Grade 10 - Vibal Publishing

Transcription

n Nicolas M. Galvez, Jr.
n Michael Ian Benedict P. Estipona
n Maria Teresa A. Abarabar
n Virna ANgelly D. Magbitang
Authors
n Leopoldo A. Rojas
Author-Editor
n Sr. Bernadette S. Racadio, SPC, Ph.D
Consultant
TABLE OF CONTENTS
TEACHER’S MANUAL AND RESOURCE MATERIALS
UNIT
I The Classics of the Ancient World: Mirrors of the Glorious Past
LESSON
LESSON
LESSON
LESSON
UNIT
LESSON
LESSON
LESSON
5
6
7
8
The Italian Heritage: Rebirth of the Individual
The French Heritage: Past Fueling the Present
The Spanish Heritage: A Reflection of Renaissance Spirit
The English Heritage: A Revelation of Humanist Thoughts
III After the Renaissance: The Birth of Literary Dynamism
9
LESSON 10
LESSON 11
LESSON 12
LESSON
UNIT
Ancient Palestinian Literature: Pillars of Faith
Ancient Greek Literature: Portraits of Courage and Heroism
Ancient Roman Literature: Heritage of an Empire
The Dark Ages and the Middle Ages: High Points of Chivalry and the Church
II The Renaissance: Rediscovery in Rebirth
LESSON
UNIT
1
2
3
4
The Age of Reason: Fruitfulness in Restraint
The Age of Enlightenment: Ways of Seeking Truth
The Early Nineteenth Century: The Age of Romanticism and a New Sense of Truth and Beauty
The Nineteenth Century: The Age of Realism, Naturalism and Symbolism
IV Contemporary Period: Collective Emphasis on the Symbolic Uncertainties of the Life of the 21th Century Man
LESSON 13
Poetry: 21st Century Expression of the Ambiguous Realities of Man
LESSON 14 Nonfiction: The Unconscious and irrational Echo of the Universal Man’s Fears
LESSON 15 Fiction: Mirror to the Unstable Psyche of the 21st Century Individual
LESSON 16 Drama: An Examination of the 21st Century Individual’s Inhumanity Towards humanity
ii
Teach&
Stage&1:&Desired&Results!
Enduring&Understanding&
Transfer&Goal&
Students(will(understand(that:((
I(want(my(students(to(:!!
• Make!a!writeMup!of!a!nonlinear!text!
!
1. Choosing!to!do!good!or!choosing!to!do!evil!has!its!
Essential!Questions!!
own!inevitable!consequences.!
What(essential(questions(will(be(asked?(
2. The!value!of!biblical!writings!lies!not!only!in!their!
content!but!also!in!their!poetic!and!literary!qualities.! !
1. How!does!goodness!or!evil!define!a!person’s!life?!
3. Contrition!and!forgiveness!bring!a!person!inner!
2. What!makes!biblical!writings!valuable!pieces!of!
peace.!!!
literature?!
4. Because!ancient!writings!are!closely!related!to!
3.
What!do!contrition!and!forgiveness!bring!to!a!person’s!
religion!and!its!practice,!they!convey!themes!that!are!
life?!
universal!and!timeless.!!
4.
What!part!does!religion!play!in!the!themes!of!ancient!
5. The!meaning!of!a!text!can!be!inferred!from!the!
writings?!
comparison!expressed!or!implied!in!a!simile!or!
5.
Why!is!it!important!to!understand!the!comparison!
metaphor.!
expressed!or!implied!in!a!simile!or!metaphor?!
6. A!graphical!representation!of!a!written!text!shows!
6.
How!does!the!use!of!a!concept!map!facilitate!and!
the!relationship!of!ideas!more!clearly.!
improve!understanding!of!a!written!text?!
7. The!effective!interplay!of!verbal!and!nonverbal!
7.
Why!are!verbal!and!nonverbal!cues!essential!to!oral!
expressions!makes!oral!communication!more!
communication?!
effective!and!engaging.!
8.
What!is!the!importance!of!discriminative!listening?!
8. Discriminative!listening!allows!the!listener!to!detect!
9. How!can!a!word!or!group!of!words!used!in!a!sentence!be!
differences!in!the!degree!of!importance!of!spoken!
identified!as!noun?!
words.!
10. How!does!a!linear!version!of!a!nonlinear!text!improve!
9. A!noun,!in!its!different!forms,!can!be!identified!by!its!
understanding!and!comprehension!of!ideas?!!!
function!in!a!sentence.!
10. Writing!a!nonlinear!text!in!linear!form!helps!explain!
and!clarify!ideas!or!concepts.!
1
Knowledge&
Skill&
Students(will(know:((
Students(will(be(able(to(:((
1. the!kinds!of!poetic!and!literary!devices!used!in!
1. identify!poetic!and!literary!devices!used!in!biblical!
biblical!writings!
writings!
2. recurring!and!universal!themes!in!literature!
2. deduce!universal!and!timeless!themes!in!ancient!
3. how!to!use!similes!and!metaphors!to!unlock!
writings!
meaning!of!a!text!
3. recognize!similes!and!metaphors!and!use!them!to!derive!
4. how!to!arrange!ideas!in!a!concept!map!
the!meaning!of!a!text!
5. verbal!and!nonverbal!cues!used!in!oral!
4. construct!a!concept!map!to!show!the!relationships!of!
communication!
ideas!in!a!text!!
6. discriminative!listening!
5. identify!verbal!and!nonverbal!signals!used!by!a!speaker!
7. different!forms!and!functions!of!nouns!
6. speak!effectively!using!verbal!and!nonverbal!expressions!
8. the!difference!between!linear!text!and!nonlinear!text!
7. listen!discriminately!to!distinguish!important!points!of!a!
!
spoken!text!
!
8. recognize!words!in!noun!positions!through!their!form!
and!function!
9. !write!a!linear!version!of!a!nonlinear!text!
!
Stage&2:&Assessment&Evidence&
Performance&Task&
!!!!!!!!You!are!part!of!the!writer’s!pool!of!a!science!journal!that!is!published!monthly!and!distributed!to!different!junior!and!
senior!high!schools!in!the!country.!You!have!been!assigned!to!submit!a!writeMup!explaining!one!of!the!natural!cycles!or!
processes!that!occur!in!the!environment.!Your!editor!has!asked!you!to!accompany!your!writeMup!with!an!illustration!or!
diagram.!Your!illustration!and!writeMup!must!match!so!that!all!important!parts!of!the!cycle!or!process!are!depicted!and!
explained!clearly.!
!
Rubric!
Making&a&WriteDUp&of&a&Nonlinear&Text&
2
!
Other&Evidence&
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Insightful!and!meaningful!responses!to!questions!posed!in!the!preMreading!activities!and!
Sharing(Insights!of!the!selections!Psalm(1!and!He(Asketh(Absolution(of(God(
Exercises!on!identifying!and!classifying!poetic!and!literary!devices!in!biblical!verses!
Exercise!on!stating!the!theme!or!message!of!excerpts!from!ancient!classics!
Exercise!on!identifying!similes!and!metaphors!in!biblical!verses!and!using!them!to!explain!the!meaning!of!the!verses!
Exercise!on!making!a!concept!map!to!show!the!relationships!of!ideas!conveyed!in!a!written!text!
Viewing!exercise!to!identify!verbal!and!nonverbal!cues!used!in!a!speech!
Speaking!exercise!to!show!the!effective!use!of!verbal!and!nonverbal!expressions!
Viewing!and!listening!exercises!to!identify!major!points!of!spoken!texts!
9Exercises!on!identifying!and!using!different!forms!and!functions!of!nouns!!
Teach&
Methodology!
!!
1. Introduce!the!lesson!by!asking!the!students!to!define!
faith.!Steer!the!discussion!to!focus!on!religious!faith,!
particularly!the!beliefs!in!a!Divine!Being,!!goodness!and!
salvation,!and!sin!and!punishment.!
2. Have!the!students!share!and!compare!the!things!they!
believe!in!or!practice!according!to!their!faith!or!
religious!persuasion.!!
3. Segue!to!the!Lesson!introduction!on!page!___!by!
pointing!out!how!the!Philippines!is!the!largest!
Christian!nation,!mostly!Roman!Catholic,!in!Asia!and!
how!our!beliefs!are!!founded!on!the!Sacred!Scriptures!
of!ancient!Israel.!
4. Add!the!information!in!the!Background.!
3
Background:!!
!
!!!The!oldest!literature!of!Egypt!dates!back!to!about!five!
thousand!years!ago.!Written!on!fragile!material!called!
papyrus,!most!of!the!early!writings!were!either!destroyed!or!
lost.!!
!
!!!!What!has!survived!of!ancient!Egyptian!literature!is!
preserved!in!what!is!now!known!as!the!Book!of!the!Dead!
which!records!the!belief!of!the!early!Egyptians!in!the!
afterlife,!an!important!aspect!of!their!religious!tradition.!
!!!!
!!!!!The!ancient!Egyptians!believed!that!if!they!died!without!
having!read!the!Book!of!the!Dead,!they!would!fail!in!the!final!
examination!that!the!God!Osiris!gave!to!the!dead.!They!
5. Direct!the!students’!attention!to!the!Big!Question.!
Remind!them!to!keep!this!question!in!mind!as!they!
read!the!two!selections!in!Lesson!1.!!
would!thus!be!condemned!to!“lie!forever!in!tombs,!hungering!
and!thirsting,!fed!upon!by!hideous!crocodiles!and!never!
coming!forth!to!see!the!sun.”!!
!
!!!!!The!Book!of!the!Dead!was!written!in!hieroglyphics!
between!1550!BC!and!1069!BC,!!many!centuries!before!the!
birth!of!Jesus!Christ,!the!central!figure!of!Christianity.!
!
!!!Copy!first!paragraph!of!Enjoying!the!Books!of!the!Bible!on!
page!5!of!original!text.!Begin!with!
!!!!!!!In!the!early!days!of!Christianity!the!Book!of!Psalms!is!one!
of!the!sixtyMsix!books!that!make!up!!the!Bible.!In!the!early!
days!of!Christianity,!stories!about!God!the!Father!and!His!Son!
Jesus!were!passed!orally!from!one!generation!to!another.!
Then,!the!early!people!!
discovered!that!papyrus!(p6Mp6y’r6s),!a!reed!grown!!in!Egypt!
and!used!to!make!boats,!baskets,!ropes!and!clothes,!could!be!
made!into!writing!paper.!It!was!only!then!that!the!Bible!was!
written.!Later,!the!Bible!was!written!on!parchment!or!vellum!
made!from!the!layers!of!dried!animal!skin.!
!
!
!!!!Copy!second!paragraph.!!
!!!!ADD!the!following!paragraphs:!
Because!there!was!no!printing!process!yet,!the!Bible!was!
handwritten.!It!took!many!years!to!make!just!one!copy!of!the!
Bible.!The!scribes!or!writers!used!ink!and!paint!made!from!
dried!flowers!and!grass.!Sometimes!they!mixed!gold!with!the!
ink.!
!
4
!!!!The!Bible!has!two!main!divisions:!the!Old!Testament!which!
focuses!on!God’s!promise!of!salvation,!and!the!New!
Testament!which!tells!of!the!life!of!Jesus!and!the!early!
Christians.!In!Catholic!editions,!the!Bible!is!made!up!of!
seventyMtwo!books:!fortyMfive!in!the!Old!Testament!and!
twentyMseven!in!the!New!Testament.!!
!
!!!!!The!Pentateuch!is!the!first!five!books!of!the!Bible,!
traditionally!regarded!as!having!been!written!by!Moses.!The!
Book!of!Psalms!is!found!in!the!Old!Testament.!
Teach!
Methodology!
!
1. Pose!the!two!questions!in!Unveil(What(You(Know.!Allow!
the!students!to!exchange!and!discuss!their!views!in!
class.!Have!them!point!out!the!similarities!and!
differences!in!their!views.!!
2. Introduce!the!first!reading!selection!in!Lesson(1!by!
pointing!out!that!Psalm(1!on!page!____!shows!the!
difference!between!righteousness!and!evil.!
3. Before!asking!the!students!to!read!Psalm(1,!have!them!
read!the!text!in!For(Your(Information!and!Understand(
Author’s(Profile,!focusing!their!attention!on!the!sacred!
and!personal!nature!of!the!psalms.!
4. Remind!the!students!that!as!they!read!Psalm(1,!they!
should!keep!in!mind!the!question!in!Understand(a(
Motive(for(Reading.!To!help!them!understand!the!psalm!
more!clearly,!have!them!look!for!the!meaning!of!the!
words!in!Unlock(the(Meaning(of(Words.!
5
EU:!Choosing!to!do!good!or!choosing!to!do!evil!has!its!own!
inevitable!consequences.!
EQ:!How!does!goodness!or!evil!define!a!person’s!life?!
!
Answers!to!Sharing(Insights!questions!
1. A!person!who!follows!God’s!law!is!happy!because!he!
follows!the!path!of!righteousness!for!which!he!or!she!
enjoys!God’s!grace!and!blessings.!Examples!of!
activities!that!make!a!person!truly!happy!include!
helping!others!in!need,!sharing!one’s!gifts!with!others,!
and!doing!acts!of!kindness!to!others.!
2. Meditating!on!God’s!laws!is!not!necessarily!the!same!
as!following!God’s!commandments,!but!it!can!lead!a!
person!to!understand!the!commandments!more!
clearly!and!apply!them!meaningfully!in!life.!
3. A!tree!planted!by!streams!of!water!will!remain!fresh!
and!alive!because!of!the!continuous!flow!of!water.!The!
5. Ask!the!students!to!answer!the!questions!in!Sharing(
Insights.!
water!will!keep!it!from!withering!or!drying!up.!
Similarly,!a!lawMabiding!person!will!always!be!morally!
and!spiritually!strong!no!matter!what!goes!on!around!
him!or!her.!
4. Just!as!chaff!has!no!worth!and!is!easily!blown!away!by!
the!wind,!a!wicked!person!is!weak!and!worthless!and!
is,!therefore,!of!no!value!to!any!group!or!society.!
5. Answers!may!vary.!One!may!agree!(a)!that!goodness!
is!always!rewarded!and!impacts!the!lives!of!others!in!
meaningful!ways!by!citing!as!proof!the!lives!of!saints,!
charity!workers,!and!people!who!do!good!turns,!and!
(b)!that!evil!is!punished!by!citing!as!evidence!the!lives!
of!criminals!and!evildoers!who!suffer!the!
consequences!of!their!deeds!in!prison!or!as!outcasts!
of!society.!One!may!disagree!and!cite!examples!of!how!
some!deeds,!though!evil,!such!as!massacres,!
bombings,!and!other!forms!of!irrational!and!
nonsensical!killings,!affect!or!alter!the!lives!of!others!
in!a!major!way!and!leave!permanent!and!lifeMchanging!
effects.!
6. The!psalm!inspires!the!reader!to!do!what!is!good!and!
righteous,!and!to!turn!against!what!is!evil!or!sinful.!!
The!answer!to!the!second!question!may!vary!
according!to!the!personal!experiences!of!the!students!
while!reading!the!psalm.!
Activity!&!strategy/s!!on!the(Critical(Thinking(Question(
1. Using!Philosophical(Chairs!as!discussion!strategy,!
divide!the!class!into!two!groups!M!the!first!group!
consisting!of!students!who!think!that!the!notion!of!
goodness!and!righteousness!has!remained!the!same!
!
(
6
2.
3.
4.
5.
since!the!time!of!King!David,!and!the!second!group!
consisting!of!those!who!think!that!such!notion!has!
changed!over!time.!!
Make!the!two!groups!sit!on!opposite!sides!of!the!room!
facing!each!other.!Have!the!students!take!turns!
defending!their!position!with!solid!examples!and!
evidence.!
Make!it!clear!to!the!students!that!as!the!discussion!
progresses,!they!may!change!sides!whenever!they!are!
persuaded!by!the!evidence!or!examples!given.!
Facilitate!the!discussion!by!keeping!the!students!on!
track!and!by!asking!questions!that!will!keep!the!
discussion!going.!
To!end!the!activity,!have!the!students!process!the!
views!presented!in!the!discussion!and!come!up!with!
clearly!crafted!statements!to!answer!the!Critical(
Thinking!question.!
!
Teach!
Methodology!
!
1. With!the!students,!read!and!discuss!Recognizing!Poetic!
Devices!in!Biblical!Literature!on!pages!___.!
2. Have!the!students!do!Exercises!A!and!B!on!pages!___.!
Use!the!students’!answers!to!clarify!essential!points!of!
the!lesson.!
3. As!an!added!activity!or!homework,!assign!the!students!
to!look!for!other!examples!of!biblical!verses!that!use!
poetic!and!literary!devices.!Have!them!share!the!verses!
7
EU:!The!value!of!biblical!writings!lies!not!only!in!their!
content!but!also!in!their!poetic!and!literary!qualities.!
!
EQ:!What!makes!biblical!writings!valuable!pieces!of!
literature?!
Answers!to!the!Exercises!
!
Exercise!A!
1.!repetition!and!parallel!verses!
in!class.!
2.!repetition!and!parallel!verses!
3.!imagery!(auditory)!
4.!parallel!verses!
5.!imagery!(visual)!
!
Exercise!B!
1.!whose!height!was!like!the!height!of!cedars,!
!!!!and!who!was!as!strong!as!oaks!–!simile!
2.!the!mountains!and!the!hills!before!you!
!!!!!shall!burst!into!song,!and!all!the!trees!of!the!
!!!!!field!shall!clap!their!!hands!–!personification!
3.!!She!is!a!tree!of!life!to!those!who!lay!hold!of!
!!!!!her!–!metaphor!
4.!the!earth!sees!and!trembles!–!personification!
!!!!!The!mountains!melt!like!wax!before!the!Lord!
!!!!–!simile!
5.!righteousness!and!peace!will!kiss!each!other!
!!!!–!personification!!
6.!The!Lord!of!hosts!has!sworn!in!my!hearing:!
!!!!Surely!many!houses!shall!be!desolate,!
!!!!!!!!large!and!beautiful!houses,!without!!
!!!!!!!!inhabitant.!–!alliteration!
7.!for!her!income!is!better!than!silver,!
!!!!!!!and!her!revenue!better!than!gold.!
!!!!She!is!more!precious!than!jewels,!
!!!!!!!and!nothing!you!desire!can!compare!with!
!!!!!!!her!–!hyperbole!
!
!!
!
&
&
8
Lesson&2&
Teach&
Stage&1:&Desired&Results&
Enduring&Understanding&
Transfer&Goal&
!
1. Heroism!involves!a!choice!between!oneself!and!a!noble!and!
higher!end.!
2. A!meaningful!appreciation!of!the!epic!comes!from!
understanding!the!characteristics!that!distinguish!it!from!
other!forms!of!literature.!
3. Adventurous!undertakings!are!tests!of!character.!!
4. Many!of!the!values!conveyed!in!an!epic!have!universal!
meaning!and!relevance.!
5. Familiarity!with!the!details!surrounding!an!allusion!helps!
in!understanding!the!meaning!of!a!text.!
6. Outlining!deepens!a!person’s!understanding!of!the!
structure!and!content!of!a!written!text.!
7. Adapting!speech!to!the!audience!and!the!situation!requires!
keen!observation,!discernment,!and!control.!
8. Each!type!of!text!requires!a!different!type!of!listening.!
9. Noun!modification!improves!the!quality!of!a!sentence!and!
makes!the!meaning!of!a!sentence!clearer.!
10. Writing!based!on!an!outline!is!orderly!and!focused.!
9
• To!write!a!story!based!on!an!outline!
!
1. Why!is!heroism!valued!highly!in!any!society!or!
culture?!
2. How!does!one!develop!a!meaningful!appreciation!
of!ancient!classics!like!the!epic?!
3. What!do!adventurous!undertakings!tell!about!a!
person’s!character?!
4. How!relevant!are!epics!at!present?!
5. How!is!allusion!used!to!unlock!the!meaning!of!a!
text?!
6. Why!is!outlining!a!useful!study!and!reading!tool?!
7. What!traits!must!a!speaker!possess!in!order!to!
adapt!to!the!audience!and!the!situation?!
8. What!differentiates!one!listening!text!from!
another?!
9. What!does!noun!modification!do!to!a!sentence?!
10. How!important!is!an!outline!to!a!writer?!
!
!
Knowledge&
Skill&
1.!the!characteristics!of!an!epic!
2.!how!to!identify!values!depicted!in!an!epic!
3.!allusion!and!its!kinds!
4.!the!arrangement!of!ideas!in!an!outline!
5.!how!to!adjust!speech!according!to!
!!!!situation!and!audience!
6.!different!types!of!listening!
7.!different!forms!and!kinds!of!noun!!
!!!!modifiers!
8.!how!to!write!a!story!based!on!an!outline!
!
1.!recognize!and!appreciate!the!!
!!!!characteristics!of!an!epic!!
2.!point!out!values!reflected!in!an!epic!
3.!use!allusions!to!understand!the!meaning!of!!
!!!!a!text!
4.!summarize!ideas!in!a!written!text!through!
!!!!outlining!
5.!identify!the!changes!that!must!be!made!!
!!!!when!speaking!to!a!particular!audience!in!!
!!!!a!given!situation!!
6.!adjust!type!of!listening!according!to!the!type!
!!!!of!listening!text!
7.!identify!noun!modifiers!in!a!sentence!
8.!expand!sentences!by!modifying!nouns!
9.!create!an!outline!and!develop!it!into!a!story!
!
Performance&Task&
&
!!!!!You!work!as!a!writer!at!a!television!station.!The!producers!have!decided!to!create!an!animated!series!entitled!The(New(
Adventures(of(Odysseus.!The!series!will!have!a!weekly!episode!for!thirteen!weeks.!Writers!are!assigned!to!create!the!stories!
on!which!will!be!based!the!teleplay!of!the!episodes.!You!are!one!of!the!writers!chosen!to!write!one!of!the!stories.!
The!story!must!depict!another!interesting!adventure!that!Odysseus!faces!before!his!return!to!his!homeland.!It!must!be!
engaging!and!relevant!to!young!television!viewers.!Like!the!stories!in!Homer’s!Odyssey,!your!story!must!convey!a!meaningful!
theme!and!it!must!inspire!good!values!and!attitudes!in!young!people.!The!producers!of!the!new!series!also!insist!that!before!
writing!the!story,!you!must!submit!and!present!to!them,!for!their!approval,!an!outline!showing!the!main!points!and!other!
10
details!of!your!story.!
!
!
Rubric!!
Writing&a&story&based&on&an&outline&
SEE!ATTACHED!RUBRIC.!
!
Other&Evidence&
1. Insightful!and!intelligent!responses!to!questions!posed!in!the!preMreading!activities!and!Sharing(Insights!of!the!
selections!Farewell(Between(Hector!and(Andromache!and!The(Adventure(of(Odysseus!
2. Exercise!on!identifying!an!event!in!Philippine!history!that!could!serve!as!material!for!an!epic!!
3. Exercise!on!identifying!values!reflected!in!an!epic!
4. Exercise!on!explaining!the!meaning!of!statements!using!allusions!
5. Exercise!on!outlining!portions!of!the!selection!The(Adventure(of(Odysseus(
6. Exercise!on!answering!questions!about!two!listening!texts!using!the!correct!type!or!types!of!listening!
7. Exercise!on!showing!how!speech!must!suit!a!given!audience!and!situation!
8. Exercises!on!identifying!and!using!different!kinds!of!noun!modifiers!
Teach&
Methodology!
Background:!!
Begin!the!Lesson!by!asking!the!students!to!name!famous!
!
legendary!and!literary!heroes!and!heroines.!Guide!the!
!!!Homer’s!epics!the!Iliad!and!the!Odyssey!are!centerpieces!of!
students’!answers!to!include!Sherlock!Holmes,!Romeo,!Harry! ancient!Greek!literature.!Much!of!what!we!know!about!the!life!
Potter,!Frodo,!Anna!Karenina,!Juliet,!Jane!Eyre,!Jo!March,!and! and!culture!of!the!early!Greeks!is!embodied!in!these!epics.!
Cinderella.!(From!Philippine!literature,!mention!Crisostomo! !
Ibarra,!Simoun,!Florante,!LamMAng,!etc.)!
!!!!Central!to!these!epics!is!the!view!that!humans!are!mortal!
Steer!the!discussion!and!point!out!how!these!characters,!
beings!that!aspire!for!to!be!immortalized!through!a!life!of!
while!embodying!certain!exceptional!qualities!and!attributes,! activity!and!heroic!action!which!ultimately!ends!in!death.!War!
also!exhibit!certain!weaknesses!that!are!typical!of!realMlife!
is!viewed!as!a!necessary!part!of!life,!and!the!ordeals!of!battle!
11
people.!
are!the!absolute!test!and!measure!of!heroism!immortality.!!
Discuss!also!how!these!heroes!!represent!the!period!during! !!!!
which!they!were!created!and!how!they!reflect!the!prevailing! !
views!of!mankind!during!that!period.!!
!
Pose!the!Big!Question!on!page!___.!Remind!the!students!to!
!!!!!
keep!it!in!mind!as!they!read!the!two!selections!in!the!Lesson.!
!
!
!
!
!
Teach&
Methodology!
!
1. Begin!the!lesson!by!reading!the!text!in!For(Your(
Information.!Engage!the!students’!interest!by!asking!
them!how!they!would!feel!if!they!were!the!soldier!
saying!goodbye!or!the!loved!one!being!left!behind.!
Have!the!students!share!and!discuss!their!answers.!
Steer!the!discussion!to!focus!on!how!some!persons,!like!
soldiers,!are!willing!to!sacrifice!themselves!for!a!higher!
purpose.!
Segue!to!the!question!in!Unveil(What(You(Know.!Ask!the!
students!to!give!examples!of!actual!persons!who!put!
the!interest!of!others!above!their!own.!
Introduce!the!reading!selection!by!pointing!out!that!
Hector!is!one!of!the!best!known!heroes!in!world!
literature.!Have!the!students!read!the!questions!in!
Underscore(a(Motive(for(Reading.!Remind!them!to!keep!
EU:!Heroism!involves!a!choice!between!oneself!and!a!noble!
and!higher!end.!
EQ:!Why!is!heroism!valued!highly!in!any!society!or!culture?!
1. Her!father!and!brothers!having!been!killed!by!Achilles!
and!her!mother!having!been!brought!away!as!
prisoner,!Andromache!told!Hector!that!he!was!the!
only!family!that!she!and!their!son!had.!Hector’s!death!
would!leave!her!a!widow!and!their!son!an!orphan.!
2. Hector!believed!that!it!would!be!cowardly!and!
shameful!not!to!fight.!It!was!his!duty!as!the!chief!
warrior!of!Troy!to!defend!his!home!and!people!for!his!
father’s!glory!and!his!own.!If!it!was!his!fate!to!die!in!
battle,!then!so!be!it.!He!could!not!bear!the!thought!of!
his!wife!being!thrown!into!slavery!as!a!result!of!his!
failure!as!defender!of!Troy.!
12
!
(
these!questions!in!mind!as!they!read!Farewell(Between(
Hector(and(Andromache.!
Make!the!students!derive!the!meaning!of!the!words!in!
Unlock(the(Meaning(of(Words!from!the!context!in!which!
they!are!used!in!the!selection.!
Ask!the!students!to!answer!the!questions!in!Sharing(
Insights!on!page!___,!and!have!them!share!their!answers!
in!class.!
!
3. Because!of!the!chaos!and!destruction!that!war!brings,!
war!must!always!be!a!last!resort.!Therefore,!going!to!
war!because!of!a!woman!(Helen)!is!not!rational.!
4. The!Trojan!War!was!fought!for!personal!reasons,!i.e.,!
protecting!one’s!honor!and!defending!one’s!home!and!
country.!The!wars!being!fought!today!are!more!
political!(border!problems!or!fight!over!resources)!
and!ideological!(race,!religion,!and!beliefs).!
5. The!excerpt!depicts!several!aspects!of!life!of!ancient!
civilization,!namely:!patriotism,!love!of!home!and!
family,!devotion!of!husband!and!wife,!heroism,!war,!
slavery,!and!the!practice!of!seizing!spoils!of!war!
(including!women).!
6. The!answer!to!the!question!may!vary.!!
Possible!answer:!The!ways!of!life!today!have!
improved!in!many!ways!brought!about!by!technology,!
globalization,!democracy,!and!diplomacy.!But!some!
ways!of!life!of!ancient!civilization!have!remained!in!
varying!degrees!such!as!patriotism;!love!of!home!and!
family;!acts!of!heroism;!and!war,!conflict,!and!the!
destruction!they!bring.!
Using!ThinkMPairMShare,!have!the!students!first!reflect!
on!the!Critical(Thinking!question!and!write!down!
their!answers!and!comments.!Next,!have!them!pair!
with!a!classmate!or!a!small!group!to!talk!about!their!
answers.!Then!have!a!discussion!session!in!which!
each!pair!or!group!shares!their!answers!and!views!
with!the!rest!of!the!class.!!!!
13
!
Process!the!students’!comments!and!views!to!come!
up!with!a!wellMcrafted!answer!to!the!Critical(Thinking!
question.!
Teach&
Methodology!
EU:!A!meaningful!appreciation!of!the!epic!comes!from!
!
understanding!the!characteristics!that!distinguish!it!from!
1. Read!and!discuss!the!Literary(Skill!section!on!pages!___.! other!forms!of!literature.!
In!the!discussion,!name!other!epics!(e.g.,!Beowulf,!LamS EQ:!How!does!one!develop!a!meaningful!appreciation!of!
Ang,!Mahabharata,!Ramayana).!In!the!discussion!about! ancient!classics!like!the!epic?!
the!invocation!to!the!Muse,!mention!that!in!Philippine!
epics,!the!invocation!is!made!to!Bathala.!Mention!also! Answers!to!the!Exercises!
that!the!Blessed!Virgin!is!invoked!in!other!long!forms!of! !
Answers!may!vary.!Possible!answers!include:!
literature!such!as!the!awit!and!the!corido((Make!the!
students!recall!Ibong(Adarna!and!Florante(at(Laura.).!! !
• Philippine!Revolution!of!1896!
2. !Have!the!students!do!the!Exercise!on!page!__.!Ask!the!
students!to!share!their!answers,!and!use!these!answers! !!!!!!Hero!–!Andres!Bonifacio,!!
!!!!!!Extraordinary!action!–!leading!the!!
to!clarify!essential!points!of!the!lesson.!
!!!!!!!!!!!Katipuneros!at!the!Cry!of!Pugadlawin!!
!!!!!!!!!!!and!the!attack!on!Manila!
!!!!!!Flashback!–!secret!founding!of!the!!
!!!!!!!!!!!Katipunan(
• People!Power!Revolution!of!1986!
!!!!!!Heroine!–!Corazon!Aquino!
!!!!!!Extraordinary!action!–!bravely!calling!for!
!!!!!!!!!!massive!protests!and!rallying!the!people!
!!!!!!!!!!against!Ferdinand!Marcos!
!!!!!!Flashback!–!the!death!of!Ninoy!Aquino!
!!!!!!!!
14
!
Teach&
Methodology!
!
1. Pose!the!question!in!Unveil(What(You(Know.!Ask!the!
students!to!share!and!discuss!their!answers.!Ask!them!
to!explain!what!makes!the!stories!interesting!or!
intriguing.!
2. Introduce!the!reading!selection!by!reading!the!
information!in!For(Your(Information.!!
3. Have!the!students!recall!what!they!have!previously!
learned!about!Homer.!Then!ask!them!to!read!more!
about!him!in!Understand(Author’s(Profile.!!
4. Pose!the!question!in!Underscore(a(Motive(for(Reading.!
Remind!the!students!to!keep!this!in!mind!as!they!read!
The(Adventure(of(Odysseus.!
5. Ask!the!students!to!use!context!in!defining!the!words!in!
Unlock(the(Meaning(of(Words.!
6. Have!the!students!answer!the!questions!in!Sharing(
Insights!and!ask!them!to!share!and!compare!their!
answers!in!class.!
!
!
EU:!Adventurous!undertakings!are!tests!of!character.!
EQ:!What!do!adventurous!undertakings!tell!about!a!person’s!
character?!
1. Their!ships!were!caught!in!a!terrible!storm!which!
ripped!the!sails!in!shreds.!The!wind!and!the!current!
carried!Odysseus!and!his!men!farther!away!from!
Ithaca.!They!were!beaten!about!by!harsh!winds!for!
nine!days.!
2. The!lotus!fruit!could!make!them!forget!about!their!
homeland!and!prevent!them!from!returning!to!their!
families.!
3. Odysseus!tied!his!men!and!dragged!them!back!to!the!
ships!by!force.!
4. Aeolas!gave!Odysseus!a!bag!in!which!Aeolas!had!
trapped!all!the!winds!except!the!west!wind!which!
would!give!Odysseus!and!his!men!a!smooth!and!fast!
journey.!
5. Circe!turned!Odysseus’!men!to!animals.!
6. Odysseus!was!saved!by!dropping!the!moly!into!the!
brew!that!Circe!served!him.!The!moly!was!given!to!
Odysseus!by!the!god!Hermes.!!
7. Odysseus!had!several!admirable!traits:!!
!!!!a.!he!had!both!the!mental!and!physical!
!!!!!!!!strength!to!save!his!men!from!the!lotusM!
!!!!!!!eaters;!!
!!!!b.!he!was!persevering!and!steadfast,!staying!!
15
!!!!!!!!awake!for!nine!days!and!nights!until!their!!
!!!!!!!homeland!was!in!sight;!!!
!
!!!c.!he!was!bold!and!courageous,!proceeding!
!!!!!!!to!Circe’s!house!to!rescue!his!men!despite!
!!!!!!!Eurylochus’!advice!to!escape!immediately;!
!!!d.!he!was!faithful!to!his!men!whom!he!
!!!!!!!!rescued!from!danger.!
8.!Answers!may!vary.!
Possible!answer:!Letting!Circe!go!free!is!an!act!of!mercy,!
which!is!a!mark!of!a!true!hero.!!
!
1. Pose!the!Critical(Thinking!question!on!page!___.!!Have!
the!students!discuss!their!answers!in!pairs!or!small!
groups.!
2. Ask!each!pair!or!group!to!share!their!answers!in!class.!!!
3. Process!all!the!views!and!reasons!presented!in!class!
to!arrive!at!the!best!answer!to!the!question!
!
!
Teach&
Methodology!
!
1. Read!and!discuss!Identifying(Values(Reflected(in(an(Epic.!
Have!the!students!comment!on!how!the!values!
conveyed!in!Farewell(Between(Hector(and(Andromache!
are!relevant!at!present.!!!!
2. Ask!the!students!to!answer!the!Exercise!on!page!___!
EU:!Many!of!the!values!conveyed!in!an!epic!have!universal!
meaning!and!relevance.!
EQ:!How!relevant!are!epics!at!present?!
Answers!to!the!Exercise!
1.!plunder!!
!!!!feasting!and!drinking!
16
(
individually!or!in!pairs.!Have!them!share!their!answers! !!!!weaving!
in!class.!Use!the!students’!answers!to!extract!the!EU.!
!!!!brewing!and!use!of!herbs!
!!!!swearing!oaths!
!!!!keeping!household!maids!
!!!!use!of!linen,!silver,!and!gold!
!!!!bathing!with!olive!oil!
!
2.!a.!1)!moderation!–!Odysseus’!men!didn’t!heed!his!warning!
to!leave!Ismarus!right!away.!Instead!they!feasted!and!drank.!
As!a!result,!men!from!neighboring!towns!came!down!and!
many!of!Odysseus’!men!were!killed!in!the!battle!that!
followed.!
!!!!!!!2)!resilience!and!persistence!–!Despite!nine!days!of!being!
beaten!by!harsh!winds!and!bitter!weather,!Odysseus!and!his!
men!persisted!until!they!reached!the!land!of!the!lotusMeaters.!
!!!!!!3)!loyalty!–!Odysseus!did!not!leave!his!men.!Instead,!he!
risked!his!life!by!confronting!Circe!and!he!did!not!give!up!
until!his!men!were!rescued.!
!!!!!!4)!discipline!and!selfMcontrol!–!Because!of!the!lack!of!selfM
control!of!Odysseus’!men!who!opened!the!bag!of!winds,!their!
ships!were!carried!farther!away!from!their!homeland.!
!!!!!!5)!compassion!–!Having!seen!Odysseus’!devotion!to!his!
men!and!his!men’s!joy!at!being!rescued,!Circe!offered!them!
her!home!where!she!asked!them!to!stay!until!they!recovered!
their!energy!and!strength.!
!
3. All!the!values!depicted!in!the!reading!selection!are!
timely!and!relevant!today.!When!lived!and!practiced!
well,!they!still!have!the!same!effect!on!our!lives!as!
they!had!on!the!lives!of!the!early!Greeks.!Most!people!
17
still!value!loyalty!and!compassion!in!their!
relationships!with!others.!Resilience,!persistence,!
discipline,!and!selfMcontrol!are!still!essential!in!
confronting!and!surviving!the!realities!of!modernMday!
life.!
!
Teach!
Methodology!
!
1. Begin!the!lesson!by!writing!down!on!the!board!some!
sentences!with!famous!allusions.!!
Examples:!!
He!is!a!modernMday!Romeo.!
I!have!my!own!Garden(of(Eden.!
The!courtroom!turned!into!Babel.!
2. Ask!the!students!to!explain!each!sentence!using!what!
they!know!about!Romeo,!the!Garden!of!Eden,!and!the!
Tower!of!Babel.!Use!their!answers!to!segue!to!the!
Vocabulary!lesson!on!page!___.!
3. Have!the!students!answer!the!Exercise!on!page!___.!Use!
the!students’!answers!to!clarify!essential!points!about!
the!lesson.!
!!!!!!!!!!!!!!!!!!!!!!!!
!
!!!!!!!!!!!!!
!
(
EU:!Familiarity!with!the!details!surrounding!an!allusion!
helps!in!understanding!the!meaning!of!a!text.!
EQ:!How!is!allusion!used!to!unlock!the!meaning!of!a!text?!
!
1. The!sentinels!posted!outside!the!city!gates!are!watchful!
and!keenMsighted!like!Argus!who!in!Greek!mythology!
was!a!giant!with!a!hundred!eyes.!
2. Like!Jonah,!a!biblical!character!who!was!swallowed!alive!
by!a!whale,!the!village!was!burnt!down!entirely.!
3. Do!not!be!unkind!or!greedy!like!Scrooge!who!is!the!
central!character!in!Charles!Dickens’!A(Christmas(Carol.!!
4. The!old!general!lived!a!life!that!was!strictly!disciplined!
like!the!people!of!Sparta.!
5. The!place!is!not!one!of!wealth!or!opportunity!like!the!
legendary!city!which!explorers!sought!because!of!its!
gold.!The!place!is!one!of!sin!and!vice!like!the!two!ancient!
cities!that!were!destroyed!by!God!for!their!sinfulness.!
6. It!is!hard!to!manage!a!company!that!has!many!
departments,!branches,!or!divisions!like!Hydra,!the!
manyMheaded!monster!in!Greek!mythology.!
18
7. The!only!person!that!can!solve!the!problem!is!one!who!is!
as!wise!as!Solomon,!the!biblical!king!of!Israel!who!was!
known!for!his!great!wisdom.!
8. Insurgency!in!the!countryside!is!a!very!complicated!
problem!that!is!difficult!to!solve!like!the!knot!tied!by!the!
legendary!King!Gordias!of!Phrygia.!
!
!
!!!!!
!
!
Teach!
Methodology!
!
Read!and!discuss!the!Study!and!Research!lesson!on!
page!___.!Have!the!students!go!over!the!outline!as!they!
read!the!first!seven!paragraphs!of!The!Adventure!of!
Odysseus.!
Show!how!the!ideas!in!the!paragraphs!are!arranged!in!
different!levels!in!the!outline!and!how!main!ideas!are!
distinguished!from!minor!points.!
Ask!the!students!to!do!the!Exercise!on!page!___!
individually!or!in!pairs.!Have!them!share!their!outlines!in!
class.!Use!the!students’!outputs!to!clarify!essential!points!
of!the!lesson.!
!
EU:!Outlining!deepens!a!person’s!understanding!of!the!
structure!and!content!of!a!written!text.!
EQ:!Why!is!outlining!a!useful!study!and!reading!tool?!
!
!
IV.!Odysseus!and!his!men!continue!their!
!!!!!journey!from!the!land!of!lotusMeaters.!
!!!!!A.!They!reach!the!land!of!the!Cyclops.!
!!!!!B.!They!escape!dramatically!from!the!oneMeyed!giants.!
!
!V.!Odysseus!and!his!men!sail!to!the!land!of!
!!!!!Aeolia.!
!!!!!A.!Aeolas!gives!Odysseus!a!bag!in!which!all!
!!!!!!!!!!the!winds,!except!the!west!wind,!are!!
!!!!!!!!!!trapped.!
19
!!!!!B.!The!west!wind!carries!the!ships!
!!!!!!!!!!smoothly!toward!Ithaca.!
!!!!!C.!After!staying!awake!for!nine!days!and!
!!!!!!!!!!nights!until!Ithaca!is!in!sight,!Odysseus!
!!!!!!!!!!goes!to!sleep.!
!!!!!!D.!Odysseus’!men!open!the!bag!of!winds.!
!!!!!!!!!!!1.!The!winds!rush!out!of!the!bag.!
!!!!!!!!!!!2.!The!ships!are!whirled!off!farther!into!
!!!!!!!!!!!!!!!sea!and!farther!from!Ithaca.!
!!!!!!!!!!!!!!!!
VI.!Odysseus!and!his!men!reach!the!land!of!
!!!!!Circe!after!escaping!from!another!land!of!!
!!!!!manMeating!giants.!
!!!!!A.!Odysseus!surveys!the!land!and!spots!
!!!!!!!!!smoke!rising!from!a!house!among!the!
!!!!!!!!!trees.!
!!!!!!!!!1.!He!reports!!to!his!men!what!he!has!!
!!!!!!!!!!!!!seen.!
!!!!!!!!!2.!He!divides!his!men!into!two!groups,!
!!!!!!!!!!!!!one!with!him!in!command!and!the!
!!!!!!!!!!!!!other!with!Eurylochus.!
!!!!!!!!!3.!After!lots!are!drawn,!Eurylochus’!!
!!!!!!!!!!!!!group!is!picked!to!find!the!house.!
!!!!!!!!!!!!!a.!They!find!lions!and!wolves!roaming!
!!!!!!!!!!!!!!!!!around!the!house.!
!!!!!!!!!!!!!b.!They!call!out!and!Circe!comes!out.!
!!!!!!!!!!!!!!!!!!1)!The!men,!except!Eurylochus,!go!!
!!!!!!!!!!!!!!!!!!!!!!in.!
!!!!!!!!!!!!!!!!!!2)!Circe!offers!them!a!strange!brew!
!!!!!!!!!!!!!!!!!!!!!!which!turns!them!all!to!animals.!
20
!!!!!!B.!Eurylochus!hurries!back!to!Odysseus!
!!!!!!!!!!and!reports!what!Circe!has!done!to!the!
!!!!!!!!!!men.!
!!!!!!C.!Despite!Eurylochus’!warning,!Odysseus!
!!!!!!!!!!decides!to!rescue!his!men.!
!!!!!!!!!!1.!The!god!Hermes!gives!Odysseus!an!
!!!!!!!!!!!!!!!herb!called!moly!to!protect!the!latter!
!!!!!!!!!!!!!!!from!Circe’s!spell.!
!!!!!!!!!!2.!Odysseus!meets!Circe,!drinks!her!
!!!!!!!!!!!!!!brew,!but!is!not!bewitched.!
!!!!!!!!!!3.!After!Odysseus!threatens!to!kill!her,!
!!!!!!!!!!!!!!Circe!tries!to!befriend!him.!
!!!!!!!!!!!!!!a.!Circe!swears!not!to!hurt!Odysseus.!
!!!!!!!!!!!!!!b.!Circe!bathes!Odysseus,!gives!him!
!!!!!!!!!!!!!!!!!!a!fine!cloak,!and!serves!him!a!feast.!
!!!!!!!!!!4.!Odysseus!asks!Circe!to!undo!her!spell!
!!!!!!!!!!!!!!on!his!men.!
!!!!!!!!!!!!!!a.!Odysseus’!men!rejoice!at!being!!
!!!!!!!!!!!!!!!!!!reunited!with!him.!
!!!!!!!!!!!!!!b.!Circe!is!touched!and!offers!the!men!
!!!!!!!!!!!!!!!!!!fresh!clothing!and!a!feast.!
!!!!!D.!Odysseus!and!his!men!stay!in!Circe’s!
!!!!!!!!!house!for!a!year!until!they!recover!their!
!!!!!!!!!strength!and!spirits.!
!
!
!
!
!
21
Teach&
Methodology!
EU:!Adapting!speech!to!the!audience!and!the!situation!
!
requires!keen!observation,!discernment,!and!control.!
1. Have!the!students!recall!the!verbal!and!nonverbal!
EQ:!What!traits!must!a!speaker!possess!in!order!to!adapt!to!
signals!used!in!oral!communication.!!
the!audience!and!the!situation?!
2. Segue!to!the!Speaking(lesson!on!page!___.!Check!the!
students’!understanding!of!the!lesson!by!citing!other!
situations!and!having!the!students!explain!how!speech! !
SEE!ATTACHED!TABLE!WITH!ANSWERS.!
