names, images, and designs used in commerce. Footnotes are a conventional way to tell your readers where you got the informat ion and quotes that appear in your paper. Your goal is to make it easy for your readers to see what sources you used -- and easy to find any that they might want to study further. To do that, you need to provide complete citations in a consistent citation style.

http:// history.hanover.edu/courses/handouts/footnotes.htm Printed Resources How to footnote a book: 1 Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. or: 2 Ronald Takaki, Iron Cages: Race and Culture in 19th-Century America (New York: Oxford University Press, 1990), 113. When the book is edited: 3 Edward Chiera, They Wrote on Clay, ed. George C. Cameron (Chicago: University of Chicago Press, 1938), 42. How to footnote an essay in a journal: 4 Samuel M. Thompson, "The Authority of Law," Ethics 75 (October 1964): 16-24. How to footnote an article in a newspaper: 5 "Amazing Amazon Region," New York Times, 12 J anuary 1969, sec. 4, E11. How to footnote a work of art (in this case, a painting): 9 Larry Calcagno, Landscape, 1970. CITATIONS and FOOTNOTES Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 423 Non-Printed Media How to footnote a radio or television program: 6 TVNZ, "The Amazing Mollusc," 17 April 1972. How to footnote a film: 7 Lee Tamahori, Director, Once Were Warriors, 1995. How to footnote a recording (in this case, a song called "Blood Red River," on a n album called The Legendary Peg Leg Howell: 8 Peg Leg Howell, "Blood Red River," The Legendary Peg Leg Howell, 19 43, Testament T-2204. How to Cite, Bibliography: Using the Chicago Manual of Style Printed Resources How to cite a book: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America.

New York: Oxford University Press, 1990. or: Takaki, Ronald. Iron Cages: Race and Culture in 19th-Century America. New York: Oxford University Press, 1990. When the book is edited: Cameron, George C., Ed. They Wrote on Clay. Chicago: University of Chicago Pres s, 1938. How to cite an essay in a journal: Thompson, Samuel M. "The Authority of Law." Ethics 75 (October 1964): 16-24. How to cite an article in a newspaper: "Amazing Amazon Region." New York Times, 12 J anuary 1969, sec. 4, E11. Non-Printed Media How to cite a radio or television program: TVNZ. "The Amazing Mollusc." 17 April 1972. How to cite a film: Tamahori, Lee, Director. Once Were Warriors. 1995. How to cite a recording (in this case, a song called "Blood Red Riv er," on an album called The Legendary Peg Leg Howell: Howell, Peg Leg. "Blood Red River." The Legendary Peg Leg Howell. 1943, Testamen t T-2204. How to cite a work of art (in this case, a painting): Calcagno, Larry. Landscape. 1970. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 424 Activity 34: RESEARCH WORK: A GALLERY OF MY FAVE PROSE Visit your school library or surf the web to find various literary s elections which are representatives of Saudi and Israeli literature. Choose those selections or articles that speak about how the Saudi and the Israeli respond to the challenges of modernity. Copy the full text. Take note, also, of the author, genre and source. Gather five selections from Saudi literature and five from Israeli literature. Vary the genre/type. Keep a record of your research by following thi s template. A GALLERY OF MY FAVE PROSE and POETRY LITERARY ENTRY TEMPLATE TITLE OF THE SELECTION ___________________________________________ AUTHOR __________________________________________________________ TYPE/ GENRE______________________________________________________ FULL TEXT

SOURCE: You have just learned how to show respect for intellectual property. Your knowledge in this lesson and in the previous lesson will help you perform better the final task which is to create an e-journal of prose and poetry. Keep the compilation for further instruction. Activity 35: WRITING A BIBLIOGRAPHY: “ FROM WHERE I GOT MY Create a bibliography of the various sources you used when you researched your favorite Saudi and Israeli prose and poems. Use the Chicago Manual of Style. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 425 The discussion, in this section, was about Israeli literature, turn-taki ng strategies, respect for intellectual property, communication breakdowns and television viewing behaviors. What new realizations do you have about the topic? What new connections have you made for yourself? Now, that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. In this final phase of the lesson, you will now apply the insights you have learned, the skills you have developed and the information you have gathered from the previous activities. Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. Let us begin by doing the activity below. Activity 36: REVIEW: RESPONDING TO Go over your collection of your favorite Saudi and Israel prose and poetry. Make sure that they all follow the theme – overcoming challenges of modernity. Write a critical review of each selection. Follow the format on writing reviews on Activity 28. You may also find related reviews of your chosen selection by visiting e-journals. Activity 37: WRITING A BIBLIOGRAPHY: “ FROM WHERE I GOT MY Create an e-journal of your favorite Saudi and Israel prose and poems at any fee website provider. Post your outputs in Activity 34 (a collection of your chosen literary selections from Saudi Arabia and Israel) with accompanying outputs in Activity 36 (critical reviews of these chosen selections). Invite your classmates to visit this site and post their comments. This can be a good avenue for a healthy discussion on literature, culture and academics. Electronic journals, also known as ejournals, e-journals, and electronic serials , are scholarly journals or intellectual magazines that can be accessed via electronic transmission. In practice, this means that they are usually published on the Web. They are a specialized form of electronic document: they have the purpose of providing material for academic research and study, and they are formatted approximately like journal articles in traditional printed journ

als. http:// en.wikipedia.org/wiki/Electronic_journal Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 426 In observance of the National Book Week Celebration, your school holds an electronic exhibit of famous literary pieces. The activity dubbed as “Diverse Cultures: One in Overcoming Challenges” aims to promote better understanding of people with diverse cultures and characters and deeper appreciation of literature. As a library assistant, you are tasked to create an e-journal featuring Saudi and Israeli prose TASK Your output will be evaluated according to the following scoring guide. SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY ADVANCED (11-15) PROFICIENT (6-10) DEVELOPING (1-5) SCORE

INSIGHTFUL Electronic journal entries show in-depth and critical analysis of the literary selections of Saudi Arabia and Israel. They relate to significant personal experiences and social, economic and political issues showing how Saudi and Israeli people overcome challenges of modernity. Electronic journal entries show careful analysis of Saudi and

Israel literary selections. Most selections relate to personal experiences and social, economic and political issues that the countries faced in history while some reflect just any topic. Electronic journal entries are present in the site. All literary selections have full text but some lack reviews. Literary themes vary from superstitions to love of nature. Few entries are not works of Saudi and Israel writers. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 427 SCORING GUIDE FOR E-JOURNAL OF PROSE AND POETRY ADVANCED (11-15) PROFICIENT (6-10) DEVELOPING (1-5) SCORE

FRIENDLY Browse capability – (browse and search in the same subject and in different publishers’

J ournals), Interaction capability – (collaboration between author/ site and reader and network communication among authors, editors, teachers and s) and search capability are strong. Browse capability – (browse and search in the same subject and in different publishers’ J ournals), Interaction capability – (collaboration between author/ site and reader and network communication among authors, editors, teachers and s) are strong. Search capability is weak. Brows capability is not reliable. browse a topic and browse through author’s name cannot be done. Interaction capability – collaboration between author/ and reader and network communication is effective. Search capability is weak.

EFFICIENT Entries are wellorganized; presentation is unique and artistic. They follow a standard style and prescribed format (grammar, mechanics). Access level, related and supplementary information and information services are evident. Entries are organized; presentation is attractive. Few grammatical errors are found in critical reviews. Entries have varying style and format of presentation. Access level is low; related and supplementary information is found and information services are not saved in designated areas. Entries are present but incomplete. Glaring grammatical errors can be spotted. Output fails to follow the e-journal entry format. Access to full text is denied. Related articles and references are missing. Some indicators of information services are deactivated.

TOTAL Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 428 Congratulations! You have just accomplished the performance task of this module. You are able to develop and master all the skills required of you in this lesson. Now get the first activity sheet ,Anticipation-Reaction Guide Agree/ Disagree Chart, that you answered at the start of this lesson. You n eed to answer the last column of the sheet. Activity 38: ANTICIPATION-REACTION GUIDE AGREE/DISAGREE Read your initial answers to this Agree/Disagree Chart. Now, that you have already submitted yourself to discussions and activities on the temperament and psyche of the Saudi and Israeli people, answer the same items. Then, compare your initial and final answers. Make sure to explain those items where you made changes. Agree / Disagree Chart Before the Lesson Statements about Saudi and Israeli Literature After the Lesson Agree Disagree Agree Disagree The period before the writing of the Qur an and the rise of Islam is known to Muslims as period of ignorance. The expansion of the Arab people in the 7th and 8th century brought them into with a variety of different peoples who would affect their culture and the most significant of these is the ancient civilization of Israel. change to Persia The Israeli, Israelite, Hebrew and J ew are synonymous and can be interchangeably used in literature, religion J ewish writers began to write in Hebrew in addition to their various national languages because Hebrew at that time was the A key ingredient of the Israeli public persona is that J ews are tough, emotionally hardened, and ruthless. In this section, your task was to create an e-journal of Saudi and Israeli prose and poetry that depict the people’s strength in overcoming the challenges of modernity. How did you find the performance task? How did the task help you see the real world use of the topic? Learning Module for English - Grade 8 3 - L3

OVERCOMING CHALLENGES 429 Activity 39: LESSON CLOSURE: REFLECTIVE LEARNING JOURNAL Recording your learning insights can provide with you fresh ideas. So you need to express your inner thoughts and emotions by completing the journal below.

The Way I Thi nk and Learn The most important insight I gained from this learning module was ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ I can make this learning useful to me if I ________________________________________________________ ________________________________________________________ I can best apply this learning to my life when I am @ (Place) _______________________________________________ during (Time) ____________________________________________ with (Person/s) ___________________________________________ As a Filipino student of English, I need to study Afro-Asian literature because / so that ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ My personal experiences like _________________________________ _____________________________ can help me become a better speaker and writer of English. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 430 Audience analysis — is the process of examining information about your listeners Blog — is an online diary on website; a frequently updated personal journal chron icling links at a website, intended for public viewing. ejournal — also known as ejournals, e-journals, and electronic serials, are scholarly

journals or intellectual magazines that can be accessed via electronic transmis sion. Character Analysis — Is a technique of critically analyzing the personality and a ttributes personified by a certain character in a literary selection. Psyche — is a term which refers to soul, self and mind. Temperament — is a word which refers to characteristic or habitual inclination or mode of emotional response; disposition. Jew — is a member of the people and cultural community whose traditional religio n is J udaism and who trace their origins through the ancient Hebrews. Israeli — refers to a citizen or resident living in the modern "STATE" of Israel. Israelite — is a descendant of the Hebrew patriarch J acob; specifically : a native or inhabitant of the ancient northern kingdom of Israel. Persuasive Essay — known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a re ader to adopt a certain point of view or to take a particular action. Intellectual property (IP) refers to creations of the mind: inventions, lite rary and artistic works, and symbols, names, images, and designs used in commerce. Footnote — is an additional piece of information printed at the bottom of a page to indicate where the idea / text is taken. Propaganda — is a form of communication that is aimed at influencing the attitude of a community toward some cause or position by presenting only one side o f an argument. Card Stacking — The strategy of showing the product’s best features, telling halftruths, and omitting or lying about its potential problems. Name calling — The use of names that evoke fear or hatred in the viewer. The nam ecalling technique links a person, or idea, to a negative symbol. Plain Folks — The use of everyday people to sell a product or service. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 431 Books

Cabanilla, J osefina. et al. (2005). Language in Literature.Afro-Asian L iterature. Quezon City: Vibal Publishing House, Inc. Inocencio, Ines L. (2012). Breaking Grounds through Afro-Asian Literature. Quezon City: Ephesians Publishing, Inc. Websites https://mymission.lamission.edu/data/fup/docs/Sample%20Informative% 20Speeches.pdf This site contains a written version of an informative talk used in the pre-asse ssment art of this module. http://www.candlelightstories.com/2009/03/27/arabian-nights-prologue/ This contains an excerpt of the “Prologue” of the selection “Arabian Nights”. http://www.youtube.com/watch?v=lQNs7Fvu5_Y This site contains a short opening speech of Abdur Raheem McCarthy at the Peace Conference. McCarthy explains how Islam can be the solution for mankin d. This video runs for 8:50 minutes. http://www.kidsplanet.org/tt/wolf/languagearts/factopinion.PDF this site presents a worksheet on identifying facts from opinions. http://en.wikipedia.org/wiki/Arab_culture This contains a prologue of “The Arabian Nights” used as introduction to a reading text. http://en.wikipedia.org/wiki/Ali_Baba This site presents a summary of one of the stories of “The Arabian Nights” entitled “A li Baba and the Forty Thieves.” http://www.alshindagah.com/january99/thearabpsyche.htm This shows an essay that describes the Arab psyche. http://www.thenagain.info/Classes/Sources/ArabPoetry.html This site introduces Arabic Poetry. http://www.youtube.com/watch?v=1M-etvlW83E This site contains a video that shows Saudi Princess Ameerah Al-Taweel interview on CNN program. The video runs for 12 minutes. Princess Ameerah expresses her voice for female empowerment in Saudi Arabia. Glittering Generalities — The act of referring to words or ideas that evoke a pos itive emotional response from an audience. Soft soap — flattery or insincere compliments designed to get the audience on the side of the speaker. Learning Module for English - Grade 8 3 - L3 OVERCOMING CHALLENGES 432 http://department.monm.edu/cata/mcgaan/classes/cata339/audience-analysis101.htm This site discusses the importance of Informative speaking. http://www.englishpond.com/speaking/Communication%20and%20daily%20English/

turntaking/index.html This site discusses turn-taking strategies. http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=335 This contains an enumeration and discussion of most common propaganda devices. http://linguapress.com/grammar/conditionals.htm This contains a thorough discussion of conditional sentences. http://www.englisch- hilfen.de/en/exercises/if_clauses/type_3_mix2.htm This is a website which showcases an interactive activity on conditional sentenc es. http://www.whatchristianswanttoknow.com/ruth-bible-story-summary/ This site narrates the biblical version of “The Story of Ruth.” http://www.lc.unsw.edu.au/onlib/critrev.html This site discusses the meaning, purpose and structure of a critical review. http://www.zygmuntfrankel.com/zf108.html This site narrates a modern short sdtory entitled “The Cat” written by an Israeli. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Worksheet.ht m This site explains the meaning and structure of complex and compound-c omplex sentences. http://esl.about.com/od/esl-worksheets/a/Complex-Sentence-Worksheet.htm This site contains a worksheet for Complex Sentences. http://esl.about.com/od/writingadvanced/a/Compound-Complex-Sentence-Worksheet.ht m This site contains a worksheet for Compound-Complex Sentences. http://www.youtube.com/watch?v=CDOUxtPkm5Q This site shows a three-minute CNN news report about Israel’s latest dr one technology capable of defending and attacking enemies in air, land and water. The video run s for 3:34 minutes. http://israel21c.org/blog/those-walled-in/ This is a blog on the Israeli character. http://history.hanover.edu/courses/handouts/footnotes.htm This site discusses the meaning of intellectual property. http://www.library.csi.cuny.edu/dept/history/lavender/footnote.html This website illustrates proper citation and footnotes. 438 Learning Module for English - Grade 8 H ave you ever wondered how is to see different nationalities all in one place? How will you differentiate a Filipino from the rest? How will you kn ow if someone is a Korean, J apanese, or a Chinese when all of them look the

same? In this module, you will find out about Afro-Asian people. How are they similar or different from one another? You will also discover that although they are of dif ferent races, in many ways, you are like them as they are like you. In the process, you will ask yourself, how is it possible that people do not kno w one another and yet they are related? Is it possible that you have the same ance stors or blood lines, no matter how remote they are? Is it possible to be united even when In this module, your learning will be maximized as you take the following lesson s: Lesson 1 – Literature as Communication: Literary Folio Lesson 2 – Business Communication: Letter of Application Lesson 3 – Academic Communication: Writing Annotation Lesson 4 – Global Communication: Informative Speech Specifically for Module 4, you will learn the following: Point out the role of literature in enabling one to grow in personhood. Determine what makes a text literary. Achieve sentence fluency in written outputs. Analyze a recorded choral interpretation of a literary text focusing on the theme “Changing Perspectives.” The learner demonstrates understanding of how Afro-Asian Literature and other text types equip him/her with communication skills that lead to embrac ing diverse cultural heritage. The learner performs an interactive human exhibit of Afro-Asian literar y characters. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 434 Produce an e-literary folio which focuses on the theme, “Changing Perspectives.” Write a letter of application and the accompanying documents (e.g. resume). Use the transactional and interactional functions of language in letters of app eal, inquiry, among others. Define words from context and through word analysis (prefix, roots, and suffixe s). Abstract information from the different text types by noting explicit and impli cit signals used by the writer. Use fixed expressions for business writing. Read different text types including informational texts Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions. Analyze, choose, and synthesize information from varied sources. Achieve brevity in writing. Show respect for intellectual property rights by acknowledging citations made i n reports and researches. Compile an annotated bibliography of sources for an informative speech. Use appropriate devices for emphasis. Write meaningful expanded sentences. Listen critically to speeches. Write an informative speech based on the theme “Changing Perspectives.”

Here is a simple map of the above lessons you will cover: Literature as Communicaon Business Communicaon Academic Communicaon Glocal Communicaon CHANGING PERSPECTIVES Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 435 Let’s find out how much you already know about this module. Read the text, Towards One Asia. Afterwards, click on the letter that you think best answers th e question. Please answer all items. After taking this short test, you will see your score. Take note of the items that you are not able to answer correctly and look for the right answe r as you go through this module. READING TEXT # 1 Towards One Asia From: Prototype Lesson Plans in English II pp. 412-413 Department of Education Towards One Asia Historic changes in Asia brought dramatic and sometimes tragic events in the que st for a peaceful and independent life. Even today, in the international relations of the states in the multi-faceted Asian continent, we see the interaction, interlaci ng, and clashing of diverse factors – historical, political, socio-economic, cultural and psyc hological. We are aware of the complex problems which the Asian people have inherited from both th e distant and the recent past. Among these are the gaps in the levels of economic developm ent of the various countries on the continent, the dependent status of many of them in the system of the world’s capitalist economy, territorial disputes, religious contrad ictions, ethnic differences, among others. These complicated problems become more acute because of acts of subversion of forces hostile to the peace and freedom of Asian nations. As a result, instability still prevails in the Asian region.

There are several forces in Asia which firmly uphold the cause of peace. These a re the growing movement of peace-loving, anti-war, and anti-nuclear forces belongin g to the progressive parties and public organizations of practically every countr y in the region. These forces are in the vanguard of intensifying the struggle for peace and stab ility in the Asian continent. However different their approaches to existing problems may be, the Asian nation s are linked by common historical destinies and vital interests. They are coping w ith these tasks in some similar ways. This is precisely the reason that dicta tes the necessity of cooperation and good neighborly relations. It is then necessary for As ian countries to actively participate in the social, economic, and other fields on a bilateral an d multilateral basis. These could be in education and skills training in agricultural and industrial development. Such good-neighbor cooperation is an effective way of im proving the international climate in Asia. This situation in Asia and the ading countries urgently requires that the As ian countries evolve politics aimed at averting the threat of nuclear way and achiev ing peaceful Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 436 solution to all issues. This is a choice that Asian can and must make. These t efforts could bring about an all-Asian forum to consider the complex issues concerning security and cooperation among the Asian nations. 1. If “One Asia” were written in verse, what would it be? It is a/an __________ te xt. A. literary B. non-literary C. Informational D. instructional 2. A. B. C. D.

If the reading text is informational it would give clear directions or steps in doing activities. be rich in opinions and reactions be accompanied with pictures. provide the facts needed to describe and discuss the topic or subject.

3. A. B. C. D.

Which of the following choices refers to a kernel sentence? Simple Active Extended Declarative

4. Which of the choices best completes the sentence, “We want to explor e a new and _______ destination in Asia?” A. Excite B. Excited C. Exciting D. Excitement 5. What kind of business letter is this excerpt, “Attached is a photoc opy of the article, Towards One Asia, which we will be publishing once we receive your per mission to print it” from? It is from a letter of __________. A. Authorization B. Excuse C. Request D. Complaint

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 437 6. Asia’s transformation is due to its fast growing economy. The underl ined expression means_______. A. change B. transfer C. location D. position 7. What is the kernel sentence in this statement, “They are coping with these task s in some similar ways.”? A. they are B. they are coping C. these tasks in some D. tasks is some similar ways 8. Which of the choices will you refer to determine if the reading selection is an informational text? A. It is accompanied with pictures. B. It is rich in opinions and reactions C. It gives clear directions or steps in doing activities. D. It has all the facts needed to describe and discuss the topic or subject. 9. A. B. C. D.

In order to meet criteria on suitability, the writer must consider_____. audience and purpose length of the text format and style point of view

10. Which of the following choices refers to plagiarism? A. The paraphrased material uses 80% of the words from the original source and includes a parenthetical citation.

B. The words taken from a source are copied exactly, enclosed in quotation marks, and followed by a credit. C. The writer did not acknowledge the source since only the ideas and not the e xact words are used. D. The same requirement was submitted by the student to her two professors for an adjunct project. 11. A. B. C. D.

Which of the following choices is highly reflected in the reading text? S-symbol I- imagery F- figurative language T- theme

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 438 12. A. B. C. D.

Why is it important to achieve brevity in writing? Verbose writing is not synonymous with intelligence. Big words are not needed to make your sound smart. Ideas are better expressed when explained concisely. Less is more.