(i.e.,!language,!tone,!facial!expressions,!and!body!
gestures)!must!be!adjusted!in!each!situation!according! !
to!the!kind!of!audience!and!the!expectations!of!such!
audience.!
3. Assign!the!students!to!answer!the!Exercise!on!page!___!
individually!or!in!small!groups.!Have!each!student!or!
group!share!their!answers!in!class.!The!students!may!
be!assigned!to!present!short!skits!to!show!how!speech!
is!adapted!to!each!kind!of!situation!and!audience!listed!
in!the!table.!
!!
(
!
!
!
Teach&
Methodology!
EU:!Each!type!of!text!requires!a!different!type!of!listening.!
1. Read!and!discuss!the!Listening!lesson!on!page!___.!!
!
2. Before!asking!the!students!to!do!the!listening!exercise,!
have!them!practice!the!different!types!of!listening!using!
22
!
the!following!suggested!texts!with!their!hyperlinks.!
The!Raven!
http://www.youtube.com/watch?v=WcqPQXqQXzI!
The!Listeners!
http://www.youtube.com/watch?v=vlKgIXHETmU&lis
t=PLv7Pg_ow800tPwX9JCl43hVvHCXK_HA8x!
3. Have!the!students!do!the!Exercise!on!page!___,!using!the!
following!listening!texts.!
Ulysses!
http://www.youtube.com/watch?v=tKHD6nesPi0!
Across!the!Universe!
http://www.youtube.com/watch?v=Y1TupPEQmOE!
!
Teach&
Methodology!
!
1. Begin!the!lesson!by!asking!the!students!to!recall!the!
forms!and!functions!of!nouns!discussed!in!Lesson(1.!
2. Segue!to!the!Grammar!lesson!on!page!___.!To!check!the!
students’!grasp!of!the!lesson,!have!them!give!their!own!
examples!of!sentences!using!different!noun!modifiers.!
3. Ask!the!students!to!answer!Exercise!A!!
on!page!___!and!Exercise!B!on!page!___.!Use!the!
students’!answers!to!clarify!essential!points!of!the!
lesson.!
!
!
(
EU:!Noun!modification!improves!the!quality!of!a!sentence!
and!makes!the!meaning!of!a!sentence!clearer.!
EQ:!What!does!noun!modification!do!to!a!sentence?!
Answers!to!the!!Exercises!
!
Exercise!A!
SEE!ATTACHED!TABLE!WITH!ANSWERS!
!
Exercise!B!(Answers!may!vary.)!
Sample!answers:!
1. Odysseus!and!his!men!plundered!the!ancient!city.!!
2. Blowing&violently,!the!winds!carried!them!farther!
way!from!their!homeland.!!
23
!
3. They!found!themselves!in!another!strange!land!which&
was&inhabited&by&lotusDeaters.!
4. Rescuing!his!men!from&Circe’s&sorcery!was!foremost!
in!Odysseus’!mind.!!
5. Several!animals!roamed!all!around!Circe’s!house.!!
6. Circe’s!maids!brought!out!fresh!clothing!to&be&worn&
by&Odysseus’&men.!!
7. A!maid!brought!Odysseus!a!golden!water&bowl.!!
8. Circe’s!house!was!in!the!enchanted!woods.!!
9. Odysseus’!men!celebrated!by!feasting!merrily.!!
10. The!harsh!winds!destroyed!the!ships’!sails.!!
!
Teach&
Methodology!
!
1.!Begin!by!asking!the!students!to!recall!what!they!have!
learned!about!outlining!in!the!Study(and(Research!section!on!
pages!____.!
2.!Segue!to!the!Writing!lesson!on!pages!____.!Have!them!
comment!on!how!the!main!points!and!subpoints!in!the!sample!
outline!are!developed!into!a!story.!
3.!Launch!the!Performance(Task!described!on!page!_____.!
Explain!to!the!students!that!they!will!use!the!Writing!Exercise!
on!page!____!to!complete!the!assigned!task.!!
!
!
(
(
EU:!Writing!based!on!an!outline!is!orderly!and!focused.!
EQ:!How!important!is!an!outline!to!a!writer?!
!
Strategy!(genreMprocess!approach)!
1.!Facilitate!the!Writing!exercise!by!following!the!steps!on!
page!___.!!
2.!Use!conferencing!or!peer!evaluation!to!provide!the!
students!with!feedback!that!can!improve!the!quality!of!their!
written!outputs,!beginning!with!their!outlines.!!!
3.!Divide!the!students!into!small!groups,!and!have!them!read!
and!comment!on!each!other’s!stories.!!
24
Teach&
Methodology!
1.!Have!the!students!complete!the!task!described!on!page!___!by!doing!the!Writing(Exercise!on!page!___.!
2.!Use!the!rubric!on!page!___!to!assess!the!students’!outputs.!
3.!Select!the!bestMwritten!stories!to!be!read!in!front!of!the!whole!class.!Have!the!class!exchange!their!comments!about!the!
stories.!
(
Teach&
Methodology!
!
Knowledge!
1.!Pose!the!first!question!in!Revisiting!the!Essential!Questions.!
To!help!the!students!answer!the!question,!make!them!go!over!
the!two!reading!selections!in!Lesson!2.!Have!them!use!the!
characters!of!Hector!and!Odysseus!as!basis!for!their!answers.!
!
Application!
2.!Before!asking!the!students!to!answer!the!second!question,!
have!them!first!come!up!with!their!own!definitions!of!heroism,!
and!use!these!as!the!standard!against!which!to!measure!their!
own!capability!to!be!heroic.!
!
Reflection!
3.!Pose!the!third!question.!Connect!it!to!the!Big!Question!on!
page!___.!!
!
!
!
Answers!to!the!Revisiting!!of!the!Essential!Questions!!
1. The!early!Greeks!viewed!humans!as!mortals!whose!
ultimate!end!is!death,!but!who!must!face!the!ordeals!
of!life!with!courage!and!heroism.!!
2. Answers!to!the!first!Application!question!may!vary!
according!to!each!person’s!personality!and!
temperament.!Answers!to!the!second!question!may!
include!the!following:!
a. being!less!selfMabsorbed!and!focusing!more!
b. on!how!to!help!others!
c. putting!one’s!duties!and!responsibilities!as!
d. a!student!above!personal!whims!
e. doing!something!of!service!to!others!at!
f. the!expense!of!personal!comfort!
g. d.!going!out!of!one’s!way!to!make!things!
h. easier!for!others!
3. Answers!may!vary.!
Possible!answer:!The!world’s!view!of!mankind!in!the!21st!
century!has!changed!in!some!aspects.!For!a!number!of!people!
with!access!to!the!progress!and!technology!of!the!21stM
century,!mankind!may!be!viewed!as!citizens!of!the!world,!
25
connected!to!others!globally!through!modern!means!of!
communication.!However,!there!are!still!large!portions!of!the!
world!which!are!untouched!by!or!have!limited!access!to!the!
advances!of!the!digital!age.!To!these!people,!mankind!may!
still!be!viewed!as!individuals!whose!ability!to!succeed!or!to!
do!great!things!is!dependent!on!their!individual!differences!
and!situations!in!life.!
!
Strategies!
1. Have!the!students!answer!the!first!question!
individually,!and!ask!them!to!share!and!discuss!their!
answers!in!class.!!
!
2. For!the!second!and!third!questions,!divide!the!class!
into!small!groups.!Ask!each!group!to!discuss!their!
views!and!opinions!among!themselves,!and!allow!
each!group!to!report!the!results!of!their!discussion!in!
class.!Then!have!the!students!write!down!their!
answers!to!both!questions!individually!by!using!the!
information!they!have!obtained!from!their!group!and!
class!discussion.!
!
!
&
&
&
&
&
&
26
Lesson&3&
!
Teach&
Stage&1:&Desired&Results!!
Enduring!Understanding!!
Transfer!Goal!
1. Being!mindful!of!one’s!limits!makes!a!person!
thoughtful!of!his!actions!and!their!consequences.!
2. Foreshadowing!creates!tension!and!anticipation!
in!the!reader.!
3. The!value!of!a!theatrical!work!lies!in!the!pleasure!
and!enjoyment!it!brings!its!audience,!not!in!the!
grandeur!or!elaborateness!of!its!production.!!
4. Works!of!literature!reflect!their!times.!
5. Greek!and!Roman!legends!have!enriched!the!
modern!English!language.!
6. Making!connections!between!what!one!reads!and!
what!one!already!knows!is!crucial!to!
comprehension!and!to!the!processing!of!
information.!
7. Utterances!of!invitation,!request,!and!excuse!
require!appropriate!language!in!order!to!be!
proper!and!effective.!
8. The!value!and!effectiveness!of!a!visual!work!is!
measured!by!the!relevance!and!fulfillment!of!its!
purpose.!
9. Noun!modification!improves!the!quality!of!a!
sentence!and!makes!the!meaning!of!a!sentence!
clearer.!
• Write!a!commentary!
27
!
1. Why!is!there!great!wisdom!in!being!mindful!of!one’s!
limits?!
2. How!does!foreshadowing!engage!the!reader?!
3. Where!does!the!value!of!a!theatrical!work!lie?!
4. How!valuable!as!historical!documents!are!works!of!
literature?!
5. How!have!the!Greek!and!Roman!legends!influenced!
the!English!language?!
6. What!role!does!background!knowledge!play!in!
comprehension!and!in!the!processing!of!
information?!
7. What!makes!utterances!of!invitation,!request,!and!
excuse!proper!and!effective?!
8. By!what!standards!are!the!value!and!effectiveness!of!
a!visual!work!measured?!
9. What!does!verb!modification!do!to!a!sentence?!
10. In!what!way!does!the!writer!of!a!commentary!
communicate!with!the!reader?!
10. A!commentary!aims!to!make!the!reader!see!what! !
the!writer!sees!about!a!specific!piece!of!work,!a!
social!issue,!or!a!topic!of!interest.!
Knowledge!!
Skill!
1. foreshadowing!as!a!literary!technique!
1. recognize!foreshadowing!devices!in!a!story!
2. the!use!of!the!historical!approach!in!evaluating!a!literary!
2. use!the!historical!approach!in!analyzing!the!value!of!
work!
a!literary!work!
3. English!expressions!from!Greek!and!!
3. recognize!and!use!English!expressions!from!Greek!
1. Roman!legends!
and!Roman!legends!
4. the!importance!of!background!in!processing!information!
4. use!background!knowledge!in!processing!
5. utterances!of!invitation,!request,!and!excuse!
information!
6. how!to!evaluate!a!visual!work!according!to!its!purpose!
5. use!utterances!of!invitation,!request,!and!excuse!
7. different!forms!of!verb!modifiers!
correctly!and!effectively!in!given!situations!
8. the!steps!in!writing!a!commentary!
6. assess!the!value!and!effectiveness!of!visual!work!
!
according!to!its!purpose!
!
7. recognize!words,!phrases,!and!clauses!used!to!
modify!verbs!
8. expand!sentences!through!verb!modification!
9. effectively!follow!the!steps!in!writing!a!commentary!
Performance!Task!!
You!are!a!senior!writer!with!a!weekly!column!in!a!leading!newspaper.!You!are!assigned!to!write!commentaries!on!movies,!
films,!and!television!programs.!For!your!next!assignment,!your!editor!has!asked!you!to!write!a!commentary!on!a!cartoon!
show!on!television.!It!is!the!aim!of!your!commentary!to!enlighten!parents!on!the!merits!or!shortcomings!of!the!show,!and!to!
assess!its!suitability!for!children.!You!must!also!include!your!suggestions!and!recommendations.!
!
28
Rubric!!
Writing&a&commentary&
SEE!ATTACHED!RUBRIC.!
Other!Evidence!!
1. Meaningful!and!insightful!responses!to!questions!posed!in!the!preMreading!activities!and!Sharing(Insights!of!the!
selections!Daedalus(and(Icarus(and!On(the(Theater!
2. Exercise!on!locating!and!recognizing!parts!that!foreshadow!tragic!events!that!happen!in!a!story!
3. Exercise!on!using!the!historical!approach!to!analyze!and!evaluate!a!literary!work!
4. Exercise!on!finding!the!origin!and!meaning!of!English!expressions!from!Greek!and!Roman!legends,!and!using!these!
expressions!in!sentences!
5. Exercise!on!using!background!knowledge!in!processing!and!understanding!information!contained!in!selected!texts!
6. Presentation!of!a!short!play!showing!the!correct!and!effective!use!of!utterances!of!invitation,!request,!and!excuse!in!a!
realMlife!situation!
7. Exercise!on!identifying!the!purpose!of!selected!videos,!and!assessing!their!value!and!effectiveness!according!to!their!
purpose!
8. Exercises!on!identifying!and!using!different!forms!of!verb!modifiers!
!
Teach&
Methodology!
!
1.!Introduce!Lesson(3!by!asking!the!students!to!share!what!
they!know!about!ancient!Rome.!(Roman!mythology!and!
Roman!gods;!Roman!architecture,!sculpture,!and!art;!Julius!
Caesar!and!other!Roman!emperors;!Roman!empire;!etc.)!
!
2.!Engage!the!students’!interest!by!having!them!watch!a!
video!about!ancient!Rome.!
!
Background:!!
!
!!!!!!The!most!known!mythologies!are!those!of!the!Greeks!and!
the!Romans.!The!two!mythologies!share!close!similarities,!and!
are!often!interchangeable,!because!many!Roman!myths!are!
reinterpretations!or!retellings!of!Greek!myths!which!are!more!
than!1000!years!older!than!those!of!the!Romans.!The!Romans!
adopted!the!Greek!myths,!changed!the!circumstances!of!the!
stories,!and!renamed!the!gods!and!the!deities.!
!
29
SEE!ATTACHED!LINKS!TO!SUGGESTED!!
VIDEOS.!
!
3.!Segue!to!the!Lesson!introduction!on!!page!___.!!Add!the!
information!in!the!Background.!
!
4.!Pose!the!Big(Question!on!page!____.!Remind!them!to!keep!
this!question!in!mind!as!they!read!the!two!selections!in!
Lesson(3.!
!
!
!
!
!!!!!!Ovid’s!Metamorphoses,!consisting!of!fifteen!books,!contains!
about!250!myths.!In!Book(VIII,!Ovid,!a!major!Roman!poet,!retells!
the!myth!Daedalus(and(Icarus,!the!first!reading!selection!in!
Lesson(3.!
!!!!!
!!!!!!Aside!from!its!mythology,!another!major!accomplishment!
and!legacy!of!ancient!Rome!!
is!its!theater.!The!early!forms!of!drama!in!ancient!Rome!were!
drama,!comedy,!and!pantomime.!
!
!!!!!The!first!permanent!theater!structure!in!the!city!of!Rome!was!
constructed!in!55!B.C.!through!the!efforts!of!Pompey!the!Great!
after!whom!the!theater!was!named.!!
!
!!!!!!!In!the!second!reading!text!in!Lesson(3!–!!!!!!On(the(Theater!–!
Cicero,!another!great!Roman!writer!and!known!as!the!greatest!
Roman!orator,!wrote!a!letter!to!his!friend!Marcus!Marius,!
describing!and!commenting!on!the!performances!and!
productions!held!at!the!dedication!of!the!Theater!of!Pompey.!
!
!!!!!!!!!More!permanent!theater!buildings!were!built!and!they!
replaced!the!earlier!makeshift!and!temporary!theaters!that!
used!to!be!put!up!for!performances!and!readily!demolished!
afterwards.!!
!!!!!!
!
!
!
Teach&
30
Methodology!
EU:!Being!mindful!of!one’s!limits!makes!a!person!thoughtful!of!
!
his!actions!and!their!consequences.!
1. Pose!the!questions!in!Unveil!What!You!Know.!Allow! EQ:!Why!is!there!great!wisdom!in!being!mindful!of!one’s!limits?!
the!students!to!share!their!answers!in!class.!Use!the!
students’!answers!to!segue!to!the!reading!selection! Answers!to!Sharing!Insights!questions!
Daedalus!and!Icarus.!
1. Minos!had!blocked!all!means!of!escape!by!land!or!water.!
2. Introduce!the!selection!by!having!the!students!read!
2. He!advised!Icarus!to!fly!a!middle!course,!not!too!low!or!
the!information!about!Ovid!in!Understand!Author’s!
the!water!will!weigh!the!wings!down,!and!not!too!high!or!
Profile.!
the!sun!will!burn!them.!
3. Engage!the!students’!interest!by!reading!the!
3. Daedalus!wanted!Icarus!to!follow!his!lead!and!not!to!
information!in!For!Your!Information.!Mention!also!
think!of!following!the!stars!(i.e.,!Polaris!or!North!Star!
other!early!attempts!at!flight,!such!as!the!Chinese!
which,!because!of!its!almost!fixed!position,!has!served!as!
invention!of!the!kite,!Leonardo!da!Vinci’s!ornihopter,!
guide!for!navigators).!
Joseph!Michel!and!Jacques!Etienne!Montgolfier’s!
4. The!people!down!on!land!thought!that!Daedalus!and!
first!hot!air!balloon,!Samuel!Langley’s!aerodrome,!
Icarus!were!gods.!
etc.!
5. Icarus!did!not!follow!his!father’s!advice.!The!wax!that!
4. Ask!the!students!to!read!the!questions!in!
held!the!wings!melted,!and!he!fell!into!the!sea!and!died.!
Underscore!a!Motive!for!Reading!and!remind!them!
6. His!cheeks!were!wet!with!tears,!and!his!hands!trembled.!
to!keep!these!questions!in!mind!as!they!read!the!
He!kissed!his!son.!
selection.!
7. And!Icarus,!his!son,!stood!by!and!watched!him,!not!
5. Make!the!students!derive!the!meaning!of!the!words!
knowing!he!was!dealing!with!his!downfall.!
in!Unlock!the!Meaning!of!Words!through!the!context!
8. Answers!may!vary.!
in!which!they!are!used!in!the!selection.!
Possible!answers:!
6. Have!the!students!answer!the!questions!in!Sharing!
a. Practice!moderation!and!restraint.!
Insights.!
b. Do!not!be!consumed!by!or!caught!up!in!the!thrill!or!
!
excitement!of!the!moment.!Remain!calm!and!think!
!
clearly.!
!
c. Do!not!exceed!your!limits.!!
d. Heed!your!parent’s!advice.!
!
31
Activity!&!strategy/s!!on!the!Critical!Thinking!Question!
!
1. Make!the!students!choose!one!of!the!three!options!stated!
in!the!Critical!Thinking!question.!
a. Then!ask!them!to!group!themselves!according!to!their!
choices.!
!
2. Allow!each!group!to!discuss!among!themselves!the!
reasons!for!their!choice.!Make!them!explain!and!justify!
their!choice!by!citing!details!from!the!story!or!by!
presenting!other!evidence!based!on!their!experiences!
and!other!examples!from!real!life.!
!
3. After!the!group!discussion,!ask!the!students!to!arrange!
their!seats!in!a!circle!with!each!group!seated!together.!
Have!the!groups!take!turns!presenting!their!arguments!
and!explaining!their!reasons.!Pose!other!questions!to!
keep!the!discussion!going!on.!!
!
4. Process!the!students’!comments!and!views!to!come!up!
with!a!wellMcrafted!answer!to!the!Critical!Thinking!
question.!
!
!
!
Teach&
Methodology!
EU:!Foreshadowing!creates!tension!and!anticipation!in!the!
!
reader.!
1. Read!Recognizing!Foreshadowing!Devices!on! EQ:!How!does!foreshadowing!engage!the!reader?!
32
page!___.!Use!the!foreshadowing!devices!in!
Daedalus!and!Icarus!as!examples.!Have!the!
students!recall!their!answers!to!questions!6!
and!7,!Sharing!Insights,!page!___.!!
2. Make!the!students!answer!the!Exercise!on!
page!___!individually!or!in!pairs.!Use!the!
students’!answers!to!clarify!essential!points!
of!the!lesson!and!to!extract!the!EU.!
!
1.!!!This!family!were!situated!in!the!Notch!of!the!White!Hills,!
where!the!wind!was!sharp!throughout!the!year,!and!pitilessly!
cold!in!the!winter—giving!their!cottage!all!its!fresh!inclemency!
before!it!descended!on!the!valley!of!the!Saco.!They!dwelt!in!a!
cold!spot!and!a!dangerous!one;!for!a!mountain!towered!above!
their!heads,!so!steep,!that!the!stones!would!often!rumble!down!
its!sides!and!startle!them!at!midnight.!
!
!!!!!!!The!daughter!had!just!uttered!some!simple!jest!that!filled!
them!all!with!mirth,!when!the!wind!came!through!the!Notch!
and!seemed!to!pause!before!their!cottage—rattling!the!door,!
with!a!sound!of!wailing!and!lamentation,!before!it!passed!into!
the!valley.!For!a!moment!it!saddened!them,!though!there!was!
nothing!unusual!in!the!tones.!But!the!family!were!glad!again!
when!they!perceived!that!the!latch!was!lifted!by!some!
33ulfilme,!whose!footsteps!had!been!unheard!amid!the!dreary!
blast!which!heralded!his!approach,!and!wailed!as!he!was!
entering,!and!went!moaning!away!from!the!door.!
!!!!!!!!.!.!.!The!frankMhearted!stranger!had!just!drawn!his!chair!to!
the!fire!when!something!like!a!heavy!footstep!was!heard!
without,!rushing!down!the!steep!side!of!the!mountain,!as!with!
long!and!rapid!strides,!and!taking!such!a!leap!in!passing!the!
cottage!as!to!strike!the!opposite!precipice.!The!family!held!their!
breath,!because!they!knew!the!sound,!and!their!guest!held!his!
by!instinct.!
!!!!!!!“The!old!mountain!has!thrown!a!stone!at!us,!for!fear!we!
should!forget!him,”!said!the!landlord,!recovering!himself.!“He!
sometimes!nods!his!head!and!threatens!to!come!down;!but!we!
33
are!old!neighbors,!and!agree!together!pretty!well!upon!the!
whole.!Besides!we!have!a!sure!place!of!refuge!hard!by!if!he!
should!be!coming!in!good!earnest.”!
!
2.!!!!!!“I!should!like!to!see!those!old!temples!and!fakirs!and!
jugglers,”!said!the!old!man.!“What!was!that!you!started!telling!
me!the!other!day!about!a!monkey’s!paw!or!something,!Morris?”!!
!!!!!!!!!“Nothing,”!said!the!soldier!hastily.!“Leastways,!nothing!
worth!hearing.”!!
!!!!!!!!!!“Monkey’s!paw?”!said!Mrs.!White!curiously.!!
!!!!!!!!!“Well,!it’s!just!a!bit!of!what!you!might!call!magic,!perhaps,”!
said!the!sergeantMmajor!offMhandedly.!!
!!!!!!!!!.!.!.!“To!look!at,”!said!the!sergeantMmajor,!fumbling!in!his!
pocket,!“it’s!just!an!ordinary!little!paw,!dried!to!a!mummy.”!!
!!!!!!!!!He!took!something!out!of!his!pocket!and!proffered!it.!Mrs.!
White!drew!back!with!a!grimace,!but!her!son,!taking!it,!
examined!it!curiously.!!
!!!!!!!!!“And!what!is!there!special!about!it?”!inquired!Mr.!White,!as!
he!took!it!from!his!son!and,!having!examined!it,!placed!it!upon!
the!table.!!
!!!!!!!!“It!had!a!spell!put!on!it!by!an!old!fakir,”!said!the!sergeantM
major,!“a!very!holy!man.!He!wanted!to!show!that!fate!ruled!
people’s!lives,!and!that!those!who!interfered!with!it!did!so!to!
their!sorrow.!He!put!a!spell!on!it!so!that!three!separate!men!
could!each!have!three!wishes!from!it.”!!
!!!!!!!.!.!.!“Well,!why!don’t!you!have!three,!sir?”!said!Herbert!White!
cleverly.!!
!!!!!!!The!soldier!regarded!him!in!the!way!that!middle!age!is!wont!
to!regard!presumptuous!youth.!“I!have,”!he!said!quietly,!and!his!
blotchy!face!whitened.!!
34
!!!!!!!“And!did!you!really!have!the!three!wishes!granted?”!asked!
Mrs.!White.!!
!!!!!!!“I!did,”!said!the!sergeantMmajor,!and!his!glass!tapped!against!
his!strong!teeth.!!
!!!!!!!“And!has!anybody!else!wished?”!inquired!the!old!lady.!!
!!!!!!!“The!first!man!had!his!three!wishes,!yes,”!was!the!reply.!“I!
don’t!know!what!the!first!two!were,!but!the!third!was!for!death.!
That’s!how!I!got!the!paw.”!!
!!!!!!!His!tones!were!so!grave!that!a!hush!fell!upon!the!group.!
!!!!!!.!.!.!He!took!the!paw,!and!dangling!it!between!his!front!finger!
and!thumb,!suddenly!threw!it!upon!the!fire.!White,!with!a!slight!
cry,!stooped!down!and!snatched!it!off.!!
!!!!!!“Better!let!it!burn,”!said!the!soldier!solemnly.!!
!!!!!!“If!you!don’t!want!it,!Morris,”!said!the!old!man,!“give!it!to!
me.”!!
!!!!!!!“I!won’t,”!said!his!friend!doggedly.!“I!threw!it!on!the!fire.!If!
you!keep!it,!don’t!blame!me!for!what!happens.!Pitch!it!on!the!
fire!again,!like!a!sensible!man.”!!
!!!!!!.!.!.!“Hold!it!up!in!your!right!hand!and!wish!aloud,’!said!the!
sergeantMmajor,!“but!I!warn!you!of!the!consequences.”!!
!!!!!!!“Sounds!like!the!Arabian!Nights,”!said!Mrs!White,!as!she!
rose!and!began!to!set!the!supper.!“Don’t!you!think!you!might!
wish!for!four!pairs!of!hands!for!me?”!!
!!!!!!!!Her!husband!drew!the!talisman!from!his!pocket!and!then!
all!three!burst!into!laughter!as!the!sergeantMmajor,!with!a!look!
of!alarm!on!his!face,!caught!him!by!the!arm.!!
!!!!!!!!“If!you!must!wish,”!he!said!gruffly,!“wish!for!something!
sensible.”!!
Teach&
35
Methodology!
EU:!The!value!of!a!theatrical!work!lies!in!the!pleasure!and!
!
enjoyment!it!brings!its!audience,!not!in!the!grandeur!or!
1. Begin!the!lesson!by!posing!the!questions!in! elaborateness!of!its!production.!
Unveil(What(You(Know.!Ask!the!students!to!
EQ:!Where!does!the!value!of!a!theatrical!work!lie?!
share!and!discuss!their!responses.!Steer!the!
discussion!to!focus!on!the!extravaganza!and! Answers!to!Sharing(Insights!questions!
elaborateness!of!certain!stage!productions.!
1. Cicero!disliked!the!performances!presented!at!the!
Have!the!students!comment!on!how!spectacle!
dedication!of!the!new!theater!because!they!were!too!
or!grandeur!contributes!or!takes!away!from!
elaborate!and!pretentious.!He!felt!that!watching!them!
the!substance!of!such!productions!and!how!it!
was!a!waste!of!time.!
affects!audience!response.!
!
2. Connect!the!students’!comments!to!the!next!
2. Answers!may!vary.!(Possible!answer:!Certain!movies!
reading!selection,!Cicero’s!On(the(Theater,!on!
and!television!shows!resort!to!overuse!of!melodrama!or!
pages!____!.!Before!asking!the!students!to!read!
visual!effects.!Much!of!the!substance!of!the!films!or!
the!selection,!have!them!read!the!information!
shows!is!lost!in!the!artifice!of!these!effects!and!
about!Roman!theater!in!For(Your(Information!
melodrama.)!
and!about!Cicero!in!Understand(Author’s(
!
Profile.!Then!have!them!read!the!questions!in!
3. Yes,!Cicero!and!Marius!had!common!tastes.!Phrases!to!
Underscore(a(Motive(for(Reading!and!remind!
support!the!answer:!!
them!to!keep!these!in!mind!as!they!read!the!
• If(your(taste(is(anything(like(mine,(you(would(not(have(
selection.!
enjoyed(them.(
3. To!help!the!students!understand!the!selection!
• All(possibility(of(relaxed(enjoyment(was(destroyed(by(
more!clearly,!ask!them!to!find!the!meaning!of!
the(huge(scale(of(production(–(a(production(I(am(sure(
the!words!in!Unlock(the(Meaning(of(Words.!
you(must(feel(no(pain(missing.(
!
• All(of(this(was(there,(and(caused(much(enthusiasm(
4. Ask!the!students!to!answer!the!questions!in!
among(the(people(–(an(enthusiasm(I(know(you(could(in(
Sharing(Insights.!!
no(way(share.(
!
• You(have(shown(such(contempt(for(the(gladiators(that(
!
I(cannot(imagine(that(you(regret(having(missed(them.!
!
!4.!Phrases!that!show!Cicero’s!intelligence!or!!
36
!
!
!!!!!wit!include!the!following:!
! If(you(missed(the(games(because(of(ill(health,(you(were(
more(lucky(than(wise.(But(if(you(were(feeling(well,(and(
decided(that(these(much(admired(spectacles(are(not(worth(
attending,(you(deserve(double(congratulations(–(for(your(
good(health(and(for(your(good(sense(in(staying(away(from(
this(overrated(affair.(
! After(all,(you(can(see(Oscan(comedy(any(time(you(attend(
the(meetings(of(your(village(council.(
! The(mob(was(much(impressed,(but(not(much(pleased(–(in(
fact,(the(result(was(a(kind(of(compassion,(coupled(with(a(
feeling(that(the(huge(beasts(have(some(kind(of(fellowship(
with(the(human(race.(
1.!Pose!the!Critical!Thinking!questions!on!page!___.!Have!the!
students!discuss!and!list!down!the!main!points!expressed!by!
Cicero!in!his!letter.!Instruct!the!students!to!respond!to!these!
points!when!they!write!their!answer!to!Cicero.!
2.!Ask!the!students!to!share!their!letters!in!class.!
(
(
Teach&
Methodology!
!
1.!Using!Cicero’s!On(the(Theater,!segue!to!a!discussion!of!the!
literary!skill!on!page!____.!!
!
!2.!Check!the!students’!understanding!of!the!lesson!by!
having!them!point!out!how!the!ancient!works!of!Palestinian!
EU:!Works!of!literature!reflect!their!times.!
EQ:!How!valuable!as!historical!documents!are!works!of!
literature?!
!
!
37
literature!and!Greek!literature,!which!they!have!learned!in!
Lesson(1!and!Lesson(2,!reflect!the!historical,!cultural,!social,!
political,!or!economic!context!of!the!period!in!which!works!
were!written.!Have!them!also!cite!other!examples!of!
literary!works!!which!may!be!considered!historical!!
documents.!Guide!their!answers!to!include!El(
Filibusterismo,!Noli(Me((Tangere,!etc.!
!
!3.!Have!the!students!do!the!Exercise!on!page!____.!Use!their!
answers!to!clarify!!points!of!the!lesson.!!
1.!a.!Cicero!wrote!his!letter!to!Marcus!Marius!
!!!!!!!!in!55!B.C.!
!!!!b.!Cicero’s!work!reflects!the!following!about!
!!!!!!!!his!time:!
!!!!!!!!1)!Games!and!spectacles!were!a!major!
!!!!!!!!!!!!!part!of!Roman!life.!
!!!!!!!!2)!Stage!performances!and!presentations!
!!!!!!!!!!!!!were!marked!by!excess,!grandeur,!and!
!!!!!!!!!!!!!hugeMscale!production.!
!!!!!!!!3)!Village!meeting!councils!turned!into!
!!!!!!!!!!!!comedies!of!sorts!(probably!with!
!!!!!!!!!!!!the!village!officials!making!speeches!
!!!!!!!!!!!!like!actors).!
!!!!!!!4)!Gladiatorial!combats!and!wildManimal!
!!!!!!!!!!!!hunts!were!a!source!of!entertainment.!
!!!!!!!5)!The!bureaucracy!exerted!influence!
!!!!!!!!!!!!even!in!the!kind!of!entertainment!that!
!!!!!!!!!!!!the!people!should!see.!
!!!!c.!Rome!is!no!longer!an!empire.!It!is!now!the!
!!!!!!!!capital!city!of!Italy!and!the!seat!of!the!
!!!!!!!!papacy.!Like!any!major!city!in!the!world,!
!!!!!!!!Rome!is!prone!to!pollution!and!traffic.!
!!!!!!!!Remnants!of!its!greatness!are!seen!in!the!
!!!!!!!!monuments!such!as!the!Pantheon!and!the!
!!!!!!!!Colosseum.!Rome!boasts!of!many!!!
!!!!!!!!theatres,!concert!halls,!museums,!and!one!
!!!!!!!!of!the!best!opera!houses!in!Italy.!
!
2.!a.!Cicero!was!around!51!years!old.!
!!!!b.!His!comments!suggest!his!displeasure!with!
38
!!!!!!!!the!bureaucracy!and!how!it!interfered!in!
!!!!!!!!people’s!lives.!They!also!suggest!his!
!!!!!!!!displeasure!with!the!extravagance!and!
!!!!!!!!excess!that!were!prevalent!in!Rome!during!
!!!!!!!!his!time.!
!!!!c.!He!felt!that!his!life!was!not!worth!living.!
!!!!!!!!He!felt!that!he!had!nothing!to!gain!by!
!!!!!!!!continuing!to!work.!
!
3.!Cicero’s!work!is!important!in!that!it!gives!
!!!!!presentMday!readers!glimpses!of!what!it!
!!!!!was!like!living!in!Rome!of!Cicero’s!time.!
!!!!!!!!!!!!!!!
!
Teach&
Methodology!
!
1.!Have!the!students!read!the!Vocabulary!
!!!!lesson!on!page!____.!!
!
2.!Engage!the!students’!interest!by!asking!
!!!!them!to!give!other!examples!of!!
!!!!expressions!from!Greek!and!Roman!!
!!!!legends,!which!are!used!in!the!modern!!
!!!!English!language.!Have!them!give!the!!
!!!!meaning!and!origin!of!these!expressions,!
!!!!and!use!them!in!sentences.!(Examples!
!!!!may!include:!Pandora’s!box,!Achilles’!
!!!!heel,!herculean,!titanic,!apple!of!discord,!!
EU:!Greek!and!Roman!legends!have!enriched!the!modern!
English!language.!
EQ:!How!have!the!Greek!and!Roman!legends!influenced!the!
English!language?!
!
Exercise!A!
1.!a!complicated!network!or!series!of!steps!and!
!!!!procedures!
2.!something!fearsome,!harmful,!and!!
!!!!destructive!!
3.!an!intricate!arrangement!of!passages!and!
!!!!corridors!
39
!!!!etc.)!
!
3.!Make!the!students!do!the!Exercises!on!!
!!!!page!____.!Use!the!students’!answers!to!
!!!!clarify!essential!points!of!the!lesson.!
!!!!!
!
!!!!!!!!!!!!!
!
!
4.!an!inner!fear!(just!as!the!Minotaur!inflicted!
!!!!fear!among!the!people)!!
!
Exercise!B!
1.!Meaning:!the!ability!to!succeed!easily!at!
!!!!!!!!!!!!!!!!!!!!!!everything!someone!does!
!!!!!!!!!!!!!!!!!!!!!!(macmillandictionary.com)!
!!!!Origin:!the!myth!of!King!Midas!who!can!turn!
!!!!!!!!!!!!!!!!!everything!he!touches!into!gold!
!!!!Sentence:!Bill!Gates!must!have!the!Midas!!
!!!!!!!!!!!!!!!!!!!!!!touch.!
!
2.!Meaning:!devilish!persons!
!!!!!!!!!!!!!!!!!!!!!!(the!freedictionary.com)!
!!!!Origin:!the!mythical!watchdog!Cerberus!!
!!!!!!!!!!!!!!!!!which!guarded!Hades!or!the!!
!!!!!!!!!!!!!!!!!underworld!
!!!!Sentence:!Don’t!let!greed!turn!you!into!
!!!!!!!!!!!!!!!!!!!!!!hounds!of!hell.!
!
3.!Meaning:!unbelievably!delicious!delicacies!
!!!!!!!!!!!!!!!!!!!!!!(the!hellenictimes.com)!
!!!!Origin:!nectar!and!ambrosia!which!the!gods!
!!!!!!!!!!!!!!!!!on!Olympus!ate!
!!!!Sentence:!This!exotic!dish!is!food!of!the!!
!!!!!!!!!!!!!!!!!!!!!!!gods.!
!
4.!Meaning:!an!opponent!or!enemy!that!is!very!
!!!!!!!!!!!!!!!!!!!!!!difficult!to!defeat!!
!!!!!!!!!!!!!!!!!!!!!!(40ulfilmMwebster.com)!
40
!!!!Origin:!Nemesis,!the!goddess!of!vengeance!
!!!!Sentence:!Lex!Luthor!is!Superman’s!nemesis.!
!
5.!Meaning:!a!persistent,!irrational!fear!of!a!!
!!!!!!!!!!!!!!!!!!!!!!specific!object!or!situation!
!!!!!!!!!!!!!!!!!!!!!!(dictionary.com)!
!!!!Origin:!Phobos,!who!always!accompanied!his!
!!!!!!!!!!!!!!!!!father!Ares,!the!god!of!war,!in!battle!
!!!!!!!!!!!!!!!!!and!inflicted!fear!
!!!!Sentence:!He!has!a!phobia!of!heights.!
!
6.!Meaning:!between!equally!undesirable!
!!!!!!!!!!!!!!!!!!!!!!alternatives!
!!!!!!!!!!!!!!!!!!!!!!(collinsdictionary.com)!
!!!!Origin:!Scylla!and!Charybdis,!two!sea!!
!!!!!!!!!!!!!!!!!monsters!on!opposite!sides!of!!
!!!!!!!!!!!!!!!!!narrow!waters,!threatening!and!
!!!!!!!!!!!!!!!!!devouring!sailors!!
!!!!Sentence:!The!old!man,!facing!a!difficult!
!!!!!!!!!!!!!!!!!!!!!!choice,!found!himself!between!
!!!!!!!!!!!!!!!!!!!!!!the!devil!and!the!deep!blue!sea.!
!!!!!!!!!!!!!!!!!!!!!!!!!
Teach&
Methodology!
!
1.!Read!and!discuss!Using(Background(Knowledge(to(Process(
Information(on!page!____.!
!
2.!Check!the!students’!understanding!of!the!lesson!by!
EU:!Making!connections!between!what!one!reads!and!what!one!
already!knows!is!crucial!to!comprehension!and!to!the!
processing!of!information.!
EQ:!What!role!does!background!knowledge!play!in!
comprehension!and!in!the!processing!of!information?!
!
41
having!them!do!the!Exercise!on!page!____.!Use!their!answers! Answers!to!the!Exercise!
to!clarify!essential!points!of!the!lesson.!!
Answers!may!vary.!
(
!
1.!Possible!answer:!Generally,!seeing!an!airplane!in!flight!for!the!
first!time!happens!in!the!earlier!years!of!a!person’s!life,!when!he!
or!she!is!younger;!therefore,!the!experience!would!be!startling,!
causing!awe!and!wonder!at!how!an!object!its!size!could!achieve!
flight.!It!fills!one!with!a!desire!to!soar!and!fly.)!
!
2.!a.!Possible!answer:!It!is!true!that!while!we!!
!!!!!!!!!have!the!ability!to!do!great!and!amazing!
!!!!!!!!!things,!we!have,!at!times,!also!used!our!!
!!!!!!!!!abilities!to!harm!others!and!ourselves,!or!
!!!!!!!!!to!put!others!or!ourselves!in!danger,!!
!!!!!!!!!whether!we!intend!it!or!not.!
!
!!!!b.!Dan!Cloer!explains!that!in!our!use!of!our!
!!!!!!!!knowledge!and!abilities,!the!wellMbeing!
!!!!!!!!and!future!of!mankind!must!be!foremost!
!!!!!!!!in!our!minds.!We!must!always!follow!the!
!!!!!!!!ways!of!peace.!
!
3.!Possible!answer:!While!a!number!of!persons!
!!!!or!organizations!have!used!their!knowledge,!!
!!!!abilities,!and!resources!for!the!good!and!
!!!!advancement!of!mankind,!some!have!used!
!!!!theirs!to!invent!and!do!things!that!put!!
!!!!mankind!at!risk,!such!as!nuclear!missiles!and!
!!!!weapons!of!destruction.!
!!!!!!!!!
42
!!!!!!!!!!
!
Teach&
Methodology!
!
1.!Read!and!discuss!the!Speaking!lesson!on!pages!______.!In!
the!course!of!the!discussion,!check!the!students’!grasp!of!
the!lesson!by!having!them!give!their!own!examples!of!the!
different!ways!of!using!utterances!of!invitation,!request,!
and!excuse.!
!
2.!Divide!the!students!into!small!groups!and!have!them!do!
the!Exercise!on!page!____.!
Ask!the!groups!to!comment!on!one!another’s!outputs.!Use!
the!students’!outputs!and!comments!to!clarify!essential!
points!of!the!lesson.!
EU:!Utterances!of!invitation,!request,!and!excuse!require!
appropriate!language!in!order!to!be!proper!and!effective.!
EQ:!What!makes!utterances!of!invitation,!request,!and!excuse!
proper!and!effective?!
!
(not!applicable)!
!
!
!
!
!
!
!
!
!
Teach&
Methodology!
!
1.!Introduce!the!lesson!by!showing!a!video!or!film!clip!and!
having!the!students!identify!its!purpose!and!assess!its!value!
and!effectiveness!according!to!its!purpose.!
!
2.!Segue!to!the!Listening/Viewing!lesson!on!page!____.!
EU:!The!value!and!effectiveness!of!a!visual!work!is!measured!by!
the!relevance!and!43fulfillment!of!its!purpose.!!
EQ:!By!what!standards!are!the!value!and!effectiveness!of!a!
visual!work!measured?!
!
(Answers!depend!on!the!selected!videos!or!film!clips.)!
43
!
!
3.!Check!the!students’!understanding!of!the!lesson!by!doing! !
the!Exercise!on!page!____.!
The!students!may!be!asked!to!work!alone!or!in!pairs.!
!
4.!Ask!the!students!to!share!and!discuss!their!answers!in!
class.!Use!their!answers!and!discussion!to!clarify!essential!
points!of!the!lesson.!!
!
SEE!ATTACHED!LINKS!TO!SUGGESTED!VIDEOS.!
Teach&
Methodology!
!
1.!Discuss!the!Grammar!lesson!on!page!___.!
!!!!Check!and!improve!the!students’!grasp!of!
!!!!the!lesson!by!having!them!write!or!recite!
!!!!their!own!sentences!using!singleMword!
!!!!adverbs,!adverbial!phrases,!and!adverbial!
!!!!clauses.!
!
2.!Make!the!students!answer!the!Exercises!
!!!!on!pages!____.!Use!the!students’!answers!
!!!!to!clarify!essential!points!of!the!lesson.!
!
!
EU:!Verb!modification!improves!the!quality!of!a!sentence!and!
makes!the!meaning!of!a!sentence!clearer.!
EQ:!What!does!verb!modification!do!to!a!sentence?!
!
Exercise!A!
1.!not!–!W;!by!land!or!water!–!P!
2.!there!–!W;!with!his!son,!Icarus!–!P!!
3.!toward!unknown!arts!–!P!!
4.!out!–!W;!in!order!–!P;!as!his!son!watched!–!C!
5.!gently!–!W;!like!wings!–!P!
6.!not!–!W;!with!his!downfall!–!P!
7.!to!feel!the!yellow!wax!–!P!
8.!always!–!W;!around!–!W!
9.!intently!–!W;!whenever!his!father!worked!–C!
10.!in!the!moving!air!–!P;!to!teach!his!son!–!P!!
11.!up!–!W;!in!absolute!amazement!–!P!!
44
12.!high!–!W;!over!Samos!–!P;!
!!!!!!while!the!shepherd!watched!–!C!!
!
Exercise!B!(Answers!may!vary.)!
!
Possible!answers:!
1.!Daedalus!built!the!labyrinth!to!hide!!
!!!!Minotaur.!
2.!Minotaur!could!not!escape!from!the!
!!!!labyrinth!because!it!had!many!confusing!
!!!!passageways.!
!
3.!Daedalus!and!Icarus!were!imprisoned!in!a!
!!!!high!prison!tower.!
4.!Daedalus!built!wings!for!him!and!his!son!to!
!!!!escape!from!their!prison!tower.!
5.!Daedalus!worked!hard!until!the!wings!were!
!!!!done.!
6.!Daedalus!kissed!his!son!before!they!soared.!
7.!Icarus!soared!higher!and!the!wax!melted!!
!!!!in!the!sun’s!heat.!
8.!Icarus!fell!into!the!dark!water!as!he!had!
!!!!nothing!to!take!hold!of.!
9.!Daedalus!looked!for!his!son’s!body!
!!!!frantically.!!!
10.!The!dark!water!was!called!Icarian!to!
!!!!!!keep!Icarus’!memory!alive.!!!
!
!
45
Teach&
Methodology!
!
1.!Introduce!the!Performance(Task!described!on!page!_____.!
Explain!to!the!students!that!they!will!use!the!Writing!Exercise!on!
page!____!to!complete!the!assigned!task.!!
!
2.!Segue!to!the!Writing!lesson!on!pages!___.!!
!
!
!
!
!
!
!
!
(
EU:!A!commentary!aims!to!make!the!reader!see!what!the!
writer!sees!about!a!specific!piece!of!work,!a!social!issue,!or!
a!topic!of!interest.!
EQ:!In!what!way!does!the!writer!of!a!commentary!
communicate!with!the!reader?!
!
1.!Facilitate!the!Writing!exercise!by!following!the!steps!on!
page!___.!!
!
students!with!feedback!that!can!improve!the!quality!of!
their!written!outputs.!
!
4. Have!the!students!read!and!comment!on!each!
other’s!work.!!
!
!
!
!
Teach&
Methodology!
1.!Have!the!students!accomplish!the!task!described!on!page!___!by!completing!the!Writing(Exercise!on!page!___.!
3.!Select!the!bestMwritten!commentaries!to!be!read!in!front!of!the!whole!class.!Have!the!class!exchange!their!comments!about!
the!commentaries.!
46
Teach&
Methodology!
!
Knowledge!
1.!To!help!the!students!answer!the!first!question!in!
Revisiting!the!Essential!Questions,!ask!them!to!go!over!the!
two!reading!selections!in!Lesson!3.!Have!them!also!go!over!
their!answers!to!the!Exercise!on!page!____.!(Check!the!page!
Literary!Skill!–!historical!approach.)!
!
Application!
2.!Have!the!students!answer!the!second!question,!by!
imagining!themselves!as!Ovid!or!Cicero!living!in!our!
presentMday!world!as!Filipinos.!
!
Reflection!
3.!Pose!the!third!question.!Connect!it!to!the!Big!Question!on!
page!___.!!
!
!
!
!
1.!Possible!answers:!
!!!!!!!!From!Ovid’s!Daedalus!and!Icarus!
The!ancient!Romans!shared!mankind’s!
!!!!!fascination!with!flight.!
The!common!people!of!ancient!Rome!
!!!!!were!fishermen,!farmers,!and!!
!!!!!shepherds.!!
Farmers!in!ancient!Rome!used!the!
!!!!!ploughshare!(a!sharp,!wedged!farming!
!!!!!tool!made!of!steel).!
!!!!!!!!From!Cicero’s!On!the!Theater!
Games!and!spectacles!were!a!major!
!!!!!!!!!!!!!part!of!Roman!life.!
Stage!performances!and!presentations!
!!!!!were!marked!by!excess,!grandeur,!and!
!!!!!hugeMscale!production.!
Village!meeting!councils!turned!into!
!!!!!comedies!of!sorts!(probably!with!
!!!!!the!village!officials!making!speeches!
!!!!!!like!actors).!
Gladiatorial!combats!and!wildManimal!
!!!!!were!a!source!of!entertainment.!
The!bureaucracy!exerted!influence!
!!!!!even!in!the!kind!of!entertainment!that!
!!!!!the!people!should!see.!
!
47
!
!
digital!age!(Internet,!text!messaging,!
!!!!!cellphones,!laptops,!tablets,!etc.)!
growth!of!urban!centers!(shopping!
!!!!!centers,!malls,!skyway,!infrastructure,!!
!!!!!etc.)!
conflict!in!Mindanao!
insurgency!in!the!countryside!
poverty!and!unemployment!
corruption!in!government!
migrant!workers!
global!warming,!harsh!climate,!floods!
!
3.!(Answers!may!vary.)!
!!!!Some!works!of!literature!clearly!and!
!!!!explicitly!reflect!the!history,!culture,!and!!
!!!!society!of!their!times.!Others!subtly!or!
!!!!implicitly!capture!prevailing!artistic!trends!!
!!!!or!styles.!Others!reflect!the!ways!of!
!!!!thinking,!beliefs,!or!aspirations!of!people.!
!!!!!!!!!
Strategies!
1.!For!the!first!and!second!questions,!have!the!students!work!
individually!or!in!pairs,!and!ask!them!to!share!and!discuss!their!
answers!in!class.!!
2.!For!the!third!question,!use!Philosophical!
!!!!Chairs!as!discussion!strategy.!!
48
!!!!a.!Divide!the!class!into!two!groups!M!the!first!!
!!!!!!!!group!consisting!of!students!who!think!!
!!!!!!!!that!all!!works!of!literature!reflect!the!!
!!!!!!!!history,!culture,!and!society!of!their!times,!
!!!!!!!!!and!the!second!group!consisting!of!those!
!!!!!!!!!who!think!otherwise.!!
!!!!!b.!Make!the!two!groups!sit!on!opposite!
!!!!!!!!!sides!of!the!room!facing!each!other.!Have!
!!!!!!!!!the!students!take!turns!defending!their!
!!!!!!!!!position!with!solid!examples!and!
!!!!!!!!!evidence.!
!!!!!c.!Make!it!clear!to!the!students!that!as!the!
!!!!!!!!!discussion!progresses,!they!may!change!
!!!!!!!!!sides!whenever!they!are!persuaded!by!the!
!!!!!!!!!evidence!or!examples!given.!
!!!!!d.!Facilitate!the!discussion!by!keeping!the!!
!!!!!!!!!!students!on!track!and!by!asking!questions!
!!!!!!!!!!that!will!keep!the!discussion!going.!
!!!!!e.!To!end!the!activity,!have!the!students!!
!!!!!!!!!process!the!views!presented!in!the!!
!!!!!!!!!discussion!and!come!up!with!clearly!
!!!!!!!!!crafted!statements!to!answer!the!third!
!!!!!!!!question.!!
!
!
!
!
!
!
&
49
Lesson&4&
!
!
&
Teach&
Transfer!Goal!
1.!Acts!of!heroism!beget!respect,!trust,!and!adherence!in!others.!
2.!An!understanding!of!the!characteristics!of!an!epic!hero!leads!to!
an!appreciation!of!the!ideals,!values,!and!beliefs!of!a!nation.!
3.!A!life!after!death!implies!a!connection!between!the!quality!of!
one’s!earthly!life!and!the!path!the!human!soul!takes!beyond!
death.!
4.!Recognizing!persona!deepens!the!understanding!and!
appreciation!of!the!sentiments!and!message!expressed!in!poetry.!
5.!Understanding!the!meaning!of!archaic!words!is!essential!in!
appreciating!ancient!works!of!literature.!
6.!A!responsible!and!effective!researcher!chooses!and!uses!
sources!and!information!based!on!quality,!accuracy,!and!
credibility.!!
7.!!
8.!Identifying!discourse!markers!helps!the!listener!understand!
the!relationship!of!ideas!in!an!oral!text.!
9.!Clear!pronounMantecedent!reference!helps!show!how!parts!of!a!
sentence!are!related.!
10.!!
•
Write!with!coherence!
Knowledge!!
Skill!
1.!traits!of!an!epic!hero!
Students(will(be(able(to(:(
1.!recognize!the!traits!of!an!epic!hero!
50
1.!How!do!people!react!or!respond!to!acts!of!heroism?!
2.!What!is!the!value!of!understanding!the!characteristics!
of!an!epic!hero?!
3.!What!implications!does!a!life!after!death!have!on!the!
way!a!person!lives!his!life!on!earth?!
4.!Why!is!it!important!to!recognize!persona!in!poetry?!
5.!What!is!the!importance!of!understanding!the!meaning!
of!archaic!words?!
6.!How!are!sources!and!information!chosen!in!research?!
7.!!
8.!Why!must!a!listener!pay!attention!to!discourse!markers!
in!an!oral!text?!
9.!How!does!clear!pronounMantecedent!reference!improve!
the!quality!of!a!sentence?!
10.!!
2.!persona!in!poetry!
3.!archaic!words!and!their!modern!English!equivalents!
4.!various!text!types!and!sources!of!information!used!in!research!
5.!utterances!of!refusal,!complaint,!and!reprimand!
6.!the!use!of!discourse!markers!in!an!oral!text!!
7.!the!correct!use!of!pronounMantecedent!reference!
8.!transitional!devices!used!to!achieve!coherence!in!a!paragraph!
!
!
2.!identify!persona!in!poetry!
3.!recognize!and!give!the!modern!English!equivalents!of!
archaic!words!
4.!choose!and!use!sources!and!information!effectively!in!
research!!
5.!use!utterances!of!refusal,!complaint,!and!reprimand!
correctly!and!effectively!in!given!situations!
6.!recognize!discourse!markers!when!listening!to!an!oral!
text!
7.!recognize!faulty!pronounMantecedent!reference!
8.!revise!sentences!to!establish!effective!pronounM
antecedent!reference!
9.!effectively!use!transitional!devices!in!writing!a(
paragraph(
Performance!Task!!
The!Department!of!Education!has!announced!a!writing!contest!open!to!all!junior!high!school!students.!Each!grade!level!is!
assigned!a!writing!category,!and!for!Grade!10!students,!the!writing!category!is!opinionMwriting.!Along!with!other!Grade!10!
students,!you!have!been!chosen!to!represent!your!school!in!the!contest.!You!will!choose!from!two!given!statements,!and!you!
will!write!your!opinion!and!reasons!in!a!coherent,!concise,!clear,!and!convincing!paragraph.!!
!
Rubric!
Criteria&
4!
3!
2!
Content&
The!writer’s!stand!
is!very!clear.!The!
writing!is!insightful!
and!shows!careful!
The!writer’s!stand!is!
satisfactorily!clear.!The!
writing!is!mostly!
insightful!and!shows!
The!writer’s!stand!is!
The!writer!does!not!state!any!clear!position.!The!
unclear!and!confusing.!The! thought!in!most!parts.!The!comments!are!not!sup
writing!lacks!insight!and!
the!reasons!stated!are!not!valid!or!convincing.!
careful!thought!in!many!
51
1!
thought.!All!
comments!and!
reasons!stated!are!
valid!and!
convincing.!
careful!thought!in!many!
parts.!Many!of!the!
comments!and!reasons!
stated!are!valid!and!
convincing.!
parts.!Many!of!the!
comments!are!unsupported!
by!reasons,!or!many!of!the!
reasons!stated!are!not!valid!
or!convincing.!
Coherence&
All!parts!of!the!
Most!parts!of!the!
paragraph!
paragraph!fit!together.!
fit!together.!Ideas! Most!of!the!ideas!flow!
flow!smoothly!from! smoothly!from!sentence!
sentence!to!
to!sentence.!The!
sentence.!The!
paragraph!uses!correct!
paragraph!uses!
transitional!devices!in!
transitional!devices! most!parts.!
very!effectively.!
Many!parts!of!the!
The!parts!of!the!paragraph!do!not!fit!together.!Ide
paragraph!do!not!fit!
sentence!to!sentence.!The!paragraph!does!not!use
together.!Many!of!the!ideas! them!incorrectly!in!most!parts.!
do!not!flow!smoothly!from!
sentence!to!sentence.!The!
paragraph!lacks!
transitional!devices,!or!uses!
them!incorrectly!in!many!
parts.!
PronounD
antecedent&
reference&
&
All!pronouns!used!
in!the!sentences!
refer!clearly!and!
logically!to!their!
antecedents.!
Several!pronouns!used!in!
the!sentences!do!not!refer!
clearly!or!logically!to!their!
antecedents.!
Most!pronouns!used!in!
the!sentences!refer!
clearly!and!logically!to!
their!antecedents.!
Most!pronouns!used!in!the!sentences!do!not!refer
antecedents.!
Language&
The!writing!shows! The!writing!shows!
The!writing!shows!some!
The!writing!shows!little!mastery!of!spelling,!gram
and&Writing& evident!mastery!of! adequate!mastery!of!
mastery!of!spelling,!
Conventions& spelling,!grammar,! spelling,!grammar,!
grammar,!agreement,!and!
agreement,!and!
agreement,!and!usage.!
usage.!
usage.!!
Prepared(by(Nicolas(M.(Galvez,(Jr.(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((
Other!Evidence!!
52
1.!Meaningful!and!intelligent!responses!to!questions!posed!in!the!preMreading!activities!and!Sharing(Insights!of!the!selections!
El(Cid((excerpt)(and!Divine(Comedy((excerpt)(
2.!Exercise!on!recognizing!traits!of!an!epic!hero!
3.!Exercise!on!identifying!persona!in!poetry!
4.!Exercise!on!interpreting!archaic!words!
5.!Exercises!on!deriving!information!from!various!text!types!and!sources!
6.!Listening!exercise!to!identify!discourse!markers!
7.!Presentation!of!a!short!play!showing!the!correct!and!effective!use!of!utterances!of!refusal,!complain,!and!reprimand!in!a!
realMlife!situation!
8.!Exercises!on!revising!sentences!to!show!effective!pronounMantecedent!reference!
!
Teach&
Lesson&4&&
The&Dark&Ages&and&the&Middle&Ages:&High&Points&of&
Chivalry&and&the&Church&
Methodology!
!!
1.!Introduce!Lesson(4!by!asking!the!
!!!!students!to!read!the!lesson!introduction!!
!!!!on!page!____.!Add!the!information!in!the!
!!!!Background.!
!
2.!Pose!the!Big(Question!on!page!____.!!
!!!!!Remind!them!to!keep!this!question!in!!
!!!!!mind!as!they!read!the!two!selections!in!
!!!!!Lesson(4.!
!
Background:!!
!
!!!!!The!term!Dark(Ages!originated!from!a!metaphor!used!by!
Petrarch,!renowned!Italian!poet!of!the!14th!century!and!regarded!
as!the!Father(of(Humanism.!Classical!antiquity!ended!with!the!fall!
of!the!Roman!Empire,!and!with!the!light!of!classical!antiquity!
gone,!Petrarch!described!the!centuries!that!followed!as!a!period!
of!darkness!and!gloom.!!
!
!!!!!!History!shows,!however,!that!what!had!been!called!the!Dark(
Ages!was!not!a!period!of!darkness.!Christianity!flourished,!
universities!rose,!and!visual!arts!thrived.!The!period!produced!
great!masterpieces!and!classics!of!literature!that!include!
England’s!Canterbury(Tales!by!Geoffrey!Chaucer,!France’s!The(
Song(of(Roland,!Spain’s!El(Cid,!and!Italy’s!Divine(Comedy!by!Dante!
Alighieri.!!
!
53
!
Teach&
Reading1!!El&Cid&
!
Methodology!
!
1.!a.!Pose!the!questions!in!Unveil(What(You(Know.!Have!the!
students!share!and!!
!!!!!!!!discuss!their!answers!in!class.!!
!!!!b.!Connect!the!students’!answers!to!the!text!in!For(Your(
Information.!!
!!!!c.!Ask!the!students!to!name!other!famous!exiles!in!history.!
Possible!answers!include!Napoleon!Bonaparte,!Dalai!Lama,!and!
Ferdinand!Marcos.!Mention!that!Ovid,!author!of!Daedalus(and(
Icarus,!was!an!exile;!so!was!Dante!Alighieri,!author!of!Divine(
Comedy,!the!second!reading!selection!in!Lesson(4.!!
2.!Segue!to!the!El(Cid!excerpt!on!pages!____!by!mentioning!that!
the!real!El!Cid,!Rodrigo!Diaz!de!Vivar,!was!himself!an!exile.!
3.!Before!making!the!students!read!the!selection,!have!them!
read!the!question!in!Underscore(a(Motive(for!Reading.!Make!
them!also!take!note!of!the!information!in!Understand(Author’s(
Profile.!
4.!Remind!the!students!to!use!context!clues!to!derive!the!
meaning!of!the!words!listed!in!Unlock!(the(Meaning(of(Words!as!
they!read!the!selection.!
5.!Make!the!students!answer!the!questions!in!Sharing(Insights.!
!
(
!
54
EU:!Acts!of!heroism!beget!respect,!trust,!and!adherence!in!
others.!
EQ:!How!do!people!react!or!respond!to!acts!of!heroism?!
1.!a.!devotion!to!family!–!He!made!sure!that!his!wife!and!
daughters!were!safely!!
!!!!!!!!sheltered!in!the!monastery.!It!grieved!him!deeply!to!
leave!his!wife!and!daughters!behind.!
!!!!!b.!generosity!–!He!promised!to!repay!!
!!!!!!!!!fourfold!the!goodness!of!the!monks!who!
!!!!!!!!!took!his!wife!!and!daughters!in!their!care,!
!!!!!!!!!to!repay!twofold!the!men!who!gave!up!!
!!!!!!!!!their!homes!and!estates!to!follow!him.!
!!!!!c.!piety!and!faith!–!He!rode!to!the!Cathedral!
!!!!!!!!!of!Santa!Monica!where!he!prayed!to!God!!
!!!!!!!!!and!the!Virgin!Mary!for!protection,!!!!!
!!!!!!!!!strength,!guidance,!and!good!fortune.!
!!!!!d.!gratitude!–!He!expressed!deep!gratitude!!
!!!!!!!!!to!the!monks!and!his!new!followers.!!
2.!He!entrusted!his!family!to!the!monks!of!the!monastery!of!
San!Pedro!de!Cardeña!under!Abbot!Don!Sancho.!
3.!A!hundred!and!fifteen!knights!gathered!and!joined!
Martin!Antolinez!to!meet!El!Cid!at!the!monastery.!
4.!He!or!she!must!be!upright,!trustworthy,!and!honourable.!
5.!Possible!answers:!Brutus!(Shakespeare’s!Julius(Caesar),!
King!Arthur,!Robin!Hood!–!They!all!had!the!admiration!of!
!
!!!!!!!!discuss!their!answers!in!class.!!
!!!!b.!Connect!the!students’!answers!to!the!text!in!For(Your(
Information.!!
!!!!c.!Ask!the!students!to!name!other!famous!exiles!in!history.!
Possible!answers!include!Napoleon!Bonaparte,!Dalai!Lama,!and!
Ferdinand!Marcos.!Mention!that!Ovid,!author!of!Daedalus(and(
Icarus,!was!an!exile;!so!was!Dante!(Alighieri,!author!of!Divine(
Comedy,!the!!second!reading!selection!in!Lesson(4.!!
2.!Segue!to!the!El(Cid!excerpt!on!pages!____by!mentioning!that!
the!real!El!Cid,!!Rodrigo!Diaz!de!Vivar,!was!himself!an!.!
3.!Before!making!the!students!read!the!!selection,!have!them!
read!the!question!in!Underscore(a(Motive(for!Reading.!!
!!!!Make!them!also!take!note!of!the!!information!in!Understand(
Author’s(Profile.(
4.!Remind!the!students!to!use!context!!clues!to!derive!the!
meaning!of!the!words!listed!in!Unlock!(the(Meaning(of(Words!a!
they!read!the!selection.!
5.!Make!the!students!answer!the!questions!in!Sharing(Insights.!
!
(
!
!
!
!
!
!
55
their!followers:!Brutus,!for!his!honor;!King!Arthur,!for!his!
kindness,!generosity,!and!loyalty;!and!Robin!Hood,!for!
standing!up!against!corruption.!
6.!Possible!answers:!Barack(Obama,!on!the!basis!of!his!
being!the!first!AfricanMAmerican!president!of!the!United!
States;!Lady(Gaga,!on!the!basis!of!her!worldwide!fame!and!
stature!as!singerMsongwriter;!Bill(Gates,!on!the!basis!of!his!
wealth!(partly!from!Microsoft);!Mark(Zucherberg,!on!the!
basis!of!the!global!influence!of!Facebook!!
1.!Pose!the!Critical(Thinking!question!on!page!
!!!____.!Have!the!students!answer!the!question!
!!!in!pairs!or!groups.!
2.!Make!the!pairs!or!groups!share!and!discuss!!
!!!!their!answers!in!class.!!
3.!Facilitate!the!discussion!by!keeping!the!
!!!!students!on!track!and!by!asking!questions!!
!!!!that!will!keep!the!discussion!going.!
4.!End!the!activity!by!asking!the!students!to!
!!!!process!the!comments!and!views!
!!!!presented!in!the!discussion!and!to!come!up!
!!!!with!a!clearly!crafted!answer!to!the!Critical(
((((Thinking!question.!
!
Teach&
Literary!Skill/s!
EU:!An!understanding!of!the!characteristics!of!an!epic!
Recognizing&the&Traits&of&an&Epic&Hero&
hero!leads!to!an!appreciation!of!the!ideals,!values,!and!
Methodology!
beliefs!of!a!nation.!
!
EQ:!What!is!the!value!of!understanding!the!characteristics!
1.!Introduce!the!lesson!by!having!the!students!recall!what!they! of!an!epic!hero?!
have!learned!in!Lesson(2!about!the!epic.!Segue!to!the!Literary(Skill!
Answers!to!the!Exercises!!
section!on!page!____.!!!
!
!
(Answers!depend!on!the!chosen!hero!or!heroine.)!
2.!Engage!the!students’!interest!by!asking!them!to!name!other!
epic!heroes!that!they!know!or!are!familiar!with,!and!have!them! !
point!out!the!traits!that!these!heroes!share!with!Achilles,!Hector,! !
Odysseus,!or!El!Cid.!
(Possible!examples:!LamMang,!Beowulf,!and!Aeneas.)!!
!
3.!Ask!the!students!to!do!the!Exercise!on!page!____.!
!!
(
!
!
Teach&
Reading2!!!
Divine&Comedy&(Excerpt)&
!
Methodology!
!
1.!Have!the!students!reflect!on!the!questions!in!Unveil(What(You(
56
EU:!A!life!after!death!implies!a!connection!between!the!
quality!of!one’s!earthly!life!and!the!path!the!human!soul!
takes!beyond!death.!
EQ:!What!implications!does!a!life!after!death!have!on!the!
way!a!person!lives!his!life!on!earth?!
Know.!Make!them!write!down!and!share!their!answers!in!class.!!
2.!Use!the!students’!responses!to!introduce!the!reading!selection!
on!pages!____.!Familiarize!the!students!with!Dante!and!the!Divine(
Comedy!by!reading!Understand(Author’s(Profile!and!For(Your(
Information!on!page!_____.!!
3.!Ask!the!students!to!read!the!question!in!Underscore(a(Motive(
for(Reading!and!to!keep!the!question!in!mind!as!they!read!the!
selection.!
4.!Have!the!students!use!contextual!clues!to!derive!the!meaning!
of!the!words!listed!in!Unlock(the(Meaning(of(Words.(
(
5.!Make!the!students!answer!the!questions!in!Sharing(Insights.!!
57
1.!The!words!posted!at!the!top!of!the!gate!warned!that!
anyone!who!entered!would!leave!every!hope!behind!
because!he!or!she!was!about!to!enter!a!place!of!eternal!
woe.!
2.!It!must!have!been!the!entrance!to!hell.!
!!!!a.!They!were!“wretched!souls,”!who!“have!!
!!!!!!!!!no!hope!of!death,”!who!“were!much!!
!!!!!!!!!stung!by!gadMflies!and!by!wasps,”!with!
!!!!!!!!!“faces!streaked!with!blood!mingled!with!
!!!!!!!!!tears,!gathered!at!their!feet!by!loathsome!
!!!!!!!!!worms.”!
!!!!b.!“The!heavens!chased!them!out,!nor!does!
!!!!!!!!!the!deep!Hell!receive!them.”!
!!!!c.!The!group!was!taken!“to!the!other!bank,!!
!!!!!!!!into!the!eternal!darkness,!into!heat!and!
!!!!!!!!into!frost.”!
!!!!d.!The!boatman!was!Charon!the!demon,!
!!!!!!!!“with!eyes!of!glowing!coal,”!with!“fleecy!
!!!!!!!!!jaws,”!and!“round!about!his!eyes!were!
!!!!!!!!!wheels!of!flame.”!
!!!!a.!And(the(fifth(angel(blew(his(trumpet,(and(I(saw(a(star(
that(had(fallen(from(heaven(to(earth,(and(he(was(given(the(
key(to(the(shaft(of(the(bottomless(pit;(he(opened(the(shaft(of(
the(bottomless(pit,(and(from(the(shaft(rose(smoke(like(the(
smoke(of(a(great(furnace,(and(the(sun(and(the(air(were(
darkened(with(the(smoke(from(the(shaft.((Revelation(9:1S2,(
NRSV)(
!!!!b.!Then(another(angel,(a(third,(followed(them,(crying(with(
a(loud(voice,(“Those(who(worship(the(beast(and(its(image,(
and(receive(a(mark(on(their(foreheads(or(on(their(hands,((
they(will(also(drink(the(wine(of(God’s(wrath,(poured(
unmixed(into(the(cup(of(his(anger,(and(they(will(be(
tormented(with(fire(and(sulfur(in(the(presence(of(the(holy(
angels(and(in(the(presence(of(the(Lamb.(And(the(smoke(of(
their(torment(goes(up(forever(and(ever.(There(is(no(rest(day(
or(night(for(those(who(worship(the(beast(and(its(image(and(
for(anyone(who(receives(the(mark(of(its(name.”((Revelation(
14:9S11,(NRSV)(
!!!c.!Other!answers!include:!
!!!!!!!!!!!!Luke!16:23M28!
!!!!!!!!!!!!Matthew!22:11M14!
!!!!!!!!!!!!Matthew!25:29M30!
!!!!!!!!!!!!2!Thessalonians!1:5M9!
4.!The!Divine(Comedy!was!written!in!the!early!1300s!while!
Dante!was!in!exile.!It!was!published!years!before!Dante’s!
death!in!1321.!It!belonged!to!the!early!years!of!the!Late!
Middle!Ages!in!Europe!which!were!characterized!by!
popular!uprisings,!civil!wars,!and!religious!upheavals.!It!
must!have!been!Dante’s!purpose!to!use!his!writing!to!
encourage!moral!and!spiritual!conversion!among!the!
people.!
5.!Answers!may!vary.!(Possible!answer:!The!ideas!of!
eternal!happiness!in!heaven!and!of!eternal!damnation!in!
hell!can!help!the!modern!Filipino!reMexamine!his!or!her!
values!in!life!and!
rethink!his!or!her!priorities!toward!a!more!meaningful!
and!fruitful!life!on!earth.)!!!!!!!!!!!
58
1.!Pose!the!Critical(Thinking!question!on!page!___.!!Divide!
the!class!into!two!groups!–!the!first!group!consisting!of!
those!who!agree,!and!the!second!consisting!of!those!who!
disagree.!!
2.!Allot!enough!time!for!the!two!groups!to!discuss!their!
choice!and!their!reasons!among!themselves.!
3.!Have!the!groups!sit!on!opposite!sides!of!the!classroom.!
Let!the!two!groups!exchange!their!arguments!and!
comments.!Facilitate!the!exchange!by!making!sure!that!the!
discussion!does!not!go!off!track.!!
4.!Ask!the!students!to!weigh!all!arguments!and!views!
presented,!and!have!them!make!a!final!choice.!
5.!Process!the!ideas!presented!in!class!to!arrive!at!clearly!
crafted!answers!to!the!Critical(Thinking!question.!
!
!
!
Teach&
Literary!Skill/s!
Identifying&Persona&in&Poetry&
&
Methodology!
!
1.!Begin!the!lesson!by!making!the!students!reread!lines!10M12!
and!lines!31M33!of!the!excerpt!from!Divine(Comedy!on!pages!
_____.!Call!the!students’!attention!to!the!use!of!the!first!person!
“I”,!and!ask!the!students!who!speaks!in!these!lines.!Use!the!
students’!answers!to!segue!to!the!Literary(Skill!lesson!on!page!
EU:!Recognizing!persona!deepens!the!understanding!and!
appreciation!of!the!sentiments!and!message!expressed!in!
poetry.!
EQ:!Why!is!it!important!to!recognize!persona!in!poetry?!
!
a.!The!persona!is!mankind!in!general,!or!a!person!speaking!in!
behalf!of!all!human!beings.!
The!persona!expresses!strong!disapproval!of!how!mankind!
59
____.!
!
2.!Have!the!students!do!the!Exercise!on!pages!_____.!Use!the!
students’!answers!to!clarify!essential!parts!of!the!lesson.!!
(
has!harmed!and!endangered!defenseless!animals.!The!
persona!feels!that!war!is!a!consequence!of!man’s!cruelty!to!
animals.!
!
b.!The!persona!is!the!third!little!pig!in!the!fairy!tale!The(Little(
Pigs,!or!a!person!who,!like!the!third!little!pig,!realizes!the!
error!that!the!first!two!pigs!have!committed.!The!persona!is!
frustrated!at!their!stubbornness!that!has!led!to!their!tragic!
ends.!
!
c.!The!persona!is!a!son!or!daughter,!now!an!adult.!He!or!she!
recalls!his!or!her!indifference!to!his!or!her!father’s!selfless!
actions,!and!blames!his!or!her!youth!for!such!indifference.!
!
Teach&
Vocabulary!Skill!
Interpreting&Archaic&Words&
&
Methodology!
!
1.!Read!and!discuss!with!the!students!the!Vocabulary!lesson!
on!page!____.!Mention!other!examples!of!archaic!words!such!as!
anon!(at!once),!betwixt!(between),!ere!(before),!forthwith!
(immediately),!heretofore!(until!now),!methinks!(I!think),!
twain!(two),!and!withal!(nevertheless).!!
!
2.!Have!the!students!answer!the!Exercise!on!page!____.!!!!!!!!!!!
!
(
EU:!Understanding!the!meaning!of!archaic!words!is!essential!
in!appreciating!ancient!works!of!literature.!
EQ:!What!is!the!importance!of!understanding!the!meaning!of!
archaic!words?!
!
1.!from!where!or!from!which!place!
2.!bound!
3.!stop!(from!walking)!
4.!boat!or!sailing!vessel!
5.!on!which/armored!garment!
6.!that!
7.!look!or!see!
60
8.!you/are!
9.!immediately!after!that!
10.!may/you!
(Source:!http://www.thefreedictionary.com)!
!!!!!
!
!
Teach&
Study!and!Research!Skill!
Deriving&Information&from&Various&Text&Types&and&
Sources(((((
!
Methodology!
!
1.!Read!and!discuss!with!the!students!the!Study(and(Research(!
lesson!on!page!____.!
Have!the!students!give!other!examples!of!traditional!print!
sources!(thesaurus,!yearbook,!book!review,!editorial,!thesis,!
dissertation,!etc.)!and!nonMprint!sources!(interview,!television!
or!radio!broadcast,!microfilm,!etc.)!
2.!Make!the!students!do!the!three!exercises!on!pages!_______.!
The!students!may!work!individually,!in!pairs,!or!in!small!
groups.!
!
!
!
!
!
(
EU:!A!responsible!and!effective!researcher!chooses!and!uses!
sources!and!information!based!on!quality,!accuracy,!and!
credibility.!
EQ:!How!are!sources!and!information!chosen!in!research?!
!
A.!Possible!answers!
!!!!1.!Knights!fought!battles!for!the!purpose!not!!
!!!!!!!of!killing!the!enemy!but!of!capturing!them!
!!!!!!!and!having!ransom!paid!for!their!release.!
!!!!2.!Knighthood!had!to!be!earned!through!
!!!!!!!!a!series!of!steps!that!took!more!than!ten!
!!!!!!!!years.!
!!!3.!An!ideal!knight!was!one!who!lived!up!to!a!!
!!!!!!!code!of!valor!and!chivalry.!
!
B.!Sample!images!!
!
C.!Answers!vary!depending!on!the!topic!of!choice.!
!
61
!
!
Teach&
Speaking!Skill!!!
EU:!Utterances!of!refusal,!complaint,!and!reprimand!require!
Expressing&Refusal,&Complaint,&and&Reprimand&
appropriate!language!in!order!to!be!proper!and!effective.!!
&
EQ:!What!makes!utterances!of!refusal,!complaint,!and!
Methodology!
reprimand!proper!and!effective?!!
!
1.!Read!and!discuss!the!Speaking!lesson!on!pages!______.!Check! Answers!to!the!Exercises!
(not!applicable)!
the!students’!grasp!of!the!lesson!by!having!them!give!their!
!!
own!examples!of!the!different!ways!of!using!utterances!of!
refusal,!complaint,!and!reprimand.!
2.!Divide!the!students!into!small!groups!and!have!them!do!the!
Exercise!on!page!____.!
Ask(the(groups(to(comment(on(one(another’s(outputs.(Use(the(
students’(outputs(and(comments(to(clarify(essential(points(of(the(
lesson.(
!
Teach&
Listening/Viewing!Skill!
!
Methodology!
!
1.!Introduce!the!Listening!lesson!by!having!the!students!read!
the!following!sentences!from!the!second!reading!selection!in!!
Lesson(4.!Make!them!take!note!of!the!words!or!phrases!in!bold!
letters,!and!ask!them!the!role!of!these!words!in!the!sentences.!
!!!!!a.!As!in!autumn!the!leaves!depart!one!
!!!!!!!!!after!the!other.!!
EU:!Identifying!discourse!markers!helps!the!listener!
understand!the!relationship!of!ideas!in!an!oral!text.!
EQ:!Why!must!a!listener!pay!attention!to!discourse!markers!
in!an!oral!text?!
LISTENING&EXERCISE&
!
Theologians!distinguish!the!primary!and!the!secondary!
object!of!the!beatific!vision.!The!primary!object!is!God!
62
!!!!!b.!Master,!what!is!that!which!I!hear,!and!!
!!!!!!!!!what!folk!it!is!that!seems!so!overcome!
!!!!!!!!!with!its!woe?!!
!!!!!c.!Let!us!not!speak!of!them,!but!do!thou!
!!!!!!!!!look!and!pass!on.!
!!!!!d.!Then,with!eyes!ashamed!and!
!!!!!!!!!downcast,!I!refrained!from!speaking.!
!!!!!!e.!Thus!they!go!over!the!dusky!wave,!
!!!!!!!!!!and!before!they!have!landed!on!the!!
!!!!!!!!!!farther!side,!already!on!this!new!!
!!!!!!!!!!throng!is!assembled.!
!
2.!Using!the!students’!answers,!segue!to!the!Listening!lesson!
on!page!____.!
3.!With!the!students,!do!the!Exercise!on!page!____.!Use!the!
students’!answers!to!clarify!essential!parts!of!the!lesson.!
!
!
!
!
!!!!!
!!!!!!!
(
Himself!as!He!is.!The!blessed!see!the!Divine!Essence!by!direct!
intuition,!(1)!and,!(2)!because&of!the!absolute!simplicity!of!
God,!they!necessarily!see!all!His!perfections!and!all!the!
persons!of!the!Trinity.!(3)!Moreover,!(4)!since!they!see!that!
God!can!create!countless!imitations!of!His!Essence,!the!entire!
domain!of!possible!creatures!lies!open!to!their!view,!(5)!
though!indeterminately!and!in!general.!(6)!For&the!actual!
decrees!of!God!are!not!necessarily!an!object!of!that!vision,!
except!(7)!in&as&far&as!God!pleases!to!manifest!them.!(8)!
Therefore!finite!things!are!not!necessarily!seen!by!the!
blessed,!(9)!even&if!they!are!an!actual!object!of!God's!will.!
Still!less!are!they!a!necessary!object!of!vision!(10)!as&long&as!
they!are!mere!possible!objects!of!the!Divine!will.!!
(11)!Consequently!the!blessed!have!a!distinct!knowledge!of!
individual!possible!things!only!(12)!in!so&far&as!God!wishes!
to!grant!this!knowledge.!(13)!Thus,!(14)!if&God!so!willed,!a!
blessed!soul!might!see!the!Divine!Essence!without!seeing!in!
it!the!possibility!of!any!individual!creature!.!.!.!(15)!But!(16)!
in&fact,!there!is!always!connected!with!the!beatific!vision!a!
knowledge!of!various!things!external!to!God,!of!the!possible!
(17)!as&well&as!of!the!actual.!All!these!things,!taken!
collectively,!constitute!the!secondary!object!of!the!beatific!
vision.!
!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!from!Supernatural,character,of,
heaven,and,the,beatific,vision,
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
http://www.newadvent.org/cathen/07170a.htm!
!
(1)!addition! (6)!reason! !
(11)!effect!
63
(2)!reason!
(3)!addition!
(4)!reason!
(5)!contrast!
(7)!explanation!
(8)!conclusion!
(9)!condition! !
(10)!condition!
(12)!explanation!
!
(13)!conclusion!
(14)!condition!
!
(15)!contrast!
!
Teach&
Grammar!Skill!
Achieving&Sentence&Coherence&through&Effective&Use&of&
Pronouns&
&
Methodology!
!
1.!Read!and!discuss!with!the!students!the!Grammar!lesson!on!
pages!____.!!
2.!Check!the!students’!grasp!of!the!lesson!by!having!them!
write!their!own!sentences!that!show!each!type!of!faulty!
reference!and!having!them!revise!these!sentences!to!establish!
clear!pronounMantecedent!relationship.!
3.!Make!the!students!answer!Exercise!A!and!Exercise!B!on!
pages!____.!Use!the!students’!answers!to!clarify!essential!parts!
of!the!lesson.!
!
(
EU:!Clear!pronounMantecedent!reference!helps!show!how!
parts!of!a!sentence!are!related.!!
EQ:!How!does!clear!pronounMantecedent!reference!improve!
the!quality!of!a!sentence?!
!
Exercise!A!
1.!Connie!gave!her!pen!to!Angie.!
2.!Because!his!parents!are!doctors,!he!decided!!
!!!!to!become!a!doctor,!too.!
3.!The!weather!report!says!that!the!weather!
!!!!will!be!fair.!
4.!Our!teachers!say!that!our!class!will!have!a!
!!!!Christmas!presentation.!
5.!I!was!pleased!when!everyone!liked!my!!
!!!!!dress.!
6.!I!went!to!the!library,!but!I!found!nothing!in!!
!!!!the!book!I!was!looking!for.!(OR!I!went!to!the!
!!!!library,!but!I!did!not!find!the!book!I!was!
!!!!looking!for.)!
7.!Because!the!writers!were!affected!by!the!
!!!!war,!their!style!of!writing!changed.!
64
8.!Because!Macbeth!fears!that!Banjo!knows!
!!!!about!the!king,!Banjo’s!death!is!necessary.!
9.!I!like!sailing!because!I!get!plenty!of!sun.!
10.!Before!we!could!taste!the!mango!pies,!a!
!!!!!!family!of!ants!attacked!them.!
!
Exercise!B!!
1.!them!–!The!janitors!cleaned!the!coliseum!
!!!!grounds!as!soon!as!the!spectators!had!left.!
2.!he!–!One!of!the!tourists!told!the!guide,!!
!!!!“You!do!not!know!the!place!well!enough.”!
!!!!(OR!One!of!the!tourists!told!the!guide,!“I!
!!!!!do!not!know!the!place!well!enough.”)!
3.!them!–!They!piled!the!cartons!in!the!garage!
!!!!after!unpacking!the!books.!(OR&They!piled!
!!!!the!books!in!the!garage!after!unpacking!!
!!!!them!from!the!cartons.)!
4.!them!–!The!children’s!task!was!to!wash!the!
!!!!bottles!after!removing!their!labels.!
5.!he!–!Coming!to!the!principal!office,!the!
!!!!mischievous!boy!noticed!that!his!father!was!
!!!!smiling.!(OR!The!mischievous!boy!noticed!
!!!!that!his!father,!coming!to!the!principal’s!
!!!!office,!was!smiling.)!
6.!it!–!My!friend!writes!but!none!of!his!writing!!
!!!!(OR!works)!was!published.!!
7.!That!M!The!rescue!of!stranded!villagers!was!!
!!!!!delayed!because!heavy!rains!fell!throughout!
!!!!!the!night.!(OR!Heavy!rains!that!fell!!
!!!!throughout!the!night!delayed!the!rescue!of!
65
!!!!stranded!villagers.)!
8.!they!M!The!jewelry!saleslady!said!that!the!!
!!!!pieces!of!of!jewelry!were!real.!(OR!The!
!!!!jewelry!saleslady!said!that!the!rings!and!
!!!!necklaces!were!real.)!
9.!it!–!He!is!a!very!wealthy!person!but!he!
!!!!dislikes!spending!any!of!his!money!(OR&
!!!!wealth).!
10.!It!–!International!goodwill,!which!helps!make!a!peaceful!
world,!is!important!to!!
international!trade.!(OR!Helping!make!a!peaceful!world,!
international!goodwill!is!important!to!international!trade.)!
11.!that!–!After!watching!the!paratrooper’s!daring!exploits,!
all!the!children!in!the!crowd!decided!they!wanted!to!be!
paratroopers.!
12.!it!–!His!being!a!conscientious,!hardworking!man!doesn’t!
make!him!popular!among!his!fellow!employees.!(OR!Despite!
being!a!conscientious!and!hardworking!man,!he!is!not!
popular!among!his!fellow!employees.)!
13.!it!–!When!icing!the!cake,!put!some!of!the!icing!on!top!
center!and!spread!it!smoothly!toward!the!edges.!!
14.!it!–!The!final!chapter!implies!that!the!hero!died!a!martyr’s!
death.!
15.!it!–!Most!of!his!bad!spelling!and!sentence!structure!is!due!
to!carelessness.!(OR!Because!of!carelessness,!most!of!his!
spelling!and!sentence!structure!is!not!good.)!
!
!
!
66
Teach&
Writing!Skill!
Writing&with&Coherence&
&
Methodology!
!
1.!Launch!the!Performance(Task!described!on!page!_____.!
Explain!to!the!students!that!they!will!use!Exercise!B!on!page!
____!to!complete!the!assigned!task.!!
2.!Segue!to!the!Writing!lesson!on!pages!___.!!
3.!Have!the!students!do!the!Exercise!on!page!____.!Use!the!
students’!answers!to!clarify!essential!points!of!the!lesson.!
!
!!
!
!
!
(
EU:!Writing!is!effective!when!it!has!coherence.!!
EQ:!How!does!coherence!improve!writing?!!
!
Answers!to!Exercise!
!
1.!The!transition!word!However!links!the!second!sentence!to!
the!first.!The!second!sentence!uses!the!discourse!marker!for!
to!connect!the!two!ideas!in!the!sentence.!
2.!The!first!sentence!is!linked!to!the!second!sentence!through!
the!use!of!him!to!show!correct!pronounMantecedent!
reference.!The!transition!word!Rather!which!introduces!the!
second!sentence!also!links!it!to!the!first.!
3.!Showing!correct!pronounMantecedent!reference,!the!
second!sentence!uses!the!pronoun!these!to!refer!to!the(
threadbare(Sunday(clothes!in!the!first!sentence.!The!second!
sentence!is!also!linked!to!the!first!through!the!use!of!they,!
each(other,!and!their(to!refer!to!Baard!and!the!speaker.!
4.!Showing!correct!pronounMantecedent!reference,!the!
second!sentence!uses!we(and!ourselves!to!link!it!to!the!first!
sentence.!The!second!sentence!also!uses!the!pronoun!these(
two(to!refer!to!intentions(and(deeds(in!the!first!sentence.!The!
third!sentence!is!linked!to!the!second!by!the!transition!word!
But.!
!
!
1.!Facilitate!the!writing!exercise!by!following!the!steps!on!
67
page!___.!!
students!with!feedback!that!can!improve!the!quality!of!their!
written!outputs.!
!
!
!
!
!
Teach&
Performance!task!!
!
Methodology!
1.!Have!the!students!complete!the!task!described!on!page!___!by!doing!Writing(Exercise!B!on!page!___.!
3.!For!each!of!the!two!statements,!divide!the!students!into!two!groups:!the!first!group!composed!of!those!who!agree,!and!the!
second!group!composed!of!those!who!disagree.!Make!the!two!groups!sit!facing!each!other!on!opposite!sides!of!the!room.!
Have!students!from!each!group!take!turns!reading!their!paragraphs.!
Allow!the!two!sides!to!exchange!comments!about!their!opinions!and!views.!
4.!Have!the!students!process!the!learning!experience!they!have!gained!from!completing!the!assigned!task.!!
(
!
Teach&
Revisiting!the!Essential!Questions!
!
Methodology!
!
Knowledge&
!
1.!The!two!excerpts!reflect!the!following!values!and!virtues:!
•
from!El(Cid((excerpt)(
•
chivalry!!
68
1.!Pose!the!first!question!in!Revisiting(the(Essential(Questions.!
To!help!the!students!answer!it,!ask!them!to!go!over!the!two!
reading!selections!in!Lesson(4.!!
!
Application&
3.!Use!the!students’!answers!to!the!first!question!to!segue!to!
the!second!question.!!
!
Reflection&
3.!Pose!the!third!question.!Connect!it!to!the!Big(Question!on!
page!___.!!
(
!
•
•
•
•
•
•
devotion!to!family!
gratitude!
piety!and!faith!
generosity!
loyalty!
courage!
•
•
•
•
from!Divine(Comedy((excerpt)(
(living!a!life!of!goodness!!
divine!justice!
fear!of!God!
!
2.!Answers!will!vary!depending!on!the!students’!personal!
views.!
3.!Answers!may!vary.!
(Possible!answer:!Though!written!more!than!
800!years!ago,!both!El(Cid!and!Divine(Comedy(
depict!values!and!virtues!that!are!universal,!
timeless,!and!meaningful!to!people!of!the!21st!!
century,!especially!the!youth.!
Strategies!
!
1.!Have!the!students!first!reflect!on!the!three!questions!in!
Revisiting(the(Essential(Questions,(and!ask!them!to!write!
down!their!answers!and!comments.!Then!have!them!share!
their!answers!and!comments!with!a!partner!or!a!small!group.!!
2.!Ask!each!pair!or!group!to!present!an!oral!summary!of!their!
answers.!Allow!the!rest!of!the!students!to!express!their!
comments!and!reactions.!
69
3.!Process!the!experience!and!extract!the!EUs.!
!
!
!
Teach&
UNIT!LEARNING!ASSESSMENT!!
!
Methodology!
!
1.!Make!each!student!choose!a!partner.!Allow!the!partners!enough!time!to!discuss!between!themselves!their!answers!to!the!