13. e? A. B. C. D.

Which of the choices should not be published in a literary folio or magazin poems editorial photographs book review

14. A. B. C. D.

Business letters are for_____. banking transactions financial business transactions transactions in small enterprises or industries communications in formal written language involving various purposes

15. As the editor in chief of your school organ you will write a letter to the p rincipal to send you to an international seminar on journalism. What kind of letter will you be w riting? A. Letter of Request B. Letter of Approval C. Letter of Complaint D. Letter of Authorization 16. you for A. B. C. D.

As a member of the organizing committee on choral interpretation, what will look in a text which will be used by the competing participants? vivid words variety of roles an enchanting story repetitive verse or rhythm

17. The ONE ASEAN Committee has asked you to be a judge of the lit erary folio competition. Which of the criteria below will you use to determine the folio’s dep iction

of A. B. C. D.

the theme? responsive engaging concise formal

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 439 18. You have been asked by your teacher to make a report on the historic changes in Asia. When you use a direct quotation from a source, you need to cite the following ex cept the _____. A. author’s name B. page number C. year of publication D. publishing company 19. You are a judge in an informative speech delivery contest, which of the crit eria would you use to assess the provided information? A. accurate B. concise C. audience-centered D. meaningful 20. In writing an essay about Asia, which of the following would you use to make your kernel sentence more colorful? A. adjective phrases B. prepositional phrases C. appositive phrases D. noun phrase

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 440 To give you an overview of the things you will do in this lesson, pay close at tention to the expected skills and the lesson map. In this lesson, you are expected to do the following: Point out the role of literature in enabling one to grow in personhood. Determine what makes a text literary. Achieve sentence fluency in written outputs. Analyze a video of a choral interpretation of a literary text focusing on the t heme “Changing Perspectives.” Produce an e-literary folio which focuses on the theme, “Changing Perspectives.”

In this lesson, you are expected to cover the following: Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 441 Let us begin this lesson by reflecting on what you know so far about Thailand.

As we go through life, we encounter people from different walks of life. Interacting with them, we are exposed to various views and different ways of understanding and describing common experiences. This often leads us to ponder on the question, “How do we express our views while respecting other cultures?” Explore answers to this question by engaging in a series of learning experiences in this module. Begin by studying the picture below.

Work in pairs. Take turns in explaining what you see in the picture below.

1. How many peers have you encountered whose perspective or view of the picture is different from yours? 2. Have you tried convincing your peer of your view? How did you handle differe nces in points of view? 3. How do you express your view while respecting others? Know [[ Acvity 1: SOMETHING OLD, SOMETHING NEW Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 442 Take a look at the meaning of the word, perspective. The definition provides an etymology or history of the word. The definition says that perspective also mean s “mental outlook over time.” This means that views change through time.

In this lesson, you will explore your view or perspective of Africa, her people, culture and heritage. Begin by filling out the first part (INITIAL ANSWER) of the IRF Worksh eet. MY CHANGING PERSPECTIVE (IRF) Initial Answer Revised Answer Final Answer [[ Acvity 2: MY CHANGING PERSPECTIVE perspective (n) http://www.etymonline.com/index.php?term=perspective late 14c., "science of optics," from Old French perspective and directly from Me dieval Latin perspectivaars "science of optics," from fem. of perspecti vus "of sight, optical" from Latin perspectus "clearly perceived," pp. of perspicere "in spect, look through, look closely at," from per- "through" (see per) + specer e "look at" (see scope (n.1)). Sense of "art of drawing objects so as to give appearance of distance or depth" is first found 1590s, influenced by Italian prospettiva, an a rtists term. The figurative meaning "mental outlook over time" is first recorded 1762. What is my view of Africa? What does literature as communication mean? END OF KNOW: What you will learn in the next set of sections will also enable you to do the lessons and activities which involve gathering data that will enable you to produce an informative paragraph. This will help you better understand traditions and values of selected Afro-Asian countries. Let’s find out how others would answer the process questions and compare their ideas with your own. We will start by doing the next activity. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 443

Your goal in this section is to learn and understand communication in the context of literature. While going through the series of activities on literature and language, continue to think of the question,“ How do I express my perspectives while respecting other cultures?” Click the link below to access the youtube video file of the poem, Telephone Conversation. http://www.youtube.com/watch?v=YFRHZL3OIeM READING TEXT # 2

Telephone Conversation Wole Soyinka /Nigeria The price seemed reasonable, location Indifferent. The landlady swore she lived Off premises. Nothing remained But self-confession. “Madam,” I warned, 5 “I hate a wasted journey—I am African.” Silence. Silenced transmission of Pressurized good-breeding. Voice, when it came, Lipstick coated, long gold-rolled Cigarette-holder piped. Caught I was, foully. 10 “HOW DARK?” . . . I had not misheard . . . “ARE YOU LIGHT OR VERY DARK?” Button B. Button A. Stench Of rancid breath of public hide-and-speak. Red booth.Red pillar-box.Red double-tiered Omnibus squelching tar. It was real! Shamed 15 By ill-mannered silence, surrender Pushed dumbfoundment to beg simplification. Considerate she was, varying the emphasis— “ARE YOU DARK? OR VERY LIGHT?” Revelation came. “You mean—like plain or milk chocolate?” 20 Her assent was clinical, crushing in its light Impersonality. Rapidly, wavelength adjusted, Process [[ Acvity 3: AUDIO-VISUAL EXPERIENCE Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 444 PROCESS QUESTIONS: I chose. “West African sepia”—and as an afterthought, “Down in my port.” Silence for spectroscopic Flight of fancy, till truthfulness clanged her accent 25 Hard on the mouthpiece. “WHAT’S THAT?” conceding, “DON’T KNOW WHAT THAT IS.” “Like brunette.” “THAT’S DARK, ISN’T IT?” “Not altogether. Facially, I am brunette, but madam, you should see The rest of me. Palm of my ha nd, soles of my feet 30 Are a peroxide blonde. Friction, caused— Foolishly, madam—by sitting down, has turned My bottom raven black—One moment madam!”—sensing Her receiver rearing on the thunderclap About my ears—“Madam,” I pleaded, “wouldn’t you rather 35 See for yourself?”

1. of 2. 3. 4.

What view? What What What

point of view is used in the poem? Why does the author use this point is the attitude of the landlady towards the speaker in the poem? is the speaker’s reaction towards this? message does the poem convey?

Writers communicate their ideas in varied ways. Some write stories while others articulate their perspectives through verses or poems. According to AngelikiCoconi, “Literary communication is the between the author and the reader. The writer sends a message through

his text and the audience receives it. The text comes to life and serves its purpose only when it communicates with the reader. “ Determine how the poets, Wole Soyinka and David Diopconvey their respe ctive message to their readers through the use of literary tools. Fill out the Poetry Analysis Concept Map found below:

[[ Acvity 4: LITERATURE AS COMMUNICATION Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 445 A. Poetry Analysis Table (SIFT) 1. What does the table reveal about the two poems? 2. How does the SIFT method help you determine the 3. similarities and differences between the two poems? 4. Has the activity helped you realize literature as 5. communication?

SIFT Method for Analyzi ng Literature S – SYMBOL An object, person, or place that has meaning within itself but stands for something else in the context of the story I – IMAGERY When an image is evoked through the use of really descriptive language F – FIGURATIVE LANGUAGE Includes (but is not limited to) simile, metaphor, hyperbole, repetition, alliteration, among others T – TONE AND THEME Tone is the attitude and author takes on the subject he/she is writing about Theme = Plot + Tone Source: teachingchan-

nel.org Access the video, Analyze Literature Critically Using the SIFT Method, through this website: https:// www.teachingchannel.org/ videos/sift-method-analyzeliterature SIFT Telephone Conversation Africa Symbol

Imagery

Figurative Language

Tone and Theme

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 446 B. Summarize your insights concerning literature as communication. Use the box b elow. C. Make the presentation of your insights more creative through Wordle.com. Click the link, http://www.wordle.net/create. Copy and paste your insights to the box. Click Go and then Submit. Import a print screen of your generated wordle to the box found below. SAMPLE WORDLE

YOUR WORDLE

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 447 Have you ever wondered how words are formed?

For instance, what is the word, reasonable, a combination of?

The word reasonable which means “in accordance with reason” is formed by adding the suffix able to the root word reason. The process of adding an affix such as a prefix or suffix to a base word is called word derivation. Complete the statements below with the suitable word. 1. His ___________(reveal) caught her off guard. 2. He was waiting for the landlady’s ___________(concede) of his request. 3. The landlady’s newest ___________ (acquire) is displayed on the table.

e-xtend your knowledge! Have fun forming new words by doing the interactive exercise on this website: Click this link: http://www.quia.com/pop/430333.htm. Answer the items and get immediate . As you go through the exercises, answer the following questions: What score did you get? How are words formed? How does knowledge of word origins help you understand word meaning? [[ Acvity 5: WORD MORPH The price seemed reasonable… Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 448 You have read about Africa and its people. Find the commonalities and differences between Africans and Filipinos by reading the choral interpretation text found below.

The Anatomy of a Filipino By: Prof. Felix Bautista All: I like to think that I am a Filipino, that I am as Good, a Filipino as Anyo ne. Girls: My heart thrills, when, I Hear, the National anthem, being played. Boys: And my Blood Rises, when, I see our flag, Fluttering in the breeze. All: And Yet, I find myself asking, How Filipino Am I, Really? Boys: My First Name is American. Girls: My Last Name Is Chinese. Boys: When I’ am with Girlfriends or more correctly, when, I’ am with my Friends, wh o happen to be girls- I talk to them in

English. Girls: If they are thirsty, I buy them, a Bottle of American coke. Boys: If they are hungry, I treat them, to an Italian Pizza pie. All: And when I have the money, I give them a real Chinese Lauriat. Boy (solo): Considering all these, considering my taste, for many things foreign, what right do I have, to call myself, a Filipino? Girls (solo): Should I not call myself, a culture orphan? The illegitimate child of many races? All: Rightly or wrongly, whether we like it or not, we are the end products of our history. Fortunately or unfortunately, our history is a co-mingling, of polyglot influe nces. Boys: Malayan and Chinese. Girls: Spanish and British. Boys: American and J apanese. All: This is historic fact we cannot ignore, a cultural reality we cannot escape , for to believe otherwise is to indulge in fantasy. Boy (solo): I must confess, I am an extremely confused, and Bewildered young man . Wherever I’ am, whatever I may be doing, I am Bombarded, on all sides, by people who want, me to search for my national identity. [[ Acvity 6: MAKING CONNECTIONS READING TEXT # 3 All: Rightly or wrongly, whether we like it or not, we are the end products, of our history fortunately or unfortunately, our history is a co-mingling, of polyglot influences. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 449 All: Tell me the Language I speak should be replaced by Filipino. They urge me t o do away with things foreign to act and think, and buy Filipino. Girl (solo): Even in art, I am getting bothered and Bewildered. All: The Writer should use Filipino, as his medium, the nationalists cry. Boys: The Painter should use his genius in portraying themes purely Filipino, th ey demand. Girls: The Composer should exploit endless Possibilities of the haunting kundima n, they insist. All: All these sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili. Boys: Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint

with the juice of the Duhat? Girls: And must he draw picture of topless Muslim women or Igorot warriors in GString? All: And if the composer desert the kundiman, and he writes song faithful to the spirit of the Youths of today, does he become Unfilipino? We are what we are today, because of our History. Boys: In our veins pulses blood with traces of Chinese and Spanish and American, but It does not stop being Filipino, because of these. Girls: Our culture is tinged with foreign influences, but it has become rich the reby. All: This mingling, in fact, could speed us on the road, to national greatness. Look at America, it is a great country, and yet it is the melting pot of Italian, and German, British, and French, or Irish and Swedish. Boy (solo): Filipinism, after all, is in the heart. All: If that heart beats faster, because the Philippines is making progress, if it fills with comion because its people are suffering, then it belongs to a true Filipin o; and it throbs with pride in our past, if it pulses with awareness of the present , if it beats with a faith in the future, then we could ask for nothing more; all other thin gs are Unimportant. Boys: I have an American First Name. Girls: And I have, a Chinese Last Name. All: And I am proud, very, very proud, - because underneath these names beats a Filipino heart.

1. According to the text, how does a Filipino feel whenever s/he hea rs the national anthem being sung or sees the national flag? 2. What is the anatomy of a Filipino? Use the table below to write down your answers. Table A Culture Name History Arts

PROCESS QUESTIONS: Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 450 3. What perspectives of being a Filipino does the writer provide? Is there a

change in these perspectives in the latter part of the text? Can thi s be observed in the other reading text? Plot this using the table found. Cite lines from the reading texts to prove your answer Table B: PLOTTING CHANGES IN PERSPECTIVE 4. What should be considered in choosing a text for choral interpreta tion? What makes this text suitable in of its message, musicality and ability to stimulate imagination? Table C: The Anatomy of a Filipino By: Prof. Felix Bautista What message does it express? Is it valuable? Is there a sense of musicality in the selection? How does the writer achieve this? Does the text stimulate imagination? How? Changing Perspectives African David Diop The Anatomy of a Filipino Prof. Felix Bautista INITIAL

FINAL Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 451 There are many ways to communicate a certain message. One of these is through the language of the camera. As you view and listen to a video of a choric interpretation of “The Anatomy of a Filipino” by Professor Felix Bautista, pay particular attention to how the message is conveyed thr ough certain shots. Before you do that, gear up by being familiar with the found below. A. Film Grammar B. Visual literacy Exercise Using what you have learned about the basic camera shots, analyze this video a nd determine if there is variety of shots. Use the grid below to capture your obser

vation. [[ Acvity 7: LIGHTS, CAMERA, ACTION! Click this link: http://www.youtube.com/watch? v=_ZUuV5oyGRc&feature=related Watch the video and make a tally of the shots used. Camera Shot Types Tally of Shots Analysis Extreme Wide Shots Wide Shots Medium Shots Medium Close Ups Close Ups Extreme Close Ups Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 452

1. Are different shots used in making the video? 2. Is the video effective in forwarding the message of the text through the shots used? 3. What can be done to improve this video? What is the purpose for each type of shot? PROCESS QUESTIONS: e-xtend your knowledge! Click this link and know more about making meaning through visual images: http://portals.studentnet.edu.au/literacy/Minisites/ CEGGSDarlinghurstrevised/vliteracy/meaning.htm Summarize what you have learned by answering the question: How do you make meaning through the use of visuals?

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 453 “Speech choirs are performance groups that recite speeches in unison, oft en with elements of choreography and costuming to help bring the speech to li fe. Much like

musical choirs, dynamic -- volume -- range, expression and accurate co ordination of syllables are all important for a successful performance. Speech choirs date back to ancient Greece, where they were an integral part of most plays.” Chris Magyar Elements of a Speech Choir As you prepare for your choral interpretation, get to know some important tips and techniques. Take a look at the anatomy of a speech choir in the illustration below.

Photo Source: http://kearsneychoir2012.blogspot.com/ [[ Acvity 8: SPEAK EASY! : 25-40 participants Verbal Expression: Diction, Intonation, Stress Voice: medium (deep voice) and dark (very deep voice) Non-Verbal Expression: Facial Expression, Gestures and Body Movement Non-Verbal Expression: Facial Expression, Gestures and Body Content Piece: Often poems or poetic verses Prose texts can also be

used Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 454 [[ Acvity 9: EXIT SLIP ACTIVITY 9: EXIT SLIP Fill out the table below to capture your learning challenges and successes. Most IMPORTANT thing discussed in this session EASIEST fact or concept to Most DIFFICULT idea to understand

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 455 READING TEXT # 4 Read the informational text found below and think about how the writer forwards ideas clearly and fluidly.

South African social upliftment– win-win tourism. © Chris Marais http://www.southafrica.net/sat/content/en/za/full-article? oid=5890&sn=Detail&pid=432&South-African-socialupliftment Body Shop founder Anita Roddick once said: ‘The majority of usdo not want our holidays to be at someone else’s expense, particularly when we go to developing countries. As consumers, we have the right to know the impact that our money and holidays have on people in these destinations.’ South Africa, social upliftment projects have been developed that take the thought one step further, and to maximize the benefits that guests bring to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal: to find a win-win path that helps redress past inequalities, to South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. For South Africa, it’s a natural match since many of the poorest communities are found in the most scenic surroundings.

country’s heritage is a natural tourism asset, and South African cultural projects are fascinating. You’ll find South African social upliftment projects in the form of tour guides, small township restaurants, community acquiring equity and training through the generosity of larger operators, rural people trained in conservation issues, and the showcasing of lifestyles. It’s a whole shift in tourism and South Africa is pioneering a new way. The benefits on the ground are life -changing for all concerned. One tour operator expressed it this way: ‘Because of tourists’ contributions, we have been able to help people in ways beyond our wildest dreams. We’ve got these champions all around the world. It started small, but suddenly, there’s a real groundswell.’ [[ Acvity 10: LANGUAGE IN FOCUS South African social upliftment Behind social upliftment projects - whether initiated by government, individuals or corporates - is a conscious goal. This is to find a new path that can redress past inequalities, South African community tourism, increase quality of life, and offer visitors an enriching experience. DID YOU KNOW? The upliftment of women is a priority in South African poverty relief projects. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 456 PROCESS QUESTIONS: 1. What are the different uplifment projects in South Africa? 2. What is the goal of the social upliftment projects in South Africa? 3. Why is tourism the best way to achieve this goal? 4. Has the reading text give you a new way of looking at Africa? 5. What new perspective of Africa does the article provide you? 6. Does the writer forward his ideas clearly? How did he achieve eff ective communication? Achieving Sentence Fluency Do you make your readers slide smoothly or trudge wearily as they move from one sentence to another? How do you achieve rhythm and flow in your writing? Read the excerpted paragraph below and study the sentences

South Africa has social upliftment projects. The government initiated some. Individuals or corporations developed the others. There is a conscious goal. It’s to find a win-win path. This is to address inequalities. the South Afric an community tourism . Compare the previous one with this: In South Africa, social upliftment projects have been developed that t ake the thought one step further, and to maximise the benefits that guests br ing to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal: to find a win-win path that helps redress past inequalities, to South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. Fo r South Africa, it s a natural match since many of the poorest communities are fou nd in the most scenic surroundings. Do the sentences flow smoothly? Are there too many short or long sentences? Do the sentences begin in different ways? Why is it important to vary your sentences structures? Did you trudge wearily while reading the paragraph? Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 457 Achieve variety in sentence structures. Sentences are made up of one or more clauses. A clause is a group of words containing a subject and a predicate. An independent clause can stan d alone as a sentence. A subordinate clause does not have a complete idea thus it is depende nt on a main or independent clause. A simple sentence is comprised of a subject and a predicate. ent clause is considered a simple sentence.

An independ

The benefits on the ground are life-changing for all concerned. A compound sentence is made up of two or more simple sentences or independent clauses. These structures are ed together by coordinating conju nctions (For, And, Nor, But, Or, Yet, So) or a semicolon. The following conjunctiv e adverbs are also used to combine the parts of a compound sentence: accordingly,

also, finally, furthermore, however, hence, moreover, otherwise, therefore, thus. The country’s heritage is a natural tourism asset, and South African cultu ral projects are fascinating. A sentence that contains an independent clause and a subordinate clause is calle d a complex sentence. As consumers, we have the right to know the impact that our money and holidays have on people in the destinations. A sentence that has two independent and one or more subordinate clauses i s a compound-complex sentence. For South Africa, it’s a natural match since many of the poorest communities are found in the most scenic surroundings and many of these African folks need a steady source of income. For South Africa, it’s a natural match since many of the poorest communities are found in the most scenic surroundings and many of these African folks need a steady source of income.

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 458

http://www.farroutlinks.net/blog/images/sentencefluency2.jpg Use the SENTENCE FLUENCY chart above to analyze the rhythm and flow of Reading Text 3. Identify the kinds of sentences according to structure. Make a t ally of the

variety of sentences used in the text. In the third column, explain whether or n ot the writer has achieved sentence fluency. J ustify your answer. Kinds of Sentences Frequency of Use Your Analysis Simple

Compound Complex Compound-Complex Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 459 Take a breather from the previous activities by doing the following: 1. Summarize Key Point so Far 2. Add Your Own Thoughts 3. Pose Clarifying Questions You are a member of ONE ASEAN’s Exhibits Committee. Your task is to write a paragraph of how Africa meets the challenges of the 21 st century. This short write-up will be featured in the exhibit of nations participating in the international conference for the youth. The write-up must be easy to read. Be guided by the scoring rubric found below: Adapted from: www.milwaukee.k12.wi.us/…/6+Trait+Rubric+for+Sentence+Fluency [[ Acvity 11: THREE MINUTE PAUSE [[ Acvity 12: WRITE IT RIGHT! 4 3 2 1 SENTENCE FLUENCY

Highly readable—a joy to share aloud. Easy going flow, rhythm,

and cadence. Virtually every sentence begins differently. Informational writing crisp and to the point. Grammatically correct sentences variety in length and structure. natural, pleasant phrasing. Mechanical but readable. Awkward moments outweigh smooth, natural phrasing. Gangly runons or choppy sentences. Repetitive beginnings. Very hard to read—you slow down, re -read, but still.. Does not always make sense—is this a sentence Awkward words and sentences Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 460 Go back to the previous section. How many of your initial ideas are found in the discussion? Which ideas are different and need revision? Fill out the REVISED ANSWER boxes. CHANGING PERSPECTIVE (IRF)

Inial Answer Revised Answer

Final Answer Your goal in this segment is to apply what you have learned in the previous literary and language foci activities. Take a look at the picture below. Is the situation depicted similar to what WoleSokinya presents in “Telephone Conversation?” Have you experienced this situation? How would you deal with it?