Synthesis(questions!on!page!___.!!Remind!them!to!take!down!notes!during!their!discussion.!
2.!Then,!working!individually!and!using!the!notes!that!they!have!taken!down,!the!students!should!compose!their!answers!to!
each!of!the!four!Synthesis!questions.!Ask!the!students!to!share!their!answers!in!class.!
3.!Have!the!students!work!individually!in!answering!the!Reflection!questions.!Have!them!go!over!and!recall!all!the!lessons!
and!activities!in!Unit(1!to!help!them!answer!the!questions.!
(
(
!
!
!
!
!
!
!
!
!
!
!
!
70
!
!
&
Lesson&5&
Teach!
Transfer!Goal!
!
1. In!dealing!with!difficult!or!trying!life!experiences,!it!
helps!to!have!someone!who!can!listen!to!your!problems!
or!whose!example!can!be!emulated.!
2. A!text!uses!antithesis!when!it!focuses!on!the!contrast!
between!opposites!in!the!same!statement.!!
3. A!text!uses!irony!when!it!uses!statements!or!situations!
to!show!an!incongruity!between!what!is!said!and!what!is!
meant,!an!incongruity!between!a!character's!perceptions!
and!the!audience's!knowledge,!or!an!incongruity!
between!expected!outcomes!and!actual!outcomes.!
4. Words!can!be!derived!from!a!base!or!root!word!through!
the!addition!of!prefixes!that!create!new!words!with!new!
meanings.!
5. The!effectiveness!of!a!speaker's!devices!rest!in!how!well!
they!accomplish!his!intended!goals,!whether!it!is!to!catch!
attention!or!signal!his!statements.!
6. One!can!express!compliment,!gratitude!and!apology!
through!a!number!of!polite!statements!or!expressions!
that!sincerely!convey!these!emotions.!
7. One!can!quickly!get!a!text's!main!idea!and!its!author's!
Write!a!sonnet.!
71
!
1. How!does!one!get!past!difficult!or!trying!life!
experiences?!
2. How!is!antithesis!used!in!a!text?!
3. How!is!irony!used!in!a!text?!
4. How!can!one!create!new!words!given!only!a!base!or!
root!word?!
5. What!makes!devices!used!by!a!speaker!effective?!
6. How!can!one!express!compliment,!gratitude!and!
apology?!
7. How!can!one!quickly!get!a!text's!main!idea!and!its!
author's!purpose?!
8. What!relationships!between!combined!statements!
can!be!shown!through!subordination?!
9. How!is!a!Petrarchan!sonnet!put!together?!
purpose!by!skimming!over!the!text,!or!lightly!reading!it!
to!focus!on!the!larger!ideas!and!not!the!details.!!
8. Subordination!may!show!certain!relationships!between!
the!combined!statements,!including!time,!place,!cause!
and!effect,!condition!and!contrast.!
9. A!Petrarchan!sonnet!in!the!classical!form!is!divided!into!
two!parts,!an!octave!(eight!lines)!and!a!sestet!(six!lines).!
Knowledge!!
Skill!
1. Definition!of!antithesis!
2. Definition!of!irony!
3. Devices!used!in!communications!
4. Expressions!of!compliment,!gratitude!and!apology!
5. Parts!of!a!Petrarchan!sonnet!
(
!
1. Recognize!antithesis!
2. Recognize!irony!
3. Create!words!through!derivational!prefixes!
4. Evaluate!effectiveness!of!devices!used!by!a!speaker!
5. Express!compliment,!gratitude!and!apology!
6. Skim!to!get!main!idea!and!author's!purpose!
7. Achieve!sentence!unity!in!combined!sentences!
through!effective!subordination!
8. Understand!the!structure!of!a!Petrarchan!sonnet!
Performance!Task!
!
Writing!a!Petrarchan!Sonnet!
!
You!are!a!contributor!for!a!literary!folio!that!celebrates!young!writers.!This!quarter’s!issue!gathers!inspirational!poetry!of!
varied!forms,!for!teenage!readers!to!appreciate!and!learn!from.!You!are!to!write!a!Petrarchan!sonnet!addressing!this!writing!
prompt.!
!
72
Have(you(ever(experienced(a(setback(that(made(you(rethink(certain(aspects(of(your(life(or(personality,(and(thus(motivated(you(to(
improve?(If(not,(have(you(ever(witnessed(a(friend(undergo(the(same?(
!
Aside!from!using!proper!iambic!pentameter!and!rhyme!scheme,!the!sonnet!must!fit!the!traditional!Petrarchan!structure!of!
introducing!a!dilemma!in!its!octave!and!turning!toward!a!solution!provided!in!its!sestet.!The!sonnet!must!also!make!proper!
use!of!antithesis.!
!
Rubric!
!
!
!
!
!
!
Traditional!
Sonnet!uses!
both!proper!
iambic!
pentameter!and!
Petrarchan!
rhyme!scheme.!
Sonnet!uses!
both!proper!
iambic!
pentameter!and!
Petrarchan!
rhyme!scheme.!
Sonnet!uses!
Petrarchan!
rhyme!scheme!
or!proper!
iambic!
pentameter,!but!
not!both.!
Sonnet!fails!to!
use!both!
Petrarchan!
rhyme!scheme!
and!iambic!
pentameter.!
Compelling!
Sonnet!uses!the!
octave!to!
express!a!
dilemma!or!
problem,!and!
the!sestet!to!
provide!the!
solution.!The!
volta!or!turn!
can!clearly!be!
seen!at!the!start!
Sonnet!uses!the!
octave!to!
express!a!
dilemma!or!
problem,!and!
the!sestet!to!
provide!the!
solution.!
Sonnet!
expresses!a!
dilemma!in!the!
octave,!but!does!
not!introduce!a!
solution.!
Sonnet!fails!to!
introduce!a!
dilemma!in!the!
octave,!resulting!
in!no!solution!
being!provided!
as!well.!
73
of!the!sestet.!
Poetic!
Sonnet!uses!
antithesis!
effectively!in!
both!the!octave!
and!the!sestet.!
Antithesis!is!
connected!to!
the!point!being!
delivered!where!
it!is!used.!
Sonnet!contains! Sonnet!contains! Sonnet!does!not!
one!effective!
one!use!of!
make!use!of!
use!of!
antithesis,!but!is! antithesis.!
antithesis,!in!the! not!connected!
octave!or!the!
to!the!point!
sestet.!
being!delivered!
Antithesis!is!
in!the!octave!or!
connected!to!
sestet!where!it!
the!point!being! is!used.!
delivered!in!the!
octave!or!sestet!
where!it!is!used.!
(
!
Other&Evidence&
!
!
1. Substantive!discussion!and!sharing!of!insights!regarding!reading!selections!
2. Speaking,!listening!and!viewing!exercises!
3. Grammar!exercises!
Stage&3:&Learning&Plan&
Methodology!
!
Overview:!!!
!
Renaissance,!literally!meaning!rebirth,!is!the!name!for!the!
era!that!served!as!an!awakening!from!the!slumber!that!was!
the!Dark!Ages.!Economic!changes!were!accompanied!by!
74
cultural!ones,!leading!to!a!chain!reaction!that!resulted!in!
nation!after!nation!finding!itself!anew.!!
!
Europe!began!to!see!a!deliberate!transition!from!the!feudal!
lifestyle,!with!aristocratic!landowners!being!rivalled!by!
swelling!urban!centers!for!the!attention!and!dwelling!of!
their!former!residents.!Trade!and!commerce!began!to!be!
social!forces!in!their!own!right;!local!travel!led!to!increased!
urbanization!and!international!and!even!global!travel!led!to!
the!sharing!of!wealth!and!ideas.!!
!
Indeed,!thanks!to!travel!and!the!invention!of!the!Gutenberg!
printing!press,!ideas!influencing!literature,!culture,!
government!and!even!fashion!would!be!shared!from!nation!
to!nation.!Even!as!each!individual!nation!found!its!own!
unique!new!strength,!society!as!a!whole!embraced!the!idea!
of!humanism!–!the!notion!of!celebrating!human!potential!
and!the!quest!for!human!perfection.!!
!
(
!
Teach!
Methodology!
Activity:!
1. Present!the!unit!Big!Idea,!and!ask!students!what!it!
means!to!them!to!start!over.!What!are!the!negative!and!
positive!connotations!of!this!term?!Have!they!ever!
wanted!to!be!able!to!do!this?!What!appeal!does!“starting!
over”!tend!hold!for!people?!
2. Present!a!brief!overview!of!the!years!connecting!the!
75
wane!of!the!Medieval!Age!with!the!rise!of!the!
Renaissance.!Include!the!topic!of!humanism,!which!in!
the!Renaissance!sense!stands!for!a!belief!in!mankind’s!
potential!to!be!a!citizenry!endowed!with!the!capacity!to!
speak!and!write!eloquently,!thus!empowered!to!
motivate!one!another!to!virtuous!actions.!Connect!
humanism,!in!turn,!to!the!emergent!studia(humanitatis!–!
grammar,!history,!poetry,!and!so!on,!which!collectively!
would!eventually!become!the!humanities.!!
3. What!is!the!connection!between!studia(humanitatis!and!
the!prevailing!belief!in!humanism?!What!is!the!
connection!between!this!and!“starting!over”?!
4. Engage!in!a!brief!overview!of!the!unit,!skimming!the!
lessons!and!acknowledging!that!each!will!have!a!focus!of!
its!own!that!nevertheless!contributes!to!this!big!idea.!
(
!
Teach&
Methodology!
Background:!!
1. Revisit!the!opening!discussion!of!the!era,!touching!on!the! !
notion!of!humanism.!Review!the!importance!of!the!
The!Renaissance!was!not!a!oneMtime!explosion!of!growth,!
“human”!at!the!core!of!humanism.!!
but!a!significant!shift!that!took!place!in!each!European!
2. Ask!why!the!thinkers!and!writers!of!the!era!may!have!
nation!–!occurring!differently!and!resulting!in!a!different!
felt!that!the!human!needed!to!be!focused!on!again.!Bring! worldMaltering!manifestation!in!each.!
the!discussion!to!the!current!era!–!is!there!occasionally!a! !
possible!tendency!to!lose!sight!of!the!importance!of!the! The!earliest!manifestation!of!the!European!Renaissance,!the!
human!person?!What!circumstances!in!the!current!era! Italian!Renaissance!is!characterized!by!a!fundamental!
could!lead!to!losing!sight!of!the!importance!of!the!
individualism,!perhaps!as!a!response!to!the!perceived!
individual?!What!circumstances!of!the!Middle!Ages!may! anarchy!of!the!previous!century.!The!individual,!seemingly!
76
have!been!similar?!
3. Read!the!Background!with!students!and!make!
connections!between!the!Italian!Renaissance!and!their!
own!lives.!
(
forgotten!by!the!progressing!systems!of!religion!and!
government!in!the!previous!eras,!was!once!more!the!focus.!
!
Humanists!such!as!Leonardo!Bruni!started!to!apply!their!
classicism!to!immediate!problems!of!the!era,!finding!the!
history!and!literature!of!Rome!to!be!a!good!source!for!
practical!lessons!and!nourishment!for!their!love!of!country.!
The!Italian!Renaissance’s!enduring!contribution!to!
literature!can!be!most!clearly!seen!in!two!iconic!works.!
These!are!Petrarch’s!Italian!sonnets,!which!serves!as!a!
model!for!courtly!poetry!thanks!to!their!format!and!delicate!
lyricism,!and!Boccaccio’s!Decameron,!which!played!to!
people’s!love!of!realistic!details!and!interest!in!the!human!
experience.!
!
(
!
Teach&
Methodology!
1. Ask!students!to!identify!life!experiences!that!are!difficult!
to!get!over!or!get!past.!If!they!are!comfortable!with!it,!
allow!them!to!share!personal!experiences.!
2. The!EQ!may!then!be!asked!here;!students!may!contribute!
from!their!own!personal!experiences!if!it!suits!them!–!note!
that!this!helps!an!individual!recast!that!experience!as!a!
learning!experience,!not!merely!a!painful!or!potentially!
traumatizing!one.!
3. The!notion!of!getting!help!from!a!confidante!may!come!up;!
77
EU1:!In!dealing!with!difficult!or!trying!life!experiences,!it!
helps!to!have!someone!who!can!listen!to!your!problems!or!
whose!example!can!be!emulated.!
EQ1:!How!does!one!get!past!difficult!or!trying!life!
experiences?!
ANSWERS!TO!SHARING!INSIGHTS!
RECALL!
1. The!poet!notes!that!the!bird!seems!to!be!singing!a!
“sad!tune”!(6).!
2. The!poet!assumes!that!the!bird’s!partner!has!left,!but!
focus!on!the!question!of!what!sort!of!help!a!confidante!can!
has!not!dies!(10!–!“Perhaps!she!lives!whom!you!
offer.!
bewail”).!
4. The!poem!may!then!be!read!out!loud!once,!then!quietly.!
3. The!poet!suggests!that!he!and!the!bird!share!their!
Help!students!process!the!statements!within!the!poem,!
experiences!with!one!another!in!a!conversation!(14!
allowing!them!to!read!it!and!break!it!down!into!persona,!
–!“so!let!us!talk!of!the!past!then,!tenderly”).!
addressee!and!dramatic!situation.!
COMPREHEND!
5. Work!on!the!Sharing!Insights!questions.!Through!this!and!
1. The!poet!assumes!that!the!bird’s!flight!and!singing!
the!discussion!of!the!text,!the!EU!may!be!arrived!at.!
are!out!of!sadness,!possibly!because!it!is!similar!to!
6. Give!the!students!time!to!work!on!the!Critical!Thinking!
the!poet’s!speaking!and!writing!as!expressions!of!
Question.!
emotions.!
2. The!lines!“From!me!have!greedy!death!and!heaven!
snatched!my!dear”!(12M13)!suggest!that!the!poet’s!
beloved!has!passed!away,!leaving!him!alone!like!the!
bird.!
3. The!way!the!author!compares!their!experiences!(10M
11)!and!invites!him!to!discuss!their!experiences!(14)!
suggests!he!sees!the!bird!as!a!companion,!or!at!least!
a!kindred!spirit.!
APPLY!
1. Students’!answers!will!vary!here.!Encourage!them!to!
consider!their!responses!may!be!reflective!of!their!
own!states.!
!
(
1. The!students!may!make!a!brief!profile!for!their!
identified!confidante!as!a!journal!entry!or!artistic!
output,!with!an!accompanying!paragraph!answering!
the!second!question.!!
78
!
!
Teach&
Methodology!
1. Present!the!metaphor!of!a!coin!to!students.!Why!is!the!coin!
a!common!symbol!for!arguments!as!well!as!people’s!
personalities?!
2. Focus!on!the!nature!of!a!coin!having!two!sides.!Discuss!
briefly!the!poetic!nature!of!these!two!sides!belonging!to!the!
same!body.!!
3. Present!the!EQ!and!connect!the!concept!of!antithesis!to!
having!these!two!directlyMopposing!sides!be!part!of!the!
same!body.!!
4. Read!the!section,!revisiting!Sonnet!307.!See!if!students!can!
find!any!other!antithetical!combinations.!You!may!also!
present!some!proverbs!or!Biblical!examples!that!use!
antithesis.!These!will!help!illustrate!and!reach!the!EU.!
5. Allow!the!students!to!perform!the!exercise.!
EU2:!A!text!uses!antithesis!when!it!focuses!on!the!contrast!
between!opposites!in!the!same!statement.!
EQ2:!How!is!antithesis!used!in!a!text?!
1. The!contrasting!ideas!of!humanity!and!divinity!are!
presented,!and!associated!with!making!mistakes!and!
forgiving!them!respectively.!!
2. The!positive!idea!of!sweetness,!and!the!negative!idea!of!
sorrow,!are!put!together!here.!
3. The!miserable!state!of!mind!results!from!the!
contrasting!ideas!of!few!things!to!desire!(positive),!but!
many!things!to!fear!(negative).!
4. The!contrast!here!is!between!fools!and!angels,!and!
what!they!tend!to!do.!!
5. The!contrasting!elements!of!fire!and!ice!are!used!to!
illustrate!opposite!effects!of!the!same!person!on!the!
speaker.!
6. The!main!contrast!here!is!in!the!weakness!of!the!
person’s!body!and!the!strength!of!his!spirit.!
7. The!contrast!here!is!between!the!quiet!atmosphere!and!
the!immense,!loud!explosion.!
8. The!main!contrast!illustrated!across!several!lines!is!
twofold:!between!rich!and!idolized!Richard!Cory!and!
the!poor!observers/townspeople,!and!between!Richard!
Cory’s!successful,!beloved!public!persona!and!his!
suicidal!actual!self.!
79
!
Teach&
Methodology!
1. Ask!the!students!if!they!are!familiar!with!the!notion!of!
sacrifice!in!stories.!What!tends!to!lead!to!characters!
making!sacrifices?!What!outcomes!tend!to!happen!as!a!
result!of!the!sacrifices!made?!
2. Review!the!events!of!the!text!and!what!outcome!each!
significant!action!led!to.!This!step!is!important!since!
quite!a!bit!happened!in!this!text.!
3. Revisit!the!first!question!in!light!of!this!specific!text.!
4. Answer!and!discuss!the!Sharing!Insights!questions.!
5. Tie!the!behaviour!of!Federigo!and!Monna!into!the!
Italian!Renaissance’s!celebration!of!the!individual.!
What!strengths!of!a!person!are!shown!here?!What!
weaknesses?!!
EU3:!The!incidents!that!happen!later!in!the!story!are!
unexpected!because!the!preceding!events!are!supposed!to!
lead!to!their!opposites.!
EQ3:!Why!are!the!turns!of!events!in!the!story!unexpected?!
Answers!to!Sharing(Insight!questions!
RECALL!
• Federigo!was!a!young!gentleman!from!Tuscany!who!
was!deeply!in!love!with!a!married!lady!named!Monna.!
He!spent!beyond!his!means!in!trying!to!win!her!over,!
and!thus!used!up!his!fortune.!
• Federigo!became!friends!with!Monna’s!son!when!they!
spent!the!summer!living!in!an!estate!near!his.!
• Monna!visited!Federigo!to!try!and!ask!for!his!falcon,!
which!her!son!had!asked!for.!
• Federigo!had!the!problem!of!needing!to!prepare!
something!notable!for!his!esteemed!guest;!he!solved!
this!problem!by!roasting!the!falcon!and!serving!it!as!a!
fancy!meal.!
• Since!the!falcon!was!perceived!to!be!essential!to!
Monna’s!son’s!wellMbeing,!roasting!it!deprived!the!son!
of!having!the!falcon!and!may!have!contributed!to!his!
death.!
• Monna!was!saddened!by!the!fact!that!it!may!have!led!to!
her!son’s!death,!but!did!not!blame!Federigo!and!in!fact!
developed!a!deep!appreciation!for!Federigo’s!sacrifice.!
• This!sacrifice!turned!out!to!be!for!the!best!since!
80
Monna’s!deep!appreciation!for!Federigo!led!her!to!
choose!to!marry!him!later!on.!
INTERPRET!
• This!focuses!on!the!importance!of!the!person!
behind!the!possessions!rather!than!on!the!
possessions!themselves;!Monna!chooses!Federigo!
because!of!his!earnest!generosity!of!spirit,!
something!that!she!might!not!find!in!a!wealthy!man.!
!
!
(
1. This!is!best!approached!as!a!journal!question!due!to!the!
possibly!private!nature!of!some!of!the!answers.!!
!
!
Teach&
Methodology!
1. Open!with!a!quick!talk!soliciting!reactions!to!the!
saying,!“Expect!the!unexpected.”!What!
‘unexpected’!things!are!people!warned!about!
here?!Allow!students!to!share!experiences.!
2. At!this!point!answers!will!most!likely!focus!on!
preparing!for!unforeseen!obstacles!or!sudden!
outcomes.!Shift!the!topic!to!a!different!sort!of!
unexpected!outcome!–!a!turnout!that!is!the!
opposite!of!what!is!intended,!for!one!reason!or!
EU4:!A!text!uses!irony!when!it!uses!statements!or!situations!to!
show!an!incongruity!between!what!is!said!and!what!is!meant,!
an!incongruity!between!a!character's!perceptions!and!the!
audience's!knowledge,!or!an!incongruity!between!expected!
outcomes!and!actual!outcomes.!
EQ4:!How!is!irony!used!in!a!text?!
Answers!to!exercise:!
!
1. One!ironic!instance!is!in!the!brother’s!plan!to!avoid!
81
another.!Students!may!connect!more!if!they!share!
their!personal!experiences!as!well.!!
3. Connect!these!experiences!to!the!concept!of!irony!
by!revisiting!a!similar!situation!–!that!seen!in!
Federigo’s!Falcon!–!where!the!outcome!of!an!
action!had!the!opposite!impact.!!
4. Touch!on!the!EQ,!and!read!the!section.!Take!time!
to!entertain!questions!or!welcome!discussion!of!
examples,!as!such!a!relatable!topic!may!be!
particularly!interesting!to!students!and!a!personal!
connection!should!be!encouraged.!
5. Give!students!!time!to!do!the!exercise.!
coming!into!conflict!over!money!–!only!to!end!up!
coming!into!conflict!during!the!auction!they!entered!
specifically!to!avoid!a!money!conflict.!
2. Another!instance!of!irony!can!be!seen!in!the!way!the!
barn!fire!starts!–!driving!an!even!deeper!rift!between!
brothers!–!because!of!Baard’s!desire!to!resolve!their!
problems.!
3. An!example!of!irony!that!can!be!seen!throughout!the!
text!is!the!way!the!!misunderstanding!of!the!brothers!
began!–!and!continued!–!because!of!sentiments!they!
held!but!did!not!voice.!
4. One!more!particularly!sad!ironic!instance!can!be!seen!
at!the!end,!as!just!as!the!brothers!reconcile!and!(voiced!
by!Anders)!make!plans!to!be!together!as!brothers!going!
forward,!Anders!passes!away.!
(
!
!
!
Teach&
Methodology!
EU5:!Words!can!be!derived!from!a!base!or!root!word!through!
1. Show!students!a!twoMcolumn!list!of!words,!one!column! the!addition!of!prefixes!that!create!new!words!with!new!
at!a!time.!The!first!column!should!have!a!list!of!base!
meanings.!
words!like!date,!image,!arm,!activity!and!so!on.!Ask!
EQ5:!How!can!one!create!new!words!given!only!a!base!or!root!
them!for!the!meanings!of!these!words.!
word?!
2. Show!students!the!second!column,!which!should!be!
these!same!words!with!derivational!prefixes!–!postdate,! Answers!to!the!Exercises!
Possible!new!words!may!include:!
afterimage,!disarm,!hyperactivity!and!so!on.!Ask!
!
students!for!the!meanings!of!these!words.!!
1. Understand!
3. Finally,!ask!students!what!each!set!of!words!has!in!
82
common,!and!how!the!first!column!compares!to!the!
second.!!
4. The!second!column!is!a!set!of!new!words!with!new!
meanings,!created!from!the!originals.!Pose!the!EQ!as!a!
question!leading!to!independent!practice.!
5. Read!and!discuss!the!section,!channelling!prior!
knowledge!by!allowing!students!to!cite!possible!
examples!that!they!may!have!encountered.!It!would!
help!to!make!a!list!of!familiar!prefixes!on!the!board!
from!student!suggestions.!
6. Allow!students!to!perform!the!exercise.!
2. Middleman,!Superman!
3. Impossible,!!
4. Equidistant!
5. Represent,!Omnipresent!
6. Miscalculate,!Recalculate!
7. Repurpose,!Multipurpose!
8. Hyperventilate,!Underventilate!!
9. Antechamber!
10. Semicircle!
!
!
Teach&
Methodology!
! Ask!students!for!the!process!they!apply!to!assigned!
reading.!Acknowledge,!but!skip!past!their!moodM
setting!strategies!and!zero!in!on!the!way!they!read.!
Some!may!readily!explain!that!they!proceed!to!
immediately!studyMread!the!text!at!length.!What!are!
the!benefits!of!this?!
! Lead!the!discussion!to!the!potential!pitfalls!that!may!
be!encountered!when!one!immediately!proceeds!to!
deep!studyMreading.!Review!the!reading!processes!
that!students!may!have!learned!about!in!the!past,!
such!as!SQ3R.!!
! Note!that!skimming!usually!opens!most!reading!
processes.!Why?!Lead!this!to!the!EQ.!
! Read!the!section,!possibly!presenting!visual!aids!–!
EU6:!One!can!quickly!get!a!text's!main!idea!and!its!author's!
purpose!by!skimming!over!the!text,!or!lightly!reading!it!to!
focus!on!the!larger!ideas!and!not!the!details.!
83
paragraphs!of!text!with!highlights!in!the!appropriate!
spots!(section!headers,!opening!and!closing!
paragraphs,!first!lines!etc).!Allow!students!to!arrive!at!
the!EU.!
! Underscore!the!importance!of!skimming,!as!well!as!
the!principle!that!skimming!is!only!an!initial!step,!not!
a!substitute!for!studyMreading.!
! Give!the!students!time!to!perform!the!exercise.!Note!
that!some!strict!time!control!would!be!helpful!here!–!
allow!two!minutes!or!so!to!read,!then!cover!the!text!–!
to!guarantee!that!students!only!skim!the!text!and!
avoid!study!reading!it.!
!
EQ6:!How!can!one!quickly!get!a!text's!main!idea!and!its!
author's!purpose?!
Answers!to!Exercise!
!
1. The!selection!discusses!the!origins!and!manifestations!
of!humanism,!particularly!Renaissance!humanism.!
2. The!first!supporting!idea!mentions!historians’!views!on!
humanism.!
3. The!quote!is!from!Erasmus,!and!it!speaks!of!his!
opinions!toward!the!importance!of!nonMsecular!texts.!
4. The!author’s!purpose!is!to!inform!the!reader!about!the!
history,!emergence!and!features!of!humanism,!
particularly!Renaissance!humanism.!
!
!
!
!
84
Teach&
&
Methodology!
1. Ask!the!students!to!define!communication;!at!this!point!
they!are!likely!to!offer!the!same!generalization!that!
opens!the!section.!!
2. Connect!the!concept!of!communication!to!more!
common!but!no!less!valuable!uses.!Discussing!
interpersonal!communication!can!lead!to!the!EQ.!
3. Reading!the!section,!the!students!can!occasionally!stop!
to!model!or!practice!using!the!expressions.!They!may!
even!contribute!more!from!their!own!experience.!This!
may!lead!to!the!EU.!
4. Allow!the!students!some!time!to!prepare!their!scripts!
for!the!exercise.!
EU7:!One!can!express!compliment,!gratitude!and!apology!
through!a!number!of!polite!statements!or!expressions!that!
sincerely!convey!these!emotions.!
EQ7:!How!can!one!express!compliment,!gratitude!and!
apology?!
!
!
!
!
!
!
!
!
!
!
Teach&
&
Methodology!
Review!the!previous!discussion!on!communication!vs.!
conversation.!Discuss!how!one!relates!to!the!other,!and!
how!the!scale!is!different.!
On!the!topic!of!scale,!shift!to!the!“little!things”!that!commonly!
get!overlooked!in!favour!of!largerMscale!communicative!
concerns!like!topics,!structure!and!so!on.!What!are!the!
smaller!gears!in!the!larger!conversational!machine?!
There!may!be!a!number!of!answers!that!could!apply!–!
EU8:!The!effectiveness!of!a!speaker's!devices!rest!in!how!well!
they!accomplish!his!intended!goals,!whether!it!is!to!catch!
attention!or!signal!his!statements.!
EQ8:!What!makes!devices!used!by!a!speaker!effective?!
!
!
!
!
!
85
signals,!both!implicit!and!explicit,!and!so!on!–!but!the!
discussion!will!be!directed!towards!expressions!and!
devices/strategies.!To!initiate!this,!student!volunteers!
may!be!asked!to!do!a!sample!conversation!about!an!
agreedMupon!topic;!the!teacher!may!write!in!the!board!
particular!words!used!in!the!conversation!(representing!
the!devices).!!
Acknowledge!this!and!connect!this!to!the!activity.!This!is!
where!the!EQ!may!come!in.!
Read!the!section!with!the!students.!Based!on!prior!
experience,!they!will!most!likely!be!able!to!come!up!with!
examples!of!their!own!as!well.!
Allow!students!to!perform!the!exercise.!Note!that!it!may!help!
for!standardization!if!the!teacher!were!to!provide!the!
interview!clip!in!question.!!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Teach&
Methodology!
• Start!the!lesson!by!showing!the!students!a!
paragraph!with!a!series!of!short,!related!but!choppy!
sentences.!Ask!for!their!reactions!to!the!content!of!
the!paragraph!and!how!it!is!expressed.!
• Ask!for!possible!ways!to!improve!the!paragraph.!
This!will!call!up!prior!knowledge!and!focus!their!
attention!on!the!topic.!
• The!notion!of!combining!some!of!the!sentences!may!
EU9:!Subordination!may!show!certain!relationships!between!
the!combined!statements,!including!time,!place,!cause!and!
effect,!condition!and!contrast.!
EQ9:!What!relationships!between!combined!statements!can!
be!shown!through!subordination?!
Answers!to!the!!Exercise!
1. Italy!was!divided!into!different!independent!city!
states,!which!each!had!a!different!form!of!
86
•
•
!
!
•
surface;!connect!this!to!the!idea!of!maintaining!
sentence!unity!and!subordinating.!Connect!this!to!
the!EQ.!
Read!the!section,!returning!to!the!paragraph!
occasionally!at!relevant!points!that!could!apply.!
This!will!allow!students!to!see!how!the!information!
can!be!put!to!use.!
Based!on!their!prior!experience!with!sentences!and!
subordination,!students!may!suggest!potential!ways!
to!combine!the!sentences!in!the!paragraph.!Guide!
them!using!the!information!in!the!section.!This!will!
help!them!arrive!at!the!EU.!
Give!the!students!time!to!work!on!the!exercise.!
87
government.!
2. Florence!was!an!independent!republic!where!the!
Italian!Renaissance!began.!
3. We!remember!the!Renaissance!as!an!important!era!
because!humanism!flourished!at!the!time.!!
4. Some!Italian!thinkers!considered!this!new!age!a!
"Renaissance",!because!"Renaissance"!means!rebirth.!
5. Because!there!are!many!opportunities!for!students!to!
encounter!Italian!Renaissance!works,!many!students!
now!appreciate!the!works!of!the!Italian!Renaissance!
writers.!!
6. Italian!Renaissance!works!are!still!discussed!
extensively!in!school!because!they!still!contain!a!lot!of!
value!for!modern!readers.!
7. The!Italian!Renaissance!was!characterized!by!many!
discoveries!and!advancements.!It!influenced!
literature,!secularization,!and!art.!
8. The!Italian!Renaissance!gave!rise!to!many!thinkers!
and!artists,!like!Leonardo!da!Vinci!who!is!called!the!
Renaissance!Man!because!had!many!talents!which!he!
pursued!passionately.!
9. If/when!students!keep!their!minds!open,!they!find!
themselves!engaged!in!an!interesting!reading!
experience.!
10. Petrarch!is!one!of!the!most!highlyMregarded!writers!of!
the!era,!although!were!still!many!others.!
11. Petrarch!pioneered!a!new!form!of!poem,!which!was!
the!sonnet.!!
12. The!name!for!the!sonnet,!which!is!a!compact!14Mline!
text!that!rhymes!and!uses!poetic!language,!comes!
from!the!Italian!word!for!little!song.!
13. The!sonnet!is!confusing!for!some,!although!this!does!
not!keep!them!from!enjoying!it!as!a!poetic!form.!
14. The!sonnet!gained!popularity!across!Europe!until!it!
made!its!way!to!England.!
15. The!sonnet!would!later!become!a!prominent!poetic!
form!in!England!because!its!interesting!features!
meant!that!the!poem!lent!itself!well!to!use!in!any!
language.!
!
!
Teach&
Methodology!
1. Ask!the!students!to!review!the!different!types!of!poems!
they!have!read.!The!previous!lessons!may!have!given!
them!certain!forms!to!add!to!the!ones!they!
encountered!in!their!previous!years.!
2. Focus!on!what!makes!each!poetic!form!unique.!Is!it!its!
origins,!its!features,!its!use!of!the!elements!of!poetry?!
3. Present!the!EQ!as!the!topic!transitions!to!focus!on!the!
Petrarchan!sonnet.!The!discussion!on!features!may!
thus!lead!to!the!EQ.!!
4. Read!the!section!and!allow!students!to!review!and!
mark!their!copies!of!Sonnet!307!as!each!part!is!focused!
on.!!
5. Arriving!at!the!EU!may!be!done!by!way!of!
recapitulating!the!features!of!a!Petrarchan!sonnet.!
EU10:!A!Petrarchan!sonnet!in!the!classical!form!is!divided!
into!two!parts,!an!octave!(eight!lines)!and!a!sestet!(six!lines).!
EQ10:!How!is!a!Petrarchan!sonnet!put!together?!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
88
!
Teach&
Methodology!
1. Review!the!process!students!followed!in!writing!a!Petrarchan!sonnet.!Ask!them!if!they!encountered!any!difficulties!in!
doing!so,!particularly!if!any!steps!presented!problems.!This!would!be!a!good!opportunity!to!open!the!floor!for!
suggestions!and!strategies!that!other!students!used!in!order!to!overcome!these!problems.!
2. Present!the!prompt!and!the!rubric.!!
3. The!sonnets!may!take!some!time!to!be!produced.!Remind!the!students!that!as!seen!in!Sonnet!307,!it!helps!to!have!a!
companion!to!voice!ideas!and!reactions!to,!and!to!seek!advice!from!as!well.!To!this!end,!the!teacher!may!allow!them!to!
partner!up!–!they!will!still!write!the!sonnets!individually,!but!they!will!have!some!help!in!coming!up!with!ideas.!
(
!
!
!
!
Teach&
Methodology!
1. Revisit!the!concept!of!humanism.!Ask!students!what!
!
aspect!of!humanism!they!appreciate!the!most.!!
1. The!focus!of!the!humanist!belief!on!the!individual!is!a!
2. This!may!lead!to!a!discussion!on!the!Essential!Question!
strong!response!to!the!way!the!Middle!Ages!appeared!
itself.!Touch!on!the!selections!as!well,!seeing!if!the!
to!ignore!or!marginalize!the!individual!in!favour!of!
students!can!make!the!connections.!
the!institutions!or!larger!systems!that!he!was!part!of.!
3. Briefly!present!these!three!questions.!The!first!two!may!
2. Students!may!point!to!a!feature!of!humanism!that!
serve!as!catalysts!for!a!good!classroom!discussion,!while!
they!have!found!particularly!resonant!or!relevant.!
the!third!may!be!good!focus!for!a!journal!entry!or!a!short!
Encourage!them!to!justify!their!choice!by!citing!
reflective!essay.!!
connections!or!applications!in!the!modern!age.!
3. Answers!will!vary.!
!
!
89
Lesson&7&
!
!
Teach&
Transfer!Goal!
Students(will(understand(that:(
I(want(my(students(to(:(
(
write!!a!book!or!movie!analysis!that!showcases!satire!!
1. theRenaissance!!literature!reflect!a!more!focused!
regard!to!the!individual!
2. satire,!though!appears!to!be!humorous,!is!meant!to!
provide!constructive!criticism!and!correction!of!follies! (
1. How!does!satire!become!a!means!to!correct!or!
3. analogy!is!another!means!to!express!one’s!thoughts!
improve!people!and!the!society!in!general?!
and!ideas!
2. What!effect!does!the!use!of!analogy!bring!in!
4. explicit!and!implicit!information!can!be!derived!from!
expressing!thoughts!and!ideas?!!
inMdepth!reading!!
3. How!can!one!evaluate!accuracy,!soundness!and!
5. necessary!words!are!needed!to!achieve!sentence!clarity!
relevance!of!a!listening!text?!!
6. nonMlinear!texts!!can!present!information!in!writing!!
4. What!!effect!does!using!nonlinear!text!bring!in!
7. poetry!has!various!external!forms!
presenting!information!in!writing?!!
!
5. How!does!coining!of!words!from!a!story!contribute!to!
vocabulary!building!and!readers’!interest?!
6. Why!are!!external!forms!of!poetry!need!to!be!
considered!or!studied!?!!
Knowledge!!
Students(will(know:(
9. that!Renaissance!literature!gives!importance!to!the!
individual!rather!than!form!and!formalities!
Skill!
Students(will(be(able(to(:(
1. understand!satire!!
2. evaluate!a!listening!text!!
90
!
(
10. satire!is!a!means!to!create!or!propel!societal!or!
individual!change!
11. ways!to!evaluate!!accuracy,!soundness!and!relevance!of!
a!listening!text!
12. that!inMdepth!reading!is!needed!to!get!!a!set!of!
information!given!implicitly!or!explicitly!
13. the!different!external!forms!of!poetry!!
14. that!clarity!of!sentences!can!be!achieved!by!avoiding!
omission!of!necessary!words!or!verbs!
15. how!to!present!information!in!writing!through!
nonlinear!texts!
3. do!inMdepth!reading!to!draw!out!information!!
4. identify!external!forms!of!poetry!!
5. make!sentences!clear!by!including!the!!necessary!
words!or!expressions!!
6. present!information!in!writing!using!nonlinear!texts!
Performance!Task!!
Rubric!
(PLEASE&REFER&TO&THE&RUBRIC&ON&THE&LAST&PAGE&ATTACHMENT!)!!
!
!
Other!Evidence!!
!!1.!!substantive!discussion!of!the!selections!read!and!their!comprehension!questions!
!!2.!vocabulary!exercises!from!Unlock!the!Meaning!of!!
!!!!!!Words!
!!3.!!exercises!on!!achieving!sentence!clarity!by!not!omitting!necessary!words!!
!!4.!!comprehensive!!discussion!on!the!listening!and!viewing!text!
!
!
91
Stage&3:&Learning&Plan&&
Methodology
Overview:
4. Ask&the&students&what&are&their&ideas&&about&the&
14th&and&15th&century.&
5. From&their&responses&inform&them&that&the&14th&and&
15th&century&makeup&the&Renaissance&Period&.&Elicit&
from&them&what&their&&ideas&of&the&period&are.&
6. Then,&make&a&preview&of&what&the&Unit&is&all&about&
going&through&the&lesson&titles.&&&
7. Elicit&from&them&their&perceptions&or&ideas&of&what&
to&expect&on&each&lesson&title&seen.&
8. Mention&that&after&the&entire&lesson&or&unit,&they&
are&to&work&on&a&performance&task&and&orient&them&
about&its&nature,&expectations&and&skills&developed.&
Please!retain!the!one!under!p.28!Teacher’s!Guide!for!langlit!4!
under!BACKGROUND!
&
!
!
Teach!
Methodology
• Exploring the big idea/ question
• Learning big idea/ question vocabs- a.acquisition and use of academic
vocabs; b.gather vocab knowledge
• Connecting to the lesson- lit. selections, and language arts skill
Activity:
!
Teach!
Methodology
Background:
(
Retain page 114
• Begin!or!introduce!the!lesson!by!asking!the!Big!Question!
• Provide!a!short!background!(you!may!opt!to!give!the!
Background!as!supplied!in!the!Teacher’s!Manual)!or!have!your!
92
own!!
• Ask!the!students!what!are!their!ideas!!abouthumanism,!
chivalry,!and!morality.!!
• From!their!responses!inform!them!that!the!Spanish!
literature!they!will!read!showcases!views!on!morals,!!on!the!
individual,!and!on!the!norms!of!society.!!
• Then,!make!a!preview!of!what!the!lesson!is!!all!about!going!
through!the!titles!of!the!selections.!!
• Elicit!from!them!their!perceptions!or!ideas!of!what!to!expect!
on!each!selection.!
• Mention!that!after!the!entire!lesson!or!unit,!they!are!to!work!
on!a!performance!task!and!orient!them!about!its!nature,!
expectations!and!skills!developed.!
!
!
Teach!
Methodology
5. Draw!out!from!the!students!what!social!ills!or!vices!do!
they!know!of.!!Then!encourage!them!to!think!of!objects!that!
can!represent!these.!
6. Follow!this!up!with!the!question!under!!“Unveil!What!you!
Know!“!question“What!is!your!idea!of!a!windmill?!!What!
powers!it?”!
7. Allow!the!students!to!provide!answers!to!this!question.!!
8. Cue!the!vocabulary!words!in!Unlock!the!Meaning!of!
Words.!!Mention!that!!they!have!to!unlock!the!meanings!of!
these!words!based!on!context!
•!
pussilanimous!
EU:
People perceive life in different ways: that of realism and of idealism.
While it pays to have ideals, it is proper to remain attune to the realities
that life offers.
EQ:
When does idealism have to be on top of realism and vice versa?
Answers to the Methodology:
5. Social ills = corruption , addiction, drugs, discrimination,
gambling , etc.
93
For drugs, a magic wand ; for corruption, a leach, for
discrimination, a kaleidoscope, etc.
6. Unveil&what&you&know:&
•!
two!maravedis!
•!
turned!to!his!squire!!
•!
succor!him!in!his!peril!
•!
so!great!the!enmity!he!bears!!
!!!!!!!!!!!!!me!!
•
shall!not!fall!into!desuetude!
9.
Then,!highlight!the!question!in!“Underscore!!a!
Motive”!Why!did!Don!Quixote!fight!the!windmills?!
(
10. Proceed!to!the!reading!of!the!selection.!!
!
11. Make!the!students!answer!and!share!through!discussion!
their!responses!to!the!questions!on!Sharing!Insights.!
!
7.
A windmill is a machine that makes it work through the power
of the wind. It is used to grind corn, to pump water, or to power
the light industry.
.
Answers to “Unlock the Meaning of Words”:
&
&
•
Pusillanimous&=&&coward&;&fainthearted&&
•!
two!maravedis=&&former!gold!!
coin!issued!by!the!Moors!in!!
Spain!
•!
turned!to!his!squire&=&&armour&bearer&of&the&
knight&
•!
succor!him!in!his&peril&=&succor&is&to&aid&or&
assist;&peril&refers&to&risk&or&danger&
•!
so!great!the!enmity!he!bears!!
!!!!!!!!!!!!!me!!=!animosity!or!hatred!
•
shall!not!fall!into!desuetude&=&&disuse&
Answers to Sharing Insight questions
RECALL:
6. He!promised!him!that!he!will!make!him!as!a!king!in!
one!of!kingdoms!n!they!will!conquer.!!
!
7. He!attacked!the!windmills!since!he!mistook!them!as!
lawless!giants.!!
!
8. The!result!of!this!adventure!was!a!failure!since!Don!
Quixote!did!not!overcome!the!windmills!(or!giants!for!
him).!
COMPREHEND/UNDERSTAND:!
94
4.! Sancho!showed!his!realistic!attitude!when!he!warned!
Don!Quixote!that!the!windmills!were!not!giants!and!that!
he!cannot!overcome!them.!
5.!Don!Quixote!showed!his!idealistic!attitude!when!he!held!
on!to!the!power!and!prestige!of!a!knight!and!that!was!despite!
the!power!or!the!enmity!brought!to!him!by!Freston!,the!
magician,!his!trusty!sword!will!make!him!prevail.!!
!
ANALYZE:!
9. !The!windmills!would!represent!adversaries!or!
obstacles!that!one!has!to!overcome.!!It!!may!also!refer!
to!!wrong!actions!and!decisions!that!one!took!due!to!
misinterpretations!or!misunderstandings!of!the!
nature!of!problems.!!
10. One!of!the!ways!by!which!men!would!mistakenly!take!
things!as!windmills!(lawless!giants)!!is!!when!we!tend!
to!overrate!problems!or!undermine!as!well!leading!to!
wrong!course!of!actions!or!decisions.!!!
.!
!
EVALUATE:
11. Yes, the author succeeded in this regard since as a knight, it is
expected that one is endowed with reasons and ability to decide
properly or conceive things well ; a knight is conceived as one who
is there to save all those in distress and is very courageous and
dignified which were the opposite of what Don Quixote manifested.
Activity & strategy/s on the Critical Thinking Question
THE WINDMILLS OF MY LIFE
Make a creative concept web showcasing a windmill at the center and the
blades will represent all the wrong decisions , obstacles, vices, or downfalls
95
of the person. Adjacent to each blade will be any icon the student may
think of that can represent the results or effects of these failures into his or
her life, what impact these brought to his or her life and to him or her as a
person.
!
Teach!
Methodology
1. Begin!by!asking!the!Prompt!Question!,!“What!is!your!
idea!of!a!satire?!When!does!satire!become!effective!
?”Allow!the!students!to!share!what!they!have!in!mind.!!
2. From!their!responses/s,!lead!them!next!to!the!reading!
of!the!featured!Literary!Skill.!!
3. Enhance!the!discussion!by!eliciting!from!them!some!
plays,!literary!works,!or!editorial!cartoons!they!can!
recall!which!show!satire.!!
4. Proceed!to!the!exercises!after.!
EU:
Satire, though meant to ridicule or mock , is beneficial in exposing and
correcting human and societal follies, norms and vices.
EQ:
How does satire achieve its purpose of exposing and correcting follies and
vices?
Answers!to!the!Methodology!!
6. Possible!answers!are:!!
a. A!satire!is!a!form!of!ridicule!or!mockery!about!a!!
person!or!thing.!
b. !A!satire!is!a!sarcasm.!
*A!satire!becomes!effective!when!after!it!is!shown!or!heard,!
an!expected!change!is!given!or!it!has!made!people!or!targets!
ponder!or!reflect!on!the!folly!or!vice!exposed!or!revealed.!!
2.!!Some!selections!that!show!satire!are:!!!
!!!!Animal!Farm!!
!!!Pride!and!Prejudice!!
!
Answers!to!the!Exercises:!
!
1. The!author!ridicules!here!how!men!are!dictated!or!
controlled!by!the!standards!or!expectations!of!
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formalities!they!have!set!.!!Another!thing!!is!when!
there!is!this!discussion!on!the!kind!of!“right!food”!for!
the!knight!and!the!way!food!for!them!are!to!be!
prepared!or!handled!yet!when!they!are!in!the!forest,!
they!can!do!away!with!these!formalities.!! !
!
!
2.
What is ridiculed here is the overdoing of tasks /responsibilities even
when it is time for him or her to rest.
!
Teach!
Methodology:
EU:
Productivity and honing of potentials are achieved by avoiding
procrastination .
11. Ask!students!to!create!a!table!of!two!columns!.!On!the!first!!
column,!they!will!write!what!things!they!will!do!right!away!
EQ:How does procrastination affect an individual, a society, or a country?
without!procrastination!!and!on!the!other!side,!things!or!acts!
they!will!do!some!other!time.!!!!
1. Answers!to!Methodology!questions!or!
12. Inform!the!students!that!they!will!go!back!and!revisit!their!
activities:Answers!may!vary!like:!!
answers!after!the!discussion.!!
Things!to!do!right! Things!I!will!do!
13. Cue!the!next!selection!by!asking!the!question!under!Unveil!
away!!
some!other!time!!
What!You!Know!:!!“What!do!you!know!of!the!mañaña!habit?!!?!!
Accomplish!
Fix!my!hair!at!the!
Do!you!believe!in!the!quotation!,!‘Do!not!put!off!for!tomorrow!
works!!
parlor!
what!you!can!do!today?’!”!
Plan!things!out!!
Kiss!and!make!up!
14. Allow!the!students!to!share!their!answers.!!
with!a!friend!I!
15. Give!the!question!in!the!Underscore!a!Motive!for!Reading!
have!had!a!
disagreement!
then!proceed!to!the!reading!of!the!poem!“Tomorrow”!
with!!
16. Next,!give!the!three!words!that!have!to!be!unlocked!:!!
Talk!to!my!friend!
!
unceasing,!delusion,!and!casement.!!Elicit!from!them!what!
whom!I!had!a!
they!know!of!these!terms.!!
disagreement!
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17. !Share!a!bit!of!information!about!the!Mañaña!habit!after!
which!,!!make!them!answer!the!Sharing!Insights.!!
!
18. Make!the!students!answer!and!share!through!discussion!
their!responses!to!the!questions!on!Sharing!Insights.Let!them!
revisit!the!question!under!“Underscore!a!Motive”!and!they!
share!their!!!responses.!!
!
with!
2. Unveil!what!You!Know:!
mañaña!habit!=!is!the!habit!of!delaying!or!putting!off!a!
work!or!task!to!another!day.!!I!do!believe!in!the!saying!
that!we!should!not!put!off!for!tomorrow!what!we!can!
do!today!because!time!is!of!essence!and!at!times!
opportunities!may!not!come!twice!anymore.!!
!
!
3. Underscore!a!Motive!for!Reading:!
The!speaker!in!the!poem!postpones!the!opening!of!
himself!or!of!his!house!to!the!presence!of!!the!Lord.!!
He!regrets!the!postponement!because!he!feels!that!
the!Lord!deserves!to!be!welcomed!because!of!His!
unquestionable!care!for!him.!
4. Unlock!the!Meaning!of!Words:!!!
with!unceasing!!care!!!!!=!perpetual,!neverMending!!
strange!!!delusion!=misconception!;!misunderstanding!!!
!!!!!!!!!!!!from!thy!casement=!window;!fanlight!
!
!
4.!!Answers!to!Sharing(Insight!questions:!
KNOWLEDGE/RECALL:
1.
The tone of the poem is that of dismay or “guilt” since in the last
four (4) lines of the poem, the persona sounded to be disappointed with his
being too stubborn to heed or listen to a cause or call because he kept on
answering “tomorrow”.
2.The lines in the poem that show awe was when he said the first three lines
of the poem showing how amazed he was for still being loved and cared by
the Lord despite his being undeserving of it. A biblical line or passage related
98
to how God loves us deeply even if we are sinners is Romans 5:8
8 But God demonstrates his own love for us in this: While we were still
sinners, Christ died for us.
COMPREHEND/UNDERSTAND:
3.
The lines that show regret were lines 1-6. Because of his ingratitude
, he claimed that it had caused the chilling of the bleeding wounds of the
Lord.
4.
The lines that show that God did not give up on us were the last 5
lines. Personally, this unwavering love and patience of the Lord in not giving
up on me is the fact that when I face problems and I try to call on His help,
He would be there to lift my burdens but when everything else is already
okay, I return to sinning or committing the same thing again .
APPLICATION:
5.
The poem persuades us to stop procrastinating or postponing for
things to be done. Yes, I am willing to do it since I have personally observed
that there were things I did not do before which resulted to my pressing
problems now which could have been prevented if I only did not delay what
ought to be done.
ANALYZE:
7. Postponement for me has two sides “ one is for its advantage while the
other one is on its downside. Its advantage is that it saves one from delaying
things to happen and can make one be more productive and able to manage
his time well. Its downside is that at times, there are things that need to be
evaluated or weighed first with a longer time to make sure that such is the
best thing to do rather than being impulsive.
Activity & strategy/s on the Critical Thinking Question
Mock Debate:
Simply divide the class into groups of 4. There will be two sets of debate –
one will be for those who think that mañaña habit impedes our country
from progressing or becoming a first world nation?
!
!
!
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Teach!
Methodology
• Begin!the!discussion!by!letting!the!students!revisit!the!
•
•
•
EU:
Poetry makes itself appealing not only to the mystique and wonder of its
language but also on its form
form!of!the!poem!“Tomorrow”.!Ask!them!if!it!has!a!
EQ:
regular!pattern.!!!
How does external form of poetry affect or enhance not only its sound or
From!their!responses/s,!allow!them!to!read!the!
rhythm but also its sense or meaning.
discussion!on!the!Literary!Skill.!
Answers!to!the!PROMPT:!
Work!on!the!exercises!after.!!!
Have!the!students!do!a!reinforcement!activity!by!asking! A!poet!may!appeal!to!the!reader’s!emotion!through!the!
language!he!uses!and!the!forms!he!makes!to!present!his!or!
them!to!collate!poems!of!different!kinds!or!external!
her!ideas.!!
forms.!!Two!to!three!examples!for!each!form!will!do.!!
!
Answers to the Exercises:
A. Continuous form
B. 1. Stanzaic form
2. continuous form
3. continuous form
!
Teach!
Methodology
EU:
9. Cue!the!Vocabulary!Skill!by!asking!the!Prompt!question!! Words are pregnant ideas that can be generated through various processes like
“Do!you!recall!any!expression!or!word!you!have!taken! word coinage.
EQ:
from!a!story!you!have!read?!What!do!these!words!
Why are words derived from stories ? What impact do they create?
remind!you!of:!!Machiavellian?!!Herculean?!!?!
!
10. From!their!responses,!mention!that!in!the!story!Don!
Quixote!and!the!Windmills!there!were!expressions!that!
have!been!sourced!out!from!the!story.!!Elicit!from!them!
what!they!think!these!words!are.!!!
100
1. Machiavellian!!is!a!term!that!reminds!me!of!Niccolo!
Machiavelli,!the!author!of!the!book!“The!!Prince”.!!
Herculean!is!a!term!which!reminds!me!of!Hercules!
and!this!means!!of!extraordinary!strength.!
!
!
11. Proceed!to!the!discussion!of!the!.!
Vocabulary!Skill.!
12. !Answer!the!exercises!after.!!!!
!
2. Quixotic!–!comes!from!the!name!of!Don!Quixote!which!
means!“ridiculouslychivalrous”.!!Tilt!at!windmills!is!
an!expression!which!means!having!a!fanciful!!fight!or!
scheme!to!fight!an!imaginary!evil.!!
!
!
Exercise!A:!
1. !Quixotic!–!means!ridiculously!chivalrous!or!having!
high!but!impractical!aims!
Sentence:!!!
It!is!important!that!when!we!set!our!goals,!we!should!
not!be!quixotic!so!as!not!to!feel!disappointed!or!
dismayed!when!things!don’t!turn!out!the!way!we!
wanted.!!
!
2. !Tilt!at!windmills!=!a!fanciful!!plan!or!scheme!to!fight!
imaginary!or!real!evils!or!opponents!
!!!!!!!!!Sentence:!
!!!!!!!!!!!!Some!politicians!try!to!tilt!windmills!!
!!!!!!!!!!!!and!present!ambitious!projects!which!!
!!!!!!!!!!!!are!left!unimplemented!after.!!
!
Exercise B:
Some possible answers are:
4. Blatant - appeared in 1596 in Edward Spenser’s poem
“The Faerie Queene.”
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It is a term which first meant “noisy and particularly
vulgar” as lifted from the description of the monster
Blatant Beast.
5.
Utopia- is a term coined from “topos” (place), “eu” (good), and “ou”
(no) by the English man Sir Thomas More. This term was lifted
from the book “Utopia” which means an ideal, perfect place but
ironically , this place never exists.
6. CyberspaceMcame!from!William!Gibson!in!his!short!
story!created!in!1982!but!picked!up!and!made!an!
impact!after!the!publication!of!his!sciMfi!novel!
“Neuromancer”.!!Cyberspace!is!“a!graphic!
representation!of!data!abstracted!from!banks!of!every!
computer!in!the!human!system.!!
7.
Serendipity – is a term which had been invented by Horace Walpole
after reading the story “The Three Princes of Serendip”. It is a term
that describes a series of fortunate happenings in a letter in 1754.
8. !Chortled!–!is!a!term!first!coined!by!Lewis!Carroll!or!
Charles!Dodgson!(in!real!life)!!found!in!his!poem!of!
nonsense!words!“The!Jabberwocky”.!!It!is!interpreted!
as!a!cross!between!a!chuckle!and!a!snort!
!
Teach!
Methodology
1. Cue!the!!discussion!by!asking!the!Prompt!Question!
“What!makes!a!listening!text!accurate!,!sound!and!
relevant?!“!
2. From!their!responses!,lead!them!to!the!discussion!of!the!
skill.!
EU:
Listening critically, like critical reading, entails evaluating and judging the
accuracy of statements , the soundness of the reasoning that leads to
conclusions, and the relevance of the listening text to the life and experiences
of the target listeners.
EQ:
How does one evaluate the soundness, accuracy and relevance of a listening
102
3. !Let!!the!students!work!on!the!!exercise!featured!in!the!
lesson.!
text?
Answer!to!the!Prompt:!
*!answers!may!vary!like!:!
!!!A!listening!text!is!said!to!be!accurate!when!it!provides!
specific!data!and!back!them!up!with!proper!sources.!It!is!
relevant!if!the!content!of!the!listening!text!can!impact!the!
target!listener!as!a!person,!a!member!of!a!community,!or!a!
part!of!his!nation.!!!
!
Answers!to!the!Exercise:!
A:
!
I think it is not so accurate because the use of language was too
sweeping and highly opinionated ; quite clouded with bias or
discrimination. The speaker mentioned that it was her
prediction and it was what the experts say but who these experts
are, we do not know.
! No, the claims or statements of the speaker did not cite any
name of the experts and no sources given.
! Yes the listening text provide relevant concept which is the use
of the English language and since this is a language used for
international communication, it becomes important.
! For me the listening text contains a relevant issue because it has
a global implication or effect.
!
Teach!
Methodology
!
4. Cue!the!lesson!with!the!use!of!the!Prompt!.!What!comes!
in!your!mind!when!you!hear!the!word!“analogy”?!!
When!do!you!use!it?!
EU:
Analogies are effective learning tools that reinforce skills in thinking and
understanding concepts.
EQ:
103
5. From!their!responses,!proceed!to!the!skill!discussion.!!
6.
Make them work on the exercise.
How does analogy reinforce skills in thinking and understanding concepts?
!
Answer!to!the!Exercises:!
!
Express the following in a sentence form .
1.
Their relationship has turned into an ice after the discovery of his
infidelity.
2.
The rude guy looked so annoying as a nail in the chalkboard.
3.
The activist proved himself to be a rock in his principle.
4.
The burglar entered the bank quietly like a mouse .
5.
When one has less options , he seems to have a life like a box.
Exercise B:
1. The analogy between the relationship and that of ice is that the bond they
have has suddenly become cold which means , they are having problems with
their relationship or losing interest.
2.
The guy is likened to a nail in a chalkboard when he is very irritating
since a
chalkboard must be free from any obstruction or objects that prevent one to
do smooth writing. That means the guy is so irritating.
3.
When a rock is likened to a principle that means a person who
possesses this is so firm and decisive with his or her beliefs, principles and
ideas.
4.
A mouse is likened to the idea of quietness since it moves and enters
discreetly or unnoticeably.
5.
Life is likened to a box when one’s life becomes so limiting ,
confining or restrictive.
!
Teach!
Methodology
EU:
In-depth reading or studying of any informational material is needed to
6. !Begin!by!asking:!!When!you!want!to!get!or!draw!out!a!
piece!of!information!what!do!you!do!?!!What!if!the!information! deduce explicitly or implicitly stated information.
EQ:
is!implicitly!stated,!can!you!skim!or!scan!only?!!
Why does one have to do in-depth reading to get an implicitly or explicitly
104
7. From!their!responses,!lead!them!to!read!the!Skill!
discussion.!!
8. Proceed!to!the!exercises.!!
9. Encourage!the!students!to!provide!reasons!or!answers!as!
to!why!inMdepth!reading!is!essential.!!
!
!
stated information?
Answer!to!the!Methodology:!
Possible!answers!are:!!If!I!want!to!get!or!draw!out!
information,!I!study!well!the!material!where!the!information!
is!to!be!drawn.!!!
I!skim!on!the!material.!
I!scan!on!the!material.!
I!skim!and!scan!on!the!material.!!
!
Answers!to!the!Exercise:!!
Exercise!!
A:!
1. !Spanish!literature!is!one!of!the!richest!and!most!varied!
of!all!European!literature!because!it!has!the!combined!
influence!of!the!Western!tradition!of!Europe!and!the!
Eastern!tradition!of!North!Africa.!!
!
2. !The!two!historical!periods!were!the!Roman!occupation!
for!about!600!years!and!A.D.!700s!through!the!1400s!
when!the!Christians!fought!the!Muslim!moors.!!
!
3. The!Roman!occupation!has!left!the!Spanish!the!
vernacular!Latin!while!the!fight!of!Christians!against!
Muslim!moors!created!a!strong!religious!patriotism!
that!was!instrumental!to!the!coming!of!the!world’s!!
finest!!
religious!poetry!and!prose.!
!
4. !The!greatest!period!of!Spanish!literature!is!called!the!
105
Golden!Age.!!
5. It!attained!its!greatest!period!of!literature!!in!the!midM
1500s!to!the!late!1600s.!
6. Spain’s!most!outstanding!and!bestMknown!writer!of!the!
period!is!Miguel!de!Cervantes.!
7. The!main!heritage!left!by!the!Romans!to!Spain!was!the!
Latin!language!most!especially!the!vernacular!Latin.!!
!
B:
10. The first paragraph implied that Spanish writers are open to influences
yet they try to combine these with their culture and still arrive at its
being original.
11. I think the Romans left their language specifically the vernacular Latin
since they perhaps think that the language is potent and is useful and as
such , they will remain to be useful in the Spanish culture. Vernacular
latin too since most of the users of this are ordinary people who
comprise the majority of the population thus expanding their influence.
Their motive was to influence them for a long time due to the
dynamism and usefulness of language in the existence of a nation and
enrichment of culture.
!
!
Teach!
Methodology
1. Start by giving the Prompt.
EU:
Effective communication is attained through clear sentences that contain all
essential or necessary words.
2. From!their!responses,!proceed!to!the!reading!and!
discussion!of!the!lesson!on!Achieving!Sentence!Clarity! EQ:
What words are essential or important to obtain sentence clarity ?
by!Avoiding!Omission!of!Necessary!Words!
3. Allow!the!students!to!do!the!exercises.!
Answers!to!the!!Methodology:!
4. The!teacher!may!opt!to!provide!a!venue!for!sharing!and!
!Possible!answers!that!can!be!yielded!are:!
comparing!of!answers!through!socialized!recitation.!!
5. when!the!receiver!gets!the!message!as!what!the!
106
sender!wants!to!give!!
6. when!the!necessary!words!are!found!in!the!
sentence!
!
!
Answers!to!the!Exercises:!!!
Exercise 1:
1.
2.
3.
×
×
×
4. (please draw here a check mark)
5. (please draw here a check mark) Procrastination is not welcomed in a
progressing country.
6.
×
7.
×
8.
×
Exercise 2:
2. The!heat!of!the!sun!is!as!piercing!as!the!sharpness!of!
Don!Quixote’s!look.!!
!
3. The!squire!!reiterated!!that!there!are!no!giants!but!
just!windmills.!!!
!
4. Today!or!the!present!is!as!!important!as!tomorrow.!!
!
!!!!!!6.!!Don!Quixote!has!!mistaken!the!blades!of!the!windmills!
as!arms!of!the!giants.!!
!
107
7.!!!A!short!article!says!that!!vernacular!!
!Latin!is!Roman’s!greatest!influence!to!Spain.!
!
!!!!!8.!!!Miguel!de!Cervantes’!life!is!as!!
!!!!!!!!!!!!colourful!!as!that!of!Don!Quixote.!!!
!
Teach!
Methodology
10. Ask!the!students!to!think!about!reports!or!statistics.!!
Then!give!the!Prompt!Question.!
!
11. From!the!students’!responses,!elicit!from!them!what!
are!the!ways!they!can!present!information!creatively!
yet!meaningfully.!
12. Connect!their!responses!to!the!discussions!on!Using!
Nonlinear!Texts!to!Present!Information!in!Writing!
13. Proceed!to!the!!exercise.!!
!
EU:
Presenting information in various ways specially through nonlinear texts is
enhanced and makes a reader to develop critical, analytical and
comprehension skills.
EQ:
What are various ways to present information in writing?
Answers!to!the!Exercise/s:!
!
Chosen!nonlinear!text:!!bar!graph!
!
!
Strategy (process writing approach)
Follow the pre-writing to publishing stage. Make sure that in each stage, you
will have a written output to be checked or submitted to the teacher.
!
!
!
!
!
!
!
108
Lesson!8!
!
!
!
&
Teach&
Transfer!Goal!
(
8. Write!a!play!that!will!depict!a!more!focused!regard!on!the!
individual!!
• the!Renaissance!!literature!reflect!a!more!
focused!regard!to!the!individual!
• drama!and!poetry!are!media!to!show!love!and!
celebrate!humanity!
c. & How!do!poetry!and!drama!show!love!and!celebrate!
• dramatic!devices!are!effective!ways!to!use!
humanity?!
and!enhance!appreciation!of!drama?!
d.
What!can!enhance!and!allow!people!to!appreciate!drama?!
• change!in!patterns!of!words!show!different!
e. What!contributes!to!changes!in!the!meanings!of!parts!of!
meanings!of!parts!of!speech!
speech?!
• sentence!clarity!is!enhanced!or!achieved!
f. How!do!!changes!in!patterns!of!words!affect!understanding!of!
through!avoidance!of!dangling!and!misplaced!
ideas!and!messages?!
modifiers!
g. Why!do!dangling!and!misplaced!modifiers!be!avoided?!
• bar!and!line!graphs!!can!present!information!
h. Why!does!one!have!to!!know!which!are!facts!or!opinions!as!
in!writing!!
well!as!biases?!
• listening!analytically!is!manifested!when!one!
can!determine!biases!or!!a!fact!from!an!
opinion!
!
!
!
!
109
Knowledge!!
Skill!
2. understand!drama!and!dramatic!devices!
• that!Renaissance!literature!gives!importance!
3. listen!analytically!by!determining!biases!and!facts!from!opinions!
to!the!individual!rather!than!form!and!
4. realize!how!meanings!change!by!!varying!or!altering!patterns!of!
formalities!
words!
• that!drama!and!poetry!are!media!to!show!
5. avoid!dangling!and!misplaced!modifiers!
love!and!!to!celebrate!humanity!
6. interpret!information!in!a!bar!and!line!graph!
• that!dramatic!devices!are!effective!ways!to!
(
use!and!enhance!appreciation!of!drama!
• that!a!change!in!patterns!of!words!show!
different!meanings!of!parts!of!speech!
• that!sentence!clarity!is!enhanced!or!achieved!
through!avoidance!of!dangling!and!misplaced!
modifiers!
• that!bar!and!line!graphs!!can!present!
information!in!writing!!
• that!listening!analytically!is!manifested!when!
one!can!determine!biases!or!!a!fact!from!an!
opinion!
!
(
Performance!Task!
PLAYWRIGHT!FOR!A!DAY!
!
!!You!are!!trainer!for!a!scriptwriting!and!directing!!course!offered!to!young!but!interested!students!hired!to!render!services!for!
television!networks.!!!You!are!!requested!to!provide!a!workshop!to!fifteen!high!school!students.!At!the!end!of!the!workshop!
period,!each!one!must!be!able!to!transform!any!short!story!read!into!a!script!form.!!
110
!
The!script!must!properly!and!consistently!use!clear!!sentences.!!It!must!also!include!clear!stage!directions,!characters!
and!follows!the!prescribed!format.!!!!!
!
!
!
Rubric!
Writing!a!Script!!
Criteria/Sco 4!
re&
3!
2!
1!
The!main!characters!(3M4)!
are!named!and!described.!
Most!readers!would!have!
some!idea!of!what!the!
characters!looked!like.!
Character!analysis!is!
correct.!
!
The!main!characters!are!
named.!The!reader!knows!
very!little!about!the!
characters.!There!are!less!
than!required!amount!of!
main!characters.!Character!
analysis!was!incomplete.!
!
It!is!hard!to!tell!who!the!
main!characters!are.!
There!is!only!1!main!
character.!Character!
analysis!could!not!be!
completed!due!to!lack!of!
main!characters.!
!
Organizatio The!story!is!very!well!
n&
organized.!One!idea!or!
!
scene!follows!another!in!a!
logical!sequence!with!
clear!transitions.!
!
The!story!is!pretty!well!
organized.!One!idea!or!
scene!may!seem!out!of!
place.!Clear!transitions!
are!used.!
!
The!story!is!a!little!hard!to!
follow.!The!transitions!are!
sometimes!not!clear.!
!
There!is!little!evidence!of!
creativity!in!the!story.!
The!author!does!not!
seem!to!have!used!much!
imagination.!There!are!
no!stage!directions.!
Creativity/S The!story!contains!many!
The!story!contains!a!few!
The!story!contains!a!few!
The!reader!has!trouble!
Characters&
!
The!main!characters!(3M4)!
are!named!and!clearly!
described!in!text!as!well!
as!pictures.!All!readers!
could!describe!the!
characters!accurately.!
Character!analysis!is!
correct!with!sufficient!
evidence!from!play!to!
back!it!up.!
111
tage&
directions&
!
creative!details!and/or!
descriptions!that!
contribute!to!the!reader’s!
enjoyment.!The!author!
has!really!used!his!
imagination!with!regards!
to!stage!directions.!
descriptions!that!
contribute!to!the!reader’s!
enjoyment.!The!author!
has!used!his!imagination!
with!stage!directions,!but!
more!could!have!been!
used.!
descriptions,!but!they!
distract!from!the!story.!The!
author!has!tried!to!use!his!
imagination,!but!has!
minimal!stage!directions.!
figuring!out!when!and!
where!the!story!took!
place.!No!introduction!is!
given,!and!if!there!is,!
specifics!are!not.!
!
Setting&
!
Many!vivid,!descriptive!
words!are!used!to!tell!
when!and!where!the!story!
took!place.!Nothing!is!left!
to!the!imagination!for!any!
act/scene.!
Some!vivid,!descriptive!
words!are!used!to!tell!the!
audience!when!and!where!
the!story!took!place.!It!is!
not!clear!where!all!scenes!
take!place.!
The!reader!can!figure!out!
when!and!where!the!story!
took!place,!but!the!author!
didn’t!supply!much!detail.!
Hard!to!visualize!a!stage.!
The!reader!has!trouble!
figuring!out!when!and!
where!the!story!took!
place.!No!introduction!is!
given,!and!if!there!is,!
specifics!are!not.!
Dialogue&
!
It!is!always!clear!which!
character!is!speaking.!
Proper!‘print’!and!format!
used.!Dialogue!is!well!
developed!and!varied.!
It!is!usually!clear!which!
character!is!speaking!and!
proper!‘print’!and!format!
is!used.!Dialogue!is!well!
developed,!but!could!be!
more!varied!in!structure.!
It!is!usually!clear!which!
character!is!speaking,!but!
proper!‘print’!is!not!used!
correctly!throughout.!
Dialogue!is!choppy!and!not!
well!developed.!
Hard!to!follow!
characters’!dialogue!and!
minimal!effort!is!put!into!
conversations.!
!
It!is!fairly!easy!for!the!
reader!to!understand!the!
problem!the!main!
characters!face!and!why!it!
is!a!problem.!
It!is!fairly!easy!for!the!
problem!the!main!
characters!face!but!it!is!not!
clear!why!it!is!a!problem.!
It!is!not!clear!what!
problem!the!main!
characters!face.!
!
Problem/Co It!is!very!easy!for!the!
nflict&
!
problem!the!main!
characters!face!and!why!it!
is!a!problem.!
Solution/&
Resolution&
The!solution!to!the!
character’s!problem!is!
character’s!problem!is!
character’s!problem!is!a!
easy!to!understand,!and!is! easy!to!understand,!and!is! little!hard!to!understand.!
112
No!solution!is!attempted!
or!it!is!impossible!to!
understand.!
logical.!There!are!no!loose! somewhat!logical.!
ends.!
Spelling&and& There!are!no!spelling!or!
Punctuation& punctuation!errors!in!the!
!
final!draft.!Character!and!
place!names!that!the!
author!invented!are!
spelled!consistently!
throughout.!
There!is!one!spelling!or!
punctuation!error!in!the!
final!draft.!
!
Requiremen All!of!the!written!
Almost!all!(about!90%)!
ts&
requirements!(number!of! the!written!requirements!
!
pages,!type,!title!page!
were!met.!
format)!are!correct.!
!
!
Source:(http://hrsbstaff.ednet.ns.ca/afergus/script_writing_rubric.htm(
!
!
There!are!2M3!spelling!and!
punctuation!errors!in!the!
final!draft.!
!
The!final!draft!has!more!
than!three!(3)!spelling!
and!punctuation!errors.!
!
Most!(about!75%)!of!the!
Many!requirements!
written!requirements!were! were!not!met.!
met,!but!several!were!not.! !
!
Other!Evidence!!
!!1.!!substantive!discussion!of!the!selections!read!and!their!comprehension!questions!
!!2.!vocabulary!exercises!from!Unlock!the!Meaning!of!Words!
!!3.!!exercises!on!!achieving!sentence!clarity!by!avoiding!dangling!and!misplaced!modifiers!
!
!
!
!
!
!
!
113
Teach&
Lesson!8!
Background:!!
The!English!Heritage:!!A!Revelation!of!Humanist!Thoughts!
!
!
During!the!Renaissance,!England!became!a!great!center!of!
Methodology!
humanist!thought.!Influenced!by!Erasmus,!it!was!maintained!
(
by!such!stalwarts!as!John!Colet,!John!Fisher,!and!Sir!Thomas!
• Begin!or!introduce!the!lesson!by!asking!the!Big!
More.!Henry!VIII!was!a!generous!patron!of!art,!music!and!
Question!
learning,!but!it!was!the!reign!of!his!daughter!Queen!Elizabeth!I!
• Provide!a!short!background!(you!may!opt!to!give!the! that!saw!great!literary!flowering!as!exemplified!by!the!courtly!
Background!as!supplied!in!the!Teacher’s!Manual)!or! poems!of!Edmund!Spenser!and!Sir!Philip!Sidney!and!the!great!
have!your!own!!
dramatic!plays!of!William!Shakespeare.!!
• Ask!the!students!what!they!know!of!the!following!
!
people:!!William!Shakespeare,!Christopher!Marlowe,! !
etc.!!
• From!their!responses!inform!them!that!the!English!
heritage!has!contributed!significant!persons!like!
William!Shakespeare!who!had!espoused!universal!
ideas.!!
• Then,!make!a!preview!of!what!the!lesson!is!!all!about!
going!through!the!titles!of!the!selections.!!
• Elicit!from!them!their!perceptions!or!ideas!of!what!to!
expect!on!each!selection.!
• Mention!that!after!the!entire!lesson!or!unit,!they!are!
to!work!on!a!performance!task!and!orient!them!about!
its!nature,!expectations!and!skills!developed.!
(
!
!
!
114
Teach&
The!Merchant!of!Venice!!
(Excerpt)!
William!Shakespeare!
Methodology!
!
! Allow!the!students!to!imagine!that!they!have!500!pesos!.!
Their!goal!is!to!make!it!1000!after!2!weeks.!Elicit!from!
them!what!they!plan!to!do!to!reach!this!goal.!
• Follow!this!up!with!the!question!under!!“Unveil!What!
you!Know!“!question.!What!is!a!usurer?!!What!do!you!
feel!!toward!these!people!?!
• Allow!the!students!to!provide!answers!to!this!
question.!!
• Cue!the!vocabulary!words!in!Unlock!the!Meaning!of!
Words.!Mention!that!!they!have!to!unlock!the!
meanings!of!these!words!based!on!context!
!
Mcannot!impugn!you=!!assail!or!question!!
M!one!poor!scruple=!small!amount!or!portion!
M!stipulatedin!the!contract!=!specified!!
Mmitigate!!the!justice!=!lessen!!
!
• Then,!highlight!the!question!in!“Underscore!!a!
Motive”What!happened!to!the!moneylender!in!the!
play?!Do!you!find!any!reason!to!sympathize!with!
him?!
• Proceed!to!the!reading!of!the!selection.!!
• Make!the!students!answer!and!share!through!
115
EU:!The!true!essence!of!justice!is!best!manifested!in!bending!it!
a!bit!for!the!sake!of!mercy.!
EQ:!When!does!mercy!become!above!justice?!
!
5. Possible!answers!are:!
Lend!the!money!to!some!friends!or!classmates!and!have!them!
pay!back!with!additional!amount!from!their!borrowed!
amount;!!invest!in!buying!and!selling!of!items!needed!by!
classmates!or!friends!(ex>!!candies,!cookies,!etc.!)!!
!
6. A!usurer!is!someone!who!lends!money!to!those!who!
need!it!with!interest.!!If!I!were!the!one!who!borrows!
money,!I!will!feel!indebted!and!thankful!at!the!time!
they!lend!me!money!since!they!have!saved!me!from!my!
immediate!needs!but!when!it!is!pay!time,!I!feel!like!
wishing!them!to!vanish!so!they!can!free!me!from!a!huge!
interest!added!on!to!my!principal.!!I!wish!they!can!be!
more!merciful!by!simply!lending!money!without!
interest!and!just!leave!it!to!the!borrower!how!much!he!
or!she!will!give!as!interest!when!he!or!she!can!afford.!!
!
7. Answers!to!“Unlock!the!Meaning!of!Words”:!
!
cannot!impugn!you!=!!assail!or!question!!
M!one!poor!scruple=!small!amount!or!portion!
M!stipulatedin!the!contract!=!specified!!
discussion!their!responses!to!the!questions!on!
Sharing!Insights.!
Mmitigate!!the!justice!=!lessen!!
!
!
RECALL:!
3. Shylock!asked!for!a!pound!of!flesh!as!an!interest!to!
Antonio’s!loan.!!
!
4. He!didn’t!want!to!temper!justice!with!mercybecause!for!
him!it!was!what!was!agreed!and!stipulated!in!their!
agreement!!which!Antonio!entered!with!him!;!!perhaps,!
he!also!felt!that!Antonio!was!not!deserving!of!his!
mercy.!
5. Portia!imposed!!on!Shylock,!being!a!Jew!or!alien,!a!very!
strong!verdict!and!that!was!half!of!his!goods!will!be!
given!to!the!one!which!he!has!contrived!and!the!other!
half!will!go!to!the!state.!!
!
6. Shylock!called!Portia!a!Danielto!signify!or!mean!“judge”!
whom!he!respects!and!regard!as!like!God!who!can!give!
decisions!well.!
7. Portia!saved!!Antonio’s!!life!by!disguising!as!a!judge!and!
made!use!of!her!intelligence!to!make!Shylock!fail!!in!his!
desire!to!get!a!pound!of!flesh!from!Antonio.!!She!
accented!to!the!law!and!validity!of!the!contract!entered!
by!both!Antonio!and!Shylock!but!also!made!use!of!the!
same!thing!to!make!Shylock!guilty!,!as!an!alien,!of!
directly!or!indirectly!!attempting!at!the!life!of!a!citizen!
of!Venice.!!
!
(
116
ANALYZE:!
8. a.!The!passage!means!that!when!one!shows!or!does!an!
act!of!mercy,!he!or!she!receives!twice!a!!blessing.!!I!do!
agree!with!this!since!showing!mercy!is!being!concerned!
with!someone!and!doing!good!which!God!himself!will!
see!and!equally!gives!something!back!for!it.!!
10. Yes!it!is!true!and!I!agree!because!by!removing!the!
essence!of!existence!of!something!it!is!tantamount!to!
taking!out!that!“something”!like!the!means!to!live!!and!
living.!
EVALUATE:!
9. Antonio!,!while!discriminating!Jews!like!Shylock!,!was!
still!a!man!of!generosity!and!a!good!friend!since!he!
sacrificed!for!Bassanio!and!was!concerned!for!Lorenzo.!
As!a!man,!he!was!also!forgiving!and!not!opportunist!or!
revengeful!as!seen!in!the!last!part!of!the!play’s!excerpt!
of!not!getting!the!half!of!Shylock’s!property!and!instead!
asked!him!to!give!it!to!Lorenzo!and!his!own!daughter!
after!his!death.!!
10. Everyone!deserves!sympathy!since!Shylock!also!
operated!on!certain!reasons!why!he!became!so!harsh!
as!a!usurer.!!I!sympathize!with!him!since!I!understand!
where!he!is!coming!from!but!I!also!rejoice!in!making!
him!feel!and!realize!the!wrongs!he!had!done.!!
!
!
(
A(PIECE(OF(YOUR(MIND((A(SURVEY)(
117
(
Using(the(internet,(post(in(facebook(or(any(social(network(site(
the(question(“When(does((mercy(become((above(justice?”(or(even(
in(Twitter(through(hashtags.((Do(this(for(3(days(then(make(a(
compilation(and(do(a(summary((of(the(responses(gathered(from(
the(post.((Have(your(own(interpretation(or(analysis(of(their(
responses(after.((
(
!
Teach&
Literary!Skill/s!
Understanding!the!text!structure!of!drama!!
!
Methodology!
• Begin!by!asking!the!Prompt!Question”What!makes!!
drama!different!from!short!stories!and!poetry?!”!
Allow!the!students!to!share!what!they!have!in!mind.!!
• From!their!responses/s,!lead!them!next!to!the!
reading!of!the!featured!Literary!Skill.!!
• Allow!them!to!identify!the!elements!of!a!play!in!the!
piece!The!Merchant!of!Venice.!!
• Proceed!to!the!exercises!after.!
(
118
EU:&
Life!is!a!continuing!drama!and!drama!is!a!continuing!unfolding!
of!life!for!it!mirrors!culture,!truth!,!and!life!itself.!
!
EQ:&
How!does!drama!mirror!a!culture,!reflect!the!truth!and!imitate!
life?!
Answers&to&the&Methodology!!
7. !Possible!answer!is:!!drama!is!different!from!short!
stories!and!poetry!since!it!contains!stage!directions,!
dialogs,!acts!or!scenes!and!most!importantly!designed!
to!be!acted!on!stage.!!
8. The!element!in!the!play!The!Merchant!of!Venice!
(excerpt)!in!this!book!is!the!dialogs.!!
!
Answers&to&the&Exercise:&
Play:!!Oli!Impan!by!Alberto!S.!Florentino!
!
4. !Setting!:!!after!the!liberation!of!Manila,!!
Dec.!20,!1958!5!days!before!Christmas!at!Juan!Luna!where!
indigent!families!abound!
!
5. !Characters:!!!
!!!Girl!–!a!fiveMyear!old!girl!who!has!a!father!who!was!caught!by!
the!police!when!they!were!being!evicted!from!their!place!
!Boy!–!a!sixMyear!old!boy!who!has!a!mother!who!he!claims!to!
be!a!“!hand!reader”!;!he!tried!to!comfort!the!girl!in!the!midst!of!
eviction!!
!
6. Plot:!
The!play!starts!off!with!a!fiveMyear!old!girl!sitting!on!a!stone!
wall!and!asks!a!boy!who!is!playing!!if!there!is!a!fire!since!there!
is!a!siren!and!a!lot!of!commotion!going!on.!!The!boy!tells!the!
girl!that!there!is!no!fire!but!they!are!being!thrown!out!instead.!
The!girl!seems!to!wonder!why!they!will!be!thrown!out!and!
seemingly!she!does!not!fully!comprehend!the!problem!of!
evacuation!,!of!poverty,!etc.!!!The!girl!feels!bothered!and!
scared!of!all!the!things!that!are!going!on!!until!the!boy!tells!the!
girl!that!there!is!a!man!who!tries!to!stop!the!policemen!from!
hammering!their!houses.!!The!girl!recognizes!that!it!is!her!
father!who!fights!like!a!mad!dog!just!to!stop!the!police!from!
throwing!them!out.!!The!man!is!taken!in!the!police!car!and!
when!the!girl!hears!this!she!starts!to!cry.!!The!little!boy!now!
tries!to!pacify!and!comfort!her!by!enjoining!her!to!sing!Silent!
Night.!!They!sing!together!and!the!girl!momentarily!forgets!all!
the!worries!she!has.!The!girl!asks!what!the!song!is!all!about!
and!the!boy!tells!her!that!it!is!all!about!God!and!that!he!was!
born!in!a!stable!because!there!is!no!place!for!him!to!stay.!!The!
119
play!ends!with!the!2!kids!still!singing!Silent!Night.!!
!
7. !Conflict:!
The!struggle!or!problem!here!is!that!the!indigent!families!
where!these!two!kids!are!living!is!being!demolished.!They!face!
the!problem!of!poverty!and!of!demolition.!
!
8. Theme:!(suggested!answer!though!there!is!a!lot!of!
themes!that!can!be!drawn!here)!
A!child’s!innocence!spares!him!or!her!from!the!harshness!and!
complexities!of!life.!!
!
!
Teach!
Literary!Skill/s!
Pointing!out!Dramatic!Devices!
Methodology!
!
9. Begin!the!discussion!by!letting!the!students!do!Text!
Twist.!They!try!to!form!as!many!words!as!they!can!!using!
the!letters.!
!
Y!!I!O!!R!!!N!!
D!I!A!S!E!!
A!S!T!P!O!P!R!O!!E!H!!
S!Q!O!L!LL!I!!Y!U!!
Y!R!HE!!M!!
N!R!E!N!A!F!I!!R!
T!O!N!N!S!E!!
120
EU:&
Dramatic!devices!are!like!spices!of!life!or!ingredients!!in!a!
menu!that!can!affect!not!only!the!ones!who!use!them!but!also!
those!who!will!see!,!taste,!feel!,!or!experience!them.!
!
EQ:&
In!life,!what!can!be!likened!to!dramatic!device?!How!do!these!
affect!people!and!situations?!
Answers&to&the&Methodology:&
Some(possible(answers(are:(
!
1.!!IRONY!!!IRON!!NOR!
2.!AIDES!!!AIDE!SIDE!!ASIDE!DIE!DIES!!
3.!APOSTROPHE!!!POST!!!PORTS!!!PARTS!STAR!RATS!!!RAT!!!
(
(
10. From!their!responses/s,!ask!which!of!these!words!are!
related!to!drama.!
11. Elicit!from!them!what!they!know!of!these!words.!
12. Then,!cue!the!literary!skill!and!discuss!it.!!
13. Work!on!the!exercises!after.!
121
PART!
4.!!SOLILLOQUY!!!!!SOIL!OIL!!!LILLY!!!
5.!HEM!!!!RYHME!!!!HER!!!RYE!!
6.!REFRAIN!!!!RAIN!!!FERN!!!FAIR!!FAR!
7.!SONNET!!!SON!TONES!TON!TONS!TONE!!SET!
!
The!words!related!to!drama!are:!
Irony!,!aside,!soliloquy,!apostrophe!
!
!
12. 1.!!juxtaposition!
2.!!dramatic!irony!
!
9. Aside!!
!
4.!!Disguise!!
!
• Nemesis!,!dramatic!irony!!
!
13. Read!A(Streetcar(Named(Desire!written!by!Tennessee!
Williams.!!List!down!at!least!three!dramatic!devices!
used!here!and!support!it!with!some!lines!or!parts!used.!!
!
Some!of!the!dramatic!devices!used!in!A!Streetcar!named!
Desire!are:!
!
!!!!!!!!!!1.!foreshadowing!=!when!Blanche!was!
!likened!to!a!moth!in!a!flame;!!a!moth!
!died!in!a!flame!so!it!hinted!that!!
something!evil!will!happen!to!her!
!
! Contrast!–!when!the!characterization!of!Blanche!and!
Stanley!were!opposite!!like!Blanche!was!dainty!and!the!
way!she!was!described!and!her!clothing!would!tell!that!
she!was!from!the!upper!bracket!while!Stanley!was!
described!as!an!ordinary!or!common!person.!
! Symbolism!–!Tennessee!Williams!described!Blanche!as!
a!paper!lantern!which!can!stand!for!fragility!or!
weakness!despite!the!light!it!exudes;!it!spoke!of!
Blanche’s!constant!denial!of!the!truth!or!the!reality!
which!she!kept!hiding.!!
!
!
Teach!
Vocabulary!Skill!
Using!Patterns!of!Word!Changes!that!Indicate!Different!
Meanings!of!Parts!of!Speech!
!
Methodology!
C. Cue!the!Vocabulary!Skill!by!asking!the!Prompt!
question“What!does!the!word!‘dynamic’!suggest?!!Do!
you!think!language!is!dynamic!itself?”!
D. From!their!responses,!mention!that!the!English!
language!is!very!dynamic!because!it!is!pregnant!with!
words!and!ideas!once!a!letter!or!letters!are!added!or!
even!removed!from!an!original!word.!!
E. Proceed!to!the!discussion!of!the!!
Vocabulary!Skill.!
122
EU:!
Words!are!dynamic!and!powerful;!they!undergo!not!only!
structural!or!physical!change!but!also!a!change!in!meaning!
which!spell!effects!on!people!and!communication!itself.!!
EQ:!
How!do!changes!in!words!affect!society!,!people!,!and!
communication!in!general?!!
Answers!to!the!Methodology:!
1.!!The!word!dynamic!means!“powerful”,!“capable!of!change”!,!
etc.!!Yes,!I!think!language!itself!is!dynamic.!
!
2.!!Possible!examples!for!this!are:!
!!!Run!–!can!be!a!noun!(I!will!have!a!10Mminute!run.)!
!
!
!
(
(
F. !Allow!the!students!to!provide!their!own!examples!to! !!Running!–!verb!!(!I!will!be!running!for!10!minutes.)!!
show!the!skill!learned.!!
!Running!–!adjective!(!The!running!man!is!doing!an!authentic!
G. !Answer!the!exercises!after.!!!!
style!now.)!!
!
!
Exercise!A:!(some!possible!answers)!
NOUN!!
!VERB!!
ADJECTIVE!
1.!!comprehension!
comprehend!
comprehensive!
_________manipulatio
n!
activation!!
2.!manipulate!
assertion!
4.!!asserted!
5.!!awe!!
awed!
6.!!trial!!
tried!
realization!!
7.!realize!
activated!!
manipulative!
!
3.!active!!
!
asserting!
!
awesome!!
tried!!
!
real!/realistic!
!
!
Exercise!B:!!
!
1. Shylock’s!downfall!at!the!end!of!the!play!was!beyond!
my!comprehension.!
2. Portia!showed!how!she!skilfully!manipulated!the!trial!
in!court.!!
123
3. Nerissa!was!an!active!court!clerk!in!the!play.!
4. Shylock!asserted!that!justice!be!done!over!mercy.!
5. The!audience!waited!with!eagerness!as!to!what!will!
happen!to!the!trial!conducted!between!Shylock!and!
Antonio.!
6. No!one!suspected!nor!realize!that!the!judge!and!the!
clerk!were!disguises!only!of!Nerissa!and!Portia.!
7. The!assertion!of!Shylock!for!a!pound!of!Antonio’s!flesh!
was!a!failure.!!
8. Portia’s!manipulation!of!the!trial!indicated!how!she!
loved!Bassaniowho!was!a!close!friend!of!Antonio.!
9. The!disguise!of!the!two!female!characters!was!
awesome.!
10. Antonio!tried!to!prove!his!strong!friendship!with!
Bassanio!by!entering!into!a!loan!agreement.!!
!
Teach!
Listening/Viewing!Skill!
Listening!Analytically!to!Determine!Biases,!Opinions!and!
Unsupported!Generalizations!