How will you express your perspectives while respective other cultures? [[ Acvity 13: PAUSE AND PONDER What is my view of Africa? What does literature as communication mean? END OF PROCESS: In this section, the discussion was about your perspectives concerning Africa and her people and literature as communication. Now that you know the important ideas about this topic, let us go deeper by moving on to the next section Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 461 Let us say you are attending the ONE ASEAN International Conference for the youth. You are conversing with other delegates from different African-Asian countries. You do not agree with the viewpoints of your fellow delegate. Write the conversation below.

Disagreeing Politel y Think of a topic or issue that you are bound to discuss with the other delegates . Create a dialogue wherein you would be expressing a viewpoint that is different from theirs. Use polite expressions to express disagreements and offer an explanation: I disagree because. . The way I see it. . I’m against it because. . Instead, I think that. . I’m afraid I don t agree with you.. I’m afraid I can t agree I am afraid I completely disagree with you." [[ Acvity 14: INTERCULTURAL DIALOGUE Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 462 A. Brainstorm on the commonalities and differences among informational and literary texts. Use Reading Texts 1 and 4 as your basis. B. Use your notes in A to make a concept map on these two types of texts.

C. Formulate your generalizations. South African Telephone Social Upliment Conversaon

[[ Acvity 15: TEXT TO TEXT CONNECTION Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 463 END OF REFLECT AND UNDERSTAND:

In this section, you have learned

how to communicate your perspectives to others while respecting their cultures. You have likewise learned about communicating ideas through informational and literary text types. What new realizations have you arrived at? What new connections have you made for yourself?

Initial Answer Revised Answer Final Answer

Now that you have a deeper understanding of the topic, you are ready to do the t asks in the next section. What is my view of Africa? What does literature as communication mean? Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 464 Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. You have learned in the previous segments that literature is a form of communication. How do writers share their work with others? Aside from textbooks and anthologies, where can you read literary works?

Take a look at these selected pages from the literary folio called M itna. to continue to think of the questions you have previously explored: 1. What are the perspectives forwarded in the literary folio? 2. How are these perspectives forwarded with due respect to others or other cul tures?

http://forward.com.ph/wp-content/s/PDF%20files/mitna/Mitna%202008.pdf [[ Acvity 17: FOLIO ANALYSIS Transfer Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 465

1. What is a literary folio/magazine? 2. What should be considered in making a literary folio? 3. What are the elements of a literary folio? Use the checklist below to analyze the folio found in the previous page. Write your comments on the third column. Adapted from: Rubric ID: 1248058 http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1248058& PROCESS QUESTIONS: Title of the Literary Indicators Your comments Magazine is visually appealing. Cover of magazine is dynamic and draws one into its pages through its illustrations and cover lines. Information provided in magazine is accurate. Information in magazine has no factual errors and is current, upto-date, and pertinent. Information in maga-

zine is wellorganized. Magazine layout is easy to follow so that finding information is simple and quick. Page numbers are visible and there are no extended page sections (such as ments) that make finding page numbers difMagazine is culturally diverse. Magazine presents information from many diverse points of view and cultures; articles are culturally diverse so that anyone who reads it can find something they can relate to and enjoy. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 466 [ Acvity 18: PRACTISE MAKES PERFECT! You are of the Asian Literati Society’s screening committee for the literary folio. You are tasked to make a prototype page which features an existing literary text delving on the theme, “Changing Perspectives.” Discuss with a group of young writers the importance of writing a literary text that reflects the theme of the literary folio. Also, explain the importance of usin g literary tools and techniques that will effectively communicate the theme or message to t he intended readers. Tell them that a literary text must be responsive and engagi ng for it to be accepted for publication. Place the prototype folio page and your written explanation in the box provided below.

Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 467 The Asian Literati Society is looking for contributors to their latest volume of literary folio. This folio will be published and distributed during th e ONE ASEAN forum. You are tasked to contribute an original literary piece which reflects the theme, “Changing Perspectives.” As you write your original literary piece, reflect on the question: How can I express my views while respecting other cultures?”

Photo credit: http://maineberrypatch.blogspot.com/2012/05/tos-crew-review-writes hop.html [[ Acvity 19: WATNED LITERARY FOLIO CONTRIBUTOR! I. PREWRITING: Organize your thoughts by using the SIFT METHOD. Note that the them e is your first consideration in producing this literary piece Symbol Imagery Figurative Language Theme Changing Perspectives Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 468 II. WRITING: Write your first draft below

III. POST-WRITING

A. Peer Review: Exchange your 1 st draft with a peer. Critique each other’s work using the SIFT method. B. Revising and Editing: Revise your work based on your peer’s critique. Next, proof-readers go over the printed original several times. Focus on typographical and spelling errors. C. Evaluating: Be guided by the scoring rubric found below: 4 Outstanding

3 Satisfactory 2 Developing 1 Beginning

E N G A G I N G Writer uses vivid words and phrases that linger or draw pictures in the reader s mind, and the choice and placement of the words seems accurate, natural and not forced. Writer uses vivid words and phrases that linger or draw pictures in the reader s mind. Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Occasionally, the words are used inaccurately or seem overdone Writer uses a limited vocabulary that does not communicate strongly or capture the reader s interest. J argon or cliches may be present and detract from the meaning.

R E S P O N S I V E

Theme is clearly stated and obvious to the reader. All the poems are relevant to the chosen theme. Theme is fairly obvious to the reader. The poems are relevant to the chosen theme. The reader must look for the theme is not obvious. Only 1 poem is relevant to the theme. No theme is stated. Poems are not related to each other or to a particular theme. Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 469 A. The lesson is about B. One key idea is C. This is important because

D. Another key idea is E. This matters because F. In sum, the lesson D. Publishing: Coordinate with your peers in order to create an e-literary fol io/ magazine out of your individual outputs. Follow these directions: 1. Arrange the poems created by each member of the class. 2. Finalize the layout of the folio. 3. Use Microsoft Publisher to create the folio. Save it as a PDF file. 4. Click this link, http://www.flashflipbook3d.com/free-e-magazine-creator/inde x.html, and the Free E-Magazine creator. This software will easily convert the text file of your literary folio. 5. Send an attachment of the converted file to your teacher’s email address. [[ Acvity 20: LESSON CLOSURE Learning Module for English - Grade 8 4 - L1 CHANGING PERSPECTIVE 470 END OF TRANSFER: In this section, your task is to contribute an original work to a literary folio. Reflect on these questions: How did you find the performance task?

How did the task help you see the real world use of the topic? Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 471 Communication is defined as the process of sending, giving and exchanging of ideas or information through a medium which is usually language. It serves as a transport link among us so it keeps us in touch with people. Imagine if this breaks down. What do you think will happen? Effective communication then is an essential part in many areas your life- your studies, future employment, a nd building relationships. Consider how you get your message across? How do you expr ess your ideas? your needs? Likewise, how do you respond to others’ ideas and n eeds? Therefore, careful consideration of audience and purpose brings about e

ffective communication and fosters understanding among cultures. This lesson provides opportunities for you to become effective communicators. As this focuses on the theme: Changing Perspectives, you will be studying reading selections particularly from Singapore that are rich in socio-cultural values an d attitude that will help you develop critical thinking skills to evaluate, make wise choices, and formulate fair judgment and decisions. Your communicative competence wil l be challenged as you write business letters. When you go through the act ivities, it is important to bear in mind the questions: What does it take to be an effective communicator? How do you express your perspectives while respecting oth er cultures? What makes perspectives credible? In this lesson, you will learn the following: Objectives: Listen for details Deliver a speech using correct stress for emphasis. Define words from context and through word analysis (prefix, roots, suffixes). Abstract information from the different text types by noting explicit and implic it signals used by the writer. Acquire critical thinking skills essential for evaluation, forming judgment, and making decisions. Develop the value of respecting other’s point of view. Use the transactional and interactional functions of language in letters of appe al, inquiry, etc. Use fixed expressions for business writing. Write a letter of application and the accompanying documents (e.g. resume). Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 472 Below is the lesson activities map to guide you in Business Communication. KNOW Recall:1. Asia’s landmarks and beautiful spots. 2. Titles of some Asian countries. 3. Some of Asians remarkable PROCESS Listening: Noting details Speaking: Delivering a speech (stress) Reading: Noting details Making inference Character Analysis Thinking tools Vocabulary: Context Clues BUSINESS COMMUNICATION

Singapore UNDERSTAND Film Clip- Observation Diary Thinking Tools Selections: “Bumboat Cruise on the Singapore River” Editorial On sites of cultural interchange Making Inference Classifying Information Vocabulary: Structural Analysis and Word Association Structure: Transactional and PRODUCT Review on the research on Business letters- kinds, format. mechanics, expressions Drafts on the different kinds of Business Letters (Group Differenciated Tasks) Research- Resume GRASPS- Final Output Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 473 My Learning Goals………… KNOW Let us begin by finding out how well you know about your Asian neighbors. They m ay be different in a way but it is important to know your fellow Asians. ACTIVITY 1: IT’S MORE FUN IN ASIA! Identify the country where the following landmarks/beauty spots can be found. The given letters are the clues. 1. _ H _ _ A nationsonline.org 2. _ _ D _ _

nationsonline.org Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 474

3. _ _ I _ _ _ P _ _ _ _ http://en.wikipedia.org/wiki/File:Caves_entranceexit.jpg 4. _ H _ _ _ A _ _ wallcoo.net 5. _ _ _ A _ Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 475 6. _ _ U _ _

_ O _ _ _

http://www.firstlightphoto.net/large/image235.jpgfirstlightphoto.net 7. _ A _ _ _

A _ _ B _ _

tlc.howstuffworks.com How do you feel as you look at these breath-taking pictures? Do you your lessons in your Social Studies class? Which do you want to visit? Why? In the first three quarters, you learned about these countries. In the selections you took up, you came to know the culture of our Asian neighbors that brought about their identities. As you do the next activity, ask yourself why you need to know more about our Asian neighbors. How does effective communication serve as our bridge to them? What does it take to be an efficient communicator? Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 476 ACTIVITY 2: DEAR ASIANS Identify the countries being referred to in the table below and describe the peo ple in of traits and characteristics. Share your answers with a partner and with the whole class. TITLE COUNTRY REMARKABLE PEOPLE’S TRAITS/ CHARACTERISTICS Land of the Rising Sun Land of the Morning Calm Birthplace of Islam Pearl of the Orient Seas The Land of Smiles The Subcontinent The Middle Kingdom Now, you know how each country is called and I suppose by now you feel proud for being a Filipino. So, let’s learn more about another very interesting country. Lo ok at the picture below. Can you tell what Asian country is shown in the picture? Write th e missing let-

_ _ _ G _ _ _ _ _ http://www.featurepics.com ACTIVITY 3: KWL CHART Fill out the first and the second columns only of this chart. Study the questions under the given topic. TOPIC: Singapore How do you see Singapore as one of our Asian neighbors? What do you know about her people? What similarities do Singaporeans have with other Asi an countries including the Philippines? Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 477 What I Know What I Want to Know What I Learned

You have partially filled out your KWL Chart. Let us find out if you will be abl e to complete it without changing any of what you already have written. PROCESS Your goal in this lesson is to learn and understand key concepts related to th is fast growing country by reading selections and listening to texts about her peop le’s values and attitudes and their culture as a whole. We will start by doing the ne xt activity. Are you excited to learn more? I’m sure you are. Activity 4: Questions That Matter Listen to the excerpt from Singapore’s Prime Minister Lee Hsien Loong s National Day 2012 Message. Before you do, study the Question Creation Chart (QChart) then while listening, accomplish the chart by creating questions using on e word from the left column and one word from the top row. Form groups of three an d answer the questions you have formed. Discuss your answers with the entire clas s. Is Did Can Would Will Might Who What Where When How Why Question Creation Chart (Q-Chart) Listening Listen to your teacher as she reads Prime Minister Lee Hsien Loong s National Day 2012 Message. Then, answer the following questions: Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 478

1. What questions have you formed? 2. Are the questions you have formed important that they need to be addressed? 3. Given the chance to meet Prime Minister Lee Hsien Loong, which of the questio n would you like to ask of him? Why? Activity 5: Say It Right A copy of the text used in the listening activity will be given to you. Note th at the speaker would like his listeners to do something. He wants them to act. How do y ou think should this speech be delivered? Pick out at least three paragraphs and deliver them in the class. You will be rated based on a set of criteria: Draw a happy face if each indicator below is evident, otherwise, draw a s ad face . _____Eye was evident. _____Exuded confidence. _____Gestures and facial expression were appropriate. _____ Mastery of the piece was evident. _____Voice projection was good. _____ Used emphasis and showed enthusiasm _____ Did not use unnecessary movements and fillers such as ah, um, am, etc. _____ Rate of speech was good; did not speak too quickly or too slowly. _____ Pronunciation and articulation were correct. 8-9 Outstanding: 6-7 Very Satisfactory 4-5 Satisfactory: 3-below Needs Improvement: Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 479

How do you feel after going through the speech activity? Did you find it difficu lt to be the speaker or did you feel comfortable being one since you knew that the speech somehow Activity 6: My Trip Realizing some similarities with Singapore in of aspirations and dreams you may want to know more about Singapore by touring the country. Do these activitie s: A. Given the chance, what things do you usually do before you go on a trip? List these down. B. After you have completed your list, look for a partner with whom you can comp are your list. Decide on which things you think are the most important to consider. Do the thinking tool LAP (List All Priorities). Come up with a new list using the worksheet below. Complete the statement.......

I will …………………………. 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ 5. ____________________________________________________________ 6. ____________________________________________________________ 7. ____________________________________________________________ 8. ____________________________________________________________ 9. ____________________________________________________________ 10. ____________________________________________________________ Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 480

1. What items in your list were the same as your partner’s? What were different? 2. How did you come up with your ranking? 3. Did you consider each other’s ideas and opinions? Singapore is one of the Asian countries frequently visited by tourists. Why is this so? What do tourists like in Singapore? Why is that? Read on and find out.

Activity 7: Unlocking of Difficulty Solve the word puzzle by studying the clues given below. E R I T A F N U J S E S R L N O G E S 1 1 2 2 3 3 4 4 Across: 1. stay, stopover, break 2. generosity, bounty 3. healthy, nourishing, substantial 4. full of life, active, rich

Down 1. tactful treatment, skillful approach 2. magnificent, wonderful, superb 3. impressive, high-status, celebrated 4. straps made of strong Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 481 SINGAPORE SOJOURN By Tammy Mendoza When you’re a visitor in this remarkable state, one impression that you will have is that people tend to ask you how many times you’ ve been to Singapore. For the past many years, this Asian dragon has become one of the top tourist draws in Asia. Its vibrant economy has made it arguably the gateway in Southeast Asia, and perhaps, on this , people have grown quite used to tourists seeing Singapore more often than once. Last September, our group flew to Singapore on the largesse of Singapore Airlines, unquestionably one of the pillars of the impressive success story of the city-state. Cited several times as the best airlineby prestigious international magazines, Singapore Airlines is a showcase reliability and finesse. And so is the famed Changi Airport. Also the object of international distinction, the modern airport has consistently been voted the world’s best, and it provides an appropriate, interesting insights of what awaits the Singapore guest. Singapore, like the Changi Airport, is a marvel – the fruit of both foresight and careful orchestration. Despite having a land area of only about 650 sq. kms., Singapore has a thriving economy; it has one of the world’s busiest ports, and isconceded as Asia’s business and financial center. Singapore by night is a thrilling sight, as we arrived in the Apollo Hotel, there seemed to be so much to look forward to in this sprightly city of surprise.

After a generous breakfast buffet we were whisked to the Singapore Science Center. It was here that we viewed a film at Southeast Asia’s only Omnimax Theater, where images projected on a dome screen gave us the feeling of being engulfed in the picture. Besides the Ominimax Theater, the Singapore Science Center also houses a variety of exhibits on the life science, technology discoveries, and aviation. Changi Airport Science Center science centre singapore - Google Searchwww.google.com.ph Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 482 Our next stop was the Night Safari. Now a popular attraction of Singapore, the Night Safari was probably our best experience. It features over 1000 nocturnal creatures which one can see either by tram or trail. Because of the way the park was developed, the creatures can be seen in their natural habitat without wire harnesses. Fittingly, Singapore’s Night Safari received the 1995 Asean Tourism Association (Aseanta) Award for Excellence as the Best New Tourist Attraction in the Asean. Next in line was the Sentosa. Accessible from certain points by MRT (Singapore mass transit system), bus, or cable car, Sentosa Island is a destination in itself. World, Volcanoland, Images of Singapore, Fantasy Island, and Cinemania. After a hearty lunch at Timbua Restaurant, where we had our fill of delectable Indonesian cuisine, we spent the afternoon looking around Orchard Road, Singapore’s shopping paradise. Along the stretch of Orchard Road can be found mall upon mall quality merchandise for every mold of shopper. Sentosa Island File:Sentosa siloso As for the evening, it belonged to a taxi ride and dinner at Clarke Quay, mainly a cluster of stores by a Singapore river. The highlight of the visit was a taxi ride, where we were taken on a guided tour of the city to better appreci-

ate its history. Clarke Quay Clarke Quay - YourSingapore.com The following day, the group had a splendid time at the Jurong Birdpark which a co-enger on the taxi ride at Clarke Quay said was his personal choice as the best attraction of Singapore. Here we had breakfast with the birds, a quick tour of the aviaries, and a Panorail ride through the park, after which we viewed the International Bird Show at the ampitheater where trained bird showcased their wares. Some of the more memorable sights at the 20.2hectare Jurong Birdpark were the Penguin Parade and the Southeast Asian Birds Aviary. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 483 Jurong Birdpark J urong Bird Park Reviews - J urong, Singapore Attractions TripAdvisor www.tripadvisor.in With hindsight, the Singapore sojourn turned out to be a truly splendid experience for the group, specially for some of us who tried Singapore’s night life for more taste of adventure. The thing with Singapore is, it doesn’t really matter if you’ve been there before or not at all. Constantly discovering and ever-changing, Singapore is forever new, and it’s never the same way twice. From The Philippine STAR December 10, 1995 Activity 8: Experience Singapore Places Description1. 2. 3. 4. 5. How does the author feel about Singapore? Why do you think tourists keep going back there? If changes occur often in Singapore, how will you describe her people? At this point you have been learning more about Singapore. What about discover ing her beginnings? Read on and learn more! Learning Module for English - Grade 8 4 - L2

CHANGING PERSPECTIVE 484 Activity 9: In the Beginning……………….. You have enjoyed reading legends all this time. Legends tell the begi nning of things. J ust like how other countries got their names, Singapore too has her ow n story to tell. Read on and find out how Singapore began, evolved and got her name. As you read through the text, try to recall the characteristics of legends. To help you unde rstand the text better, do the activity below. Directions: Give the meaning of the italicized words using context clues. 1. When the tourist went to his farm, he climbed a knoll to take a good look at the beautiful surroundings. a. stairs b. chair c. hill 2. The ground attendant advised the enger to reduce the things he had in his suitcase for jettisoning; he had exceeded the required weight for his check-in baggage. a. inspection b. donation c. discarding 3. The traveller’s goal is to reach the summit of the mountain. a. lowest part b. middle part c. highest part 4. The King’s subjects obey his rules faithfully. a. Followers b. courses to study c. enemies 5. The fan stood in awe when he saw his favorite movie actor. a. fear b. surprise c. respect What do you think the word “singa” means? Make a guess. You will know about this after reading this selection. THE ‘SINGA’ Sang Nila Utama, an imaginative and adventurous king was restless by nature and wanted to travel to faraway places. He loved hunting wild a nimals, so when he heard that there were stags in the jungles of Tanjong Bentam, which were not easy to hunt, he was excited and took with him a great fleet o f ships to Tanjong Bentam. When the king arrived upon the island, he and his subjects had a hunting expedition that lasted several hours, slaying many wild and savage beasts, but n o stags. This disappointed the king, for he had a sense of unfulfillment in his he art. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 485 Suddenly, a large stag darted out of the bush in front of Sang Nila Utama, giving the king a shock…but the king drew his silver dagger and hurled it at the stag, on ly grazing the animal. The stag began to run and the king pursued i

t (in those days, it was either your feet or nothing). The stag run through the jungle and darted up a knoll. The king followed the stag up the hill, but upon reaching the summi t, the stag was nowhere to be seen . There was a large rock, so the king climbed it and looked at the land and the se a spread out around him. In the distance, he saw a stretch of white sand- an islan d. Sang Nila Utama was fascinated by the sight of the island. He turned to one of his subjects who had followed him. “ What is the name of that island?” The subject looked into the distance and smiled. “ That is Temasek, Your Highness.” “ Then we are going there.” The king ordered his fleet to set sail and they began on their journey towards the island.

http://office.microsoft.com Suddenly the once clear blue skies were covered with black clouds, hea vy rain poured from them, and strong bursts of wind threatened to tear the ships apart. The ship carrying Sang Nila Utama was in the very eye of the storm. The crew lowered the sails, started to bail the water from the ship and get most of the cargo for jettisoning. However, an idea came to the king’s head. He ed a story his grandfather told him of how one of his ancestors became the Sea-King and that his crown was the only thing which belonged to his ancestor. He remo ved his crown immediately and threw it into the sea. All at once, the storm broke. As suddenly as it started, the skies b egan to clear and the crew gave a shout of joy and set sail once more to the island of T emasek. When the king stepped upon the island, a creature stepped out of nowhere, and the king and his men were awe-struck by the magnificent creature. It was lar ge and moved with grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the king drew his bow and arrow, the beast stare d back at him with golden eyes and let out a deafening roar before leaping into the jungle . Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 486 “ What sort of animal was that?” , the king asked. A wise old man stepped forth.