!
Methodology!
1.!!Begin!by!!posting!this!statement!!on!the!board:!!Gma!7!News!
and!!Public!Affairs!is!the!most!credible!among!all!tv!stationed!
news!programmes.!!Ask!or!allow!the!!studentsto!provide!
reactions.!
!
2.!From!their!responses,!lead!them!to!read!the!Listening!
/Viewing!!Skill.!!
124
EU:&
Listening!analytically!enables!one!to!be!more!discerning!in!
evaluating!the!information!or!sources!that!he!gets!or!
receives.!!
!
EQ:&
How!can!!one!be!more!discerning!and!careful!in!evaluating!
ideas!or!insights?!!!!
Answer&to&the&Methodology:&
Some(possible(answers(are:(
!!!!!!!It!is!too!assuming.!!Who!gave!this!statement!?!!What!
!
3.!Proceed!to!the!given!exercises!A!and!B.!
!
(
made!him!arrive!at!this!conclusion?!
!!!!!!!I!find!it!true.!!I!often!hear!and!see!them!obtain!rewards!
for!this.!
!!!!!!It!is!highly!subjective.!!It!might!have!come!only!from!one!
side.!!
!
!
Answers!to!the!Exercise:!!
Exercise!A:!
1.!!opinion!
2.!!unsupported!generalization!
3.!!I!will!do!the!following:!
!!!!a.!!research!on!the!credibility!of!Eric!Encina!
!
!
b.!!Locate!supporting!statements!in!the!article!that!will!prove!
his!claim!that!usury!is!unpardonable.!
!
3. Check!if!Mr.Encina!has!arrived!at!this!claim!through!
various!sources!and!enough!investigations!or!
experiences!!
4. !
Exercise!B:!
!
Possible!answer!is!an!ad!!showing!any!telecom!networks!!as!
the!most!reliable!and!strong!telecom!network!with!its!signal!
reaching!even!the!farthest!places.!!This!is!highly!opinionated!
or!biased!ad!since!there!are!no!surveys!nor!statistics!to!
prove!such.!!!
!
125
Teach!
Speaking!Skill!
Using!Idioms!in!Oral!Communication!!
Methodology!
!
8. Start!by!saying!:!“Come!on!Paul,!break!a!leg!”!(or!change!
the!name!depending!on!who!you!want!to!call)!
Ask!what!they!understand!by!this!expression.!!
9. From!their!responses,!!inform!the!class!that!the!
expression!is!an!idiom.!!Ask!the!prompt!question!next:!!
“What!are!idioms?”!
10. !Allow!the!students!to!spend!ample!time!to!share!their!
insights.!!
11. Cue!them!now!to!the!discussion!of!the!Speaking!Skill!
lesson.!Underscore!the!importance!of!using!this!in!oral!
communication.!!
12. Make!them!work!on!the!exercise.!
(
126
EU:! !
Idioms!make!communication!interesting,!more!personal!,!yet!
intellectually!stimulating.!
!
EQ:! !
How!can!idioms!express!a!culture?!
Answer!to!the!Methodology:!
!
1.!Some!possible!answers!are:!
!!Someone!asks!Paul!to!break!literally!his!leg.!
!!Someone!asks!Paul!to!give!his!best.!!
!
2.!!IDIOMS!are!words!or!phrases!that!hae!special!meanings!
different!from!their!literal!meaning.!!
!
!
Exercise!A:!
!
1.at!the!mercy!of!!the!court/someone!
2.!beat!the!rap!
3.!bell!the!cat!
4.!!swallow!everything!
5.!a!grain!of!salt!
6.!as!sober!as!a!judge!
7.Bend!Over!!
8.!Come!Hell!Or!High!Water!
!
Exercise!B:!
1.!Give!Him!The!Slip:!To!get!away!from;!To!!
escape.!!
!
!!!The!lawyer!!successfully!defended!the!man!!which!gave!him!
the!slip!from!death!penalty.!!
!
2.!Go!Down!Like!A!Lead!Balloon:!To!be!received!badly!by!an!
audience.!
!
!!!!His!unpreparedness!earned!him!a!poor!performance!that!he!
went!down!like!a!lead!balloon.!
!
3.!Go!For!Broke:!To!gamble!everything!you!have.!
!
!!!!I!am!willing!to!go!for!the!broke!for!this!last!stage!production.!
!
4.!Go!Out!On!A!Limb:!Put!yourself!in!a!toughposition!in!order!to!
support!someone/something.!
!
5.Knee!Jerk!Reaction:!A!quick!and!automatic!response.!
The!bashful!guy!gave!a!knee!jerk!reaction!when!the!apple!of!his!
eyes!passed!by.!
If!answers!varry,!please!provide!notes!about!the!item!–!
purpose,!expectation,!strategy.!
!
!
!
!
!
127
Teach!
Methodology!
Reading!Graphs!
!
9. Cue!the!!discussion!by!asking!the!Prompt!Question!“Do!
you!prefer!reading!information!in!sentences!and!!
paragraphs!or!in!!chart!or!graph!forms?!!Explain!your!
answer.”!
10. From!their!responses!,!inform!them!about!line!and!bar!
graphs.!
11. Let((the(students(work(on(the((exercises(featured(in(the(
lesson.(
EU:&
Facts!and!figures!are!best!presented!and!understood!when!in!
bar!or!line!graph!form!
EQ:&
How!does!one!make!many!facts!and!figures!meaningfully!
presented?!
Answers&to&the&Exercises&
!
Answer&to&the&Prompt:&
I!prefer!to!read!information!in!graphs!when!they!are!too!!many.!!
It!saves!me!a!lot!of!time!and!it!makes!me!visualize!or!imagine!
the!information!given.!!
!
Answers&to&the&Exercise:&
A:!
Possible!answers!or!interpretations!are:!
1997!was!the!time!that!the!highest!housing!loan!was!entered!or!
taken.!
Only!less!than!2000!!pesos!had!been!loaned!for!houses!in!1993.!!!
A!lot!of!families!may!have!opted!or!chosen!to!avail!themselves!
of!!their!own!homes!by!entering!into!housing!loans!in!the!yeae!
1997!and!1998.!
!
B:!!!
(answers!here!may!vary!depending!on!what!kind!of!graph!you!
will!choose)!
!
!
128
!
Teach!
Grammar!Skill!
Achieving!Sentence!Clarity!through!Correct!Use!and!Placement!
of!Modifiers!
!
Methodology!
4. !PICTOGAME!
Enjoin!the!students!to!draw!what!they!imagine!of!in!each!
sentence.!
!
The!man!!with!black!stripes!is!seen!wearing!a!polo.!!
!
She!ate!on!a!!morning!a!!cold!!dried!fish!and!!hot!coffee.!
!
The!crushed!student’s!mug!caused!an!injury!to!a!passerby.!!
!
5. From!their!illustrations!or!reactions,!the!students!are!
asked!why!they!reacted!or!drew!these!sketches.!
6. Ask!them!next!the!Prompt!Question.!!
7. Proceed!to!the!reading!and!discussion!of!the!lesson!on!
Achieving!Sentence!Clarity.!!
(
129
EU:&
Everything!must!fall!in!their!proper!places!to!avoid!chaos!and!
misunderstanding.!!
EQ:&
How!should!modifiers!be!used!and!placed!to!avoid!ambiguity!
and!vagueness?!
Answers&to&the&&Methodology:&
5. !Possible!answers!that!can!be!yielded!are:!
(draw!a!man!with!stripes!on!his!face!and!is!wearing!a!polo)!
!
(draw!a!woman!with!a!fish!on!the!plate!encased!in!ice!and!a!!
cup!of!coffee)!
!
(draw!a!student!who!is!crushed!or!bodily!injured!holding!a!
mug!and!a!passerby!who!is!with!a!body!cast!near!him)!!
6. !They!were!wondering!and!found!some!sentences!
ridiculous!but!enjoyed!sketching.!
7. Answer!to!the!Prompt!Question:!!!
!
Sentences!become!unclear!when!some!descriptive!words!are!
not!placed!properly!or!the!ideas!and!words!seem!scrambled!or!
mixed!up.!!
!
Answers&to&the&Exercises:!!!
!
Exercise!1:!!!
8. !DANGLING!MODIFIERS!
1.!!As!Lyka!!was!lying!awake!all!night,!the!music!kept!her!
company.!
2.!!While!Mimi!was!listening!intently!to!the!conversation,!
youthful!memories!came!back!to!her.!!
3.!!Floating!on!the!pool!with!her!eyes!closed,!the!water!
soothed!Martina’s!tired!body.!!
!!!!!4.!As!Britz!thinks!deeply,!the!idea!became!clear!to!her.!!!
!!!!5.!!For!someone!to!forget!what!had!happened,!working!hard!
was!!the!answer.!!
!!!6.!!With!Maria!running!around!barefoot,!she!typified!the!
tragedy!that!came!upon!the!town.!!
!!7.!The!poor!people!patched!up!the!boats!and!mended!the!nets!
to!get!a!handMtoMmouth!existence!from!the!sea.!!
!
!!8.!!The!two!ladies!used!low!tones!in!their!conversation!to!
keep!their!secrets!to!themselves.!!!
9.!!With!the!workers!mixing!mortar!and!other!substances!
together!everyday,!they!almost!forgot!their!experienced!
tragedy.!
!
!
B.!!
1.!!The!boy!gathered!all!the!fruit!sitting!on!a!branch!of!the!tree.!
!
The!boy!sitting!on!a!branch!of!the!tree!gathered!all!the!fruit.!
!
!2.!!The!girl!left!for!the!market!carrying!a!basket.!!
!
!!!!!The!girl!carrying!a!basket!left!for!the!market!.!
!
130
3.!The!child!played!!in!the!yard!wearing!his!school!uniform.!
!
!!!The!child!wearing!his!school!uniform!played!!in!the!yard!.!!!
!
4.!!Touching!a!live!wire,!a!shock!shot!through!the!electrician’s!
body.!
!
After!the!electrician!touched!!live!wire,!a!shock!shot!through!
his!!body.!
!
5.!!Bringing!flowers,!the!rooms!were!!kept!attractive!by!the!
committee.!
!
The!committee!kept!the!rooms!attractive!by!bringing!flowers.!!
OR!!
By!bringing!flowers,!the!committee!!kept!the!rooms!attractive.!!
14. (FOR!PART!D!IN!THE!ORIGINAL!EXERCISE!–!PAGE!56)!!
!
1.!!RETAIN!WHAT!IS!ON!PAGE!56!!
2.!Never!having!been!there!before,!Merlita!got!lost!!along!the!
way.!!
3.!While!Mimi!was!walking!leisurely!across!the!meadow,!she!
saw!a!lovely!butterfly.!
4.!!By!listening!attentively,!one!can!understand!what!someone!
is!communicating.!!
5.!Running!on!the!opposite!lane,!the!!two!cyclist!escaped!the!
collision.!
6.!!While!driving,!Mon!fell!asleep!.!
!
MISPLACED!MODIFIERS:!
131
!
1.!Antonio’s!ships!are!lost!in!the!sea!and!the!debt!cannot!be!
paid!as!promised.!!
!
!
2.!Shylock!will!take!the!offer!of!the!Christian!and!pay!bond!
thrice.!!
!
3.Portia!reiterated!that!the!bond!tells!no!jot!of!blood!but!just!a!
pound!of!flesh.!!
!
4.!Shylock’s!attitude!towards!Bassanio!and!Antonio!was!
caused!by!the!discrimination!he!got!as!a!Jew.!!
!
5.!!Antonio’s!money!was!all!tied!up!in!ships!which!are!at!sea.!
!
!
Teach!
Writing!Skill!
Writing!Scripts!in!Other!Contexts!
!
Methodology!
4. Ask!the!students!who!among!them!want!to!be!writers!or!
even!directors.!Let!them!explain!why.!
!
5. From!the!students’!responses,!elicit!from!them!their!
insight!whether!or!not!short!stories!can!be!turned!into!a!
play.!!They!have!to!expound!too!on!their!replies.!!
6. Connect!their!responses!to!the!discussions!on!Writing!
132
EU:&
A!rich!literary!material!is!not!only!of!values!but!also!capable!of!
being!translated!or!expressed!in!different!literary!forms!and!
genres.!
EQ:&
Why!do!things!and!literary!works!need!to!be!!repackaged!?!
updated?!reinvented?!
&
Strategy&(genreDprocess&approach)&
!
Scripts!in!Other!Contexts!
Answers&to&the&Exercise/s:&
Grandfather:!!(sighs!!deep!as!he!breaks!his!silence)!Your!Aunt!
Linzy!has!a!good!disposition,!which!is!nothing!to!!hahMhah!
about.!!(!he!walks!!and!stops!to!face!Thomas).!!Too!many!
people!are!!constantly!whining!about!their!lot!in!life.!!(flashes!
a!smile!and!winks!at!Thomas)!You!must!admit!your!aunt!is!
usually!pretty!!cheerful.)!!And!I!think!it!is!funny.!(manages!a!
smile!and!looks!at!Thomas)!!
!
Thomas:!!!(appears!confused!,!stands!and!approaches!
Grandpa)!!What!do!you!mean?!
!
Grandfather:!!(turns!slowly!to!Thomas!)!!
If!!you!!lived!someplace!where!people!were!wondering!how!
much!longer!where!!you!were!going!to!stay,!would!you!be!
cheerful?!
Thomas::!!(hesitated!a!bit!but!continues…)!!
!!!!!!!I!wouldn’t!be.!!I’d!be….!(pauses!)!!
!
Grandfather:!!!(eyes!lighted!and!pitch!gets!higher..)!!!What!
would!you!be?!
!
Thomas:!!(!he!was!about!to!say!“grumpy”!but!paused!and!
changed!his!mind!…)!Sad,!I!guess.!
!
Then!gets!near!Grandfather!and!hugs!him.!!
!
!
Strategy!(process!writing!approach)!
!
!
!
(
!
!
(
133
Follow!the!preMwriting!to!publishing!stage.!!Make!sure!that!in!
each!stage,!you!will!have!a!written!output!to!be!checked!or!
submitted!to!the!teacher.!
!
Teach!
Performance!Task:! !
Strategies!
PLAYWRIGHT!FOR!A!DAY!
!
!
7. Refer!the!students!to!various!skills!or!topics!covered!in!
Methodology!
the!entire!lesson.!
!
8. Lead!!them!to!the!Performance!task!by!giving!them!the!
7. Refer!the!students!to!various!skills!or!topics!covered!in!
GRASPS.!(mention!the!prompt!and!what!rubric!will!be!
the!entire!lesson.!
used!in!rating!their!output).!
8. Lead!!them!to!the!Performance!task!by!giving!them!the!
9. Allot!ample!time!to!make!the!students!work!on!the!
GRASPS.!(mention!the!prompt!and!what!rubric!will!be!
script.!!
used!in!rating!their!output).!
10. Provide!the!students!!a!time!to!showcase!or!present!all!
their!scripts!!not!only!for!appreciation!but!also!for!
script.!
sharing!of!works!done.!
10. Provide!the!students!!a!time!to!showcase!or!present!all!
their!scripts!!not!only!for!appreciation!but!also!for!
sharing!of!works!done.!
!
Teach&
Revisiting!the!Essential!Questions!
Methodology!
!
16. Go!over!the!questions!in!the!Revisiting!the!Essential!
questions.!!
17. Give!the!students!ample!time!to!answer!them.!
!
1. The!Renaissance!Period!had!presented!literary!works!
that!showed!the!practices!and!insights!of!people!about!
religions!(!example:!!Jews!and!Venetians)!and!
individuals!(how!motives!and!actions!are!influenced!by!
134
18. Open!the!discussion!by!allowing!the!students!to!share!
what!they!have!answered!in!this!part.!!
!
(
the!experiences!they!have!undergone).!
!
2. The!most!challenging!yet!interesting!things!I!have!
learned!while!thinking!of!what!script!to!write!was!that!
of!translating!and!transferring!what!I!have!imagined!in!
my!head!to!a!written!form!that!can!be!executed!and!
appreciated!on!stage.!!!This!affected!my!perception!of!
William!Shakespeare!since!I!appreciated!him!more!and!
his!brilliance!in!producing!plays!that!were!very!rich!in!
satire!and!societal!issues.!!
!
!
I!have!understood!that!true!justice!,!for!it!to!prevail,!must!be!
one!that!can!bend!and!flex!to!give!way!to!a!higher!form!of!love!
which!is!MERCY!!and!that!mercy!must!not!be!given!just!for!the!
heck!of!doing!it!but!with!good!discernment!and!evaluation.!!
This!affected!me!as!a!person!!since!I!realized!how!to!regard!
law!and!justice!and!why!or!when!it!has!to!give!in!for!
humanitarian!purposes.!
Strategies&
!
Do!the!S.A.T.!method!or!strategy!which!stands!for!Share!!your!
Answers!and!Thoughts.!!(this!is!a!personally!made!or!thought!
acronym!of!mine)!wherein!the!students!will!be!given!time!to!
answer!the!Revisiting!the!Essential!Questions!then!they!have!
socialized!recitation!to!share!what!they!have!written!and!
elaborate!or!share!their!insights.!
!
!
135
Teach&
UNIT!LEARNING!ASSESSMENT!
Methodology!
19. !Ask!the!students!to!answer!the!worksheet!on!SYNTHESIS!and!REFLECTION!under!UNIT!LEARNING!ASSESSMENT.!!Let!
them!form!a!dyad!and!make!them!share.!!After!the!given!time!for!sharing,!make!a!class!processing!by!calling!them!
randomly!for!their!sharing!of!feelings!and!insights.!
20. If!!you!were!to!head!a!committee!that!puts!on!trial!Janet!Napoles!who!is!involved!in!the!Pork!Barrel!Scam,!what!would!
you!do!to!ensure!that!both!mercy!and!justice!will!be!served!to!her.!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
136
Lesson&9&
!
!
Teach&
Transfer!Goal!
!
7. A!fable!may!teach!a!lesson!by!suggesting!either!a!
positive!value,!or!one!to!be!taken!up!and!followed;!
or!a!negative!value,!or!one!to!be!avoided.!
8. In!a!dialogue!or!dramatic!monologue,!a!character's!
personality!traits!and!values!are!built!up!by!the!
thoughts!expressed!in!his!or!her!spoken!statements,!
as!well!as!his!or!her!reactions!to!statements!made!by!
others.!!
9. Words!may!be!combined!to!create!new!words!called!
compound!words,!which!take!on!their!own!
meanings.!
10. A!speaker!may!give!explicit!or!immediate!signals!to!
highlight!key!parts!in!what!he!or!she!is!saying.!
11. Momentary!gaps!or!lapses!in!communication!may!be!
repaired!by!employing!verbal!and!nonMverbal!
strategies.!
12. Pictographs!and!pie!graphs!present!information!in!a!
visual!manner,!by!using!symbols!and!parts!of!a!
whole!to!represent!data.!
13. Proper!phrasing!and!use!of!connectors!can!help!
deliver!information!clearly!by!avoiding!confusing!
!
!
11. How!does!a!fable!deliver!a!moral?!
12. How!is!a!character's!personality!built!up!in!a!dialogue!or!
dramatic!monologue?!
13. How!can!individual!words!lead!to!the!creation!of!new!
words?!
!
14. How!can!a!listener!immediately!identify!key!parts!or!turns!
in!a!speaker's!delivery?!
15. How!can!I!recover!from!momentary!gaps!or!lapses!in!
communication?!
16. How!do!pictographs!and!pie!graphs!present!information?!
17. How!can!I!deliver!information!clearly!in!my!writing!
without!confusing!breaks!in!my!sentences?!
18. How!can!I!pick!a!research!topic!that!is!the!appropriate!
size!and!scale!for!my!work?!
137
interruptions,!split!constructions,!and!faulty!
separations.!
14. Narrowing!down!a!topic!by!asking!questions!and!
refining!focus!can!help!cut!down!a!larger!topic!into!
one!that!can!be!researched!on!and!written!about.!
!
Knowledge!!
Skill!
• Positive!and!negative!values!
• Compound!words!
• Explicit!signals!in!speaking!
• Verbal!and!nonMverbal!communication!strategies!
• Functions!of!pictographs!and!pie!graphs!
(
!
• Discriminate!between!positive!and!negative!values!depicted!
in!a!fable!
• Infer!character!traits!and!values!through!dialogue!and!
dramatic!monologue!
• Derive!words!through!compounding!
• Identify!explicit!signals!used!by!a!speaker!
• Repair!communication!breakdowns!using!verbal!and!nonM
verbal!strategies!
• Interpret!information!contained!in!pictographs!and!pie!
graphs!
• Avoid!confusing!interruptions,!split!constructions,!and!faulty!
separations!
Choose!and!narrow!down!a!subject!
Performance!Task!
Conducting!a!webcast!interview!
Rubric!
Other!Evidence!!
138
1.
2.
3.
4.
Substantive!discussion!and!sharing!of!insights!regarding!reading!selections!
Drama!and!Fable!reading!exercises!
Speaking,!listening!and!viewing!exercises!
Grammar!exercises!
!
!
Stage&3:&Learning&Plan&&
Methodology!
!
Overview:!!!
!
How!humanity!sees!itself!is!a!factor!that!contributes!to!what!
humanity!ends!up!achieving!and!accomplishing,!as!well!as!the!
reasons!why!it!does!these!things.!Over!the!course!of!several!
centuries,!humanity’s!views!of!itself!shifted!between!being!
critical!and!ideal,!taking!into!account!its!weaknesses!and!
strengths.!!
!
This!chapter!is!a!journey!through!a!number!of!eras!that!left!
behind!literature!that!reflects!humanity’s!evolving!selfMimage,!
with!iconic!works!that!continue!to!inform!and!motivate!us!to!reM
examine!ourselves!and!others.!
!
(
!
Teach!
Methodology!
Activity:!
1. Present!the!Unit!Big!Idea!to!the!students!and!ask!
about!what!concepts!this!generates.!
2. Move!the!discussion!from!individual!selfMimages!to!a!
139
(
!
national!selfMimage,!and!on!to!how!such!a!large!selfM
image!can!be!hypothesized.!Stress!the!importance!of!
having!a!clear!selfMimage,!and!ask!what!it!can!do!for!
a!person.!!
3. Apply!the!big!idea!to!previous!eras!taken!up!in!
previous!lessons.!What!image!of!humanity!can!be!
gleaned!from!there?!
lessons!and!acknowledging!that!each!will!have!a!
focus!of!its!own!that!nevertheless!contributes!to!this!
big!idea.!
Teach!
Methodology!
1. Open!the!lesson!by!recapping!the!Renaissance!Age.!
What!did!it!do!for!the!world!in!general,!and!
literature!in!particular?!What!kind!of!scenario!did!it!
leave!the!world!in?!What!sort!of!developments!could!
happen!next,!given!a!scenario!like!this?!
2. Connect!this!to!the!onset!of!the!Age!of!Reason.!
Briefly!discuss!the!background,!and!arrive!at!the!
idea!that!with!the!Renaissance!creating!an!explosive!
growth!and!exploration!of!possibilities,!the!natural!
fall!that!would!follow!such!a!rise!would!involve!
refining!this!exploration!and!finding!a!focus.!!
3. The!thinkers!and!writers!of!the!era!did!indeed!find!a!
focus,!although!their!means!of!exploring!this!
differed.!This!can!lead!to!the!big!question!for!the!
Background:!!
!
The!years!following!the!Renaissance!were!filled!with!the!sort!of!
conceptual,!ideological!upheaval!one!can!expect!of!a!rejuvenated,!
revitalized!landscape.!Matching!the!economic!and!social!
revolution!occurring!in!Europe!at!the!time,!the!literary!divide!of!
the!17th!century!saw!writers!championing!different!styles.!Some!
advocated!simplicity!and!straightforwardness,!while!others!
stretched!the!traditional!lyric!forms!to!fit!new!intellectual!
concepts.!
!
As!a!whole,!however,!the!literature!of!the!17th!century!could!be!
said!to!emphasize!reason,!discipline!and!critical!thought.!With!
strong!overtones!of!Greek!and!Roman!classic!ideas!and!styles,!
17th!century!literature!prized!formalism,!correctness,!precision!
140
lesson.!
4. Asking!students!for!possible!answers!to!this!big!
question!before!the!inMdepth!discussion!of!the!lesson!
can!help!cue!their!expectations!and!their!own!
rationalizations!as!well.!This!can!serve!as!a!good!
springboard!for!introducing!the!Performance!Task,!
as!well!as!the!skills!of!the!lesson.!!
in!word!choice,!and!rhythmic!expression!of!thought.!Satire!
became!one!of!the!most!popular!forms!of!expression,!whether!in!
prose!or!verse.!Writers!like!Moliere!blended!criticism!with!
entertainment,!and!other!writers!like!La!Fontaine!presented!
critiques!of!people!and!society!in!informative,!educational!verse.!
(
!
Teach!
Methodology!
EU:!Jean!de!la!Fontaine’s!fables!are!similar!to!traditional!fables!in!
1. Revisit!earlier!lessons!on!fables,!or!fables!that!
how!they!deliver!a!moral,!but!different!from!them!in!how!they!
students!have!previously!encountered.!
use!poetic!form!instead!of!prose.!
2. Connect!the!notion!of!fables!to!the!prevailing!mindset! EQ:!How!are!Jean!de!la!Fontaine’s!fables!similar!to!and!different!
of!the!Age!of!Reason!–!why!would!a!writer!like!de!la! from!traditional!fables?!
Fontaine!explore!fables!at!a!time!like!this?!How!did!he!
!
view!the!fable?!What!about!that!makes!it!a!viable!
SHARING!INSIGHTS!
medium!for!delivering!lessons?!
i. !THE!OAK!AND!THE!REED!
3. Some!more!introductory!discussion!on!this!matter!can!
RECALL!
be!done!after!discussing!the!information!presented!in!
1. The!oak!feels!it!is!better!than!the!reed!because!it!can!
the!author’s!background.!This!can!also!be!revisited!
withstand!the!push!of!the!wind.!
when!talking!about!the!Critical!Thinking!Question.!
2. The!oak!tells!the!reed!that!it!could!have!lessened!its!
4. The!fables!may!then!be!read!as!poems!are,!with!one!
difficulties!if!it!grew!near!the!oak,!which!could!
reading!each!out!loud!before!going!in!to!close!reading.!!
supposedly!protect!it!from!the!wind.!
5. Answer!the!Sharing!Insights!questions!and!invite!
COMPREHEND!
students!to!weigh!their!acceptance!of!the!moral!being!
1. The!reed!believes!it!is!safe!because!it!bends!in!the!face!
presented.!!
of!any!weak!or!strong!wind.!It!is!proven!to!be!correct!
6. Invite!contribution!and!discussion!of!other!fables!and!
because!the!oak,!which!does!the!opposite,!is!broken!by!
141
the!morals!that!they!teach.!
the!wind.!
7. Lead!them!to!phrase!the!moral!as!an!imperative!piece! INTERPRET!
of!advice,!not!an!observation!of!reality.!This!will!help!
• In!these!lines!the!oak!is!bragging!about!how!the!
lead!into!the!lesson!on!discriminating!positive!and!
same!wind!could!have!a!powerful!impact!on!the!
negative!values!presented!in!a!fable.!
reed!but!not!on!him.!
!
• The!oak!could!represent!people!who!put!a!lot!of!
pride!in!their!strength!and!ability,!and!how!it!
allows!them!to!compare!favourably!to!others.!The!
reed!could!represent!people!who!are!more!
adaptable!than!strong/able,!and!who!are!able!to!
adjust!around!adversity.!!
APPLY!
H. The!poem!illustrates!that!resilience!and!adaptability!
are!sometimes!more!important!than!strength.!
!
j. THE!CROW!AND!THE!FOX!
RECALL!
1. The!crow!was!carrying!a!piece!of!cheese.!
2. The!fox!flattered!the!crow,!praising!his!voice!and!
appearance.!This!had!no!truth!to!it,!and!was!only!being!
said!to!trick!the!crow.!
COMPREHEND!
10. The!fox!flattered!the!crow!in!order!to!get!the!bird!to!try!to!
show!off,!and!thus!drop!the!cheese.!
11. The!crow!learned!that!believing!flattery!is!foolish.!
APPLY!
7. This!lesson!is!applicable!to!people;!students!may!offer!
anecdotes!as!evidence.!
!
142
(
11. This!may!immediately!follow!from!a!processing!
discussion!on!the!morals!presented!in!the!given!fables.!!
12. Students!may!engage!in!ThinkMPairMShare,!where!they!
take!a!few!minutes!to!reflect!on!the!question,!then!partner!
up!and!share!their!own!answers.!This!may!be!extended!by!
adding!an!individual!reflective!writing!activity!that!weighs!
students’!own!answers!against!their!partners’.!
!
Teach!
Methodology!
1. Review!the!morals!learned!in!discussing!the!previous!
texts.!Focus!on!the!way!they!were!stated!as!
imperatives!giving!advice!for!things!that!should!or!
should!not!be!done.!
2. Link!this!to!the!notion!of!the!fable!as!a!lessonMteaching!
tale;!read!the!first!part!of!the!section!and!explore!the!
fable’s!role!in!history.!
3. Read!the!rest!of!the!section,!discussing!how!the!fable!
presents!a!moral!to!be!followed!by!its!readers.!!
4. Allow!the!students!to!work!on!the!exercises.!Process!
the!answers!by!reviewing!the!definitions!in!the!
section.!Note!that!ultimately,!the!nature!of!the!fable!as!
a!way!to!teach!a!lesson!is!the!most!important!thing!
about!it.!
EU:!!
A!fable!may!teach!a!lesson!by!suggesting!either!a!positive!value,!
or!one!to!be!taken!up!and!followed;!or!a!negative!value,!or!one!to!
be!avoided.!
EQ:!How!does!a!fable!deliver!a!moral?!
!
9. “Those!who!propose!should!be!willing!to!perform.”!This!is!
a!positive!value;!alternatively,!the!negative!value!of!“Do!
not!make!a!suggestion!if!you!are!unwilling!to!enact!it”!
could!be!pointed!to.!The!fable!as!it!is!written!here!does!
not!present!any!significant!positive!or!negative!
consequences,!although!the!continuing!lack!of!a!plan!
could!be!seen!as!more!negative.!
10. “Do!not!be!greedy.”!This!is!a!negative!value,!seen!in!the!
punishing!consequence!of!the!dog!losing!the!meat!that!he!
had.!
143
11. “Despising!what!you!cannot!have!is!easy/shallow”!is!a!
negative!value,!while!alternatively,!the!positive!value!“Be!
content!with!what!you!have”!can!be!found!here.!
!
Teach!
Methodology!
8. Lead!into!the!selection!by!asking!students!for!their!
opinion!on!the!title.!Define!the!term!and!allow!
students!to!share!their!expectations!about!the!
selection!based!on!the!title,!as!well!as!their!opinion!
on!the!kind!of!person!represented!by!the!term.!
9. This!may!be!a!good!point!to!explore!the!questions!
posed!in!Unveil!What!You!Know.!
10. Review!the!context!of!the!dialogue!within!the!play!
by!reading!the!portion!on!the!author’s!background.!!
11. Read!the!selection!and!allow!students!to!build!the!
two!opposing!viewpoints.!Discuss!the!opposing!
viewpoints!in!light!of!the!era!of!the!text,!as!well!as!
ours.!How!do!these!ideas!reflect!the!philosophy!of!
the!Age!of!Reason?!Has!the!value!or!credibility!of!
their!justifications!changed!over!time?!
12. Allow!students!to!read!and!answer!the!Sharing!
Insights!questions.!The!last!one!may!be!tied!into!the!
previous!discussion!on!whether!or!not!these!ideas!
still!hold!true.!
EU:!Lines!of!dialogue!and!the!spirited!interaction!with!a!friend!
are!what!surface!the!character!and!personality!of!the!
Misanthrope.!
EQ:!How!is!the!character!of!the!titular!Misanthrope!built!up!in!
Moliere’s!play?!
RECALL!
11. Alceste!launches!into!a!detailed!list!of!reasons!that!
Philinte’s!conduct!“defies!standards!of!behaviour”,!
discussing!Philinte’s!tendency!to!follow!the!hypocritical!
behaviour!of!their!time.!
12. “Be!sincere;!by!a!strict!code!of!honor!abide;!let!in!all!that!
you!say!your!heart!be!your!guide.”!In!response!to!this,!
Philinte!tries!to!explain!what!he!instead!‘must’!do!in!
accordance!with!the!social!norms.!
COMPREHEND!
1. Philinte!dislikes!Alceste’s!tendency!to!wear!his!heart!
on!his!sleeve,!even!when!it!is!socially!inappropriate!or!
hurtful.!
2. Philinte!defends!his!actions!by!noting!not!only!the!
social!norms!of!the!time,!but!the!need!to!spare!
people’s!feelings!from!pointed!criticism!or!
observations.!
144
INTERPRET!
• In!these!lines!Philinte!highlights!the!possible!impact!of!
“strict!candor”!–!something!which,!while!it!fulfils!the!
requirements!of!being!true!to!one’s!thoughts,!has!the!
almost!inevitable!side!effect!of!unnecessarily!hurting!
people’s!feelings.!
APPLY!
11. Answers!will!vary!here!–!but!this!could!be!a!good!
opportunity!to!tie!the!lesson!into!values!and!what!students’!
sources!of!values/norms!are.!This!could!also!make!for!a!
good!segue!to!the!Critical!Thinking!Question.!
!
!
!
(
13. This!question!is!more!of!a!personal!one,!so!a!reflective!
journal!entry!may!be!ideal.!!
14. Additionally!or!alternatively,!students!may!look!up!a!word!
that!represents!their!own!personality!type!and!write!a!
brief!entry!about!that!word!and!themselves,!describing!
how!they!deal!with!other!people.!
!
Teach!
Methodology!
3. Revisit!the!students’!earlier!lessons!on!inferring!
character!traits!from!a!narrative!selection.!How!do!
they!come!up!with!a!picture!of!a!character’s!
EU:!In!a!dialogue!or!dramatic!monologue,!a!character's!
personality!traits!and!values!are!built!up!by!the!thoughts!
expressed!in!his!or!her!spoken!statements,!as!well!as!his!or!her!
reactions!to!statements!made!by!others.!
145
personality!based!on!how!he!is!depicted!in!a!text?!!
4. List!the!possible!tools!an!author!may!use,!among!
which!are!dialogue!and!reactions!to!other!characters!
and!situations.!Then,!proceed!to!remove!the!others!
from!the!list,!leaving!only!those!two.!What!types!of!
texts!have!these!as!the!only!available!tools?!!
5. Connect!this!to!the!EQ,!and!read!the!section.!!
6. Discuss!how!the!section!applies!to!The!Misanthrope,!
tying!the!topic!together!with!the!EU.!!
(
EQ:!How!is!a!character's!personality!built!up!in!a!dialogue!or!
dramatic!monologue?!
!
2. How!much!does!a!character!say!about!something?!–!Each!
character!spends!a!significant!portion!of!the!excerpt!
defending!his!own!viewpoint!and!challenging!his!friend’s.!
In!this!time!taken!up!doing!so,!both!Alceste!and!Philinte!
manage!to!make!strong!and!clever!arguments.!From!this,!
both!can!be!said!to!be!tenacious!and!firm.!
3. What!lines!of!the!character!show!particular!emotions!like!
anger,!sadness,!fascination,!joy!and!the!like?!What!are!
these!lines!a!response!to?!–!students!may!point!to!any!
number!of!lines!from!either!character.!These!lines!may!
show!that!Alceste!is!straightforward!in!practice!as!well!as!
in!principle,!and!that!Philinte!is!patient!but!firm!in!his!
beliefs.!
4. !What!does!the!character!say?!Is!the!language!coarse!or!
refined,!polite!or!rude,!plain!or!fancy?!–!Both!characters!
could!be!said!to!be!refined.!Alceste,!with!his!occasional!
exaggerations!and!intense!straightforwardness,!certainly!
lends!himself!well!to!being!called!a!misanthrope.!Philinte,!
for!his!part,!also!holds!true!to!his!beliefs,!but!mostly!tries!
to!phrase!his!arguments!politely.!!
!
!
!
!
!
146
Teach!
Methodology!
EU:!Words!may!be!combined!to!create!new!words!called!
1. Play!a!word!game!to!channel!prior!knowledge!by!
compound!words,!which!take!on!their!own!meanings.!
writing!one!word!on!the!board!and!having!students! EQ:!How!can!individual!words!lead!to!the!creation!of!new!
turn!it!into!as!many!words!as!they!can!(similar!to!the! words?!
!
exercise).!“Hot”!can!become!“hothouse”,!“hot!dog”,!
“red!hot”,!and!so!on.!!
2. Process!this!opening!activity!by!connecting!it!to!the! !
3. Branch![branch!manager,!branch!supervisor]!
EQ.!What!strategies!did!they!end!up!using!for!the!
4. Signal![signal!fire,!busy!signal,!goMsignal]!
word?!What!kinds!of!words!did!they!attach!to!the!
5. Major![sergeantMmajor]!
original!word?!Were!there!any!changes!in!the!
6. Pressure![pressure!cooker,!air!pressure,!blood!pressure,!
meaning!of!the!word?!
pressure!regulator]!
3. Read!the!section!and!tie!the!lesson!up!by!arriving!at!
7. Sister![sister!company,!sisterMinMlaw]!
the!EU.!
8.
Broker![stockbroker]!
4. Allow!the!students!to!work!on!the!exercise.!
9. Base![first!base,!baseline]!
Encourage!them!to!think!of!analyzing!a!word’s!
10. Class![first!class,!class!suit]!
construction!when!they!see!it.!
11. Fire![fire!extinguisher,!fire!marshal,!fireman,!rapidMfire]!
12. Between![goMbetween,!inMbetweener]!
!
!
!
Teach!
Methodology!
! The!teacher!may!begin!by!presenting!a!paragraph!
filled!with!numerical!data.!Students!may!then!give!
their!opinion!of!how!easy!or!difficult!it!may!be!to!
read!and!understand!this!sort!of!presentation.!This!
will!set!up!the!importance!of!graphs,!which!can!be!
EU:!Pictographs!and!pie!graphs!present!information!in!a!visual!
manner,!by!using!symbols!and!parts!of!a!whole!to!represent!
data.!
EQ:!How!do!pictographs!and!pie!graphs!present!information?!
147
defined!and!discussed!here!to!start.!
! This!discussion!may!then!lead!to!the!EQ.!
! Read!the!section!and!present!examples!of!the!
graphs,!discussing!how!each!works!and!presenting!
the!specific!data!mechanics!of!each.!
! The!class!may!engage!in!an!example!of!basic!data!
graphing!using!either!graph,!as!a!group!exercise!of!
sorts!–!using!a!pictograph!to!chart!how!many!of!
them!are!applying!for!a!particular!university,!for!
example,!and!using!a!pie!graph!to!chart!how!a!
volunteer!divides!his!time!daily.!This!will!help!
surface!the!EU.!
!
•
!
•
•
•
•
Region!IV!(first)!and!NCR!(second);!Region!IV!has!
1,750,000!more!people!than!NCR.!
Region!II!and!IX!both!have!3,000,000!people;!Region!
XII!and!ARMM!both!have!2,500,000!people.!
The!least!populated!region!is!CAR,!with!only!
1,500,000!people;!mostMpopulated!region!IV!has!a!
total!of!11,750,000!or!10,250,000!more!people!than!
CAR.!
Sd!
1. The!top!3!causes!are!Boredom!(30%),!
Incompatibility!(20%)!and!Misunderstanding!(18%).!
Boredom!occurs!10%!more!frequently!than!
Incompabitility!and!12%%!more!than!
Misunderstanding;!Incompatibility!is!2%!more!
frequent!than!Misunderstanding.!
2. Misunderstanding!has!a!percentage!of!18%;!
Infidelity!or!Lack!of!Time!(both!10%)!and!Parents!
(8%)!could!combine!to!match!that!percentage.!
3. Infidelity!and!Lack!of!Time!are!both!observed!as!
being!the!cause!with!a!10%!percentage.!
!
!
Teach!
Methodology!
1. Start!by!exploring!the!topic!of!communication,!and!
asking!students!what!the!biggest!challenge!of!
communication!is.!There!may!be!a!variety!of!
EU:!Momentary!gaps!or!lapses!in!communication!may!be!
repaired!by!employing!verbal!and!nonMverbal!strategies.!
EQ:!How!can!I!recover!from!momentary!gaps!or!lapses!in!
communication?!
148
2.
3.
4.
5.
answers!from!students,!and!these!should!be!
!
acknowledged.!Communication!presents!different!
challenges!to!different!people.!
For!the!purposes!of!the!lesson,!focus!on!answers!
that!center!on!misunderstandings,!particularly!those!
that!result!from!communication!breakdowns.!This!
may!then!lead!to!the!EQ.!
Read!and!discuss!the!section.!Ask!if!the!strategies!
seem!sensible,!or!if!they!themselves!use!these.!
Students!should!also!be!encouraged!to!contribute!
their!own!strategies,!and/or!talk!about!how!they!
would!apply!these!in!their!own!way.!
This!will!then!lead!to!the!EU,!more!satisfyingly!since!
students!will!have!put!their!own!stamp!on!the!topic.!!
Note!that!for!the!Media!Literacy!exercise,!a!video!
clip!from!a!local!or!foreign!television!interview!must!
be!provided.!
!
!
!
Teach!
Methodology!
Ask!students!if!they!have!ever!been!in!a!class!that!was!
difficult!to!follow.!Note!that!the!teacher’s!identity!and!
reputation!are!not!at!issue;!this!may!help!some!
reluctant!students!answer!and!may!also!reinforce!the!
idea!of!critically!listening!to!the!material,!not!critiquing!
the!speaker.!
What!made!the!class!difficult!to!follow?!Was!it!the!sheer!
EU:!A!speaker!may!give!explicit!or!immediate!signals!to!
highlight!key!parts!in!what!he!or!she!is!saying.!
EQ:!How!can!a!listener!immediately!identify!key!parts!or!turns!
in!a!speaker's!delivery?!
!
149
amount!of!information!being!given!at!a!time?!!
Connect!this!to!the!EQ!by!noting!that!it!is!important!to!
identify!key!parts!of!a!speaker’s!content.!!
Read!the!section!to!identify!particular!ways!to!do!this.!
Allow!students!to!share!strategies!that!they!themselves!
employ!in!listening!or!viewing.!This!channels!their!
prior!knowledge!and!legitimizes!their!own!study!
strategies,!also!helping!scaffold!these!for!the!others.!
By!doing!so,!and!discussing!how!well!these!can!be!used,!the!
EU!may!be!arrived!at.!
Allow!students!to!engage!in!the!exercises.!Note!that!for!the!
Media!Literacy!exercise,!a!video!clip!must!be!provided.!!
!
Teach!
Methodology!
1. Echoing!the!discussion!on!communication!done!for!
speaking!skills,!ask!the!students!what!tends!to!be!
confusing!when!reading!information.!Again,!many!
answers!will!likely!come!forward!here,!and!these!
should!be!considered.!
2. Some!answers!will!likely!get!down!to!the!level!of!
confusing!sentences,!which!may!be!hard!to!follow!or!
which!may!have!distracting!portions!that!may!make!
them!difficult!to!read.!Note!that!students!should!be!
careful!to!avoid!giving!their!own!readers!sentences!
like!these.!This!will!lead!to!the!EQ.!
3. Read!the!section!and!talk!about!what!makes!the!
examples!difficult!to!follow.!What!would!a!
paragraph!with!all!of!them!be!like?!
EU:!Proper!phrasing!and!use!of!connectors!can!help!deliver!
information!clearly!by!avoiding!confusing!interruptions,!split!
constructions,!and!faulty!separations.!
EQ:!How!can!I!deliver!information!clearly!in!my!writing!without!
confusing!breaks!in!my!sentences?!
1. Split!construction:!The!editor!tried!to!review!the!
selection!effectively.!
2. Split!construction:!The!council!voted!to!decide!on!the!
proposal!immediately.!
3. Faulty!separation:!The!investigator!made!the!request!
due!to!the!fact!that!he!needed!a!signature.!
4. Faulty!separation:!Working!with!a!difficult!team,!the!
manager!was!frustrated./The!manager!was!frustrated!
150
4. Take!time!to!discuss!the!ways!of!fixing!these!issues,!
while!also!entertaining!the!notion!of!rephrasing!
sentences!entirely!if!necessary.!This!reinforces!the!
value!of!seeing!writing!as!a!recursive!process!with!
the!understanding!of!the!reader!at!its!core.!This!will!
help!reinforce!the!EU!as!well.!
5. Allow!the!students!to!work!on!and!check!the!
exercises.!
because!he!was!working!with!a!difficult!team.!
5. Split!construction:!We!were!told!not!to!ask!questions!
during!the!process.!
6. Confusing!interruption:!The!coach!announced!that!there!
would!be!more!training!sessions!because!of!the!delays!in!
game!scheduling.!
7. Confusing!interruption:!It!was!revealed!that!his!
condition!had!worsened!after!he!had!refused!to!seek!
medical!attention.!
8. Split!construction:!She!was!unsure!about!whether!or!not!
to!reveal!her!reservations!completely.!
9. Faulty!separation:!The!team!was!excited!by!the!
possibility!of!making!the!championships.!
10. Confusing!interruption:!Before!she!had!even!told!him,!he!
knew!that!she!had!gotten!the!job.!
!
!
Teach!
Methodology!
1. Discuss!the!three!types!of!writing!presented!at!the!
start!of!the!section.!What!sort!of!writing!do!students!
find!easiest!to!get!into?!Why?!What!challenges!are!
unique!to!each!type!of!writing?!This!sort!of!critical!
awareness!will!be!helpful!for!students!as!they!focus!
their!attention!on!learning!more!about!academic!
writing.!
2. What!category!does!a!research!paper!fall!under?!
How!does!its!purpose!match!up!with!this!category,!
and!why!would!it!not!work!as!well!under!any!other!
EU:!Narrowing!down!a!topic!by!asking!questions!and!refining!
focus!can!help!cut!down!a!larger!topic!into!one!that!can!be!
researched!on!and!written!about.!
EQ:!How!can!I!pick!a!research!topic!that!is!the!appropriate!size!
and!scale!for!my!work?!
151
3.
4.
5.
6.
7.
(
!
!
!
!
category?!What!does!this!mean!for!the!students!
writing!it?!
Read!the!section!with!the!students,!focusing!on!the!
two!central!skills!–!selecting!a!research!subject!and!
narrowing!it!down.!Stress!the!importance!of!
spending!a!lot!of!time!on!this!at!the!beginning!and!
how!it!could!result!in!saving!time!as!work!on!the!
paper!continues.!!
This!could!also!be!a!good!time!to!highlight!the!
contradiction!of!research!writing!–!the!process!is!
recursive,!meaning!a!writer!may!return!to!earlier!
steps!as!long!as!it!suits!his!goals,!but!it!is!also!often!
bound!by!time.!This!means!a!writer!may!feel!free!to!
make!changes,!but!should!nevertheless!make!smart!
choices.!
Feel!free!to!discuss!the!merits!of!each!guide!question!
in!selecting!a!topic.!Depending!on!the!student,!some!
may!be!more!clear!or!sensible!than!the!others.!It!is!
important!that!students!be!able!to!pick!the!methods!
that!they!see!the!sense!of!and!truly!work!for!them.!
Guide!the!students!through!the!ways!available!for!
narrowing!a!research!subject.!!
After!discussing!these,!arriving!at!the!EU!will!be!a!
natural!end!of!the!discussion.!
152
Teach!
Methodology!
1. Discuss!the!prompt!with!the!students,!and!go!over!the!concept!of!an!educational!webcast.!It!would!help!to!present!a!
sample!educational!webcast!clip,!especially!an!interview!one!if!it!can!be!sourced.!
2. Present!the!rubric!and!connect!it!with!the!standards!cited!in!the!prompt.!Discuss!why!each!part!of!the!rubric!
represents!a!trait!of!a!good!interview.!
3. Students!will!need!plenty!of!time!to!work!on!this!performance!task.!They!may!start!by!taking!this!performance!task!
home!to!select!a!peer!or!sibling!to!interview,!and!write!their!initial!interview!questions.!If!time!permits,!the!main!
interview!questions!may!also!undergo!approval!from!the!teacher.!No!followMup!questions!are!needed!at!this!stage,!as!
they!are!expected!to!come!from!the!interview!itself!as!interviewees!signal!significant!points.!Students!may!show!their!
interview!questions!to!their!interviewees!ahead!of!time.!
4. It!may!help!to!require!the!students!to!either!subtitle!the!videos!or!submit!transcripts!of!the!interviews!as!appendices.!
They!may!even!mark!their!transcripts!to!indicate!which!parts!showed!an!explicit!signal!being!picked!up!on,!as!well!as!
recovery!from!a!possible!communication!breakdown.!
5. Allot!a!number!of!meetings!for!the!viewing!of!the!performance!tasks!in!class,!or!at!least!the!best!ones.!
(
!
Teach!
Methodology&
Answers&to&the&Revisiting&&of&the&Essential&Questions!!
1. These!questions!may!be!introduced!by!revisiting!the! !
1. The!Age!of!Reason!favored!a!sense!of!sobriety!and!selfM
opening!activity,!which!invited!students!to!try!and!
examination,!tempering!the!values!and!principles!raised!
think!of!what!would!happen!to!a!world!‘reborn’!with!
in!the!Renaissance!era!by!challenging!society!to!look!at!
such!great!potential!by!the!Renaissance.!How!did!the!
things!from!a!more!critical!perspective.!
onset!of!the!Age!of!Reason!come!to!be!an!exploration!
2. Student!answers!may!vary,!but!one!common!answer!may!
of!human!nature?!!
point!to!the!way!that!the!need!to!view!both!society!and!
2. Returning!to!the!big!question!itself,!the!students!can!
self!with!an!eyefor!the!bad!as!well!as!the!good!is!still!
then!sum!up!by!answering!this:!what!do!these!
prevalent!today,!with!political!and!cultural!satire!and!
surviving!texts!tell!us!about!AgeMofMReason!writers’!
analysis!being!among!the!most!ardent!expressions.!!
153
thoughts!on!human!nature?!This!may!help!introduce!
these!questions!as!well.!
3. The!answers!to!these!questions!may!be!submitted!as!
a!reflective!paper.!Note!that!students!may!be!invited!
to!continue!keeping!an!open!mind!about!human!
nature,!as!it!will!certainly!continue!to!be!explored!in!
later!lessons.!
3. Student!answers!will!vary!here;!the!connection!to!
personal!experience!is!recommended.!!
Strategies&
!
The!first!two!questions!may!be!part!of!the!processing!for!the!
section!before!the!performance!task!proper!is!taken!up.!These!
will!help!wrap!up!the!focus!on!the!era!and!draw!attention!to!the!
values!behind!it,!which!can!then!link!to!the!concept!of!the!
performance!task.!
!
The!third!question!may!be!part!of!the!processing!for!the!
performance!task,!given!the!topic!and!nature!of!its!prompt.!The!
answer!may!take!the!form!of!a!journal!entry,!particularly!one!
that!is!also!asked!to!link!the!answer!to!questions!covering!
previous!eras!and!value!reflections.!
!
!
!
!
!
!
!
(
!
!
!
!
!
!
154
!
Lesson!10!!
!
&
Teach!
Transfer!Goal!
!
1. Symbols!carry!significant!meanings!that!give!parts!of!
the!theme!a!concrete!representation,!and!thus!make!it!
resonant!and!memorable.!
2. Essays!can!be!classified!according!to!the!style!used!in!
writing!them,!as!well!as!the!subject!matter!they!focus!
on.!
3. Determining!the!meanings!of!words!can!be!done!
through!analyzing!the!way!the!words!are!used,!as!well!
as!how!the!words!are!constructed.!
4. A!speaker!may!use!implicit!signals!to!subtly!cue!
meanings!that!enhance!his!or!her!message.!
5. Participating!in!a!panel!discussion!involves!
contributing!by!speaking!audibly!and!paying!attention,!
as!well!as!by!asking!interesting!questions!and!
providing!insightful!answers!to!the!questions!of!others.!
6. Respect!for!intellectual!property!rights!can!be!shown!
by!properly!crediting!sources!and!references!whose!
information!and!insight!was!used.!
7. Maintaining!consistent!verb!use!MM!and!keeping!to!one!
use!of!point!of!view,!tense,!voice,!person!and!number!MM!
!
!
How!do!symbols!contribute!to!a!theme?!
1. How!can!essays!be!classified!according!to!their!
content?!
2. How!can!one!decipher!the!meaning!of!words!without!
needing!a!dictionary?!
3. How!can!a!speaker!convey!meaning!without!
outwardly!signifying!it?!
4. How!can!one!effectively!participate!in!a!panel!
discussion?!
5. How!can!one!demonstrate!respect!for!intellectual!
property!rights?!
6. How!can!one!discuss!action!clearly!and!consistently!in!
writing?!
7. How!can!one!best!gather!and!compile!information!for!
a!research!paper?!
!
155
can!help!a!writer!discuss!action!clearly.!
8. Taking!effective!notes!and!keeping!them!organized!is!
the!best!way!to!gather!and!compile!information!for!a!
research!paper.!
Knowledge!!
Skill!
1. Literary!symbols!
2. Context!clues!and!word!analysis!methods!
3. Implicit!signals!in!speaking!
4. Verbal!and!nonMverbal!communication!strategies!
5. NoteMtaking!and!organization!strategies!
(
!
1. Evaluate!the!use!of!symbols!in!conveying!theme!
2. Classify!essays!according!to!style!and!subject!
matter!
3. Use!context!and!word!analysis!to!determine!the!
meaning!of!words!and!phrases!
4. Identify!explicit!signals!used!by!a!speaker!
5. Ask!and!respond!to!questions!in!a!panel!
discussion!
6. Show!respect!for!intellectual!property!rights!
7. Avoid!unnecessary!shifts!in!point!of!view,!voice,!
tense,!person!and!number!
8. Take!organized!notes!for!writing!a!research!paper!
Performance!Task!
Holding!A!Panel!Discussion!
Rubric!
Other!Evidence!
1. Substantive!discussion!and!sharing!of!insights!regarding!reading!selections!
2. Speaking,!listening!and!viewing!exercises!
3. Grammar!exercises!
156
Methodology!
!
Overview:!!!
!
How!humanity!sees!itself!is!a!factor!that!contributes!to!what!
humanity!ends!up!achieving!and!accomplishing,!as!well!as!the!
reasons!why!it!does!these!things.!Over!the!course!of!several!
centuries,!humanity’s!views!of!itself!shifted!between!being!
critical!and!ideal,!taking!into!account!its!weaknesses!and!
strengths.!!
!
This!chapter!is!a!journey!through!a!number!of!eras!that!left!
behind!literature!that!reflects!humanity’s!evolving!selfMimage,!
with!iconic!works!that!continue!to!inform!and!motivate!us!to!
reMexamine!ourselves!and!others.!
!
(
!
Teach!
Methodology!
Activity:!
1. Revisit!the!Unit!Big!Idea,!and!review!how!it!applied!to!
the!previous!lesson.!How!does!“Enlightenment”!
inform!or!influence!a!“developing!selfMimage”?!
2. Approach!the!Unit!Big!Question!once!more!in!light!of!
the!Age!of!Enlightenment.!A!brief!primer!on!the!
guiding!philosophy!of!the!Age!of!Enlightenment!may!
help!here,!at!least!in!terms!of!setting!up!the!
“developing!selfMimage”!humanity!had!in!this!era.!!
157
(
!
lessons!and!acknowledging!that!each!will!have!a!focus!
of!its!own!that!nevertheless!contributes!to!this!big!
idea.!
Teach!
Methodology!
I. Review!the!connection!and!transition!from!the!
Renaissance’s!English!heritage!to!the!Age!of!
Reason.!Revisit!the!opening!discussion!on!how!the!
Age!of!Reason!was!a!natural!response!to!the!
explosive!growth!of!the!prior!era,!and!connect!it!to!
students’!current!states!of!determining!their!own!
strengths!and!areas!of!focus.!
J. Channel!the!discussion!toward!the!link!between!
“growth”!and!“change”,!with!“growing!up”!being!a!
good!conceptual!link!for!the!student!to!latch!onto.!!
K. Cue!the!word!Enlightenment!and!ask!students![1]!
what!they!believe!it!means!and![2]!what!it!may!
have!to!do!with!change!and!growth.!Does!
“enlightenment”!point!that!growth!and!change!in!a!
particular!direction?!What!kind!of!growth!and!
change!is!considered!“enlightened”?!
L. Read!the!Background!with!students!and!make!
connections!between!this!age,!the!Age!of!Reason,!
and!how!the!concepts!apply!to!their!own!lives.!
(
Background:!!
!
The!explosive!rebirth!and!growth!of!the!Renaissance,!fruitful!as!
it!was,!planted!the!seed!that!would!blossom!in!the!Age!of!
Reason!and!the!Age!of!Enlightenment.!A!reMenergized!society!
found!its!footing!in!maturity,!taking!an!intelligent!and!critical!
look!at!how!it!worked.!While!advancements!in!science!allowed!
for!numerous!social!changes!such!as!cheaper!and!more!plentiful!
production,!the!true!legacy!of!the!Age!of!Enlightenment!was!in!
the!way!that!humanity!took!its!own!institutions!to!task!and!
sought!to!improve!them.!The!workings!and!social!impact!of!the!
Church!were!examined!much!more!closely,!and!the!dominance!
of!political!and!religious!leaders!alike!was!called!into!question.!
Citizens!were!thus!more!empowered,!and!the!idea!of!an!
informed!and!active!"public"!reached!its!fruition!during!this!
age.!Indeed,!as!ordinary!citizens!began!to!take!active!ownership!
of!their!investment!in!preserving!the!common!good,!criticism!
and!argumentation!became!the!lifeblood!of!the!Age!of!
Enlightenment.!
!
As!the!era!strove!for!the!application!of!reason!and!logic!to!all!
aspects!of!living,!society!itself!became!more!"enlightened"!in!its!
understanding!and!use!of!government!to!laws,!religion,!
158
economics!and!education.!The!facets!of!national!thought,!
political!rights!and!personal!freedom!were!all!integral!concepts!
emphasized!during!this!period.!While!this!growth!was!still!not!
as!progressive!as!that!which!modern!society!has!embraced!MM!
women,!minorities!and!the!lower!classes!did!not!benefit!as!
much!from!this!new!mindset!MM!the!momentum!of!growth!was!
nevertheless!being!gathered.!
!
The!Industrial!Revolution!is!remembered!for!having!caused!
some!headaches!in!terms!of!poverty!and!unemployment!as!
machines!replaced!many!workers.!Nevertheless,!it!had!its!share!
of!benefits!as!well.!One!of!these!was!an!apparently!dramatic!rise!
in!literacy,!thanks!to!the!increased!ease!with!which!the!
upwardly!mobile!citizenry!could!obtain!copies!of!books!for!
education!as!well!as!entertainment.!Personal!libraries!slowly!
became!more!common,!showing!a!strong!personal!
identification!with!iconic!literature,!and!even!lending!libraries!
began!to!open!during!this!era.!Discussion!and!argumentation!
was!an!increasingly!popular!pastime,!with!coffee!shops!and!
salons!becoming!prominent!venues!for!the!increasinglyMliterate!
public!to!engage!in!political!and!social!discourse.!
!
The!literature!of!the!era!reflects!this!sociallyMmotivated!outlook,!
with!writers!like!Voltaire!and!JeanMJacques!Rousseau!coming!to!
almost!entirely!represent!the!era's!philosophy!with!their!dry!
wit!and!insightfulness.!Rousseau's!iconic!nonMfiction!work!
"Emile"!shows!his!faith!in!education's!role!in!creating!good!
citizens,!while!Voltaire's!dry!wit!entertained!readers!even!as!he!
challenged!the!insular!Church!of!the!time,!urging!it!to!reform!its!
intolerance!and!dogmatic!inflexibility.!Other!writers!took!
159
different!approaches!MM!Jonathan!Swift!confronted!social!
injustice!with!allegory!in!his!memorable!"Gulliver's!Travels",!
while!the!controversial!Alexander!Pope!eschewed!humor!for!
direct!satire!in!his!works!like!"The!Dunciad"!and!"An!Essay!on!
Man."!!
!
All!in!all,!whatever!the!method,!the!writers!of!the!Age!of!
Enlightemnent!demonstrated!intellectualism!put!to!use!in!
challenging!one's!own!society!and!motivating!oneself!to!take!an!
active!role!in!making!things!better.!In!the!long!term,!this!would!
pave!the!way!for!the!Modern!age,!but!in!the!short!term!it!
created!a!focused!and!mature!mindset!that!would!be!balanced!
by!the!emotion!and!vigor!of!later!eras.!
!
(
!
Teach!
Methodology!
1. Involve!students!directly!by!allowing!them!to!set!up!
expectations.!Present!the!title!“three!words!of!
strength”,!and!ask!students!for!what!sort!of!strength!
they!feel!will!be!talked!about!as!well!as!what!they!
expect!the!words!to!be.!!
2. Allow!a!student!to!read!the!poem!out!loud,!and!set!
some!time!to!read!and!annotate!the!poem!silently.!
3. Bring!up!the!initial!question!again.!What!strength!is!
being!built!up!here?!How!important!is!each!of!these!
words!said!to!be?!
4. Explore!each!“word!of!strength.”!Touch!on!the!Sharing!
EU:!The!virtues!of!hope,!faith!and!love!are!essential!in!
overcoming!difficulties.!
EQ:!What!virtues!can!help!man!survive!trying!times?!
ANSWERS!TO!SHARING!INSIGHTS!
RECALL!
8. The!poem!champions!hope,!faith!and!love.!!
COMPREHEND!
5. Answers!will!vary.!Encourage!students!to!explain!
thoroughly.!
INTERPRET!
6. “There!is!no!night!that!does!not!have!a!morning!after!
160
Insights!questions!as!the!topics!come!up.!How!is!hope!
described?!Why!does!the!speaker!mention!these!
situations?!What!do!they!literally!mean,!and!what!could!
they!figuratively!stand!for?!
5. Repeat!the!process!for!faith!and!love.!For!enrichment:!
on!the!subject!of!faith,!situate!the!poem!in!the!Age!of!
Enlightenment!and!relate!it!to!the!surrounding!
philosophy!by!asking!what!sort!of!faith!and!love!are!
being!promoted!–!note!that!it!is!a!faith!in!God!and!not!a!
focus!on!the!trappings!of!protocol!or!ceremony,!and!a!
nonMjudgmental!love!for!one’s!fellow!man.!
6. Sum!up!by!revisiting!each!of!the!words!of!strength!and!
why!they!each!bring!strength!to!a!person!in!trying!
times.!Discuss!what!the!overall!message!of!the!poem!is,!
and!what!symbols!were!used!to!make!this!point!clear!
and!memorable.!This!will!help!set!up!the!literary!skill!
discussion.!
!
it”!–!there!is!no!hardship!or!difficulty!that!is!not!
followed!by!relief!and!respite;!this!saying!stands!for!
never!losing!hope!in!the!face!of!trials.!Similar!sayings!
are!“It’s!always!darkest!before!the!dawn,”!“There’s!
always!a!light!at!the!end!of!the!tunnel,”!and!the!
African!proverb,!“When!it!gets!dark!enough,!you!can!
see!the!stars”.!
APPLY!
5. Encourage!students!to!share!ways!that!they!have!found!
to!be!helpful!in!trying!times!from!their!own!experience.!
This!strengthens!the!value!of!owning!that!experience!
and!learning!from!it.!
!
(
19. An!artistic!output!may!be!ideal!here,!with!the!three!
words!and!the!student’s!name!being!listed.!Illustrations!
may!accompany!each!word,!and!reasons!for!each!word!
choice!may!be!written!under!each!of!the!words.!
!
Teach!
Methodology!
3. Review!the!process!that!was!used!to!arrive!at!the!
message,!or!theme,!of!the!poem!previously!
discussed.!This!by!itself!will!take!some!time,!but!
will!be!very!effective!in!setting!up!the!discussion!
of!the!process’!merits.!
4. Review!the!concept!of!a!symbol!in!literature.!Read!
the!section!with!the!students.!!
EU:!Symbols!carry!significant!meanings!that!give!parts!of!the!
theme!a!concrete!representation,!and!thus!make!it!resonant!and!
memorable.!
EQ:!How!do!symbols!contribute!to!a!theme?!
!
TO!THE!VIRGINS,!TO!MAKE!MUCH!OF!TIME!
161
5. Try!to!present!additional!examples!of!works!with!
symbols!in!them,!or,!better!yet,!allow!students!to!
volunteer!their!own.!
6. The!advice!that!the!text!delivers!is!that!young!people!
should!make!the!most!of!their!lives!while!they!have!time.!!
7. Some!symbols!that!contribute!to!this!theme!are!
rosebuds,!which!should!be!gathered!while!they!are!
bright!(symbolizing!opportunities!that!could!expire!or!
be!less!fruitful!over!time),!the!sun!rising!high!and!
possibly!setting!(symbolizing!the!extent!of!life!or!the!
most!fruitful!part!of!life);!and!the!idea!of!‘warm!blood’!
again!symbolizing!the!vigor!and!possibility!of!youth.!
THE!TIGER!
15. The!poem!questions!why!God,!as!creator,!made!a!world!
with!both!good!and!evil!in!it.!This!core!question!is!
symbolized!by!the!constant!presence!of!a!tiger,!with!all!
of!its!dangerous!features!(dead!hand!and!feet,!burning!
eyes,!etc.)!symbolizing!evil!or!at!least!the!potentially!
dangerous,!and!the!mention!of!a!lamb!made!by!the!same!
creator,!symbolizing!good!that!must!coexist!with!the!
danger.!The!tiger!is!cast!as!a!weapon,!with!symbols!like!
the!hammer,!chain!and!furnace!being!associated!with!a!
blacksmith,!who!could!symbolize!God/the!creator.!
!
Teach!
Methodology!
9. Revisit!the!concept!of!Enlightenment!and!how!the!Age!
of!Enlightenment!built!upon!the!potential!that!had!
come!before!it!to!lead!to!a!drive!toward!social!change.!
10. Make!a!twoMcolumn!list!on!the!board,!listing!causes!
for!war!and!effects!of!war.!Do!the!causes!justify!the!
effects?!
EU:!Voltaire!uses!irony!and!wit!to!exaggeratedly!present!the!
topic!of!war!as!though!it!were!a!brilliant!idea,!only!to!expose!
its!shallowness!as!he!proceeds.!
EQ:!How!does!Voltaire!present!the!topic!of!war?!
RECALL!
162
11. Read!the!section!and!note!the!author’s!tone.!How!does!
he!present!war?!What!does!his!overall!message!
appear!to!be?!
12. Answer!and!discuss!the!Sharing!Insights!questions.!
k. The!author!points!to!the!way!that!war!
chiefs/leaders!of!each!side!consider!their!side!and!
their!war!to!be!blessed!by!divine!power.!This!has!
historical!and!realMlife!resonance!in!the!way!that!
jihads!or!holy!wars!claim!divine!support,!including!
the!Crusades.!
INTERPRET!
9. The!author!does!not!justify!war!with!these!statements,!
but!instead!presents!them!with!palpable!irony!and!
sarcasm.!
APPLY!
• Answers!will!vary!here.!
!
!
!
(
8. This!is!a!good!question!for!a!group!discussion,!and!as!
such!a!fiveMminute!Quick!Talk!for!the!class!or!for!small!
groups!would!be!a!good!opportunity!to!allow!students!
to!share!ideas.!
!
Teach!
Methodology!
• Open!with!the!questions!at!the!start!of!the!
section!in!order!to!bridge!from!“War”.!Define!
the!essay!as!a!literary!form,!and!encourage!
students!to!name!texts!they!have!read!that!
they!feel!falls!within!that!definition.!
EU:!Essays!can!be!classified!according!to!the!style!used!in!
writing!them,!as!well!as!the!subject!matter!they!focus!on.!
EQ:!How!can!essays!be!classified!according!to!their!content?!
!
163
•
•
•
•
Lead!to!the!discussion!of!other!essays!that!
students!have!encountered,!and!introduce!the!
EQ.!!
Take!some!time!to!discuss!why!knowing!the!
style!and!subject!matter!of!an!essay!is!helpful!
for!a!reader.!What!changes!in!a!reader’s!
approach!may!occur!depending!on!the!subject!
matter!of!the!essay?!
Read!and!discuss!the!section,!taking!time!to!
differentiate!similar!essay!types!according!to!
subject!matter!by!the!unique!features!they!
have.!The!discussion!of!the!details!will!help!
surface!the!EU.!
Discuss!the!exercise,!and!allow!students!to!
reflect!on!why!it!is!important!to!revisit!texts!
that!one!has!read.!What!is!the!main!benefit!
behind!it?!Which!of!the!standards!for!
effectiveness!of!an!essay!do!they!side!with,!and!
what!standards!would!they!each!set!for!
themselves?!
(
!
!
Teach!
Methodology!
1. Show!students!a!meaningful!sentence!using!the!word!
“disestablishmentarianism”!(as!in,!“The!Church!had!
plenty!of!supporters!on!hand,!creating!a!tense!
EU:!Determining!the!meanings!of!words!can!be!done!through!
analyzing!the!way!the!words!are!used,!as!well!as!how!the!
words!are!constructed.!
EQ:!How!can!one!decipher!the!meaning!of!words!without!
164
2.
3.
4.
5.
atmosphere!of!antidisestablishmentarianism.”!or!
needing!a!dictionary?!
!
something!similar).!Ask!them!if!they!understand!the!
sentence.!
!
Some!may!admit!to!not!understanding!the!sentence,!
5. embodiment![something!that!embodies!or!stands!for]!
getting!tripped!up!on!the!word;!however,!some!may!
6. skeptical![opposite!of!idealism]!
actually!be!able!to!understand!the!overall(meaning!of!
7. anticlerical![against!the!clergy]!
the!sentence!without!necessarily!knowing!the!word!yet.!
8. fanaticism![being!a!fanatic,!treated!as!a!negative!here]!
Ask!for!their!thought!process!and!try!to!walk!through!it!
9. hostility![state!of!being!hostile,!or!unfriendly]!
along!with!them!–!they!may!have!substituted!a!
10. intriguer![one!who!engages!in!or!starts!in!intrigue]!
placeholder!like!“something”!for!the!word!they!did!not!
11. denounced![rejected,!opposite!of!announce/approve]!
know,!focusing!instead!on!the!meaning!they!could!find!
12. exiled![sent!out!MM!context!clue!"From"]!
in!the!bulk!of!the!sentence.!Model!effective!study!
13. lampoons![satirical!statements!against]!
behaviour!by!recognizing!this!as!an!effective!study!
14. treatises![compositions,!possibly!formal!given!the!
strategy.!
topics]!
This!may!then!lead!into!a!discussion!starting!with!the! !
EQ!and!continuing!on!through!reading!the!section.!That!
sample!sentence!can!even!serve!as!an!example!for!the!
two!strategies!listed!here.!
For!using!context!clues,!connect!the!content!of!the!
section!with!the!sample!sentence.!Note!that!identifying!
the!story!or!circumstances!being!shared!by!the!
sentence!helps!readers!at!least!note!the!unfamiliar!
word!as!something!that![1]!is!a!movement,![2]!supports!
the!Church,!and![3]!may!involve!or!create!a!degree!of!
tension.!This!is!enough!to!go!on!in!order!to!understand!
the!sentence!and!go!forward,!at!least!for!now.!Note!that!
this!does!not!substitute!for!actually!finding!out!what!
the!word!means,!but!allows!a!reader!to!build!up!enough!
to!continue!working.!
For!using!word!analysis,!revisit!the!sentence!but!focus!
165
on!the!word!itself.!Students!may!already!be!able!to!find!
the!‘seams’!where!the!affixes!are!attached!to!the!root,!
and!thus!start!at!defining!the!more!familiar!root!and!
add!to!its!meaning!using!the!meanings!of!the!affixes.!
6. Going!back!and!forth!from!this!example!to!the!relevant!
part!of!the!section!will!help!establish!the!EU.!
7. Allow!students!to!work!on!the!exercise.!Enjoin!them!to!
apply!this!skill!to!whatever!they!read.!
!
!
Teach!
Methodology!
EU:!Respect!for!intellectual!property!rights!can!be!shown!by!
• Set!up!an!opening!quick!talk!on!the!topic!of!
properly!crediting!sources!and!references!whose!information!
intellectual!property.!Can!you!really!lay!claim!to!
and!insight!was!used.!
an!abstract!idea?!How!has!society!come!to!view!
EQ:!How!can!one!demonstrate!respect!for!intellectual!
this!over!time?!!
property!rights?!
• Students!may!offer!ideas!on!the!concept!of!
!
copyrights,!trademarks,!patents!and!so!on.!The!
teacher!should!have!done!a!brief!bit!of!background! !
reading!to!prepare!for!possible!student!questions!
should!there!be!any!confusion!about!the!difference!
between!these!ways!of!securing!intellectual!
property.!
• After!this!opening!debate,!settle!on!the!notion!of!a!
writer’s!academic!responsibility!to!those!who!
have!gone!before!–!to!acknowledge!their!work!and!
ideas!fairly,!avoiding!accidentally!calling!them!his!
or!her!own!and!allowing!readers!to!connect!with!
the!whole!chain!of!information.!How!important!
166
•
•
•
•
•
does!this!responsibility!seem!to!students?!!
Touch!on!the!EQ.!If!they!do!appreciate!the!
importance!of!respecting!intellectual!property!
rights,!how!do!they!feel!this!can!be!shown!by!a!
writer?!
Read!the!section!and!look!closely!at!the!examples.!
What!information!does!each!make!sure!to!give?!
Explore!the!formal!MLA!citation!format!for!inMtext!
citations,!and!discuss!the!specific!ways!that!the!
period,!parentheses!and!semicolon!are!used.!
Motivate!students!to!develop!a!personal!system!
they!can!use!to!remember!the!format.!!
Review!the!section!and!acknowledge!possible!
student!reactions!to!the!seeming!tediousness!of!
cleaving!to!a!strict!format.!Encourage!students!to!
see!the!value!of!this!by!revisiting!the!EQ!and!the!
importance!of!the!task.!This!will!allow!the!
students!to!arrive!at!the!EU.!
Give!the!students!time!to!perform!the!exercise.!
!
!
Teach!
Methodology!
EU:!Participating!in!a!panel!discussion!involves!contributing!
6. It!may!be!a!good!idea!to!cue!prior!knowledge!by!
by!speaking!audibly!and!paying!attention,!as!well!as!by!
screening!a!simple!panel!discussion!video.!At!this!
asking!interesting!questions!and!providing!insightful!
point!it!may!be!a!panel!on!something!closer!to!student! answers!to!the!questions!of!others.!
interests,!such!as!a!film!cast!panel.!
EQ:!How!can!one!effectively!participate!in!a!panel!
7. Process!by!asking!analytical!questions!about!what!
discussion?!
167
was!just!viewed.!How!did!the!people!!
!
8. Linking!the!panel!discussion!viewed!to!students’!own!
behaviour!in!a!panel!discussion!can!lead!to!the!EQ.!
9. Reading!the!section!and!connecting!the!information!to!
the!opening!video!and!students’!reception!of!it!may!
then!help!build!up!the!EU.!
10. Allow!the!students!time!to!brainstorm!and!consult!on!
the!socioMeconomic!issue!for!their!panel!discussion.!
!
!
Teach!
Methodology!
Channel!prior!knowledge!by!bringing!up!the!topic!of!
communication!breakdowns,!which!has!been!taken!up!
before.!Review!possible!reasons!for!this,!and!connect!
this!to!misunderstandings!that!arise!from!misread!
signals.!
This!can!then!be!connected!to!the!previouslyMdiscussed!topic!
on!explicit!signals!in!communication.!Explicitly!call!out!
the!strategy!of!spiralling!into!and!from!prior!knowledge!
as!effective!for!studying!and!giving!meaning!to!new!
topics.!
After!making!the!connection!to!previous!topics,!introduce!
the!EQ.!
Read!the!section!and!help!students!relate!this!to!personal!
experience.!Note!that!this!helps!make!the!lesson!more!
meaningful!and!thus!memorable.!
Reflect!on!the!importance!of!being!attentive!to!implicit!
signals!as!well!as!explicit!ones.!This!will!help!set!up!the!
EU:!A!speaker!may!use!implicit!signals!to!subtly!cue!
meanings!that!enhance!his!or!her!message.!
EQ:!How!can!a!speaker!convey!meaning!without!outwardly!
signifying!it?!
!
168
arrival!of!the!EU.!
Allow!students!to!perform!the!viewing!exercise,!either!at!
home!or!in!class!if!viewing!facilities!are!available.!
!
!
Teach!
Methodology!
EU:!Maintaining!consistent!verb!use!MM!and!keeping!to!one!
12. Present!a!sample!paragraph!with!numerous!errors!in! use!of!point!of!view,!tense,!voice,!person!and!number!MM!can!
consistency.!Ask!students!to!read!it!and!react!to!it!–!
help!a!writer!discuss!action!clearly.!
did!they!find!it!easy!to!read!with!consistent!focus,!or! EQ:!How!can!one!discuss!action!clearly!and!consistently!in!
distracting?!Was!it!easy!to!understand,!or!was!it!
writing?!
confusing?!
13. Underscore!the!importance!of!writing!with!a!
5. He!returned!the!call!as!requested,!but!the!manager!
consideration!for!the!comfort!and!understanding!of!
did!not!receive!it.!
the!reader.!Note!that!keeping!this!in!mind!can!help!
6.
The!chemist!thoroughly!mixed!the!first!two!
ensure!better!quality!and!clarity!of!writing.!This!will!
components,!then!made!sure!to!add!the!third!
lead!to!the!EQ!as!students!will!need!to!know!how!to!
carefully.!
accomplish!this.!
7. One!must!remain!intensely!focused,!especially!in!
14. Read!the!section!and!the!examples.!Note!that!students!
trying!times,!in!order!for!him/her!to!succeed.!
may!need!to!review!the!notes!on!these!specific!verb!
8. The!department!chair!showed!the!team!the!plan!for!
form!conventions,!but!that!consistency!of!use!is!the!
the!year,!then!handed!out!copies!of!the!presentation!
main!issue!at!hand!here.!!
for!review.!
15. Before!performing!the!exercise,!students!may!be!
9.
Some!people!believe!in!authoritative!leadership,!but!
divided!into!four!groups,!one!for!each!subtopic.!These!
others!prefer!a!more!peopleMempowering!form!of!
groups!may!be!tasked!to!give!examples!of!problematic!
leadership.!
sentences!falling!under!that!category,!which!the!other!
10. The!team!completed!the!project!under!budget,!and!
groups!will!attempt!to!fix.!
they!received!a!sizeable!discount.!
!
• The!teacher!gives!clear!instructions,!and!motivates!
169
the!students!sincerely.!
11. I!tried!to!decide!on!what!to!say!in!the!text!message,!
because!my!parents!needed!to!know!what!happened,!
but!I!was!afraid!they!might!get!mad.!
12. A!prospective!homeowner!should!make!sure!to!
review!the!paperwork!and!documentation!thoroughly!
so!that!he/she!is!assured!of!ownership!and!
responsibility.!
13. Generally,!a!person!should!shop!around!first!as!
opposed!to!buying!an!item!right!away,!so!that!he/she!
can!get!the!best!deal.!
!
!
Teach!
Methodology!
8. Present!a!metaphor!to!open!the!lesson.!Discuss!the!
worth!of,!say,!a!cow!when!it!comes!to!making!specific!
recipes.!What!cuts!of!the!cow!are!preferable!for!
steaks,!stews,!etc?!What!parts!of!the!cow!are!not!
suitable!for!cooking?!
9. Connect!the!notion!of!the!cow!as!a!“whole”!unit!to!the!
idea!of!a!reference!as!a!whole!unit!as!well.!The!
underlying!similarity!involves!the!need!to!only!take!
needed!parts!–!with!the!others!only!being!
unnecessary!for!the!current!particular!task!and!
potentially!useful!for!others.!
10. Initiate!a!metacognitive!dialogue!by!encouraging!
students!to!examine!their!own!noteMtaking!processes.!
Do!they!feel!that!these!will!be!effective!when!it!comes!
EU:!Taking!effective!notes!and!keeping!them!organized!is!the!
best!way!to!gather!and!compile!information!for!a!research!
paper.!
EQ:!How!can!one!best!gather!and!compile!information!for!a!
research!paper?!
170
(
!
!
to!taking!notes!from!a!research!source?!
11. This!may!then!lead!to!the!EQ.!!
12. Read!the!section!and!allow!students!to!weigh!the!
usefulness!or!personal!applicability!of!each!strategy.!!
13. After!discussing!these,!arriving!at!the!EU!will!be!a!
natural!end!of!the!discussion.!
Teach!
Methodology!
5. Discuss!the!prompt!with!the!students,!and!situate!them!in!the!hypothetical!conference!by!reflecting!on!its!topic!and!
how!it!can!be!made!meaningful!to!student!attendees.!What!other!events!or!activities!could!help!attendees!better!
appreciate!it?!How!does!a!panel!discussion!
6. Present!the!rubric!and!connect!it!with!the!standards!cited!in!the!prompt.!Connect!each!part!of!the!rubric!with!the!
relevant!skill!from!the!lesson,!and!talk!about!why!each!is!involved!in!making!a!successful,!satisfying!panel!
discussion.!
7. The!panel!discussion!itself!may!be!moderated!by!the!teacher,!or!a!student!volunteer!from!another!group!assigned!
the!task!ahead!of!time.!!
8. Depending!on!available!time!and!resources,!and!with!the!permission!of!the!students,!their!panel!discussions!may!be!
videoMrecorded!for!sharing!with!other!classes!or!later!viewing!and!processing.!!
(
!
!
!
!
!
!
!
171
!
Teach!
Methodology&
Answers&to&the&Revisiting&&of&the&Essential&Questions&&
!
1. Revisit!the!Age!of!Reason!and!its!changing!views!of!
6. The!changes!of!the!era!included!significant!
humanity,!and!revisit!the!discussion!on!how!it!fed!into!
socioeconomic!shifts!that!gave!more!people!access!to!
the!Age!of!Enlightenment.!
books!for!education!and!entertainment,!and!thus!
2. Following!this,!address!the!Essential!Question!itself.!
allowed!more!people!to!read!and!dwell!in!ideas.!This!
Explore!the!concept:!how!was!the!emerging,!newfound!
led!more!people!to!question!the!established!order!to!
“enlightenment”!of!both!individuals!and!society!put!to!
an!extent,!seeking!a!more!palpable!sense!of!social!
use!in!this!age?!
justice!even!in!the!realm!of!religion!and!government.!
3. Briefly!present!these!three!questions!and!allow!
This!extends!the!selfMcritical!attitude!of!the!Age!of!
students!to!answer!them!at!home,!whether!in!a!journal!
Reason!to!a!more!socially!beneficial!one!that!dared!to!
entry!or!a!short!reflective!essay.!Encourage!students!to!
question!what!were!previously!stronglyMheld!norms.!
make!connections!with!their!world!history!or!religion!
7.
Students!may!point!to!Voltaire’s!distaste!for!war!and!
class!lessons!if!they!feel!that!such!information!would!
articulation!of!its!faults!and!unreasonable!popularity,!
add!to!the!points!they!wish!to!make.!
or!Schiller’s!three!central!principles!that!give!spiritual!
strength.!They!may!also!cite!principles!or!beliefs!that!
they!have!gleaned!from!Rousseau,!Pope!and!others!
through!their!reading!and/or!the!information!given!
them!through!the!panel!discussions!they!attended.!!
8. Answers!will!vary.!
Strategies&
!
The!first!question!may!be!covered!in!a!brief!discussion!
identifying!the!factors!that!led!to!the!shifts!in!the!era!and!
ranking!the!factors!by!significance.!When!students!identify!
the!one!they!deem!to!have!had!the!most!influence,!the!
discussion!may!then!focus!on!the!nature!of!these!factors!as!
172
actually!all!being!interrelated.!This!approach!may!actually!
also!be!applied!to!a!discussion!on!current!societal!shifts,!and!
a!possible!comparison!between!eras!as!well.!
!!
The!second!question!may!be!covered!in!a!brief!discussion!
wrapping!up!the!unit!before!heading!to!the!performance!
task,!so!as!to!form!a!bridge!between!the!concept!and!
selections!of!the!lesson!proper!and!the!task!itself.!
!
The!third!question!may!be!its!own!discussion,!possibly!
starting!with!a!more!general!“current!events”!activity!that!
centers!student!attention!on!current!social!justice!issues.!
Students!may!then!reflect!on!how!they!may!have!become!
more!sensitive!to!current!social!justice!issues,!and!on!what!
they!can!then!do!with!such!a!heightened!awareness.!
!
!
(
(
(
(
(
(
(
(
(
(
(
(
!
173
Lesson&11&
&
Teach!
Transfer!Goal!
Students(will(understand(that:(((
• The!early!19th!century!literature!reflect!a!new!concept!
of!beauty!and!truth.!
• Conflict!is!an!essential!element!that!reinforces!a!
story’s!theme,!character,!trait!or!lesson!to!learn!
• Juxtaposition!is!an!important!way!to!reinforce!
differences!of!ideas,!characters!or!events!!in!a!
narrative!text.!
• Themes!are!necessary!in!any!literary!piece!for!they!
provide!or!give!messages!about!life!and!human!
nature;!as!such!!it!reinforces!the!“substance”!or!
literary!value!of!a!piece.!
• !!!Effective!communication!is!enhanced,!if!not!
achieved,!through!the!use!of!precise!words!and!
expressions.!
• A!good!listening!skill!empowers!one!to!fully!react!and!
creatively!comprehend!,!intelligently!express!what!he!
has!listened!to!
• Expressing!agreements!or!disagreements!must!be!
propelled!by!reason!and!logic!,!not!emotion!
• Citing!sources!properly!from!periodicals,!websites,!
and!the!like!is!a!way!to!avoid!intellectual!stealing!and!
a!form!of!acknowledging!where!the!information!come!
• Write!an!expository!essay!
!
• How!does!a!conflict!influence!or!affect!one’s!
values,!perceptions,!or!principles?!
• What!does!juxtaposition!contribute!to!a!narrative!
text?!
• Why!is!a!theme!necessary!in!any!literary!piece?!
• Why!does!one!have!to!be!precise!in!using!words!to!
communicate?!
• How!is!!good!listening!skill!shown?!!When!can!it!be!
applied?!
• Why!does!valid!reaction!useful!or!important!in!a!
speech!or!discussion?!!!!
• How!does!one!cite!sources!taken!from!periodicals,!
websites!and!the!like!?!!What!benefits!does!proper!
citation!bring?!
• How!can!one!communicate!with!clarity!and!
effectiveness?!
• How!can!one!organize!a!group!of!information!to!
make!writing!researches!easy?!
174
•
•
•
!
from.!
Effective!communication!is!attained!through!effective!
sentences!that!are!devoid!of!nonessential!expressions!
and!contain!clear!and!!direct!messages.!
Outlining!data!from!various!sources!facilitate!and!
guarantees!a!good!research!paper.!
One!of!the!indicators!of!good!comprehension!is!the!
ability!to!use!the!concepts!learned!in!a!real!life!
experience.!
Knowledge!!
Skill!
• !answer!comprehension!questions!substantially!
! how!to!identify!different!types!of!conflict!
! how!to!understand!and!recognize!juxtaposition!as!
• recognize!various!types!of!conflict!
time!liner!in!a!narrative!
• find!and!analyze!the!theme!in!poetry!!
! how!to!find!and!analyze!!the!theme!in!poetry!
• locate!and!write!precise!meanings!of!words!using!
! how!to!determine!and!write!precise!meanings!of!
general!reference!materials!
• react!intelligently!and!creatively!to!a!listening!text!
words!using!general!reference!materials!
• react!to!arguments!expressed!in!a!speech!or!
! how!to!react!!intelligently!and!creatively!to!a!listening!
text!
discussion!
! ways!to!react!to!arguments!expressed!in!a!speech!or!
• cite!other!sources!like!websites!and!periodicals!
discussion!
• revise!sentences!eliminating!weak!passive!verbs!
! different!ways!to!cite!other!sources!such!as!websites!
• make!an!outline!!
or!periodicals!!with!proper!punctuation!marks!
((
! how!to!revise!sentences!to!eliminate!weak!passive!
(
verbs!
! how!to!make!an!outline!as!part!of!writing!a!research!
paper!
175
Performance!Task!!
Expository!Essay!(Comparison!and!Contrast!on!Conditions!of!the!Prisoners!in!Prison!Camps)!!
!
!!!!!!!!!!!!!!You!are!a!member!of!a!writing!club!named!Freedom!Busters.!!Your!club!will!have!!a!special!issue!featuring!the!
inhumane!conditions!of!the!prisoners!in!jail.!!As!such,!you!are!delegated!to!write!an!expository!essay!on!the!conditions!of!
the!prisoners!in!prison!camps!of!Iwahig!in!the!Philippines!and!Siberia.!!You!may!use!a!subject!by!subject!pattern!or!point!by!
point!pattern!for!comparison!and!contrast.!!The!issue!will!be!read!by!the!entire!high!school!!studentry!!!
!
The!essay!must!properly!and!consistently!use!effective!sentences.!!It!must!not!have!weak!passive!verbs!,!reactions!(if!
expressed)!must!be!backed!up!by!supporting!details,!and!use!proper!citation.!!
Rubric!
!
RUBRIC!ON!WRITING!AN!EXPOSITORY!ESSAY!
!
4!
3!
2!
1!
Effective!
The!essay!is!
effective!with!
no!presence!of!
weak!passive!
verbs!and!is!
engaging.!
The!essay!has!
sentences!that!
are!mostly!
effective!with!
presence!of!1M3!
weak!passive!
verbs!but!is!still!
engaging.!
The!essay!has!
sentences!that!
are!mostly!
effective!with!
presence!of!5!or!
more!weak!
passive!verbs!!
and!is!slightly!
engaging.!
The!essay!is!
ineffective!with!
most!sentences!
expressed!in!
weak!passive!
verbs!and!is!not!
engaging.!
The!essay!
contains!most!
reactions!that!
The!essay!
contains!
reactions!that!
The!essay!
contains!
reactions!that!
Valid!and!Sound! The!essay!
contains!valid!
or!sound!
176
reactions!with!
the!presence!of!
supporting!
details.!
Cited!Properly!
are!sound!and!
valid!due!to!a!
lot!of!
supporting!
details.!
are!not!
emotional!yet!
lacking!in!some!
supporting!
details.!
are!highly!
emotional!and!
lacks!
supporting!
details.!
The!essay!
The!essay!
The!essay!