I have seen animals in portraits from the Far West. Perhaps this is a ‘singa’ but I wonder how he got all the way here.” “ This must be a great place if it breeds such a beautiful animal. Let us live here…here in the island of Singapura.”

http://office.microsoft.com (Singa- The word ‘singa’ is actually the Malay word for “ lion” . Therefore Singapore is sometimes referred to as the “ Lion City.” ) Who was Sang Nila Utama? Tell something about the setting of the story. What are the important details in the story? Accomplish the charts below.

Activity 10: Character Analysis Pyramid Identify major traits and information of the main character of the story using t he pyramid below. character_trait_chart.pdf Now that you know Sang Nila Utama, visualize the important events in the story b y accomplishing the next activity. Name/Title Physical Appearance Character’s Role Character’ Problems/Challenges Major Accomplishment Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 487

Activity 11: Story Board Draw the events of the story on the story board. Record them in correct order. Starts here! 1. 2. 3. 4. 5. 6. What events did you include in your story board? Did you observe the chronologic al sequence? I’m sure you did. That was good! Think about these: 1. If you were Sang Nila Utama, would you throw away your crown to the sea? 2. Why do you think the king decided to live in Singapore? Would you have d one the same thing? 3. What is the importance of legends, myths, and other literary genres you have learned in the present society? 4. How would you relate the legend “ The Singa” to what Singapore was and what

she has become? Fill out the diagram below. Activity 12: Think It Over folktale legends Importance to the present society: ________________________ ________________________ ________________________ myths Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 488 Activity 13: One in Vision and Mission From the message of Prime Minister Lee Hsien Loong from the listening text, you could tell that Asian countries have certain similarities in their concerns or i ssues that shape their vision for their respective countries. Can you identify these? Form five groups and fill out the circles inside the funnel with areas of concern similar with our country and other Asian countries. Tell something about each. Present your work to the class.

MAGNIFICENT ASIA 1. What countries did you include in your worksheet? Why? 2. What problems and issues were mentioned? 3. Do you find Minister Lee’s plans and actions applicable to other Asian countrie s? In this section, you have gained important information about Singapore. You were able to relate to her vision as a country. J ust like any other Asian countries including the Philippines, each country dreams only the best for her people. At this point , ask yourself how much of your initial ideas are found in the discussion? Which ideas are diff erent and need revision? Now, let’s go deeper by moving on to the next. REFLECT AND UNDERSTAND Activity 14: For Old Times’ Sake Watch this documentary film about old pictures of Singapore. How much of these have changed today? Write your observations on the worksheet below. Film Clip A.

Observation Log Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 489 People

Things

Pla

ces Observe old photos in your family album. Do you see some resemblance? What are these? B. Imagine how things have changed today. Are you thankful that you were not b orn during those days? Or are you the sentimental type who sees beauty of the past? Write something about this then compare your work with your classmates. Your ideas might be different from your classmates, to respect each other’s views.

How did you address your differences in your views and opinions? Did you take turns in listening and speaking? What realizations can you draw from this a ctivity? How do you deal with change? Do you treat them positively or otherwise? Why? Rea d an excerpt of an editorial to help you shape up your attitude about change. Go t hrough the vocabulary build up exercise first.

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 490 A word can consist of a root only, a root with a prefix, a root w ith a suffix, or a root with both a prefix and a suffix. Regardless of ho w many parts there are, they always appear in this order: prefix, root, suffix. http://highered.mcgraw-hill.com/sites/dl/free/0073123587/380570/1_Word.pdf Define the words using structural analysis using the table below. Editorial On sites of Cultural Interchange By Toh Hsien Min The uncertainties of living out came up again over a casual dinner one Friday night. Rui, the Portuguese bloke who used to occupy the room I now do, came by f or

dinner with me and my housemate, as he was finally leaving Singapore for good. Among expats, as among New Yorkers, it’s probably not unusual for the topic of ren tal property to come up. Somehow it did, and Rui slipped in a casual, “As you know, th is place is going to be demolished in two years’ time anyway.” WORD PARTS MEANING MY DEFINITION distressing prefixroot wordsuffixcolonial prefixroot wordsuffixEnclave prefixroot wordsuffixexpatriates prefixroot wordsuffixsubsequently prefixroot wordsuffixproposing prefixroot wordsuffixLearning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 491 What a shock! I had only been staying in one of the most extraordinary apartments in Singapore for half a year, and to hear that it wouldn’t be for very much longer... the thought was just too distressing. Even if, or maybe because, I hadn’t fo und the flat; the flat found me. Rui had posted an notice on a social email list to anno unce that he was returning to Portugal, therefore his half-share in a rented colonial walk -up in the Mount Sophia area was coming available. A month later, as I was due to visit my optician at Peace Centre, I thought it the easiest thing to just drop by and view th e place, as much for a lark as anything else. Lives change in minutes. Mine broke from its trajectory when I saw the beautiful white façade, with the bold “1930” imprinted on the top. It could only have been a col onial apartment that could have had that effect on me; charm distils through age, but the colonial British architects also knew, perhaps better than our contemporary ones , how to build for the tropics. I noted the high ceilings that gave a sense of space a

nd kept the apartment cool, old frosted glass windows set in beige-painted wood frames, and a collection of distinctively peninsular spiral staircases. Two huge bedrooms, one hu ge living room in a chinoiserie yellow, a functional kitchen, a balcony that lets light an d air in, and a huge open rooftop completed the tour. I was hooked. Over the next months, I would discover complete other sides to Singap ore. Selegie boasts an abundance of life. There are numerous good food places, such a s the legendary Rochor Beancurd, a sushi bar that opens up to 4am on weekend night s, some 24-hour eating places, and plenty of choices for coffee (especially given m y fussiness on that score). A traffic junction keeps everything in place. On the one si de, there is the feel of a Chinese working-class area, with Chinese DVD shops, aquariums, Chinese coffeeshops, photocopying shops and a number of karaoke bars, spi lling from Paradiz Centre onto Prinsep Street. A few hundred yards east, the fla vour changes completely. Little India starts at the next junction east, and Indian temples, textile shops, grocers, curry houses and coffeeshops are numerous. On Sundays, Indian la bourers throng the area, touching the walls at Tekka market. North of the same j unction, the Sophia Road extends through to the back of the Istana, an enclave of e xpatriates living in a collection of colonial houses and modern condominiums. So it was partly good news to read in the Straits Times, earlier this month, tha t the URA are proposing to conserve the area, including the building I now live in . I may still have to move out, as the scheduled work is – as I subsequently found out – not demolition but a renovation, but it’s nice to know Singapore continues to retain a little bit of its heritage. QLRS Vol. 2 No. 4 J ul 2003 Comprehension Check: Put a check ( )on the line before each statement that is true. Correct the o nes which are not. _____ 1. The editor has to move out of the place he is renting. _____ 2. He likes the idea of moving out. _____ 3. The place he is occupying is modern and has sophisticated facilities. _____ 4. The apartment is not the only one to be renovated. _____ 5. Different businesses will be established. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 492 _____ 5. Different businesses will be established. _____ 6. All old business establishments will be demolished. _____ 7. Improved traffic is also one of the projects.

_____ 8. The establishments that will rise will be exclusively for Singaporeans. _____ 9. There is a strong proposal to conserve the area. _____10. The editor is happy about the change that will take place. How do you react to changes? Are you like our Singaporean brothers who are resi lient to change? What positive, negative and interesting issues can change bring? Do the thinking tool PIN (point out Positive, Interesting, and Negative issues.) 1. 2. 3. 4.

What have you discovered from Which positive issues can we Which negative issues can be Which interesting issues can

the chart? adopt/practice in the country? transformed into positive? be both or be either positive or negative? Wh

y do you say so? Posive-

Interesng: What if…………

NegaveLearning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 493 Activity 16: Go for the Change A. Make your own list of the things you want to change in your community. Consult people in your place. Start with your family, friends, and elders in the communi ty. to consider their suggestions and advice. You may use the table below. Let them read your proposals and let them put a check mark (√) if they agree and ( X) if they don’t. Let them sign the sheet. B. Group yourselves into 5 and make a dialog about the flow of your conversatio n when asking for data from a friend, a family member, and a barangay official. Friend Family Member Barangay Official 1. Do you see some distinctions in the way your conversation flowed with the people you had consulted? 2. Which conversation did you find more casual and ordinary? 3. Which required a formal, straight-forward and concise expressions? Note that communication to be effective requires you to take into considerat ion

your purpose and your audience. Careful choice of words and expressions is an im portant factor. In this sense, you are using both the transactional and interac tional functions of language. I want to propose changes in……… Parents Friends Elders 1. 2. 3. 4. 5. Advice/Suggestions

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 494 Transactional Language is used to send messages with content. It has a clear objective when asking for information, for a refund, or making a complaint. Interactional Language is used to establish and maintain various sorts of social relationship. It involves shorter turns, simpler and more pr edictable language; it and can have a measurable result. Activity 17: Picto-nalysis Analyze the pictures and tell whether the people are engaged in transactional or interactional function of communication. Give reasons for your answers. Accompli sh the table below. (change the pictures) 1. 2. 3.

4. 5.

6.

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 495 10.

11.

12.

13.

14.

15.

Based on your answers, can you give your own idea on how transactional conversation differs from interactional communication? PICTURE TRANSACTIONAL/ INTERACTIONAL REASON / PROOFS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 496 Activity 18: Get Down to Business Go back to Activity 16 and finalize your list. You will need this when you wri te a letter of request. There are things that you should in writing this kin d of a letter. What are these? Go to the library and research on how to write the business letters, kinds, and forms. Have one sample letter for each kind. Fill out the organizer b elow. Then report this in the class.

B. Looking at the sample letters, compare you them with the friendly letters yo u once wrote before. What are differences and similarities? Accomplish the activity be low What conclusion can you draw from the comparison? Which letter requires a more formal use of the language? What letter makes use of transactional

language? interactional language? Let this be your guide for your drafts in writing business letters. You will d o this in the next phase of this lesson. To realize how significant this activity is, b ear in mind that we have objectives to achieve in line with understanding the culture of our Asian brothers especially that of Singapore’s.

Kinds of Business Letters according to Purpose: 1. 2. 3. 4. Parts Punctuations used Expressions used Format/ Style FORM Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 497 At this point, let us find reasons why change seems to be happening all the time Singapore that her people have become so used to it. Study the poem “ Bumboat Cruise on the Singapore River” by Miriam Wei Wei Lo.

Activity 19: Boat Ahoy! Have you ridden a boat? How did it go? Fill out the diagram below with the thi ngs that you associate it with. Share this with your classmates especially with thos e who have not experienced riding a boat.

1. What are your bases for the association? Are they based on your experiences or on those you have previously heard or read? 2. Tell something about this boat ride experience or share your expectatio ns if you have not had one yet. Activity 20: Unlocking of Difficulties Determine the meaning of the Italicized words using context clues. 1. An establishment looms in Singapore every now and then. a. appears b. grows c. recede 2. Singaporeans love for eat-all-you-can food is conspicuous for you often see t hem all around food chains. a. suspicious b. confusing c. noticeable My Boat Ride Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 498 3. The man’s manic behavior makes his neighbors avoid him. a. manly b. weird c. unique 4. Singapore seems to have changes every time that the poet prayed for the bumbo at for its present incarnation to continue to exist. a. life b. form c. appearance 5. The merlion is known for its grotesque and unique design as it one of Singapo re’s landmarks. a. fantastic b. weird c. uneven (to insert drawings/illustrations) Bumboat Cruise on the Singapore River By Miriam Wei Wei Lo Rhetoric is what keeps this island afloat. Singaporean voice with a strong American accent, barely audible above the drone of the bumboat engine: “ Singaporeans are crazy about their food. They are especially fond of all-you-can-eat buffets. Why not do as the locals do and try out one of the buffets at these hotels along the waterfront.” The Swissotel looms. The Grand Copthorne. The Miramar. All glass and upward-sweeping architecture. Why not do as the locals do. Here in this city where conspicuous consumption is an artform. Where white tourists wearing slippers and singlets are tolerated in black-tie establishments. Dollars. Sense. How did I ever live in this place? Sixteen years of my life afloat in this sea of contradictions, of which I was, equally, one; half-white, half-Chinese; the taxi-driver cannot decide if I am a tourist or a local, so he pitches at my husband: “ Everything in Singapore is changing all the time.”

Strong gestures. Manic conviction. “ This is good. We are never bored. Sometimes my customers ask me to take them to a destination, but it is no longer there.” Singaporeans’ resilience to change is truly one of their remarkable traits. How t hey easily adjust to changes doubled with their creativity, and hard work are simply the reasons why Singapore is named as Asia’s business and financial center. Read on to prove this.

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 499 Strong gestures. Manic conviction. “ This is good. We are never bored. Sometimes my customers ask me to take them to a destination, but it is no longer there.” We tighten our grip on two squirming children and pray that the bumboat tour will exist. Nothing short of a miracle this small wooden boat which is taking us now past Boat Quay, in its current incarnation, past the Fullerton Hotel To the mouth of the Singapore river, where the Merlion still astonishes: grotesque and beautiful as a gargoyle. The children begin to chafe at confinement. My daughter wails above the drone of the engine. There’s talk of closing the mouth of the river. New water supply. There’s talk of a casino. Heated debate in the Cabinet. Old Lee and Young Lee locked in some Oedipal battle. The swell is bigger out here in the harbour, slapping up spray against the sides of the boat, as if it were waves that kept it afloat, this boat, this island, caught between sinking and swimming, as I am caught now. As if rhetoric mattered. As if this place gives me a name for myself. Activity 21: Quotable Lines Fill out the table below to classify the information given in the poem about the people, places, and business in Singapore. Quote the lines in the poem to prove your ans wer.

DESCRIPTION PROOF PEOPLE

PLACES

BUSINESS Learning Module for English - Grade 8 4 - L2

CHANGING PERSPECTIVE 500 1. What impression does the author have of Singapore? 2. How do people feel about the constant changes in their country? 3. What positive traits have they gained out of these changes? 4. Does the author, being a product of a mixture of races feel proud of being raised in Singapore? Prove this. 5. Do we have the same feeling towards our country? Activity 22: Think About Consequences If you get a chance to live with Singaporeans, what will be your expectations? W ill there be major adjustments on your part? Do the thinking tool TAC (Think About C onseqences). Sum this up with a journal entry. Think about how you can show pride in your identity as Filipinos without losing your respect for other cultures. Write about your perspectives about livi ng harmoniously and productively with fellow Asians. If I get the chance to live in Singapore I (may, might would) ________________________________ __________________________________________________________ ____________________________________________________________________________ __ Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 501

Product This part can be termed as “show time!” for this is where you will do things on yo ur own. By this time you will have been equipped with skills you will need to perfo rm tasks designed to be applied in real life situations. Let’s see how well you can carry out the activities. Activity 23: Rough Drafts A. Review the research you did on business letters. Using the situation given in Ac tivity 16 write a letter of request addressed to your barangay captain. Use the form at below as your guide. Present this to the class. ( Information) Name Address Phone Number Email Address Date (Addresse: Brgy, Captain)

Name Title Brgy. Address City (Salutation) Dear ______________: At this point, go back to the KWL chart in the first part of this module and fi ll out the missing parts. Change the parts which need revisions. You are now ready for the last phase of this module. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 502 (Body of Request Letter) First Paragraph The first paragraph of your letter should state the reason for writing the r. Middle Paragraph(s) The next section of your request letter should explain why you needed what re requesting. Final Paragraph Conclude your request letter by thanking the receiver for considering your st. Include an expression of expecting a positive response to your request. Give information on how you can be reached. (Complimentary Close) _________________ (Signature) ____________________

lette you a

reque also

B. How was your first attempt in writing a business letter? Given a guide, was it d ifficult? Now, change roles. Pretend that you are the barangay captain. Write a repl y to the first letter you had drafted. You may either grant or decline the request. Be re minded of the information you have to include in your letter. You may use other formats of a business letter you have in your mini research. You will go through peer checking us ing the rubrics that follow. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 503 1 NEEDS IM-

PROVEMENT 2 FAIR 3 SATISFACTORY 4 VERY SATISFACTOLayout/ Design Letter is unattractive or inappropriate. Text is difficult to read. It does not have proper grammar or punctuation marks for a business letter. Letter appears to be insufficient. Text may be difficult to read. May have some grammar and or punctuation marks that are indicative of a business The letter is eyecatching and attractive. Text is easy to read. Grammar, style, and punctuation marks used are indicative of a business letter. The letter is creatively designed with text that can easily be read. Grammar, style, and purpose all excellent for a business letter. Information, Style, Audience, Form Information is poorly written, inaccurate, or incomplete. Im-

proper form is used Some Information can be understood but are poorly written, inaccurate, or Information is well written and interesting to read. Information is accurate and complete, is creatively written, and is cleverly presented. Parts of the Business Letter Most parts are missing. Most business letter elements out of place Some business letter elements may be missing. Letter is complete with all required elements. http://volweb.utk.edu Points: 10-12 Vs 7-9 S 4-6 F 1-3 N What other situations call for writing business letters? You should be aware of these for in no time, you will find yourselves writing them. So you need more pr actice. Get the opportunity! Do the activities below. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 504 Activity 24: More Letters Please… Form five groups and do the following tasks. You will now write business lette rs based on varied given situations. You will write them using a manila paper or a power point presentation for evaluation later by the class. Take note of the criteria for rating. Make them your guide in writing.

Group 1- You are planning to host a feeding program in your school. You lack funds to finance your project. Write a solicitation letter addressed to the PTA. Group 2- Your teacher in English has asked you to present a One-Act-Play. You need a good sound system and the school AVR to be the venue of your presentation. Write a letter of request to the property custodian. Group 3- You have observed that many of the rest rooms in your school are not functional and need repair. Write a letter of complaint to the p rincipal. Group 4- An international students’ association is recruiting from secondary schools. You wanted to and participate. Write a le tter of intent addressed to the principal. Group 5- The Young Entrepreneurs’ Club would like to put up a stall in the school canteen. Write a business proposal to your principal.

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 505 3 OUTSTANDING 2 SATISFACTORY 1 DEVELOPING 0 BEGINNING Heading Properly aligned. Includes return address and date. Includes return address and date but improperly aligned Date or return address missing and improperly aligned No heading Inside Address

Properly aligned. Includes proper spacing from heading and inside address is correct Includes proper alignment or proper spacing from heading but inside address is incorrectly written. Inside address is present but may be incomplete. Alignment and spacing from heading is improper. No inside address Salutation Proper salutation and punctuation. Spacing is correct. Proper salutation and spacing. Incorrect punctuation. Improper salutation and spacing. Incorrect punctuation No salutation Body Content Mentions the problem and expresses the Intentions or purpose clearly. Mentions the problem but intentions in writing are not clear. Mentions the problem but the purpose and intention are not mentioned. No Body Body Alignment Proper spacing

between paragraphs, and proper indentation (or no indentation when using blockstyle). Proper spacing between paragraphs, but improper indentation (or no indentation when using block style). Improper spacing between paragraphs and improper indentation No Body Language Functions Uses words and expressions that show transactional language funtions. Uses some words and phrases but some are not appropriate for the Expressions used are inappropriate. Lacking of expression Closing Proper alignment and spacing. Appropriate closing Proper alignment but spacing is incorrect. Appropriate closing. Inappropriate closing and improper spacing and alignment. No closing http://gk12.asu.edu Range = 1-5 – Beginning; 6-11 – Developing; 12-16 – Satisfactory; 17-20 - Outstanding

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 506 How did you fare in your writing attempts? Have you been caught up in the same s ituations before? These situations can really happen. So get yourself ready for the final task for this lesson. You are going to write an application letter, but first you should know how to make a A. 1. 2. 3.

Surf the internet and look for sample resumes. Find out the following: What pieces of information should be included in the resumes? How are the pieces of information arranged? What formats can you use in writing resumes? Share your mini research with the class.

B. Below are sample resumes. Choose one and change the entries with yours. Be reminded that this is an important document and you are required to write true and correct information. 1.

2. Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 507 3.

Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 508 1 DEVELOPING 2 SATISFACTORY 3

GOOD 4 EXCELLENT Return Address & Date - Return address is missing. - Date is missing. - 4 or more spelling, capitalization, or punctuation errors. -Return address is missing - Date is there but format is incorrect. - 3 spelling, capitalization, or punctuation errors. -Return address is complete & accurate. -Date is complete & positioned correctly. -1-2 spelling, capitalization, or punctuation errors -Return address is complete & accurate. -Date is complete & positioned correctly. - No spelling, capitalization, or punctuation errors. Inside Address & Salutation -Inside address is missing. - Salutation is missing. - Subject line is missing. -More than 3 spelling, capitalization, or punctuation errors. -Inside address is missing an information. -Salutation is inappropriate. -Subject line information is misleading. -3 spelling,

capitalization, or punctuation errors. -Inside address is complete & accurate. -Salutation is appropriate but incomplete. - A subject line needed or added correctly. -1 - 2 spelling, capitalization, or punctuation errors. -Inside address is complete & accurate. -Salutation is appropriate & complete. - A subject line needed or added correctly. - No spelling, capitalization, or punctuation errors. Content Organization No organization pattern is apparent. -Paragraph order does not follow suggested format. - Message has missing or incorrect information to be ineffective in meeting the writer’s goal. -Organization is not appropriate to the writer’s purpose. -Paragraph order is close to the ideal output. -Two pieces of information are missing or incorrect. -Organization is appropriate to the writer’s purpose. -Paragraph order is close to the ideal output. -One piece of information is missing or incorrect. -Organization is appropriate to the

writer’s purpose. - Paragraph order follows the ideal output. -Message is complete and correct. Closing, Signature, & other End Matter More than two pieces of information are missing or inaccurate. Two pieces of information are missing or inaccurate. One piece of information is missing or inaccurate. -Closing is appro priate. -Written & typed signatures are present. - Reference initials & enclosure reminder are included if needed Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 509 Source: http://rubistar.4teachers.org 7/6/03 Range = 19-24 – D; 13-18 – S; 7-12 – G; 1-6 - B Word Choice Word choice is Inappropriate in the entire parts of the letter. Word choice is inappropriate for audience. Transactional language function is not evident. Word choice is mostly appropriate for audience. Word choice is appropriate for

audience. -Transactional language function is evident. Sentence Fluency & Mechanics -Two sentence fragments. -Message is there, but underdeveloped. - Awkward paragraph construction clouds the message. - 5-6 spelling, capitalization, or punctuation errors. - 5-6 grammar & usage errors -Two sentence fragments. -Message is there, but not clearly stated -Awkward paragraph construction clouds the message. -3-4 spelling, capitalization, or punctuation errors. -3- 4 grammar & usage errors. -Some variation in sentence length. One fragment. -Paragraph divisions are somewhat effective. -Main purpose of the message is clear. -1-2 spelling, capitalization, or punctuation errors. -1-2 grammar & usage errors

-Complete sentences of varying length. -Paragraph divisions are effective. - Number of paragraphs fits suggested format. - Main purpose of the message is clear. -No spelling, capitalization, or punctuation errors. -Grammar & usage are correct. Glossary Application letter- a formal written request for something such as a job, or ission to a school or college Business letter - a formal type of written correspondence which complies with th e standard business letter format. They are used for a wide variety of purposes, f rom requesting information, applying for a job, lodge a complaint, acknowledge a servi ce, place an order, request information, or reply to a previous letter. Editorial- an article in a newspaper or magazine that expresses the opinion of i ts editor or publisher Folktales- a tale or legend originating among a people and typically becoming pa rt of an oral tradition Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 510 Legends- a popular story handed down from earlier times that tells the origin or beginning of things Myth- A traditional sacred story, typically revolving around the activities of g ods and heroes, which purports to explain a natural phenomenon or cultural practice. Range- a scale to determine one’s capability on the tasks given. Resume- a written document that contains a summary of your work experience , inc luding positions held at each employer, and your educational background. Rubrics- an assessment tool used to measure or evaluate a student s performancebased on the sum of a full range of criteria rather than a single numerical score. Thinking Tools- learning activities that encourage students to develop critical

thinking skills to express concepts of ideas References: Website Citations: Cartoon person sitting oa flying rocket. 2012. Retrieved Dec. 3, 2012http:// office.microsoft.com/en-001/images/results.aspx?qu=cartoons#ai:MC900251287| Emery, D. Meaning of legend, myth, folktales. n.d. retrieved Dec. 3, 2012 from h ttp:// urbanlegends.about.com/od/glossary/g/legend.htm Collins English Dictionary – Complete and Unabridged Nicholson, J . Meaning of business letter. 1999-2012. retrieved Nov. 2, 2012 fro m eHow.com http://www.ehow.com/about_5333799_meaning-businessletter.html#ixzz2DQiNVx6T Catherine McAuley Library. n.d. Definition of thinking tools. retrieved Dec.3, 2 012 from Thinking tools. www.sac.sa.edu.au Definition of range. 2003. retrieved Dec. 3, 2012 from range - definition of ran ge by the Free Online Dictionary, Thesaurus and Encyclopedia.www.thefreedictionary.com Definition of rubrics. 2012. Retrieved Dec. 3, 2012 from Rubrics - definition of rubrics by the Free Online Dictionary, Thesaurus and Encyclopedia. www.thefreedictionary.com Definition of legend. 2012. Retrieved Dec. 3, 2012 from Legends - definition of Legends by the Free Online Dictionary, Thesaurus and Encyclopedia. www.thefreedictionary.com Definition of folktale. 2012. Retrieved Dec. 3, 2012 from Folktale - Definition and More from the Free Merriam-Webster Dictionary www.merriam-webster.com Learning Module for English - Grade 8 4 - L2 CHANGING PERSPECTIVE 511 en.wikipedia. Singapore Science Centre 13, J ul 06.J PG. retrieved Nov. 27, 2012 from http://en.wikipedia.org tripadvisor.in. Ducks (divyagandhi10, Dec 2008)J urong Bird Park. Retrieved Nov. 27, 2112 from http://www. www.google. Character Trait Chart. n.d. retrieved Nov. 27, 2012 from http://t2. gstatic.com/ images? q=tbn:ANd9GcRReXKlAFoVnFuvcmPLUNnWFp2UIUHvAF_z03IpeL37CvyvGQVOwA

Elder, J . On Structural Analysis. 2008. Retrieved Nov. 28, 2012 from http:// highered.mcgraw-hill.com/sites/dl/free/0073123587/380570/1_Word.pdf By Toh Hsien Min. On sites of Cultural Interchange. 4 J ul 2003. Retrieved Oct.3 0, 2012 fromhttp://www.qlrs.com/editorial.asp?id=318 Richards, J ., The Language Teaching Matrix (Readings on Transactional and Interactional Use of Lanuage). 1990. Retrieved Oct. 26, 2012 from http:// books.google.com.ph/ Abhijit., Two poems about Singapore Posted on Tuesday, December 29, 2009 Retriev ed. Oct. 29, 2012 from http://www.pressrun.net/weblog/2009/12/two-poems-aboutsingapore.html Doyle, A., Application Letter. N.d.. Retrieved November 2, 2012 from http:// jobsearch.about.com/od/jobapplicationletters/a/appletterformat.htm Doyle, A., Resumes. N.d. Retrieved November 2, 2012 from http://video.about.com/ jobsearch/What-Is-a-CV-or-Curriculum-Vitae-.htm . gk12.asu.edu. Rubrics for Business Letters. N.d. Retrieved Nov. 2, 2012 from htt p:// gk12.asu.edu/Lessons/Earth%20and%20Space%20Sciences/Experimenting%20with% 20Erosion/BusinessLetterRubric.pdf google.com.ph. Sample Resumes. N.d. retrieves Nov. 22, 2012 from http:// www.google.com.ph/search?q=resume+samples&hl=en&tbo=u&tbm=isch&source=univ&sa=X&ei=IF_BUJ PyNKSaiAeq9YDgBw& ved=0CE8QsAQ&biw=1366&bih=667 www.dept.aoe.vt.edu Sample Rubrics. 7/6/03. Retrieved Nov. 22, 2012 from http:/ / rubistar.4teachers.org Google Search. Business Letter. 2012. Retrieved Nov.22, 2012 from www.google.com.ph Book Citations: Gil, M./ Gumangan, M., Singapore Sojourn. Literature Through The Ages. Innovativ e Educational Materials. 2006. Torres, Myrna M., “English for Secondary Schools” (Revised Edition) Second Year,” FNB Educational Inc., 1999. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 512 INTRODUCTION AND FOCUS QUESTIONS Communication is said to be more than speaking or writing. It requires the creation of a common understanding of ideas, desires and observations among people i n order to be effective. Effective communication, consequently, is the key to maintaining good p ersonal relationship with others. It is vital in building linkages with other countries. It is also important in understanding one’s culture and identity. With the theme: Changing Perspective you will be studying Korean cultural v al-

ues and attitude to enable you to analyze, do critical evaluation and make criti cal choices to suit different purposes without sacrificing socio cultural values and attitud es. The lessons and activities found in this module will focus on the following questions: How do I express my perspectives while respecting the perspectives of other cultures? Wha t make perspectives credible? OBJECTIVES: In this lesson, you will learn the following: Listen to note important details and infer characters traits (Listenin g Comprehension) Agree/ disagree with statements and observation made about issues affecting the community (Speaking) Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modifications structures and expansions. (Grammar Awareness) Arrive at meaning of words through contextual clues (Vocabulary Development) Anticipate information from the different text types by noting explici t and implicit signals used by the writer. (Reading Comprehension) Employ varied strategies when summarizing materials read and viewed (W riting and Composition) Express feelings and attitude towards different text types.(Attitude) Give credence to well thought-out ideas.. (Attitude) Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 513 OUTLINE OF THE LESSON Below is the lesson activities map to guide you in Lesson 3, Quarter 4- Academic Communication. Changing Perspectives Academic Communication (South Korea) Target Competencies L - Listen to note important details and infer characters traits S- Agree/ disagree with statements and observations made about issues affecting the community GA- Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from structures of modification and expansions VD- Arrive at meanings of words through context clues

RC- Anticipate information from different text types by noting explicit and implicit signals used by the writer WC-Employ varied strategies when summarizing materials read and viewed Express feelings and attitude towards varied text types. Give credence to well thought-out ideas SS- Engage in systematic conduct of research by going through series of process. Activities KNOW… Pre-Assessment Proud Asians I Am known for… KWL PROCESS Listen/View fable Comprehension Check Character Talk Convince Me (Debate) Kernelling sentences Trimming Up(Guided) Untangled Thoughts (Independent) Bibliography (key pts.) Look it Up UNDERSTANDING Filipino Youth You Build Me Up Reading Comprehension Check Annotated Biblio.(KPts) I PRODUCT Library Talk KWL- Finale Write Me Cite Me Annotate It TRANSFER GOAL How does one’s culture shape one’s identity? Lesson content Korean Beliefs and Culture - (Listening/Viewing Texts) -Reading an Informative Essay -Informative Texts (used in varied activities) - Vocabulary Develop-

ment - Speaking Activities Kernel Sentences Bibliography Annotated Bibliography

Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 514 My Learning Goals and Targets… For you to accomplish the tasks and perform well in the activities in this lesso n, write your goals and targets in the box provided below:

Literary text types could be a means to understanding other countries culture and practices. Let us begin the module by reflecting on what you know so far about Asian and African Literature, in particular, Korean literature. Identify the people in the pictures by matching them with their Identify the people in the pictures by matching them with their names in column B and their nationalities in column C. Draw a line from the picture going to the answer in column B, then another line to your answer in column C. Column A Column C 1. 2. 3. 4. 5. Know [ Activity 1: PROUD ASIANS A. J acky Chan B. Mario Maurer C. Rain D. Sushmita Sen E. Sarah Geronimo e. Indian b. Filipino c. Chinese d. Korean a. Thai

Column B

Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 515 PROCESS QUESTIONS: a. b. c. d.

Are the people in the pictures familiar to you? Would you know the industry they belong to? Do you have any idea about their contributions to the industry? Is there something common among them?

Pair Work. With the knowledge of Afro-Asian countries and their people learned from previous lessons, complete the diagram below. What is each country known for? Be able to share your output to the class.

[ Activity 2: I AM KNOWN FOR… India 1. 2. 3. Philippines 1. 2. 3. Singapore 1. 2. 3. Malaysia 1. 2. 3. Africa 1. 2. 3. China 1. 2. 3. THE

BEST OF ASIA Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 516 Group Work. Fill out the K-W-L chart. Present your output in class. that you will not be able to accomplish the L column yet. You will go back to this part before the end of this unit. You have already listed the topics you want to find out about the focus country. As you go through the entire module, you will try to clear out ambiguous notions ab out the country’s culture and her people. In particular, you will focus on the question: “How does culture shape one’s identity? “

Your goal in this section is to learn and understand key concepts regarding Korean literature and their family practices. You will also learn how to simplify sentence structures, as well as, respect others perspectives without compromising your own. You may now start. Our family is part of our existence. In fact they are the reason why we work, live and strive in life. They are the source of our happiness. Kore an people, just like Filipinos, give high regard to their family, especially to their paren ts. From this activity, you were able to check how much you know about e ach country. How will your knowledge help better understand the diversities of each culture and bridge the gap in shaping each people’s identity? In the next activities you will discover the answers to those questions, as well as to this: How do I express my perspectives while respecting the perspectives of other cultures?” Let’s move on. Process [ Activity 3: K-W-L (Korea and It’s Culture) What do I Know about ________________ What I Want to Know about ______________ What I Learned about _____________________ ___

Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE

517 Listen to a Korean fable the teacher will read to you and find out how this fabl e depicts their belief in marriage. Motive Question: Should parents interfere with their children in the choice

their partners in life?

http://readerscriticism.blogspot.com/2012/03/vanity-of-rat.html Answer the following questions to check how well you understood the listening text. 1. What characteristics of a prospective husband does Mr. Rat want for his daug hter? 2. Was Mr. Rat’s choice of a husband for Rena really the best? Why or Why not? 3. Do the characters in the fable behave somewhat the same as real human beings ? Why? Why not? 4. What particular character trait of a Korean family is implicitly revealed in the fable? 5. How is their practice similar/different from the Filipinos? Explain. 6. What does this similarity or difference imply? [ Activity 4: COMPREHENSION CHECK Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 518 Listen to the lines to be read by you teacher. Write the particular line stated by the characters in the bubble and infer their personality trait by choosing from the pool of words in the box. Write your answers on the lines provided below.

1. What did you observe in the stated lines? 2. What does the inference reveal about the characters and Koreans as a whole?

[ Activity 5: LISTEN TO ME ___________________ ___________________ ________________ ________________ ___________________ ___________________ ________________ ________________ Opportunist Honest Humble Greedy PROCESS QUESTIONS: Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE

Conceited

519 People may have opposing views on many things which make them unique from each other. However, diversity in beliefs should never be a hindrance towards achieving peace. Respecting each other’s views and opinions is the key to un ity. In the previous activities you were given an opportunity to exchange ideas with your classmates. This time, you will learn that to be able to make others unders tand your point you have to state your ideas clearly. [ Activity 6: THEME UP Relevant Words 1_________________ 2._________________

Situations 1._________________ 2_________________

3_________________

THEME

3._________________

PAIR WORK. Recall your lesson on the elements of a short story where you discuss the element theme. Using your knowledge of the theme, identify the central idea or theme of the story. Write three words related to it and give the situation that implicitly shows it. Be ready to present your output in class. PROCESS QUESTIONS: 1. What does the “theme” of the story reveal about Korean culture? 2. Do you see any connection between the theme of the story and the Philippine c ulture? [ Activity 7: CONVINCE ME! Consider this statement: Your parents know the right man/ woman for you to marry. Exchange views with your classmates in a form an informal debate. Your teacher will help you facilitate the activity. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 520 A well organized and clearly expressed writing is the key to communicate the message of a text. Thus, it is easier to understand its meaning if long sentence s can be broken down into kernel sentences. Study the sentence: Korea’s traditional morality has been strongly influenced by Confucianism centered on the family. 1.1. What nouns are used in the sentence? 2.2. What is said about those nouns? 3.3. How many sentences do you think you can construct out of a given sentence? 4.4. If you were able to form two or more sentences out of a given sentence, wha t would this imply? 5. What do you call the short sentences that you have formed? Key points A KERNEL SENTENCE is a sentence reduced to its simple or core form. To kernel sentences also means to get the main idea or the topic of the sentence. It is done by getting only the essential parts and dropping the embedded structures. Construct simple sentences, as you did in the previous example. The first one is done for you. THE KOREAN WAY OF TEA By J ung Yu-Ran 1. Tea, which is a healthy drink, is so beneficial to the human body that it is used as medicine. a. Tea is healthy drink. b. __________________________________________________________ c. __________________________________________________________ Activity 8: TRIMMING UP Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 521 2. Tea is a great help in strengthening the body; the most important part of a h

ealthy life. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 3. The goal of the Way of Tea is to enhance the elegance of drinking tea and als o to contribute to a healthy lifestyle. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 4. The devotion and rules of etiquette that accompany the steeping, drinking and serving of tea, as well as the calm, quiet atmosphere, provide an environment for ga ining enlightenment. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 5. Thus, the Way of Tea is to encourage us to cultivate a pure spirit without ma lice. a. __________________________________________________________ b. __________________________________________________________ c. __________________________________________________________ 1. How did you arrive at your answers? 2, What does this imply about kernel sentences? Untangle the sentences. Reduce the following sentences to kernel sentences. Write your answers on the space provided below. The Seoul of Music By Alex Fernando 1. Traditional Korean Music, despite a tremendous influence form China, is disti nctive. 2. On the surface it can be divided into two major categories; Chong-ak, that fo r the ruling class, and Song-ak, the one for the commoner. 3. Music for the upper class consists of the P’ungnyu, the most sophisticated type of Korean lyric song, and Sijo, the indigenous Korean popular song. PROCESS QUESTIONS: [ Activity 9: UNTANGLED THOUGHTS Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 522 4. Their present literal meanings denote a man’s state of being at leisure, physic ally and mentally removing himself from the everyday world. 5. When chong-ak is used in the context of classical Korean music, it refers to a type of ensemble music fit for the nobility. Answers:

1. a.____________________________________________________________ b. ___________________________________________________________ 2. a. ___________________________________________________________ b. __________________________________________________________ 3. a. __________________________________________________________ b. __________________________________________________________ 4. a. __________________________________________________________ b. __________________________________________________________ 5. a. __________________________________________________________ b. __________________________________________________________ You have learned that effective communication also happens when ambiguity in statements is avoided. Understanding may be achieved if messages are clear and complexities are clarified. You will notice that statements used in the previous exercises also talk about t he rich culture of Korea. You can further widen your knowledge about the country by conducting some research. In gathering information for a research or an assigned task, it is important to learn how to annotate and write bibliographies. This is to properly cite your sources of information, as well as to avoid possible plagiarism. If you are learning how to research properly, then your teacher may have asked you to fill out a bibliography card for each book or reference you select for yo ur project Here is an instruction on how to prepare a bibliography card Key points Bibliography A bibliography is a list of the sources you use to get information for your repo rt. It is included at the end of your report, on the last page (or last few pages). In writing a bibliography, you need to note down the following information: the full title, a uthor, place of publication, publisher, and date of publication for each source. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 523 Instructions 1 Lay your index card with the lines facing you on your work space. 2 Write the number of the card, and circle it in the top right corner of the card. 3 Skip a line and write the bibliographic information in the APA format: Format magazine article citations in the following way: {Lastname}, {Firstname}({Publication Year}). {Title of Article}. {Title of Magazine}, {Volume #}({Issue #}), {Page Range}. Replace items inside the brackets with the details of the article. Italicize the title of the magazine and the volume number. Format book citations in the following way: {Lastname}, {Firstname}({Publication Year}). {Title of Book}. {Location of Publisher}: {Publisher Name}. Replace items inside the brackets with the details of the

book. Italicize the title of the book. Format webpage citations in the following way: {Lastname}, {Firstname}({Publication Date}). {Title of Webpage}. {Title of Website}. Retrieved from {URL of Webpage}. Replace items inside the brackets with the details of the webpage.Italicize the title of the website. 4. Alphabetize the bibliography according to the first word in each entry. Adapted from http:// www.ehow.com/ how_5077022_writebibliography-cards.html Here is an instruction on how to prepare a bibliography card Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 524 Samples: Citation from a Book: Carpio, Rustica C. Crisscrossing Through Afro-Asian Literature. Pasig City. Anvi l Publishing, Inc. 2006 Citation from a Magazine: Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Jo urnal of Comparative and Physiological Psychology, 55, 893-896. Citation from a Webpage: Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Re[ Activity 10: LOOK IT UP Go to the library and list at least five sources where you can find more information about Korea. Prepare your bibliography on a 1/8 index card. Follow the format of the given example. REFLECT AND UNDERSTAND READING In the previous lessons you learned that diversity of Asian countries was not a barrier towards understan ding each other’s culture. It is about having respect on others’ views while taking a clear stand on your own perspective. Your goal in this section is to take a closer look at some aspects of the top ic on Korean beliefs and conducting researches. The revelations you will unveil will s trengthen the concepts you have learned from the previous lessons. You may now continue… Read the following excerpts from an essay found on page 18 written by a Korean author and find out the answer to the question: Do my beliefs shape my identity? Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 525

[ Activity 11: FILIPINO YOUTH Oral activity: What can you say about the relationship of Today’s Filipino youth with their parents? “Hi! I’m Luigi Ray. I’m 11 yrs old. I can say that I’m very close to my parents because I can tell my secrets to them. I also consider them as my best friends. [ Activity 12: FYOU BUILD ME UP Unlock the meaning of some of the words used in the essay. Choose the meaning of the underline words from the choices in the box. Be able to use them in your own sentences. a. Already formed opinion before the experience b. Unbelieving, unconvincing c. Is likely to happen or begin very soon d. Compliance e. Standard or code f. Put an end g. Prevalence or popularity h. Cautious behavior i. The relationship of a son/daughter to his/her parents 1. He does not agree with the notion that failure to produce male children is co ntrary to filial duty. 2. Few students call for the total abrogation of some Korean rituals. 3. They also want to abandon the custom that prescribed “circumspection in penance for sin”( the death of parents was attributed to the sins of the sons and daughter s) Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 526 4. Korean students have a preconceived notion that Confucian moral philosophy is absolute. 5. They believe that even if they live on the verge of starvation, they will bec ome just and honest men. 6. Korean student agrees in principle that he should uphold filial duties. 7. It has undergone drastic changes. 8. Another characteristic peculiar to Korea’s traditional moral values conditioned by Confucianism and Buddhism is the predominance of spiritual values over mater ial or physical values. 9. They are very sceptical about formal democracy or sham democracy which brings only hardship. 10. They believe man’s inherent noble spirit is in conformity to rule by virtue an d democracy. Write your sentences here: 1. ___________________________________________________________ 2. ___________________________________________________________ 3. ___________________________________________________________ 4. ___________________________________________________________

5. ___________________________________________________________ 67. ___________________________________________________________ 7. ___________________________________________________________ 8. ___________________________________________________________ 9. ___________________________________________________________ 10. __________________________________________________________ INTRODUCTION TO THE TEXT Now, let’s find out if the Korean youth have the same traits as the Filipino youth . Read Kim Tae- Gil’s essay entitled “The Changing Morals of Korean Students”. Motive Question: Does Korean Students’ Moral shape their identity? Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 527 Korean Youth Filipino Youth (Miki Hwang’s Facebook Photo) (J amille Cae Banayos’ Facebook Photo) READING TEXT “ The Changing Morals of Korean Students” Excerpts It is well known that Korea’s traditional morality has been strongly influenced by Confucianism centered around the family. On the other hand, today’s Korean Student has the preconceived notion that Confucian moral philosophy i s “obsolete” and that the family-first trend should also be drastically revised. Howev er our survey on the students’ moral views unexpectedly shows that he is conservative and that he is actually not so far away from the traditional moral views of Confucianism as he thinks he is. The Korean student agrees in principle that he should uphold filia l duties and he does not dare deny parental merits of his duty to his parents in thei r old age. . … It is difficult, based on man’s behavior, to conclude that he takes more care o f his parents than he does of his wife and children, Thirty years ago the young Korea n man not only thought he did but actually he did care for his parents more than his w ife and his children. But the actual behavior of today’s young man shows he is not so strictly bound by his moral obligations even though he continues to think he is. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 528 The Korean college student agrees in principle with filial duty on the one hand but, on the other, he is not blindly devoted to his parents as Confucian morals would dictat e. Instead, he believes that impractical elements should be eliminated from the traditi onal notion of “filial duty.” For instance, the average Korean does not think it is right to sacrif

ice the freedom of his children for the sake of filial duty or to abandon an opportunity to study abroad in order to care for his parents, and he does not agree with the unscientific no tion that failure to produce male children is contrary to filial duty. In the matter of marria ge, today’s Korean youth tres the original notion of Confucian filial duty in that they be lieve that the final decision concerning marriage should be made by the couple involved. Funeral and memorial services for one’s parents and grandparents are extensions of the Confucian concept of filial duty. However, few students call for the total abrog ation of such ritual but many favor shortening the traditional three-year period of mourning a nd abandoning the custom that prescribed “circumspection in penance for sins”(the death of par ents was traditionally attributed to the sins of sons and daughters). This is interpr eted as meaning that students reflect common sense that ritual should always befit the socia l, and particularly the economic realities of society. Another characteristic peculiar to Korea’s traditional moral values conditione d by Confucianism and Buddhism is the predominance of spiritual values over material or ph ysical values, the Korean students seem to have inherited this intact. Most of them believ e that it is better to become a man of character replete with knowledge and the virtues than to become a technician skilled in one particular field only. They also believe that e ven if they live on the verge of starvation, they will become just and honest men and that at the same time they treasure such spiritual values as the arts and friendship more than mere ma terial values. Their ideal is the person who lives in poverty but who has knowledge and in tegrity and not the man who enjoys wealth and power but lacks knowledge and character… It is probably in sex that Korean students have managed to free themselves completely from the traditional moral code: As the old saying “Boys and girls cannot sit in t he same place after they turn seven” indicates. Confucianists were most strict c oncerning sexual morals. Such a conservative opinion has been maintained according to the letter but it has undergone such drastic changes that in actual practice few take feudalistic sexu al morals without question. Some thirty years ago it was commonly considered “bad” for a stude nt to befriend a girl, but few retain such an attitude nowadays… Although the opinions on sexual morals are said to be quite free from tradit ion they are still conservative in comparison to their Western counterparts. For inst ance, Korean students do not think it is good to have premarital sexual relations… We can draw the conclusion that today’s Korean college students does not des ire to

adhere blindly to the Confucian tradition concerning morals nor does he want to abandon tradition entirely… As for political matters, Korean students appear to have inherited , at lea st partially the Confucian ideal of rule by virtue and favor, a form of democracy based on the te achings of Mencius…It is thought that the reasons why students still pay respect to the polit ical ideas of Confucius and Mencius is, more often than not, that they believe man’s inherent noble spirit is in conformity to rule by virtue and democracy. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 529 Due to that fact that Confucian political ideology is founded upon feudal society, it is something different from modern democratic ideals, for it allowed good intention ed dictatorship…They are very skeptical about formal democracy or sham democracy which brings only hardship. ….It may be common to all people of all ages that there is a gap between wha t one thinks and what he actually does, but such gap appears to be unusually wide in t he Korea of today. It is indeed, one of the most important tasks people in a new age face to endeavor to narrow the gap between ideas and actions; in some cases the idea must be c hanged and in others the action must be geared in another direction; Herein lies the ur gent need to establish a new morality with which our actions can be accord. Source: Reading and Writing the Essay by Ramos and Valeros, pages 87-89 1. What is the essay about? 1. 2. Why is it entitled the “Changing Morals of Korean Students? 2. 3. What are the Korean college students’ attitude towards the following: a. Filial Duties; b. Belief about Sex; c. Spiritual and Material Values; and d. Democracy? 4. Compare Korean beliefs with those of the Filipinos. 5. What is the author’s purpose in writing the essay? 6. How do you think these beliefs shape identity? Group Work. Fill in the grid with the Positive- Interesting-Negative aspects of the Korean morale practices. Be able to share your answers with the class. [ Activity 13: READING COMPREHENSION CHECK [ Activity 14: P-I-N POSITIVE

INTERESTING NEGATIVE

Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 530 PROCESS QUESTIONS: 1. 1. What can you say about your group’s answers? 2. 2. Are all your positive responses applicable to Philippine setting? 3. 3. What conclusions can you draw from your answers? Key points Annotated Bibliography An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraphs called annotation. Its purpose is to inform the reader of the relevance, accuracy and quality of the sources cited. Here is a sample of an annotated bibliography: Waite, Linda J., s KobrinGoldscheider, and Christina Witsberger. " Nonfamily Living and the Erosion of Traditional Family Orientations A mong Young Adults." American Sociological Review 51.4 (1986): 541-554. Print. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothes is strongly ed in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living. PROCESS QUESTIONS: 1. 1. What did you notice in the example? 2. 2. Can you differentiate between a bibliography and an annotation? 3. 3. How important are annotated bibliographies to students? Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 531 [ Activity 15: I Group Work. With your previous group, look for some readings about your assigned topic. Come up with five annotated bibliographies. You may also use online sources, if they are available. Group 1- Filipino Family Practices Group 2- Filipino Beliefs about Sex Group 3- Filipino Beliefs on Religion Group 4- Philippine Politics

Group 5- Philippine Customs and Traditions PROCESS QUESTIONS: 1. 1. How did you feel doing the activity? 2. 2. What did you learn from it? 3. 3. What is the importance of writing an annotated bibliography to a student researcher? Group Presentation Rubric Excellent 4 pts Good 3 pts Fair 2 pts Poor 1 pts Organi zation Presentation was very organized and was easy to follow. Transitions between group were well planned and executed clearly. Presentation was fairly organized and pretty followed.. Transitions might have been slightly discontinuous but did not take away greatly from the overall presentation. Presentation was not clearly organized. Transitions between were jumpy or awkward. Presentation lacked organization. Poor transitions between group and individual parts. Presentation lacked order and very difficult to follow. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 532

Group Presentati on Rubri c Excel lent 4 pts Good 3 pts Fair 2 pts Poor 1 pts Teamwork The group worked very well with each other and the presentation was shared equally among the group . The group worked well with each other and communicated well. Some participated slightly more than others. Group communicated relatively well with a few lapses in the presentation; some students dominated the presentation and others did not participate much. Group did not work well together. There were obvious miscommunication s and lapses in the presentation. Content Group had a stronghold on the content and content was thoroughly

addressed. No mistakes were made with regard to content knowledge. Most of the group has a solid understanding of the content. Content missing minor elements or contained minor errors. Group had only a superficial understanding of content. Several mistakes were made during the presentation. Group had little to no understanding of the content addressed in the presentation. Vi sual Ai d(s) Visual aids used were used effectively throughout presentation. Group used visual aids as a supplement, not as a crutch. Visual aids used were somewhat effective, but weren t used consistently thoughout presentation. Visual aids used did not verbal presentation. They lacked information, or groups read from them. Visual aids were not used at all. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 533

PRODUCT/PERFORMANCE You have discovered a lot about Korean cultures and traditions in the previous lessons. As a Filipino youth, you have gained the advantage of being able to und erstand the uniqueness of your identity from others. In this final phase of the module, you will be working on a very import ant task which will complete and your stand on your distinctive characteristics a s a Filipino. Let us now begin… [ Activity 16: LIBRARY TALK GROUP WORK. Look for some readings in the library that discuss other Afro- Asian countries’ distinct beliefs and practices. Compare and contrast them using the chart below. Practices/Beli efs Africa Burma Mal aysia China Japan Family

Moral Values

Belief about Sex

Politics

Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 534 Rubric for Group Activity No. 17 Group’s Name: _____________________________ Task No. ___________ Indicators 1 2 3 4 S core P reparation Did not prepare enough for presentation S ome preparation was done A good amount of preparation was done

S tudent prepared beyond level of assessment Visuals There were no helpful visual aids There were a few visual aids There were clear and interesting visual aids S tudents created excellent visual aids S peaking and Audience C ontact Did not look at audience and was not Loud enough Looked at audience some of the time and used soft voice Looked at the audience and spoke clearly Held attention of the audience and spoke very expressively Overall understanding of the topic G roup didn’t show sufficient understanding of the tradition & values from their outputs. Group understood most of the traditions, values from their output

Group understood the entire traditions and values from their output Group understood the tradition and values from the output and presented extra information Teaching Value for Other S tudents Did not help other students learn about the topic Helped other students to learn something Helped other students understand the topic well Helped other students understand the topic and enjoy the presentation T OT AL TE AC HE R COMME NT S :

Based on the Differentiated Learning Rubric by Maxine – www.atozteacherstuff.com Answers shall be processed by the teacher and the whole class. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE

535 [ Activity 17: KWL FINALE Go back to the K-W-L chart and complete the L part. What do I Know about___________ What I Want to Know about _________ What have I Learned

PROCESS QUESTIONS: 1. 1. Were you able to revise and finalize your previous answers? 2. 2. What are the significance of these new knowledge you learned in your life as an Asian youth? [ Activity 18: WRITE TIME! After studying about Afro-Asian countries, did your opinions on their cultures change or were they strengthened? Explain your answer in two to three paragraphs. Write your answer on a one whole sheet of paper. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 536 [ Activity 19: CITE ME! Go back to the library and write at least five bibliography cards of all the sources of information you used in preparing your output in Activity 15. Have one index card per citation. 1 2 3 4 5 SEE RUBRIC FOR BIBLIOGRAPHY CARDS 3 - Excellent Researcher included 5 sources no apparent historical inaccuracies could easily tell the source of information 2 - Good Researcher included 3-4 sources few historical inaccuracies could tell with difficulty the source of information contained most relevant information 1 - Poor Researcher included 1-2 sources contained a lot of historical inaccuracies could not tell the source information Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 537

[ Activity 20 : ANNOTATE IT! Go back to your output in Activities 15 and 16. Using the information you were able to collect, prepare at least three annotated bibliographies. Make sure you follow the given example. [ Activity 21 : TRANSFER GOAL Your friend is going to present an informative speech in an ASEAN Youth Summit. To help him out, you are going to give him annotated bibliographies on the theme: “Changing Perspectives”. You have to look for reliable sources from the internet, experts you know and or other RUBRIC: ANNOTATED BIBLIOGRAPHY (Transfer Goal) CATEGORY 5 4 3 2 1 Quantity of sources (Maximum of 5)

Document cites the number of sources outlined in the assignment. Document is either one source over or under the required number of sources. Document is two to three sources over or under the required number of sources. Document is four to five sources over or under the required number of

sources. Document is more than five sources over or under the number of required sources. Quality / Reliability of Sources

All sources cited can be considered reliable and/or trustworthy. Most sources cited can be considered reliable and/or trustworthy. Some sources can be considered reliable and/or trustworthy. Few sources cited can be considered reliable and/ or trustworthy. Little or not reliable and/ or trustworthy sources cited. Variety of Sources

Excellent variety of sources; cites more than four types of

sources. Good variety of sources; cites four types of sources. Adequate variety of sources; cites three types of sources. Poor variety of sources; cites two types of sources. No variety of sources; cites only one type of source. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 538 CATEGORY 5 4 3 2 1 Writing fluency of annotations All annotations are thoughtful, complete, and well written. Most annotations are thoughtful, complete, and well written. Some annotations are well written but some are lacking

in completeness, thought, and /or writing quality. Most annotations are lacking in completeness, thought, and/or writing quality. All annotations are lacking in completeness, thought, and/or writing quality. APA and Documentation

Citations are formatted correctly in the document. There are a few formatting errors in the document’s citations. There are some formatting errors in the document’s citations. There are many and/or frequent formatting errors in the document’s citations. There is little or no adherence to APA format in the document.

GLOSSARY The following are some of the you found in the module: Ambiguous - something that is unclear or not easily describe Your answers are too ambiguous to understand. Annotate an explanatory note for a text Annotate some archaic to be understood. Depict - to picture in words or describe The museum depicts the lives of the ancient people. Diversity - the condition of having many elements Their art works reflect the diversity of their people. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 539 Ensemble - two or more people or things that function together as a whole The school choir and the instrumental ensemble were magnificent Implicit - something that is suggested or implied but not ever clearly stated Metaphor is an implicit comparison of two persons or things Inference - is the act or process of deriving logical conclusions from premises known or assume d to be true The inference was that the tournament was her for the taking. Kernel - a small piece or essential portion When you kernel a sentence, you are simplifying it. Notion - an opinion or conception The notion of nuclear war has always been a frightening prospect. Perspective - viewpoint or the way one looks at something It is necessary to integrate the gender perspectives in existing disciplines Theme a topic or a recurring idea The theme of the story is vanity. Learning Module for English - Grade 8 4 - L3 CHANGING PERSPECTIVE 540 bibl iographies Citations from Books Bermudez,V.F, Cruz, J .M, San J uan, M.A. and Nery, R.F. (2010). English Express way II. Quezon City. SD Publication, Inc. Carpio, R.C. (2006) Seoul of Music. Crisscrossing Through Afro-Asian Li terature. Pasig. Anvil Publishing, Inc. Ramos, M.(1997) Reading and Writing the Essay. Quezon City. Phoenix Publishing H ouse, Inc. Citations from the Web Engle, MC, Blumenthal, A. & Cosgrave,T.(2012, September 25). How To Prepare a n Annotated Bibliography. Olin&Uris Library. Retrieved Nov. 15, 2012 from http://olinuris.li brary.cornell.edu/ref/ research/skill28.htm Geronimo.S (2011, October 14). Sarah G Dubai 2011. Retrieved November 3, 2011 from http://

www.flic kr.com/photos/57576666@N07/6252266949/ Harper, D. (2012) Online Etymology Dictionary. Retrieved December 4, 20 12 from http:// www.etymonline.com/index.php?allowed_in_frame=0&search=bibliography&searchmode=n one J alal, BH (2011, February 12). The Value of Korean Family. A Window to Discover Dymanic Korea. Retrieved November 14, 2012 from http:// kurdishkoreanfriendshipbridge.blogspot.com/2011_02_01_archive.html Leigh, V. (n.d.) How to Fill Out a Bibliography Card. Retrieved on N ov. 7, 2012 from http:// en.wikipedia.org/wiki/File:Rain_Korean_Singer.J PG Maxine (n.d.) Differentiated Learning Rubric. A to Z Teacher Stuff. Re trieved on December 1, 2012 from http://atozteacherstuff.com/pages/1698.shtml Mueller, J . (2012) Authentic Assessment Toolbox. Retrieved December 1, 2012 from http:// jfmueller.faculty.noctrl.edu/toolbox/glossary.htm#holistic Tie, RB.(2012,March 6). Vanity of the Rat. Retrieved November 5, 2012 from http:// redbreadtie.blogspot.com/2012/03/korean-folk-tale-vanity-of-rat.html Wikipedia (2012, October 31) Annotated Bibliography. Retrieved December 5, 2012 from en.wilipedia.org/wiki/Annotated bibliography Wikipedia (n.d) Jackie Chan at 2012 San Diego Comin-con International Retried November 3, 2012 from http://en.wikipedia.org/wiki/J ackie_Chan Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 541 How are you doing, education rangers? In the previous modules you have acquired functional understanding of select Asian countries which empower you to better appreciate your Asian family. At this point, it is already clear on your part why taking in consideration the perspective of others becomes supplemental in establishing and maintaining good rel ationships. You are now enthused to study the Asian Peninsula: The Arab Emirates and addi tional concepts about Saudi Arabia. It is expected that at the end of this modul e you will be able to deliver an informative speech after gathering collectively pieces of inf ormation to substantiate your content. As you equip yourself with a broader understanding of global communica tion, make sure to reflect on the question, “ How does global communication help i n ensuring peace and goodwill and in establishing better relationships among nations?” Lesson Objectives In this lesson, you will learn the following: Extract specific information from a variety of informational texts (Listening Co mprehension) Express opinions and comments objectively (Oral Language & Fluency)

Construct emphatic sentences (Grammar & Structure) Write meaningful expanded sentences. (Writing & Composition) Scout for valuable materials to enrich speech content (Study Strategies) Use rich vocabulary in elocution (Vocabulary) Write an informative speech based on the theme, “Changing Perspectives.” (Writing & Composition) Analyze various strategies (net sources) in delivering a powerful speech to inf orm (Viewing) Delimit speech content by screening details (Study Strategies) Deliver an informative speech following the conventions (Oral Language & Fluency) Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 542 Lesson Acti vities Map Global Communication (LC) infer the functions of utterances and respond accordingly taking into the context of the situation and the tone used (RC) arrive at the meaning of structurally complex and ambiguous sentences by separating kernel sentences from modification structures and expansions (S) deliver an informative speech following the conventions (RC) Locate and synthesize essential information found in any text. (L) Draw out significant Human Experiences from a text analyzed (VC)Differentiate between vantage points and viewing (WC) extract valuable information from various materials (GA) construct meaningful expanded sentences (A)apply the correct treatment of data and the soundness of research conclusion Activities KNOW Emirates-Emeritus Electronic Terrain Info-Text Status: Super Like PROCESS Four-pronged Question Three Tap Glocalizing the Peninsula Stress It Out Widen One’s Perspec-

tive Stretch It Out Literary Folio REFLECT & UNDERSTAND Something to reflect on Insights & Foresights Way to go PRODUCT/ PERFORMANCE Lesson content Video Clips on UAE/ Dubai Differentiated activities Multimodal tasks Literary and informational texts Process Questions Skill-based activities Informative speech The script The delivery Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 543 My Learni ng Goal s and Target What do I expect to learn from this module? ACTIVITY I: EMIRATES - EMERITUS List down significant information under each label to find out how well you know your neighboring federation of states, the United Arab Emirates LOCATION LANGUAGE & RELIGION PRESIDENT & FORMOF GOVERNMENT DOMINANT CULTURE Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 544 ACTIVITY 2 : ELECTRONIC TERRAIN Tidbits of facts prompt by hyperlink on the lids all about the UAE are shared i n each container. Below each fact, write your REACTION or COMMENTS (RC). BLACK GOLD: How oil helped to build the UAE R-C: SKYCRAPERS: UAE’s iconic landmarks R-C :

Gold and Jewelry Consumption Spirals R-C: Palm Islands in DUBAI R-C: http://www.arabianbusiness.com/videos/ black-gold-how-oil-helped-build-uae-part-1-432522.html http://skyscrapercenter.com/dubai/burjkhalifa/ http://www.godubai.com/shopping/ cityofgold.html http://www.youtube.com/watch? v=Qd2o7SVOHko Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 545 ACTIVITY 3: INFO-TEXT Group Work. Complete the Round of Information about United Arab Emirates by te xting people whom you know may give you precise examples of the items below. The group that completes all the information the fastest with confirmed text mes sages wins the game Ramadan Currency Literary Text Arab phrases Islamic Holy Days Famous UAE personality The activities you have completed crystallize your queries about United Arab Emi rates. Do you wish to ponder more about the contributions of UAE to globalization? Then , complete the chart below. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 546 ACTIVITY 4 : STATUS: SUPER LIKE! UAE-LINKPHOUAE MAP UAE Trivia #1 (like) UAE Trivia #2 (like) Want to know #1 Want to know #2 What I learned best about UAE In the next activities you will discover the answers to the question“ How does global communication help in ensuring peace and goodwill and in

It is customary on the part of Arab people to give presents to their visitors. Do we have the same practice as theirs? How do visitors regard such practice? Find out in the Arabian text below. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 547 The Wonder Tree An Arabian Folktale Far out in the desert of Arabia lived a chief called Ali Ben Ahmed and his tribe. Their tents were pitched on the trackless sand where the blazing sun beat down all day. Month after month, they saw no stranger for the paths of the travelers lay far to the south. One evening, however, little Zuleika, the chief’s daughter, ran to her father for she has seen someone riding their way from the south. Ali Ben Ahmed came out of his tent and stood beside his beautiful little daughter. The chief scanned the southern horizon until his eyes found a little yellow cloud of dust in the far distance. Zuleika danced with delight. She loved visitors who told stories of the wonders which her eyes had never seen. They had talked of cities with great stone houses, of lovely green gardens, of sparkling rivers, and cool blue seas. To the little girl who had lived all her life in the desert, these st ories were marvelous fa Ali Ben Ahmed called his men to welcome the new comer for the desert Arabs is very hospitable. They bowed their turbaned heads almost to the ground to a low salaam as the rider pulled up his sweating mount. The stranger, who was proud and dignified, returned the salute and said that the great sheik Ben Nedi will visit their tribe the next day. The whole camp bustled with excitement, Ben Nedi was a very great sheik indeed, known far and wide for his power andgoodness, and to have him visit the remote tents of Ali Ben Ahmed was an honor. Every Arab in the camp busied himself in preparing a gift for the coming sheik for it is an Arabian custom to give gifts of welcome and hospitality. Only little Zuleika sat alone and idle. Tears stood in her lovely dark eyes because she had no gift to give the great man who would come the next day. Her mother, busy in the women’s tent unrolling a beautiful piece of silk that would be her gift the next day, tried to comfort the child and told her that children are not expected to give gifts. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 548

Only little Zuleika sat alone and idle. Tears stood in her lovely da rk eyes because she had no gift to give the great man who would come the next day. Her mother, busy in the women’s tent unrolling a beautiful piece of sil k that would be her gift the next day, tried to comfort the child and told her that ch ildren are not expected to give gifts. Then the shining figure faded away, melting into the misty light like a pale moonbeam. Zuleika ran back to her tent, but she could sleep little that night. A

s soon as dawn broke, she hurried out into the sand to find the gift which she was to g ive that day. She came to the well and stopped in amazement. Where yesterday there had been nothing but bare sand, today there was a tall tree. It was straight and bar e except the top, where it carried a tuft of branching leaves and a cluster of brownish f ruit. Zuleika rushed back to her father’s tent and told him everything that had happened. Her father would not believe that there was a tree in the desert until he had seen the tree for himself and tasted its fruits. In the afternoon, the caravan of the great sheik Ben Nedi arrived. Gifts were brought and laid before him – gifts of jewels, of gold, of silk and of beautiful steel swords from Damascus. The great man received them with gratitude and praise. Ali Ben Ahmed smiled then led Ben Nedi to the rock by the well where the date palm grew from the spot on which Zuleika’s tears had fallen upon the ground a nd explained how the wonder tree had sprung up miraculously in the night. Upon knowing everything, Ben Nedi softly exclaimed, “Yes, that is the mo st precious gift of all, for it springs from the desire of the heart.” And sure enough, the date palm spread until it became the great friend of the desert tribes. As long as it lifts its stately head above the sands, the Arabian knows that it will furnish him with food from its fruit, cloth form its fiber and cool shade from its (For ICT rich classrooms you may use the YouTube presentation found in this URL http://www.youtube.com/watch?v=MWOWSc1hQdY Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 549 ACTIVITY 5: Four-Pronged Question Directions: Pay attention to the taped recording and listen intently to the Ara bian narrative. As you listen, jot down all the questions that you have in mind regar ding the story. Write your questions below.



Learning Module for English - Grade 8 4 - L4

CHANGING PERSPECTIVE 550 POSSIBLE QUESTIONS 1. 1. Why did Zuleika love visitors? 2. 2. Why was the visit of Shiek Ben Nedi a big deal to the tribe of Ali Ben Ah med? 3. 3. What was magical about the tree? (Explain your answer) 4. 4. Why was Zuleika’s gift the best of all? 5. 5. Do you like the story? Why? Why not? ACTIVITY 6:THREE TAP Directions: Extract information about the Arabian Culture depicted in the text. Tap the arrow pointing at each tree. Tap 1 category is Geographical Location and Description of the country. Tap 2 category deals with the ways Arab s treat their visitors. Tap 3 represents the political governance in Arabian countries. TAP #3 TAP#2 TAP#1 Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 551 TAP1 TAP2 TAP 3 ACTIVITY 7: GLOCALIZING the PENINSULA GLOCAL - relating to the connections or relationships between and local businesses, problems etc: Source:http://www.ldoceonline.com/dictionary/glocal Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 552 7.a The Search Is On Directions: Search the web for items in UAE which you think will be loved by th e Filipinos. The item may be a food which will satisfy the gustatory sense of the Fili pinos, a fashion or an apparel that may have received global recognition or a pla ce known throughout the world. Prepare a list of such items and share your reasons explai ning why you think such items will be loved by your fellowmen. 7.b The wonderer Directions: If someone from UAE comes to visit the Philippines, how could you pr omote “glocalization” by having him/her feast on Filipino food and delicacies, celebr

ate Philippine Fiestas, rejoice in various livelihood industries and visit historic al places. List down at least five things that you would do for the visitor to exclaim how wonderful our country is Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 553 ACTIVITY 8 : CULL-TURE Directions: Search for videos clips revealing the various parts of culture in t he Philippines and in the United Arab Emirates. Complete the similarity, dissimilarity & comment chart below: Parts of Culture Philippines UAE COMMENTS 1.Language 2.Government 3.Dominant Tradition 4.Prominent Industries THE LANGUAGE CONNECTION ACTIVITY 9: STRESS IT OUT A paragraph is a unit of composition that establishes oneness because it develops a central and main idea on its structure. The entire paragraph must be unified on its structure and all the sentences within the paragraph should focus on the topic sentence. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 554 A writer should consider that a good and clear paragraph has unity, coherence, a nd emphasis. How does emphasis achieved in a paragraph? Let us consider the salient points below. http://expertscolumn.com/content/paragraphs-unity-coherence-emphasis Key Points: Various Devices to Make Sentences Emphatic 1. 1. Place the words you want to stress either at the beginning or at the end of a sentence. Weak: There are many people who take up painting to raise their self-este em. Emphatic: Many people take up painting to raise their self-esteem. 2. Invert the normal sentence order. Normal word order: Emery sits next to me in zoology laboratory. Emphatic: Next to me in zoology laboratory sits Emery. Note: Use the inverted order sparingly; its frequent use gives the effect of artificiality. 3. Repeat important words. Repetition of words can be an excellent means of emph

asizing ideas. Unnecessary repetition, however, is unpleasant. It should be avoid ed as much as possible. Emphatic: I work for the grade and that’s all I get – the grade. 4. Use the balanced sentence. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 555 5. Arrange a series of words varying in force in climactic order. Emphatic: I came, I saw, I conquered. Emphatic: The prince was an object of iration to his subjects, his allies, an d his enemies. 6. Put in the principal clause the part of the sentence to be emphasized. Ineffective: Emily was walking down Escolta yesterday when she came upon a crowd gathered around a lost three-year-old girl. Emphatic: As Emily was walking down Escolta yesterday, she came upon a crowd gathered around a lost three-year-old girl. 7. Place transitional words and parenthetical expressions within the sentence. Less emphatic: I should have been grateful for the financial help, I suppose. Ne vertheless, I resented the way she offered it. Better: I should have been grateful, I suppose, for the financial help. I resent ed, nevertheless, the way she offered it. 8. Whenever possible, use the periodicsentence instead of the loose sentence. T he periodic sentence is one in which the reader’s attention is held until the end. This is because the main thought is completed at the end of the sentence. The lo ose sentence is the opposite of the periodic sentence. A loose sentence is more common and more conventional than the periodic sentence, which is more stylistic. Too much use of the periodic sentence, however, may result in artificiality. Loose: The dead leaves lay deep in the bamboo thickets. Periodic: In the bamboo thickets the dead leaves lay deep. Loose: We were at the Philippine International Convention Center at this very ho ur yesterday. Periodic: Yesterday, at this very hour, we were at the Philippine International Convention Center. 9. Sentences ending with prepositions are frequently found in good literature. A sentence with a preposition buried within it is stilted and is often less emphatic

than one with the preposition at the end. Stilted:Is this the kind of thing in which you believe? Emphatic: Is this the kind of thing you believe in? Emphatic: Most travelers have the comforting knowledge that the culture they have left behind will be there to return to. Reference:Effective Writing, Rebecca D. Alcantara, Josefina Q. Cabanilla, pp.5051. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 556 Exercise A.Tell how emphasis has been achieved in the following sentences. Refe r back to the ways on how emphasis can be achieved in the previous discussion. Wri te your answers on your notebook. 1. 1. Some books are to be tasted, others to be swallowed, and some to be chewed and digested. 2. 2. Silently, one by one, in the infinite meadows of heave, blossomed the lov ely stars, the forget-me-nots of angles. 3. 3. This edition is ill compiled, ill written and ill printed. 4. 4. He was truly a spoiled child, not merely the spoiled child of his parents , but the spoiled child of nature, the spoiled child of fortune, the spoiled child of fame, the spoiled child of society. 5. 5. Is that the dog which you are afraid of? Reference: Effective Writing, Rebecca D. Alcantara, Josefina Q. Cabanilla, pp.50-51. Exercise B. Study the following sentences and decide whether the princ iple of achieving emphasis is considered by placing a check in the second column or an x if not. In case the sentence is less emphatic, write the correct sentence on the th ird column. Sentences Emphatic (/) or not (x) Sentences with emphasis 1.He does the incident. 2. I have already given the payment for the school fair. 3.Education is priceless and to me it matters a lot Education 4. They do the work among themselves 5.She does her homework alone. 6.I do visit them once a month.

7.I succeed, I planned, I worked. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 557 ACTIVITY 10: WIDEN ONE’S PERSPECTIVE LONG AGO on the Arabian Peninsula, when cities flourished along the major t rade routes that stretched across the desert to transport spices, almonds a nd dates, there ruled in one of those cities a king whose daughter had come of marriageable age. Three princes of nearby cities came to court her. But the princess looked at th em with alarm. One prince was bossy, the second prince was unclean in his habits, a nd the third suitor was vain. "Father, I beg you, don t make me marry any of them!" she cried. The king loved his daughter, but he didn t want to offend her suitors and risk a ngering his neighboring city-states. "I ll think about it," he said. "Come back tomorrow." The next day, he summoned the three suitors and the princess to his throne room. "Each of you is a perfectly worthy suitor for my daughter s hand," he said. "Therefore, to make the correct decision I have determined that the three of you must venture into the world for one year and a day. Whoever returns with the most won drous item will win my daughter s hand in marriage." The princess was glad for the one-year extension and the king was equally glad to postpone the matter. The three princes set out together. After traveling for one week they came to a well that was located before a fork in the road, beyond which the r oad branched into three separate paths. "Obviously, this is where we should part," stated the first prince. "Don t you think we know that?" said the second prince, wiping his dirty hands o n his cloak. "Listen carefully," the first prince continued. "One week before we ret urn to the palace, let s all meet at this well to compare what we found."

The Three Princes Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 558 "I only hope the maidens don t slow me down by falling in love with me," said th e third prince, throwing back his hair. "It s such a nuisance." And so the three princes went their separate ways. When the time came to return to the well, each one followed his separate path that led back to the well. "You look a little the worse for wear," said the first prince to the second. "I m fine," said the second prince, blowing his nose onto his sleeve. "What did you find?" "Only a crystal ball," said the first prince, as nonchalantly as he could, "that shows anything you want to see that s happening anywhere in the world." The other two were impressed (and a bit worried). Said the first prince to the s econd, "What wondrous item did you find?" From under his cloak the second prince unrolled a carpet. "A flying carpet. Peop le who sits on it can be transported anywhere in the world they wish to go in minut es." "If they don t mind sitting next to you," another prince murmured, holding his n ose. And now it was the third prince s turn to show what he had brought. "This vial," said the third prince, "holds a magical healing ointment. One dab o f it will restore the health of anyone, no matter how sick. And they say if it s rubb ed with true love, can even restore youth." "Speaking of health," said the second prince to the first, "since you have a cry stal ball, let s take a look at our princess and see how she fares." The first prince waved his hands over the crystal ball; its cloudiness disappear ed and was replaced with an image of the princess lying in her bed, still as death. Her father and the court physicians hovered over her. "Isn t there anything you can do?" sa id the king. "Sire, we have done everything," said the head court physician. "I m sorry , but she has very little time left." The three princes leapt up, alarmed. "Alas!" cried the third prince. "My ointmen t would heal her, but we re too far from the palace - we ll never get there in tim e!"

"Quick, everyone on my magic carpet," said the second prince. "We ll get there i n a flash!" Indeed, moments later the three princes were standing in the very room they had viewed through the crystal ball only minutes before. Everyone was so distraught they didn t notice the three princes had suddenly appeared in the room. Without a word, the third prince stepped up to the princess bed and with his finger touched a dab of oint ment on her forehead and set the ointment by her bed stand. She blinked and seconds later opened her eyes. Then she moved her head, and sat up. "I feel better," she said. "It s a miracle!" cried the father, and he embraced his daughter. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 559 Later that night, the three princes appeared before the king. "Your majesty," sa id the first prince, "each of us may have located a magical item. But there is no d oubt that my crystal ball is the most wondrous item of all. Without it, none of us would h ave known the princess was sick in the first place. I submit that mine is the most wondrou s item and therefore I deserve the hand of the princess." "With all due respect," said the second prince, stepping forward, "While it was informative to learn that the princess was sick, had we had not been able to trave l a week s journey in a blink of an eye on my flying carpet, that knowledge would have done us no good. I submit that mine is the most wondrous item and therefore I deserve the h and of the princess." "Good sire," said the third prince. "While it may have been useful to learn the princess was sick and was helpful to arrive here as quickly as we did, had we not ha d my magical ointment, all that knowledge and all that quickness would have been in v ain. I submit that mine is the most wondrous item and therefore I deserve the hand of t he princess." The the ise ire

king was perplexed. Each of the princes made a good argument. And since question was so close, no matter which prince he selected, he was sure to ra the of the other two and their neighboring city-states.

"I ll think about it," he said, "Come back tomorrow." That night, the king summoned his viziers to ask their advice. "Sire," said his head

vizier, "there is a wise old man who lives amongst us who hails from very far aw ay, a distant country called Russia. He is well known for his sage advice, and if we allo w him to make the decision, the communities of the princes who aren t chosen will get ang ry at a country far away, and not at us." "Excellent thought," said the king. "Summon him to court tomorrow." The next day when the three princes arrived to hear which of them would be selected, at court stood a very old man. He hobbled on his cane and spoke in a whi sper. The three princes repeated why they thought they deserved the hand of the prince ss. "As far as I m concerned," asserted the king, "each of these fine young men has an equal claim to my daughter s hand. And so," he turned to his guest, "I am int erested. You come from a faraway land. What is your opinion?" The old man coughed and cleared his throat. "Your Majesty, first allow me to say that it is an honor to be in your court." He raised a shaky hand toward the princes. "There s no doubt that each of you brought a wondrous item that saved the life o f the princess. But in my country, when it comes to marriage, there are those who say that the young woman, whose happiness is at stake, should have a say in the matter. And s o I would ask our royal highness." He turned to her. "Princess, whom do you wish to marry?" Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 560 The princess was silent a moment. She raised her head and faced the three princes. "Each of you saved my life and for that I will always be grateful. Yet this old man is the only one," she said, looking at the Russian, "who understands that the ch oice is one that should be mine to make. And so, father, if you please," and here the pr incess stepped toward the old man, "I choose him." Gasps of shock throughout the court. Some ladies fainted and were carried out. The king blustered, "But, but you can t!" The princess picked up the magic ointm ent, took the old Russian s hand, and with a dab of the ointment rubbed the back of his ha nd. Instantly a haze surrounded him. When she removed her hand, incredibly, the old ma n had straightened up to become tall and dark, with the lines of an earnest young man chiseled on his cheeks. Restored to the strength and handsome stature of his youth, he sm iled at the princess.

"Each of you will have large tracts of land to rule," the king quickl y said to the three princes. "We will never forget what you did for our royal family." The thr ee princes, of course, still had in their possession the magical items of the crystal ball, the flying carpet, and the vial of healing ointment, and it wasn t long before they attracted lovely princesses from neighboring lands to marry. Comprehension Questions: 1. Why does the princess dislike the three princes? 2. What is the King’s reaction to his daughter’s request not to marry any of the princes? Why? 3. How did the father postpone her daughter’s wedding? 4. On their journey, what did each prince find? What magical powers does each possess? 5. If you were to choose among the three princes, who do you think is worthy to marry the princess? Why? 6. Was the princess fair in choosing the old man instead of any of the three p rinces? If you were on the court along with other onlookers, how would you react? Why? 7. If you were to propose an alternate ending which will begin on the moment th e princess was asked to choose a prince, how would you end the story Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 561 ACTIVITY 11: LIKE & LIKE IT BETTER Directions: Inside the first brick, single out the most emphatic part of the sto ry: the one you like the most. However on the opposite brick, write the part you wish to change: your modification of the story. ACTIVITY 12: STRETCH IT OUT Theoretically, we could expand sentences indefinitely using other elements like adjectives, adverbs, sentence modifying phrases and clauses, nominatives, and appositives. These elements provide writers with rich options. In the Key Point below you wil l learn some of these other elements that contribute to the structure and meaning of the sentences. Sentence Expansion – Adding to Basic Sentences Key Points: As you combine ideas and add details to your sentences, you move readers away from general experiences toward a visualization of things as you see them. With each addition and combination, the texture of detail in a sentence be comes richer. Some of the many ways of adding to your basic sentences are discussed be low. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 562 1. Make the subject, verb, or the complement compound.

Compound subject: Both the coyote and wolf belong to the dog family. Compound predicate: Such discoveries tantalized gullible public and enric hed unscrupulous showmen. Compound object: The showmen were fond of exhibiting scientific o ddities and human endeavors. 2. Insert appositives into the subject—verb-object structure. Appositive: Saudi Arabia, a monarchy in southwestern Asia, occupies most of the Arabian Peninsula. 3. Use verbals or verbal phrases. Verbal: A vial, filled with magic ointment, can restore a person t o youth when rubbed with true love. 4. Use noun clauses for the subject or the complement. Noun clause: In both cases, scientists were for a time convinced that t he discovery of the fossilized human remains shed new light on our understa nding of human history. 5. Use adjective clauses to modify the subject or the complement. Adjective clause: Believing the Cardiff Giant to be evidence for the biblical text about “ giants on earth,” many people interpreted the petrified man as a refutation of evolutionary theory. 6. Use adverb clauses to modify the verb. Adverb clause: Although the creator of the Piltdown Man has never been convincingly identified, researchers speculate that it may have been Sir Arthur Conan Doyle, author of the Sherlock Holmes stories. 7. Add adjectives, adverbs, or prepositional phrases. Prepositional phrases: Fantasies in the guise of scientific discoveries se em to attract people with a need to believe in something. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 563 In Lesson 1 you were introduced to a literary folio in which you were made to write an original literary piece. Applying the same skill, go over the selection The Three Princes. Create a new version of the story by picking a charac

ter in the story of your choice and narrating the story in his perspective. You may recreat e the story by choosing another ending based on the following question: Had the circumstance s favored your character, how would the story end?Then, publish your output in a lit erary efolio. to use meaningful expanded sentences.) Exercise A. Five short sentences follow. Rewrite each one of them in four ways, adding constructions such as those in the illustrative examples. Example: The The The The The The

singer looked surprised. singer, a woman no longer young, looked surprised. singer, looking surprised, turned toward the orchestra behind her. singer, tall and stately, looked surprised. singer, who is best known for her recordings of Schubert, looked surprised. singer looked surprised when the bassoonist called out to her.

1. 2. 3. 4. 5.

1. 2. 3. 4. 5.

The third baseman hit a double. The secretary took the job. The book is interesting. The class inspired her. J oe fell.

ACTIVITY 11: LITERARY e-FOLIO Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 564 REFLECT AND UNDERSTAND ACTIVITY 12: SOMETHING TO REFLECT ON Read the poem below then do the following activities. The Women in Black Once upon a time, in a busy shop In the land of tribes and ancient civilizations A little girl sat watching… In silent resignation Grown-up women with shrouds of black Hidden and silent… in isolation With a “no-tresing” look They wandered around in simulation Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 565 When a single woman appeared, suddenly, in the shop The little girl felt a sudden sensation Yes, the woman wore the black alright… Yet, she walked with determination Not cautious, fearful, or covered-up The woman moved as a distinct population She seemed to own the world She was … such an inspiration… Why would she be on her own? The little girl wondered? Wasn’t she afraid from reprimands or accusations?

Looking that pretty in embroidered black, Defying the norms as if in a celebration Who gave her the money that she’s spending Without a second thought or a hesitation? Was she really confident and strong as she seemed? Or is it the little girl’s wishful imagination? In that little girl’s life Most women shared a specific combination Emotions were not revealed, opinions were suppressed With lots of reservations They held on to their black tightly Least someone recognize their identifications Their world seemed full of judging men Watching for proofs of condemnation So the women in black kept their covers tight Protecting their reputation Yet a single woman in black dared to show her face Visible without a mask, in obvious relaxation!! The little girl knew that something/ someone Must explain that awkward observation Of that visible woman in black Despite the isolation… despite the limitations As time es-by, The little girl grows in fascination More visible women are out there Raising their voices in frustration They no longer accept second-places They no-longer sat in resignation Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 566 Comprehension Questions: The reality doors are shut but the virtual ones are forcedly-opened With fierce determination The women in black want their rights Demanding full participation Campaigning for municipal elections, driving, Minimum marital age or right of self- representation Commenting on international treaties for women, Gender-equality, or women-rights affiliation They are loud and visible No longer silent, ive, or fearing condemnation They write, blog, tweet, and post In a constant flow of information They build networks and constituencies Unlimited by gender-segregation, No longer helpless or maintained As prisoners of infinite duration… Yes, we are in a constant fear of social backlash But the power of words defeats organizations The little girl recalls the single woman in black… Whenever she feels a hesitation… Beautiful and powerful in her own way… A woman, who defeats stagnation…

We will not be deprived We are a different generation…. And if countries can be flipped over and start anew In search of liberation We, too, the women in black Can exceed our own expectations… 1. What does the shroud of black represent as the little girl says it in the poe m? 2. What was different with the woman the little girl is describing in the poem compared with a regular Arabian woman? 3. Based on the poem, what are the “limitations” of a woman in Saudi Arabia? How do those limitations affect the woman described by the girl in the poem? 4. What are the activities enjoyed by modern day woman as described in the poem? 5. Do you agree that if women and men are treated equal long before, women could have done great things as with men? In what way? Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 567 Group Work Activities: Group 1: Princess Ameerah, the wife of Saudi billionaire Prince Alwaleed bin Talal tells CNN’s Christiane Amanpour that Saudi women need to unite and work together. Watch the full interview with Amanpourat http://www.youtube.com/ watch?v=1M-etvlW83E. Then, write a Letter of Commendation to Princess Ameerah who advocates the rights of Saudi women. Group 2: Despite the predominant belief that Filipino women share equal rights w ith men, still, many women are victims of abuse and harassment in the Philippines because of men’s tendency to assert their dominance. Research on related laws regarding viole nce against women and children (VAWC) and present it using PowerPoint presentation. Explore its reach and its limitations. Describe how these laws boost the rights of women and ACTIVITY 13 : INSIGHTS & FORESIGHTS Directions: Complete the chart below to record your insights and foresights on what the Philippines and UAE would become ten years from now in of various aspects. Enrich your knowledge by researching more about the listed items. ASPECTS PHILIPPINES UNITED ARAB EMIRATES Economy Education Population Government Sports Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 568 ACTIVITY 14: WAY TO GO Directions: Choose your group and perform the assigned task to highlight the

global contribution of the Philippines and UAE to globalization 1. 1. Artists– a sand sketch of UAE’s move to become highly-industrialized 2. 2. Stage Performers – Philippines advocacy to achieve a peaceful/bloodless rev olution 3. 3. Dancers – dance craze showing the richness of Filipino moves from Ballroom to Hip Hop genres. 4. 4. Singers – a medley of globally-famed UAE songs PRODUCT/PERFORMANCE In this Quarter, you have learned much about the various ways of communicating with other people. It’s about time to showcase how well you have learned th e lessons by applying the skills which you have acquired. The following activities are designed in order to prove that you have mastered the lessons you have taken up . DEFINITION AND ESSENCE An Informative speech is written to provide interesting and useful information t o increase the knowledge of your audience. This might involve providing information about a person, and animal or an object. It might centre around information regarding a process, a How to speech e.g. How to Surf the Internet. An type of Informative speech is focussed on describing an event like Visiting an exhibition on Tutankhamen . And finally Informative speeches about ideas or concepts like Aliens or What happened to the Dinosaur s . There are various techniques to help complete this type of task and we would also reco mmend that you check out our free, fast and concise PowerPoint-style presentations on The Main Elements to Writing an Informative Speech The main elements to writing a successful and effective Informative speech are t o convey your knowledge and your ability to explain the subject : Knowledge - Establish credibility by demonstrating expertise and knowledge of th e subject - conveying information,, presenting ideas, facts and statistics to adeq uately inform the audience about the subject Key Points - Repeat all the Key points to ensure maximum knowledge retention Interest - Conveying the subject with enthusiasm and including unusual facts or anecdotes about the subject Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 569 The Structure and Outline of an Informative Speech What is a good structure, outline or good guidelines to writing an Informative s peech? Your Opener - the opening, ice-breaker or attention grabber Introduction - Tell them what the speech is about and what your main points wil

l be Knowledge - Establish credibility by demonstrating expertise and knowledge of t he subject - conveying information, presenting ideas, facts and statistics to adequ ately inform the audience about the subject ACTIVITY 15: THE INFORMATIVE SPEECH TOPIC Directions: Choose 5 possible topics you wish to consider for your informative speech. Beside each topic, explain why you want to discuss about such. Source: http://www.famous-speeches-and-speech-topics.info/speech-topics/informative-spee ch.htm ACTIVITY 16 : I – BRANCH Directions: From the list of informative speech topics you had in the previous activity, decide which do you intend to deliver in front of the class. Write the topic inside the rectangle and fill in the blanks with the list of things you ma y say about your chosen topic. TOPIC REASON/S FOR THE CHOICE 1. 2. 3. 4. 5. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 570 TOPIC ACTIVITY 17 – LOVE TO TALK Directions: Complete your speech plan entries below. Make sure that you have supplied each part with the message you truly wish to convey Title of Speech___________________ STRUCTURE: WHAT YOU WILL DISCUSS PER STRUCTURE OPENER INTRODUCTION KNOWLEDGE CONFIRMATION CONCLUSION Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 571 Topic Choice Have you chosen a topic that s appropriate for THIS audience? (not too technical, not to specialized for a general audience? Not too trivial for your audience?) What is your real intention? In an informative speech you must take a neutral position.. You must educate and enlighten us, not try to pers uade us to agree with your opinion about a controversial topic. Nor must you try to get us to DO something as a result of your speech. (Note: merely using the phra se, " to inform," doesn t make it an informative speech if what you re really after is per

suading your audience to agree with your point of view.) Have you chosen a topic that is narrow enough to allow you to cover it in depth in a 4 -to-6 minute speech? Have you chosen a topic that will present us with new information (Tell us som ething we don t already know)? Have you chosen a good, snappy title for your speech? Audience Analysis Have you checked to see what your audience knows and/or believes about your topi c? Have you checked to see how important the topic is to your audience? Have you checked to see if your audience really understands any technical or com plicated words or that you might use? Specific Purpose Statement Have you written it correctly -- "To inform my audience about ________"? Does you Specific Purpose Statement contain no more than one idea (no use of “and”) Organization Have you organized the BODY of the speech effectively, according to one of the o rganization patterns discussed (Chronological, Spatial, Causal, Topical)? Have you chosen the best organizational pattern for your topic and audience? Will your organization pattern help your audience to follow the logical flow of your presentation? Research If this is a research speech, have you made sure to include the required minimu m number of VERBAL references to research in the BODY of your speech? , you must cite those research sources (mention them aloud), otherwise it s the same as if you haven t done any research. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 572 Presentation Aids If this speech requires presentation aids, have you made sure to include the re quired minimum number of presentation aids in the BODY of your speech? Do your presentation aids meet the criteria discussed in class? Source: http://homepage.smc.edu/martin_ben/Checklist.htm ACTIVITY 18 : SPEAK & SPARK Directions: Check how prepared you are in delivering your informative speech by referring to the checklist below. Answer the question with yes or no followed by your justification for answering so. INTRODUCTION Have you chosen an effective attention strategy to begin your speech? Have you formulated a clear, concise specific purpose statement? Have you developed substantial reasons that explain why the audience should care about your purpose statement? Have you organized your main points that you will preview? Can your main points be developed sufficiently in the time allotted for your spe ech? Do you have any special expertise on the subject that could enhance your persona

l credibility? BODY Have you chosen a clear organizational pattern such as topical, chronological, s patial, causal, problem-solution, or problem-cause-solution? Have you used the correct symbol system to outline your main points and subpoint s? Does your outline follow standards of coherence, completeness, balance, and divi sion? Do you provide effective examples to clarify and your points? Do you provide credible and recent statistics to important points? Are standards for competent use of ing materials (credibility, relevance, and sufficiency) satisfied? Are visual aids prepared to clarify or important points? Do your visual aids meet standards of appropriate use? Have you prepared a speaking outline so you can deliver your speech extemporaneo usly? Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 573 CONCLUSION Have you prepared a concise summary of your main points Have you included a brief reference to your introduction Have you developed an attention-getting finish for your speech? Source: Checklist for Preparing and Deli veri ng an Informative Speech THE ELOCUTION FEST ACTIVITY 19: THE PLAN Directions: Get involved in the planning of the Elocution Festival by helping in the formation of the committees. Since you will be a speaker yourself, your task is to refer a person close to you (a sibling, a community memb er, a a. a. Decoration – puts up the stage design and provides other things needed to e nsure that the venue would be ideal for the holding of the event. b. b. Program & Invitation – prepares the program and coordinates with the people involved . Additional task will be to distribute the program to very important att endees. c. c. Refreshments – provides food to the participants and the audience d. d. J udges – invites reputable personalities to judge the participants and pro vides them with assistance re scoring Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 574 e. Discipline – ensures that the audience listens intently to all speakers and be on guard

with any misbehavior f. Technical – provides quality sound system and trouble shoots problems as the s ituation demands g. Tabulation – computes scores and ranks the participants based on the judging h. Awards – provides items for the winners (like medals and trophies) and gives t okens to the judges i. Promotion- prepares posters and announcements to ensure that the even t would be ACTIVITY 20 : THE INFORMATIVE SPEECH TOURNAMENT Directions: With the know-how of informative speech delivery, showcase how well you can relay your message to the audience in 4 to 6 minutes. Take in consideration the principles in delivering a speech with emphasis on b oth INFORMATIVE SPEECH DELIVERY RUBRIC Introduction: 12 Points _____Introduction caught audience s attention (3) _____Introduction gave a clear, specific purpose of the speech (3) _____Introduction established credibility (3) _____Introduction previewed main points (3) Body: 22 Points _____Body was well organized; speaker wasn t rambling and repeating self (6) _____Main points (three) were obvious (6) _____Main points were ed using facts, examples, and statistics (6) _____Transitions were used between points; speech was easy to follow (4) Conclusion: 12 Points _____Conclusion restated the central idea (4) _____Conclusion summarized/reviewed main points (4) _____Conclusion had a call to action or memorable statement (4) Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 575 Delivery: 44 Points _____Eye was on entire audience (4) _____Posture was good, legs weren t crossed, no swaying or leaning on podium (4) _____Gestures and body language complemented ideas (4) _____Did not read notes or memorize speech (8) _____Voice was loud enough to hear, didn t drop off at end of sentences (4) _____Not monotone, used emphasis & enthusiasm, voice was conversational (4) _____Fillers (um, uh, and, you know, like, etc.,) were minimal; slang was not us ed (4) _____Rate of speech was good; did not speak too quickly or too slowly (4) _____Correct grammar, pronunciation; articulation was clear. (4) _____No gum or chewing (4) Time: 10 Points _____Met speech time requirement (4-6 minutes) Bonus: 1-10 Points

_____Visual

ww.pearlandisd.org/.../Informative%20Speech%20Delivery%20Rubric ACTIVITY 21: THE SPEECH EVALUATION Self - assessment A. A Directions: With the rubric at hand, assess your performance as you watch the recorded video. Share your strong points and comment on what you should have done better. Peer- Assessment Directions: Knowing that perspectives help to improve performances, comment on your classmates’ delivery. Fill out the rubrics and rate your classmates’ performances this time referring to the video taped speech. Emphasize on items which you think your classmate needs to improve on. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 576 ACTIVITY 22 : THE SIGNIFICANT EXPERIENCE Directions: Recall the speaking experience you just had. Stress on how significant the experience was in your quest to be a better language learner. Having concretized your knowledge on Afro-Asian Literature, write inside the rectangle your final response to the question: “ How does global communication he lp in ensuring peace and goodwill and in establishing better relationships among naAural Communication – has to do with things being heard and need to be processed. Elocution- the skill of clear and expressive speech reinforced by rich content a nd excellent delivery Emphatic Sentence – stresses something that needs to be ed mostly in writt en discourse. Expanded Sentence – contains more elements than just the usual basic parts like su bject, verb and object. Global Communication – is the ability to provide and access information across cu ltures through speaking, listening, reading or writing. Global Communication skills are therefo re necessary in various environments where language and culture can impact efficiency. Globalization – serves as a means of combining the idea of globalization with that of local considerations. Informative Speech- is a type of speech that aims to provide sufficient details to the audience about a topic. This type of speech uses descriptions, demonstrations, vivid de tails and definitions to explain a subject, a person, an event, or place the audience wants to unders tand. United Arab Emirates – a country of Eastern Arabia, a federation of seven sheikdo ms on the Persian Gulf and the gulf of Oman. Visible Cues – involves eye , facial expressions, movements, gestu res that reinforce the verbal message Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 577 From book and handbook

Alcantara , Rebecca D. and Cabanilla, J osefina Q. pp.50-51.(1988) Ef fective Writing,Quezon City.Phoenix Publishing House, Inc. Corder, J im W. and Ruszkiewics, J ohn J . pp. 483-485 (1989). Handbook of Curr ent English, Glenview, IL : Scott, Foresman From On-line sources http://expertscolumn.com/content/paragraphs-unity-coherence-emphasis http://homepage.smc.edu/martin_ben/Checklist.htm http://intensive-english.blogspot.com/2009/01/23-expanding-sentences-by-adding-o ther.html http://skyscrapercenter.com/dubai/burj-khalifa/ http://www.arabianbusiness.com/videos/black-gold-how-oil-helped-build-uae-part-1 --432522.html http://www.famous-speeches-and-speech-topics.info/speech-topics/informative-spee ch.htm http://www.godubai.com/shopping/cityofgold.html http://www.ldoceonline.com/dictionary/glocal http://www.youtube.com/watch?v=1M-etvlW83E. http://www.youtube.com/watch?v=MWOWSc1hQdY http://www.youtube.com/watch?v=Qd2o7SVOHko Now that you have finished the last module, I am sure that you are happy with all the learning that you were able to acquire. This means that you have a better understanding of yourself in relation to your Afro-Asian family. Before you venture on new learning experiences as you step on another grade level, your challenge is to prove how well you are able to grasp significant concepts in the module you have recently studied about Global ComTASK Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 578 You may now answer the 20 item test below by encircling the letter of the correct answer. Good luck! 1. 1. Enumerated below are activities the United Arab Emirates is known except : a. b. c. d.

boat racing, air shows, Red Bull competitions film viewing, malling, cooking and dining, travelling falconry, dhow boat racing, camel racing, date festivals sun watching experience, adventures in the desert, water sports, diving

2. 2. Which among the following is not a popular theme both for Philippine and UAE Literature: a. Architecture b. Lifestyle

c. Cuisine d. Music 3. 3 What is common among the Philippines, United Arab Emirates, and Saudi Arab ia is that a. b. c. d.

Education gets the highest share in the national budget Industrialization remains the top priority of the government Politics is very dominant and a common topic in the household Religion is considered vital and given in cultural preservation

4. 4. The opposite of a kernel sentence is a. b. c. d.

Simple Transform Compound Extended

5. 5. If one intends to complain about an unsatisfactory service, the business letter to be written is a. Claim b. Inquiry c. Adjustment d. requisition Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 579 6. What did Nelson Mandela mean by his statement “As I walked out the door toward the gate that would lead to my freedom, I know if I didn’t leave my bitterness behind, I’d still be in prison?” a. b. c. d.

He He He He

is happy to be free. will always be a prisoner. re his hatred. forgave those who imprisoned him.

7. If you were to judge in an informative speaking contest, you would put highe r bearing on a. b. c. d.

Organization Substance Transitions Grammatical Correctness

8. Which of the following is an example of correct bibliographical entry for a book? a. Dave N. Gonzales (2009). The Realist Perspective of Modern Day Fairy Tale. Bataan: AKB2 University Press b. Gonzales, Dave N. (2009). The Realist Perspective of Modern Day Fai ry Tale. Bataan: AKB2 University Press

c. Gonzales, D.N. (2009). The Realist Perspective of Modern Day Fairy Tale. Bataan: AKB2 University Press d. Gonzales, D.N. (2009). The Realist Perspective of Modern Day Fairy Tale. AKB2 University Press.Bataan 9. You are tasked to an output wherein you will give your personal views and comments about issues or current events, you will produce a. written impression b. précis or summary c. editorial article d. evaluation paper 10. The best example of an expanded sentence is a. She feels ecstatic. b. She feels excited and ecstatic c. She feels excited and ecstatic about the event d. She feels excited and ecstatic about the product launching event. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 580 11. In this last two lines of the poem titled On A Rainy Autumn Ni ght by Ch’oe Ch’iwŏn, how do you define the highlighted phrase? Choose the best analysis. At third watch, it rains outside. By the lamp my heart flies myriad miles away. a. “Does the heart fly? Of course, not! But the heart is a symbol of love, and because love flies, love is certainly gone.” b. “If the heart flies, then it must have wings on its own; therefore, this hear t must have been borrowed by somebody else.” c. “Perhaps, the heart is too weak to handle the situation so it finds a way to fly and just be in any place that it wants, like miles away.” d. “The heart literary flies. The heart must be taken away from the persona’s bod y because it is weak. It is not fit to stay in that body.” 12. A list of citations to books, articles, and documents. Each citation is fol lowed by a brief descriptive and evaluative paragraphs is called a. b. c. d.

References Sources Bibliography Annotated Bibliography

13. A good example for no.9 is a. Nicol, A. M., & Pexman, P. M. (1999). Presenting your findings: A practica l guide for creating tables. Washington, DC: American Psychological Association. b. Pettingill, O. S., J r. (1980). Falcon and Falconry. World book encyclopedia . (pp. 150

-155). Chicago: World Book. c. StyleBaker, T. (1995). Gun control and You. Stevenson Learning Law Review, 45 (2), 180-193. The author researches several federal and state firearms regulatio ns and their effect on the everyday citizen d. Annas, Pamela. “Style as Politics: A Feminist Approach to the Teaching of Wri ting.” College English 47:4 (April 1985): 360-72.This essay grew out of Annas’ ex perience teaching a course titled “Writing as Women.” Annas argues that numerous constraints work to prevent women from writing and to make them self-conscious when they do write. She believes that women must be taught to become personally (and politica lly) invested in their writing. Annas writes, “Whenever a woman sits down to write, she is engaged in a complex political act in which the self and the world struggle in and through the medium of language” (362-363). Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 581 14. You were the chair of the literary circle and you wish to highlight the Fili pino-English as a language variety. An ideal situation would be a. Lecture-seminar with English speaking Filipinos as guests b. Speech congress that would expose participants to the features of Filipino-En glish c. Book launch that highlights how different Filipino –English is from the other e nglishes. d. Language Conference with writeshops on diction and stress of Filipino English . 15. You are a language instructor tasked to make an assessment on the proper use of stress in speaking. You decided to conduct a collaborative activity , what could be a legitimate transfer activity for this? a. b. c. d.

Do interactive story telling Provide activity sheets Produce script and present a skit Give statements with meaning based on the way the sentence is said.

16. The English Club coordinator asked you to highlight Afro-Asian people and th eir cultures. Which among the objectives and performances below would you consider? a. Exhibit artistry of Afro-Asians through visual arts b. Display differences in fashion and crafts through human diorama c. Execute a moving Dance Drama showcasing the best of Afro- Asian themes d. Hold story telling sessions anchored on themes reflecting Afro –Asian tra its and cultures.

17. You were to deliver an informative speech with Business Management Club, a g ood topic would be a. b. c. d.

Principle of economics Financial management Financial Literacy Entrepreneurial practices

18. J ohn has read many Malaysian stories and has watched some Malaysian movies lately. One day, a Malaysian student visited J ohn’s place. It was the first time that J ohn met a Malaysian but he knew what to do to make the visitor enjoy his company. How did J ohn manage to do that? a. Filipinos are known to be hospitable just like J ohn. b. J ohn wants to ask a favor from the Malaysian c. J ohn is just friendly, so he knows how to deal with people d. J ohn learned the traditions, beliefs and culture of Malaysians from his read ings. Learning Module for English - Grade 8 4 - L4 CHANGING PERSPECTIVE 582 19. Which of the statements below reflect variety of influences? a. Historic changes in Asia brought dramatic and sometime tragic events in the q uest for a peaceful and independent life. b. We see the interaction, interlacing and clashing of diverse factors – historica l, political, socio-economic, cultural and psychological. c. However different their approaches to existing problems maybe…. d. These could be in education and skills training in agricultural and industria l development. 20. As local film critics, you and your peers have been hired by the board to f ind the most appropriate movie to be used for a cultural exhibit. A movie review is needed, b ut the board wants it to be interactive. What would you do in order to fulfill t he requirements of the board? a. b. c. d.

Present the movie review in an e-document Use tablets in presenting the movie review Prepare a movie review with audio- video the movie review with a music background