The!essay!
contains!
contains!some! contains!
contains!
information!or! supporting!
information!or! supporting!
supporting!
details!that!have! supporting!
details!or!
details!that!have! proper!citation.! details!that!have! information!that!
proper!citation!.!
incomplete!
have!not!been!
citation.!
cited!at!all.!
!!
Other!Evidence!!
•
•
•
•
!
!
!
!
!
!
•
•
•
substantive!discussion!of!the!selections!read!and!their!comprehension!questions!
vocabulary!exercises!from!Unlock!the!Meaning!of!Words!
exercises!on!revising!sentences!with!weak!passive!!
verbs!(both!online!through!suggested!links!or!sites!and!textbook!source)!designed!logo!or!acronym!about!antiM
discrimination!!
selfMcreated!personal!time!line!!
comprehensive!!discussion!on!the!listening!text!
analysis!of!the!themes!of!various!films!viewed!
177
Teach&
Methodology!
1. !Ask!the!students!what!are!their!ideas!!about!the!
true!essence!of!life?!Of!truth?!Of!beauty?!
2. From!their!responses!inform!them!that!the!early!
19th!century!is!a!period!of!renewed!perceptions!
about!life!and!of!ordinary!people.!
3. Then,!make!a!preview!of!what!the!Unit!is!all!about!
going!through!the!lesson!titles.!!!
4. Elicit!from!them!their!perceptions!or!ideas!of!what!
to!expect!on!each!lesson!title!seen.!
5. Mention!that!after!the!entire!lesson!or!unit,!they!are!
to!work!on!a!performance!task!and!orient!them!
about!its!nature,!expectations!and!skills!developed.!
(
Overview:!
!
The!literature!of!the!early!19th!century!provided!an!avenue!to!
show!democratic!spirit!and!romanticism.!!A!!new!set!of!ideas!
and!standards!have!been!generated!especially!on!the!way!the!
ordinary!or!the!common!man!has!to!be!treated.!!Literature,!in!
this!light,!covers!those!that!are!written!from!1799!to!1900.!
There!is!a!flourishing!of!literary!outputs!who!try!to!advocate!
respect!for!the!ordinary!or!common!tao!that!despite!their!
social!status,!they!are!still!deserving!of!humane!treatment!as!
any!individual!would!enjoy.!Some!of!the!famous!writers!in!this!
period!were!Leo!Tolstoy,!Alexander!Pushkin!,!and!Victor!Hugo.!!
The!selections!(stories!and!poems)!reflected!the!biases!and!
unfair!judgement!of!people!that!make!our!society.!!They!aim!to!
propagate!sympathy!and!empathy!for!their!situations!and!how!
the!society!push!these!people!to!the!image!they!have!been!
portrayed!all!along.!!!!
!!!
!
Teach&
Methodology&
1. Begin!or!introduce!the!lesson!by!asking!the!Big!Question!
2. Provide!a!short!background!(you!may!opt!to!give!the!Background!as!supplied!in!the!Teacher’s!Manual)!or!have!your!
own!!
3. Ask!the!students!what!are!their!ideas!!about!the!true!essence!of!life?!Of!truth?!Of!beauty?!
4. From!their!responses!inform!them!that!the!early!19th!century!is!a!period!of!renewed!perceptions!about!life!and!of!
ordinary!people.!
5. Then,!make!a!preview!of!what!the!Unit!is!all!about!going!through!the!lesson!titles.!!!
178
6. Elicit!from!them!their!perceptions!or!ideas!of!what!to!expect!on!each!lesson!title!seen.!
7. Mention!that!after!the!entire!lesson!or!unit,!they!are!to!work!on!a!performance!task!and!orient!them!about!its!nature,!
expectations!and!skills!developed.!
!
(
!
!
Teach!
Methodology!
1. !Activate!prior!schema!of!the!students!by!asking!
them!what!they!know!of!the!French!Revolution!and!
of!the!Industrial!Revolution.!
2. Further!ask!them!what!sorts!of!themes!or!topics!in!
literature!these!two!revolutionary!events!have!
presented.!
3. Proceed!to!the!giving!of!the!Prompt!Question!by!
writing!on!the!!board!the!word!“common!people”.!!
Allow!them!to!list!down!on!the!board!those!who!!
they!consider!as!common!tao!or!people!in!our!
society.!!!
4. Follow!this!up!by!asking!them!the!“Unveil!What!you!
Know!“!questions.!!
How!do!you!look!or!feel!about!people!who!are!regarded!as!
social!outcasts!like!exMconvicts?!!Do!you!think!they!still!
have!future!after!their!life!in!prison?!
5. Allow!the!students!to!provide!answers!to!these!
questions.!!
EU:!
Typecasting!or!labelling!!affect!the!way!we!apply!equality!and!
justice.!!
EQ:!
What!usually!prevents!us!from!administering!or!showing!
equality!and!justice!especially!among!the!poor?!
Answers&to&Methodology&questions&or&activities:&
1. !French!revolution!–!a!period!of!upheaval!and!great!
social!changes!in!France!
M!there!was!also!a!great!shift!from!monarchy!to!equality,!etc.!!
Industrial!revolution!–!a!change!in!agriculture,!textile,!etc.!
from!old!ways!or!techniques!to!new!ones!that!increased!the!
productivity!of!these!things!!
2. !Some!possible!topics!or!themes!in!literature!would!be!
about!death!and!changes!which!are!inevitable,!of!new!
sense!of!truth!and!beauty!,!etc.!!
3. The!following!may!be!regarded!as!common!people!or!
tao:!
M!the!poor!!
M!the!ones!with!blue!collar!jobs!
179
Words.!!Mention!that!!they!have!to!unlock!the!
meanings!of!these!words!based!on!context!
called!him!Monsieur&
4. The!three!men!were!gendarmes&
5. the!Monseigneur&walking!in!the!garden!!
6. would!bring!two!huundred!francs&
12. !
7. Then,!highlight!the!question!in!“Underscore!!a!
Motive”!M!“What,does,the,author,think,of,the,
society,of,his,,time?!Is,there,a,difference,between,
his,time,and,that,of,our,present,time?”!Inform!
them!that!they!can!revisit!the!motive!question!after.!
8. !Proceed!to!the!reading!of!the!selection.!!
9. Make!the!students!answer!and!share!through!
Sharing!Insights.!
!
(
M!the!exMconvicts!and!convicts!
Mfarmers/peasantss!
M!urban!poor,!etc.!
!
4. !I!pity!those!people!who!are!regarded!as!social!outcasts!
like!exMconvicts!because!they!seem!to!have!less!chances!
to!
!a!better!future!due!to!limited!opportunities!and!biases!of!our!
society!today.!!I!think!they!have!less!chances!to!a!better!future.!!
!
5. !Answers!to!“Unlock!the!Meaning!of!Words”:!
Monsieur!=!a!counterpart!for!Mr.!or!Sir;!!used!to!!refer!to!the!
eldest!living!brother!of!the!king!in!the!French!royal!court.!!
!
!!!!!!Gendarmes!=!are!members!!of!!an!armed!police!force!for!
the!maintenance!of!public!order!
!
!!!!Monseigneur!=!this!is!presently!used!as!a!title!for!!a!bishop;!
before!it!may!mean!a!title!of!a!royal!family!or!dignitary!
!
!!!!Francs!=!a!term!for!several!currencies!especially!in!
European!part!
!
4.!!Answer!to!“Underscore!!a!Motive”:!
The!author!thinks!that!his!society!is!too!judgmental!and!
unfair.!I!guess!there!is!no!difference!between!his!time!and!our!
present!time.!!
!
Answers&to&Sharing,Insight&questions:&
!
180
RECALL:!
1. Jean!Valjean!was!sent!to!prison!because!he!stole!bread!
from!a!shop!to!feed!his!family.!!He!may!have!a!
justifiable!reason!for!hating!the!society!because!his!
intention!was!good!although!the!means!he!used!was!
not.!!Surely,!the!society!must!have!judged!him!right!
away!without!knowing!first!what!prompted!him!to!do!
that.!!
2. He!found!a!lodging!on!a!little!house!next!to!the!church.!!
He!was!treated!well!and!seemingly!liked!him!as!if!he!
were!never!an!exMconvict.!!He!couldn’t!sleep!well!
because!he!was!too!overwhelmed!by!the!sensation!of!
sleeping!on!a!bed!after!almost!20!years.!
3. Jean!Valjean!intended!to!get!the!silver!plates!he!saw.!!
He!was!undecided!what!to!do!with!the!bishop!when!it!
was!mentioned!in!the!selection!that!he!was!hesitating!
between!two!reasons!–!that!of!the!doomed!and!that!of!
the!saved;!!either!to!cleave!the!skull!of!the!bishop!or!to!
kiss!his!hand.!!He!simply!decided!to!pass!by!quickly!and!
get!the!basket!of!silver!then!fled.!!
4. The!bishop!gave!out!the!reason!that!the!lost!silver!was!
not!theirs!and!that!it!belonged!to!the!poor.!
!COMPREHEND/UNDERSTAND:!
5. !The!bishop!tried!to!save!Jean!Valjean!from!doom!by!
making!it!appear!to!everyone!that!he!gave!the!
candlesticks!and!the!silver!to!him.!
6. We!can!predict!that!Jean!Valjean!was!not!put!back!to!
prison!.!!He!was!given!the!chance!to!live!a!new!life!
again!as!a!free!man!!through!the!bishop’s!kindness.!
!
181
ANALYZE:!
7. !The!society!to!which!the!author!belong!to!and!the!
present!society!may!not!be!different!after!all!because!
just!like!the!housekeeper!in!the!story,!anybody!else!
may!most!likely!suspect!an!exMconvict!to!be!doing!
wrong!things!even!without!proof!because!of!the!image!
or!perceptions!about!them!and!their!personal!history.!!
Also!,!people!especially!the!clergies!are!easily!believed!
because!of!the!way!we!see!them!as”good!and!
trustworthy!people”!over!the!exMconvicts!who!seem!to!
be!“dirty!,!bad!and!capable!of!repeating!mistakes”.!
8. Because!of!the!bishop’s!unexpected!kindness!,!Jean!
Valjean!becomes!a!respectable!man.!!Though!his!past!
still!hounds!him,!he!overcomes!great!difficulties!and!
manages!to!maintain!his!integrity.!!!
!
EVALUATE:!
9. If!I!were!the!bishop,!I!would!have!done!the!same!but!I!
will!spend!time!to!talk!and!process!with!Jean!Valjean!
the!recent!acts!he!has!done!and!why!I!decided!to!save!
him!from!doom.!!This!would!surely!make!him!feel!the!
sincerity!and!the!pure!desire!I!have!for!him!to!make!
him!live!an!honest!life.!!
!
Students!can!make!a!!PROS!and!CONS!!chart!!to!address!the!
Critical!Thinking!Question.!!After!this,!they!write!a!conclusion!
as!to!which!proves!to!be!an!effective!approach!depending!on!
what!they!have!produced!in!their!chart.!
182
!
!
Teach!
Methodology!
1. !Begin!by!asking!the!Prompt!Question!,!In(life,(what(
serves(as(a(challenge(or(spice(that(brings(out(either(
the(best(or(the(worst(in(us?.!Allow!the!students!to!
share!what!they!have!in!mind.!!
2. Tap!the!students’!prior!knowledge!by!letting!them!
name!or!point!out!that!element!or!part!of!a!story!
that!is!parallel!or!the!same!as!the!challenges!and!
problems.!
3. From!their!responses/s,!allow!them!to!read!the!
4. Work!on!the!exercises!after.((
EU:!!!
Conflict!is!an!essential!element!that!reinforces!a!story’s!theme,!
character,!trait!or!lesson!to!learn.!
EQ:!
How!does!a!conflict!influence!or!affect!one’s!values,!
perceptions,!or!principles?!
Answers!to!the!Methodology!Parts!1!and!2:!
20. !In!life,!what!serves!as!a!challenge!or!spice!that!brings!
out!the!best!if!not!the!worst!in!us!is!the!problem!or!
struggles!we!encounter.!!
21. In!a!story!,!this!problem!or!struggle!can!be!likened!to!a!
“conflict”.!
22. !Answers!to!the!exercises:!!
!
Exercise!1:!!!
Instances!
Kind/s!of!!
In!the!selection!
Conflict!
183
1.!On!his!way!home! 1.!!External!(man!
from!19!years!of!
vs.!society)!
stay!from!prison!,!
!
he!looked!for!a!
!
lodging!but!is!
!
turned!away!
!
because!he’s!
!
known!as!a!former! !
convict!and!is!
!
dangerous.!
2.!!Internal!(man!
!
vs.!himself)!!
2.!!The!only!thing!
!
which!was!plain!
!
from!his!attitude!
!
and!his!
!
countenance!was!
3.!!external!(man!
his!strange!
vs.!circumstance)!!
indecision!
3.!!One!night!when!
the!family!had!
nothing!to!eat,!he!
stole!bread!from!a!
shop.!
Exercise!2:!!
9. !Internal!(man!vs.!himself)!
10. External!(man!vs.!society)!
11. External!(man!vs.!man)!and!!
(man!vs.!society!–!because!he!has!to!disprove!prejudgments!or!
suspicions!of!the!police!officers)!
!
184
Teach!
Methodology!
1. !Activate!students’!interest!by!asking!the!!Prompt!
Question,!
!What(do(you(dream(or(aspire(in(your(life(that(can(give(you(
selfSsatisfaction?(Let!the!students!state!their!answers.!
!
2. Show!or!tell!the!title!of!the!selection.!Draw!out!from!
them!what!they!know!of!oak!trees.!Follow!this!up!by!
giving!the!question!in!“Unveil!What!You!Know”!–!
Which!trees!in!the!Philippines!are!for!you!signs!of!
strength!and!endurance?!!Which!of!these!do!you!
envision!yourself!to!be?!
3. Ask!them!further!if!they!are!familiar!of!Hans!
Christian!!Andersen!and!his!works.!!Allow!them!to!
share!a!bit.!!From!these,!make!them!!know!more!
Hans!Christian!Andersen!by!reading!the!Author’s!
profile.!
4. Elevate!their!anticipation!by!asking!the!“Underscore!
a!Motive!for!Reading”.!Why!did!the!oak!tree!feel!
superior!over!the!other!inhabitants!of!the!!wood?!!
Make!them!verbalize!what!they!expect!the!selection!
to!be!about.!
!
5. Follow!this!up!by!reading!the!selection.!!As!they!
read,!let!them!highlight!the!vocabulary!words!in!
Unlock!the!Meaning!of!Words.!!Mention!that!!they!
have!to!unlock!the!meanings!of!these!words!based!
on!context.!!Tell!them!too!that!words!have!varying!
EU:!
Any!creation,!no!matter!how!strong!,!powerful!or!enduring!it!
may!seem,!has!its!time!to!fall!or!end!for!death!is!inevitable.!
EQ:!
Since!death!is!inevitable,!what!makes!a!good!or!worthy!death!
for!you?!
Answers&to&Methodology&questions&or&activities:&
1. Answers!may!vary!like:!!I!aspire!or!dream!of!a!lasting!
life,!of!wealth,!of!beauty!,!or!of!glory/prestige.!
An!oak!tree!is!known!for!its!hardness.!!It!is!also!resistant!to!
insects.!Sample!answer!for!trees!in!the!Philippines!that!are!
strong!would!be!narra!which!is!sturdy!and!strong!and!that!
of!mahogany.!!I!envision!myself!to!be!like!a!narra!tree!
because!it!is!strong!like!me!when!it!comes!to!handling!
problems!
3.!!Hans!Christian!Andersen!is!a!Danish!writer.!!He!is!also!a!
poet!and!has!made!a!lot!of!stories!for!kids!like!The!Ugly!
Duckling!and!The!Little!Mermaid.!!
!
1. The!old!oak!tree!may!feel!superior!because!it!has!been!
living!a!seemingly!endless!life.!The!selection!may!be!
about!the!old!oak’s!wish!or!dream.!!
2. !Answers!to!“Unlock!the!Meaning!of!Words”:!
•!
Time!of!rest!drew!nigh&&=&nearing,!coming!or!
approaching!
•!
!No!fetters!hold!us!=!!no!bonds!nor!restraints!
•!
!Must!be!quite!melancholy&&=&gloomy,!sad!
!
185
level!or!shades!of!meaning!and!that!they!can!
determine!the!precise!or!accurate!meanings!of!
words!by!using!various!general!reference!materials!
such!as!dictionary,!thesaurus!and!glossary.!!!
Time!of!rest!drew!nigh&
!No!fetters!hold!us!!
!Must!be!quite!melancholy&
!
6. Proceed!to!the!reading!of!the!selection.!!
Sharing!Insights.!Let!them!revisit!the!anticipation!
responses!they!have!given!earlier!to!check!whether!
their!anticipations!were!correct!or!not.!!!
!
!
(
6.!Answers!to!Sharing(Insight!questions:!
!
KNOWLEDGE/RECALL:!
13. A!person!and!a!tree!are!different!from!each!otoher!in!
terms!of!their!sleeping!habit!since!people!sleep!by!
night!and!wake!by!day;!!a!tree!is!awake!in!the!entire!
three!(3)!seasons!of!spring,!summer!and!autumn!and!
only!rest!during!winter!time.!
14. The!oak!tree!felt!pity!on!these!wood!inhabitants!who!
only!live!very!shortly!unlike!him.!
!
15. The!periods!of!a!twentyMfourMhour!day!are!compared!to!
the!seasons!of!a!year!such!as!morning!is!to!spring!
because!like!in!spring!time,!life!begins!again.!!The!
morning!signifies!new!start!or!a!renewed!promise!of!
hope.!!Summer!is!for!noon!time!since!it!is!too!hot!
during!summer!and!in!a!day,!noon!is!considered!the!
time!when!the!sun!is!at!its!peak.!!Autumn!is!evening!
which!is!the!mark!of!the!coming!of!the!night.!!It!is!a!
transition!from!day!to!night.!!Winter!is!night!time!at!its!
deepest.!!Like!winter,!night!seems!to!be!cold!and!still.!!
Life!here!seems!to!be!about!to!end!and!there!is!no!
warmth!of!life!when!it!is!cold.!!
ANALYZE:!
2.!
!Do!you!think!the!tree!expected!to!die!at!the!time!he!
did?!!Why!or!why!not?!!Did!you!expect!its!death?!
3.!
If!!you!expected!its!death,!at!which!point!did!you!begin!
to!!predict!the!outcome?!
4.!
No!,!I!think!the!tree!didn’t!expect!to!die!at!the!time!he!
186
did!because!he!was!still!at!the!peak!of!his!life!and!seemed!to!be!
still!dreaming!more.!!I!did!expect!already!his!death!due!to!clue!
words!given!in!the!selection.!!
!
5.!I!expected!!or!predicted!the!outcome!when!it!was!
mentioned!that!!“as!he!grew!upwards!and!onwards,!his!roots!
were!loosening!themselves”!which!suggests!that!the!oak!tree!
may!be!uprooted!easily!and!since!the!roots!provides!life!for!
trees,!then!it!may!signify!the!death!of!the!tree!once!uprooted.!
!
3. !The!statement!meant!that!everyone!has!the!same!
chance!and!time!to!live!but!is!distinct!when!it!comes!to!
how!one!regards!or!spends!his!time.!!It!also!implies!
that!it!is!not!the!length!or!number!of!years!of!life!one!
has!that!matters!but!the!quality!by!which!you!have!
utilized!your!life.!
!
EVALUATE:!
4. !If!!I!!could!choose,!I!prefer!the!!sleeping!habit!of!us!
human!beings!because!it!makes!life!and!each!day!
exciting!and!promising!for!me!.!
!
Students!can!do!a!PERSONAL!TIME!LINE!and!highlight!the!4!
significant!events!or!phase!in!their!lives!which!they!can!equate!
with!the!four!seasons!.!!They!provide!elaborations!for!this.!!!!
!
Teach!
Methodology!
EU:!
187
5. Elicit!from!the!students!what!they!know!of!the!term!
“juxtaposition”.!
7. Work!on!the!exercises!after.!!
8. Process!their!answers!to!the!exercises!since!they!may!
have!varying!responses.!
9. Use!the!students’!answers!in!number!3!of!the!Exercise!
as!a!way!to!do!socialized!recitation.!
!!!
(((((((
Juxtaposition!is!an!important!way!to!reinforce!differences!of!
ideas,!characters!or!events!!in!a!narrative!text.!
EQ:!
What!does!juxtaposition!contribute!to!a!narrative!text?!
!
!
!
!
!
!
!
Answers!to!the!exercises:!!
!
14. M!SLEEPING!HABIT!OR!TIME!
!
MTHE!MANNER!BY!WHICH!THE!CHARACTERS!HAD!THEIR!
END!OR!DEATH!
!
M!DISPOSITION!IN!LIFE!(pessimism!vs.!optimism)!
!
15. !The!fly!and!the!oak!can!be!differentiated!in!terms!of!
size,!life!span,!and!disposition!or!view!in!life.!!
OAK&
Awake!and!happy;! !
Continues!to!grow!!
higher!
Gets!to!grow!higher! !
and!closer!to!the!
star;!!life!is!full!of!
188
peace!!
Topmost!branches!
reach!the!clouds;!
he!is!filled!with!joy!
!
!!
!!Roots!!start!to!
loosen!as!it!grew!
onwards!and!
higher!!
!
!Oak’s!roots!are!
torn!from!the!
ground!!
!
Evening!!
(AUTUMN)!!
Night!!
(WINTER)!
!!
FLY&&
Fluttered!and!
Morning!!
enjoyed!life!
Danced!and!floated! Noon!!
in!the!air!!
Felt!tired!and!
Evening!!
glided!gently!on!the!
189
grass!
!!
Slept!sweetly!and!
peacefully!;!the!fly!
was!dead!
Night!!
!
!
Teach!
Methodology!
1. Ask!the!students!to!imagine!or!think!that!they!are!
already!working!in!any!establishment.!!Elicit!from!
them!what!conditions!in!their!work!can!make!
them!stay!long!in!it.!
2. From!the!given!responses!of!the!students,!ask!the!
question!on!!!!
Unveil!What!You!Know!“What!specific!place/s!do!you!know!
of!where!conditions!are!undesirable!!or!miserable?!
3. Add!to!the!students’!knowledge!by!mentioning!the!
word!!Siberia!(if!not!mentioned!or!elicited!from!
the!students),!its!location!and!milieu.!!
4. Follow!this!up!by!showing!the!title!of!!the!
selection.!Then,!discuss!briefly!some!information!
about!the!author!through!“Understand!the!
Author’s!Profile”.!
!
5. Cue!the!vocabulary!words!in!Unlock!the!Meaning!
of!Words!by!stating!that!these!words!can!be!found!
in!the!poem!they!are!about!to!read.!!Allow!them!to!
guess!or!tell!what!they!think!of!these!words:!!
EU:!
The!success!or!failure!of!a!system!or!of!humanity!!lies!on!the!
people!that!make!it!and!the!conditions!that!are!conducive!to!
its!growth!and!productivity.!
EQ:!
What!ensures!the!attainment!of!success!in!any!system!or!
given!condition?!
Answers!to!Methodology!questions!or!activities:!
4. Answers!may!vary!like:!!good!and!commensurate!
compensation,!!fair!treatment!,!!glory/prestige.!
5. Some!places!where!conditions!seem!miserable!or!
undesirable!would!be!those!in!Africa!(Somalia,!etc.),!
Mindanao!,!remote!areas!where!there!is!no!food!nor!
employment!.!
6. Siberia!is!located!in!!!Russia!and!it!occupies!almost!all!
of!North!Asia.!!It!covers!77%!of!Russia!and!this!place!
is!also!very!rich!in!minerals.!
!
Answers!to!“Unlock!the!Meaning!of!Words”:!
•the!bitter!toil&=!!labor!
190
!
•round!your!galleyDbeds!=!futons!or!mattresses!
the!bitter!toil&
.!the!rebel!thought!unbowed&!=!undefeated!
!round!your!galleyDbeds&
!
the!rebel!thought!unbowed&
!
!
Answers!to!Sharing(Insight!questions:!
6. Encourage!the!students!to!verify!their!guesses!by! !
reading!the!poem.!!
KNOWLEDGE/RECALL:!
7. After!reading,!let!the!students!revisit!their!guesses!
5. The!persona!tires!to!tell!the!workers!in!the!Siberian!
and!comment!on!how!far!or!near!their!guesses!are.!
mine!to!remain!courageous!and!patient.!!
2.!The!persona!refers!to!the!following!:!
Sharing!Insights.!!
a.!
the!bitter!toil!shall!not!be!lost!=!all!the!efforts!or!labor!
9. Draw!out!from!the!students!what!message!about! done!by!the!workers!will!not!be!wasted!!
life!or!about!human!nature!is!revealed!in!the!
b.!
the!rebel!thought!unbowed=!their!principles!or!
poem.!!
beliefs!will!not!be!defeated!or!will!not!waver!!
!
c.!
the!day!desired!will!come=!the!time!will!come!when!
(
their!desires!or!longing!like!that!of!freedom!will!surely!come!
!
3.!
The!persona!predicts!that!!when!the!desired!day!
comes,!the!prisoners!specially!the!political!prisoners!will!be!
welcome!back!by!their!fellow!brothers!and!once!again!fight!
for!their!beliefs!and!principles.!!
!
ANALYZE:!
4.!
It!was!!during!the!Martial!Law!period!that!!Filipinos!
have!felt!the!same!feelings!expressed!in!the!poem.!!!!I!!can!
possibly!help!by!educating!my!fellow!members!that!there!
should!be!no!left!nor!right!sector!in!our!society!–!but!just!one!
sector!which!is!meant!to!uphold!the!national!growth!and!
unity!of!the!people!and!the!country.!
191
SYNTHESIS:!
5.!
!National!unity!can!help!a!country!achieve!its!goals!by!
allowing!all!sectors!of!the!country!focus!on!what!can!be!done!
for!our!nation!instead!of!busying!themselves!in!thinking!how!
to!outsmart!,!pin!down!or!oppose!each!other.!!
EVALUATE:!
6.!If!I!were!the!President!,!I!would!summon!all!sectors!that!
have!opposing!ideas!to!convene!.!!I!will!give!them!the!chance!
to!verbalize!or!present!their!respective!sentiments!or!
concerns!then!through!synergy!or!team!building!activities,!
we!will!draw!out!points!by!which!all!concerns!will!be!met!
halfway!and!make!amicable!settlements.!!This!will!be!done!
twice!a!year!or!yearly.!
!
Students!can!do!ODD!ONES!OUT!activity.!!!Here,!students!can!
be!grouped!into!5!or!6.!!They!answer!!the!questions!posed!
and!list!down!reasons!why!considering!working!conditions!
helps!achieve!productivity.!!They!share!their!answers!and!
those!that!are!not!part!of!ANY!of!the!group’s!output!are!the!
ones!counted.!!The!group!that!has!the!most!number!of!
reasons!not!found!in!any!other!groups!will!win!or!will!be!
given!a!reward!depending!on!the!teacher.!!
!
Teach&
Methodology!
!
1. Begin!the!lesson!by!asking!the!Prompt!Question!
“What!prods!a!reader/viewer!to!explore!and!
EU:!
Themes!are!necessary!in!any!literary!piece!for!they!provide!
or!give!messages!about!life!and!human!nature;!as!such!!it!
reinforces!the!“substance”!or!literary!value!of!a!piece.!
192
appreciate!a!literary!work?!!
2. !Let!the!students!recall!the!poem!they!have!just!read!
(Message!from!Siberia).!!Elicit!from!the!students!what!
they!think!is/are!the!controlling!idea!or!message!
which!the!poet!wants!to!impart.!
EQ:!
Why!is!a!theme!necessary!in!any!literary!piece?!
Answers&to&the&Exercises:&
!!!Here!are!some!suggested!answers!to!the!following:!
7. Theme:!Freedom!is!an!integral!part!in!any!God’s!
!
creation.!
!
Analysis:&
4. Work!on!the!exercises!after.!!
!The!persona!feels!a!great!joy!or!consolation!in!being!an!
5. Process!their!answers.!
instrument!to!grant!freedom!to!God’s!creation.!He!feels!that!
6. MEDIA!LITERACY:!
anyone!is!born!free!and!has!the!right!to!be!free.!
This!can!be!used!as!an!activity!and!!a!reinforcement.!!Ask!the! !
students!to!choose!one!from!the!many!films!he!has!viewed.!!
8. Theme:&
Then,!list!down!a!possible!theme!and!what!message!it!wants!! !The!true!!essence!of!love!is!its!capacity!!not!only!to!love!but!
to!convey!to!the!readers.!!
to!let!go!of!someone!you!love!because!it!is!the!best!thing!to!
Explain!it!and!relate!the!theme!!to!their!!own!experiences.!!
do.!!!
!!!!!!!
!
(
Analysis:&
The!very!essence!of!love!is!not!on!love!someone!but!to!set!
the!person!you!love!free!just!like!what!the!persona!
mentioned!in!his!poem.!!This!is!because!the!person!might!
have!loved!the!addressee!but!in!the!course!of!their!
relationship!something!went!wrong!that!must!have!caused!
the!other!party!too!much!pain.!!Thereby,!he!felt!no!longer!
deserving!of!such!and!has!to!give!way!to!make!his!love!happy!
despite!his!pain.!!!
!
9. Theme:&
Failure!as!likened!to!dying!is!just!but!part!and!spice!of!life!
193
that!makes!it!all!the!more!worth!living.!!!
!
Analysis:&&
The!persona!tries!to!give!inspiration!to!those!people!who!like!
him,!do!encounter!many!c!hallenges!enough!to!make!him!feel!
hopeless!and!weak.!!Yet,!he!expressed!courage!by!
mentioning!that!he!will!keep!on!going!through!and!accepting!
these!difficult!challenges!because!he!loves!live!and!still!
believes!in!its!beauty!and!promise.!
!
!
Teach!
Methodology:!
1. !Cue!the!Vocabulary!Skill!by!asking!the!Prompt!
question!
Do(you(ever(feel(like(groping(for(the(right(words(to(say(at(the(
right(time(and(context?(What(should(you(do(to(address(this(
concern?(
!
2. From!their!responses,!mention!that!several!reference!
materials!can!assist!them!in!drawing!out!the!precise!
words!to!use!especially!when!they!are!related!and!
have!discreet!differences!in!their!meanings.!!
3. Allow!them!to!cite!what!precise!word!they!will!use!if!
the!situation!calls!for!someone!who!has!been!treated!
beyond!human!conditions!and!with!such!!a!
disrespectful!or!humiliating!experience?!Provide!here!
choices!like:!
ignominious((
EU:!
Effective!communication!is!enhanced,!if!not!achieved,!
through!the!use!of!precise!words!and!expressions.!
EQ:!
Why!does!one!have!to!be!precise!in!using!words!to!
communicate?!
!
Exercise!A:!
!
1.General!reference!material:!!!dictionary!!
Precise!meaning:!
!!!!Essence!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
2.General!reference!material:!!dictionary!!!
!Precise!meaning:!
194
shameful(
embarrassing((
compromising(
!
4. Let!the!students!give!or!share!their!answers.!!
5. Proceed!to!the!discussion!of!the!!
Vocabulary!Skill.!
!
!!!!!
!
(
(
!!!!!!!exhausted!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
3.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!General!reference!material:!thesaurus!!!
Precise!meaning:!!!!!!
!!!!!!!hidden!!!!!!!!!!!!!!!
!4.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
General!reference!material:!!dictionary!!
!Precise!meaning:!
!!!!!!!!!challenge!!
5.!!!
General!reference!material:!!dictionary!Precise!meaning:!
!!!!!!!!!!!tough!!!!!!!!!!!!!!
!
Exercise!B:!
!
1.!b!M!imprisoned!
!!
!
2.cM!harsh!!!!!
!
3.!c!M!detestable!!!!!!!
!
4.!b.escaping!!!!!!!!
!
5.!c.extremely!challenging!!
!
!
!
!
195
Teach&
Methodology!
EU:!
!
A!good!listening!skill!empowers!one!to!fully!react!and!
1.!Introduce!the!skill!by!asking!the!students!what!
creatively!comprehend!,!intelligently!express!what!he!has!
differentiates!hearing!from!listening.!
listened!to.!
!
EQ:&
2.!!Follow!this!up!with!the!Prompt!Question.!!!
How!is!!a!good!listening!skill!shown?!!When!can!it!be!
!
applied?!
3.!!From!their!responses,!lead!them!to!read!the!Study!and!
Answers&to&the&Methodology:&
Research!Skill!on!Reacting!intelligently!and!creatively!to!
1. !Listening!is!different!from!hearing!in!the!sense!that!
listening!text.!
hearing!is!only!limited!to!the!reception!or!acceptance!
!
of!sound!by!the!organ!used!for!hearing!which!are!the!
10. !Proceed!to!the!given!exercises.!As!a!
ears.!!
reinforcement,!they!may!surf!the!internet!and!look!
On!the!other!hand,!listening&&entails!not!only!receiving!
for!sites!that!offer!listening!exercises.!!Encourage!
them!to!visit!these!sites!and!work!on!the!featured! sounds!but!also!processing!all!the!words!and!ideas!heard!for!
meaning!and!understanding.!!
exercises.!!
!
(
2. !One’s!ability!to!listen!actively!is!manifested!by!a!
reaction!or!feedback!it!yields!from!the!listener.!!Also,!
it!is!shown!when!the!intention!or!motive!of!the!
speaker!is!clearly!identified!and!has!made!the!listener!
execute!exactly!what!the!speaker!wants!him!or!her!to!
do.!
!
• !a.!!Answers!may!vary!but!a!suggested!answer!
will!be:!
The!general!feeling!of!the!speaker!is!that!of!disgust!!
!
196
!
b.!Yes,!I!do!agree!that!discrimination!is!really!evil!and!a!great!
form!of!inequality.!
!
!!!!!!!!!!!c.!!There!is!!
!!!!!!!!!!!!!!!!!nothing!in!the!!
!!!!!!!!!!!!!!!!!selection!that!!
!!!!!!!!!!!!!!!!!I!don’t!agree!!
!!!!!!!!!!!!!!!!!about.!!
!
!!!!!!!!!!!d.!!I!will!enforce!
!!!!!!!!!!!!!!!!ANTIM!!!!!!!!!DISCRIMINATION!LAW!with!a!penalty!of!
reclusion!temporal!maximum!for!any!act!of!bullying!or!
discrimination.!!This!merits!!!17!years,!4!months!and!1!day!to!
20!years!of!imprisonment.!
!
!!!!!!!!e.!!I!will!have!the!acronym!L.A.D.!!which!stands!for!Law!
Against!Discrimination.!
!
!
!
!
!
!
• !
7. No,!I!don’t!believe!that!people!are!born!to!be!slaves!!
since!God,!in!!
His!kindness!and!grace!will!never!want!any!of!His!creation!to!
suffer!and!be!treated!badly.!!
!
197
8. !I!would!rather!be!a!maid!since!I!don’t!have!to!worry!
about!food!and!shelter;!!my!employee!is!the!one!who!
usually!shoulders!these.!!I!would!rather!not!be!a!
prisoner!since!I!would!not!only!be!treated!with!great!
injustice!but!also!would!be!deprived!of!freedom.!
9. The!usual!treatment!I!know!of!for!these!people!are!
low!salary!and!being!too!overworked.!
!
10. !If!I!were!the!employer!of!any!of!these!slave!people,!I!
would!clothe!them!with!privileges!such!as!health!and!
SSS!since!these!two!can!make!their!life!longer!and!
better.!!!
!
11. I!would!draw!a!logo!!
of!a!chain!then!on!top!will!be!the!acronym!CHAin!which!
stands!for!CHANGE!THE!“CHAIN”.!!This!symbolizes!an!appeal!
to!change!the!way!people!are!put!on!bondage.!!!
!
!
!
Teach!
Methodology!
EU:!
!
Expressing!agreements!or!disagreements!must!be!propelled!
1. !Ask!the!students!to!recall!some!advertisements!or!
by!reason!and!logic!,!not!emotion.!
speeches!that!made!them!react!positively!or!negatively.!! EQ:!
Then!ask!the!Prompt!Question!“What!triggers!or!elicits! Why!does!valid!reaction!useful!or!important!in!a!speech!or!
reactions?”!
discussion?!
2. From!the!answers!given!by!the!students,!proceed!to!the!
Speaking!Skill.!
198
3. Allow!the!students!to!spend!ample!time!to!read!the!
exercises!and!answer!them!after.!
4. Encourage!the!students!to!share!their!reactions!to!the!
entire!class.!!!
6. What!triggers!or!elicits!reactions!are!those!ideas!
expressed!in!a!speech,!discussion,!sharing,!or!
advertisements!via!print!or!media!that!can!either!
make!you!feel!that!they!are!false!,!sound,!convincing!
or!otherwise.!
7. Exercises:!
6. !The!arguments!given!was!!whether!or!not!to!
implement!or!have!death!penalty!or!life!
imprisonment!for!law!offenders.!
7. I!find!!the!argument!on!the!downside!of!death!
penalty!more!sound!or!convincing.!!Being!a!
Catholic!country!we!value!and!should!not!pass!
into!our!hands!the!right!to!take!away!the!life!of!an!
offender;!besides,!we!do!have!a!poor!justice!
system!that!makes!it!quite!questionable!whether!
or!not!the!offenders!rightfully!get!their!penalties.!!!!
8. Some!proofs!are!the!cases!of!those!criminals!who!
have!been!wrongly!convicted!like!!Francisco!Juan!
Larrañaga,!or!Paco!and!Hubert!Webb.!!(!you!may!
opt!so!search!these!names!in!SUPREME!COURT!
RULING!CASES!and!other!sites)!
9. I!agree!with!the!ideas!or!reasons!provided!by!
Senator!Sotto!in!this!speech.!I!personally!value!
human!life!and!I!believe!that!it!is!a!matter!of!
internal!discipline!which!Filipinos!need!to!possess!
to!solve!or!address!the!concerns!raised!by!those!
who!are!proMRH!bill.!!
(
(
!
!
!
199
!
!
Teach!
Methodology!
1. !Begin!the!discussion!by!asking!the!Prompt!Question!!
“Why!does!one!have!to!cite!!sources!of!information!that!you!
used?”!
2. From!their!responses!,!inform!them!about!the!ways!of!
citing!sources!from!periodicals!or!websites!using!the!
featured!Study!and!Research!Skill!context.!
3. Allow!the!students!to!perform!the!exercises!featured!in!
the!lesson.!
(
EU:!
Citing!sources!properly!from!periodicals,!websites,!and!the!
like!is!a!way!to!avoid!intellectual!stealing!and!a!form!of!
acknowledging!where!the!information!come!from.!
EQ:!
How!does!one!cite!sources!taken!from!periodicals,!websites!
and!the!like!?!!What!benefits!does!proper!citation!bring?!
Answer&to&the&Prompt:&
One!has!to!cite!sources!of!information!for!the!following!
reasons:!
4. !acknowledge!properly!or!give!due!recognition!to!the!
source!of!information;!!!
5. Refer!back!to!the!source!when!there!is!a!need!to!clarify!
things!
6. !
Answer&to&the&Exercise:&
!
1.!TheABSCBNNews.!
!!!!!!!“'Voice'!judges!!
!!!!!!!!!Sarah,!Bamboo!!
!!!!!!!!!sing!duet.”!!!
(((((((((You(Tube.!!Web.!
!!!!05!May!2013.!
!
2.“Comelec!assures!!
200
!!!!PCOS!machinesâ€™!!
!!!!safety”.!Web.!06!May!
!!!!!!!!!2013!!
!!!!!!!!!http://ph.news.ya!
!!!!!!!!!hoo.com/comelecM!
!!!!!!!!assuresMpcosM!
!!!!!!!!machinesMsafetyM!
!!!!!!!!190826439.html!!!
!
3.!!Pecana,!Dina.!!
!!!!!!!!“Home!Alone.”!!!
!!!!!!!!!Fish(Magazine,!!
!!!!!!!!!no.!8.10.!MarchM!
!!!!!!!!!April.!2011.!Print.!!!
!
.!
!
Teach!
Methodology!
1. !Cue!the!lesson!by!writing!on!the!board!this!
sentence:!
A(strategy(has(been(made.((
!
2. Elicit!from!the!students!if!they!find!this!sentence!
clear!enough!or!still!in!need!of!some!information!
to!make!it!clear.!Segue!using!the!Prompt!Question.!
3. Proceed!to!the!reading!and!discussion!of!the!
lesson!on!Revising!sentences!to!eliminate!Weak!
Passive!Verbs!
EU:!
Effective!communication!is!attained!through!effective!
sentences!that!are!devoid!of!nonessential!expressions!and!
contain!clear!and!!direct!messages.!
EQ:!
How!can!one!communicate!with!clarity!and!effectiveness?!
Answers&to&the&&Methodology:&
!Possible!answers!that!can!be!yielded!are:!
The!sentence!does!not!seem!too!clear!because!we!don’t!know!
who!made!a!strategy!and!how!or!why!is!it!made;!!
201
(
(
5. Encourage!them!to!visit!the!suggested!links!or!
sites!for!reinforcement.!!
furthermore,!what!kind!of!strategy!do!we!mean!here?!
!Possible&answers&for&the&prompt&question&are:&
M!Use!of!clear!expressions!!
M!the!message/s!conveyed!are!direct!and!not!open!to!various!
interpretations!!
!
Exercise!1:!
11. 2!
12. 3!
13. 1!
14. 2!
15. 2!
16. 5!
17. 2!
18. 3!
19. 4!
20. 2!!!
!
Exercise!2:!!
!
• !Russia!gives!no!humane!treatment!to!the!Siberian!slaves.!
• The!prisoners!face!a!lot!of!difficulties!and!cruel!
treatments.!
• I!raise!the!point!that!prisoners!also!deserve!humane!
treatment.!
• The!police!made!escaping!Siberian!prison!camp!difficult.!
• Our!society!look!upon!with!disgust!the!exMconvicts.!
• The!exMconvicts!rally!for!a!better!and!fair!treatment!for!
them!after!their!lives!in!prison.!!
202
The!government!gives!only!rations!of!bread!to!the!
Siberian!prisoners.!!
• Prisoners!planning!to!escape!have!to!contend!with!cold!
frost!and!harsh!milieu!!in!Siberia.!
• ExMconvicts!want!an!ordinary!life!after!their!
imprisonment.!
• Monseigneur!treated!well!Jean!Valjean.!!
13. !!
•
!
Teach!
Methodology!
!
1. !Begin!the!lesson!with!the!Prompt!Question.!
2. From!the!students’!responses,!proceed!to!the!
presentation!and!discussion!in!the!Writing!Skill.!
3. Have!them!perform!the!first!exercise.!!!
4. Proceed!to!the!second!exercise.!!
!
!
!
(
!
!
(
EU:!
Outlining!data!from!various!sources!facilitate!and!guarantees!
a!good!research!paper.!
EQ:!
How!can!one!organize!a!group!of!information!to!make!
writing!researches!easy?!
Answers!to!the!Exercise/s:!
!
Exercise!:!
!!!!Careers!in!!the!!
!!!!Computer!Industry!
I.!!!Engineering,!!
!!!!!Scientific!and!!
!!!!!Technical!Careers!
II.!!System!Analyst!and!!
!!!!!!Programmers!
III.!Data!Processor!
A. Computer!Operator!
203
B. Data!Typist!
C. Keypunch!Operator!
D. Console!Operator!
!
IV.!Computer!Service!!
!!!!!!!Jobs!
A. Technicians!
B. Librarians!
!
V.!!Production!!
!!!!!A.!!Manufacturers!
!!!!B.!!Plant!workers!
!!!!C.!!Office!help!
!!!!D.!!Technical!writers!
!
!
!!
!
!
Teach!
Methodology!
1. !Refer!the!students!to!various!skills!or!topics!covered!
in!the!entire!lesson.!
2. Lead!them!to!the!!Performance!task!by!giving!them!
the!GRASPS.!(mention!the!prompt!and!what!rubric!
will!be!used!in!rating!their!output).!
!
3. Require!the!students!to!first!give!a!point!by!point!or!
subject!by!subject!outline!of!their!comparison!and!
EU:!
One!of!the!indicators!of!good!comprehension!is!the!ability!to!
use!the!concepts!learned!in!a!real!life!experience.!
!
!
EQ:!
How!does!one!measure!if!someone!gets!a!full!grasp!or!
understanding!of!the!concepts!taught!to!him!or!her?!
!
204
(
contrast!and!to!attach!the!gathered!information!with! !
source!citation!for!them!to!write!their!essays!easier.!! Strategies:&
expository!essay.!
1. Create!an!outline!showing!a!point!by!point!pattern!or!
5. Through!a!peer!rating!strategy!(pairing!off),!students!
subject!by!subject!pattern!of!comparison!and!contrast!
get!to!read!each!other’s!essay!and!go!over!the!rubric!
on!the!expository!topic!about!conditions!of!slaves!or!
to!rate!one!another!properly.!
prisoners!in!Iwahig!(Philippines)!and!Siberian!prison!
camp.!
2. Pairing!off!or!Peer!Rating!strategy!(allow!the!students!
to!give!their!respective!feedback!of!the!entire!peer!
rating!activity)!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
205
Lesson&12&
&
Teach!
Transfer!Goal!
the!19th!century!literature!reflect!a!more!sensitive!and!
realistic!approach!to!life!and!human!experiences!
the!interactions!between!the!main!and!minor!characters!affect!
the!story!plot!
the!author’s!purpose!in!writing!is!determined!by!his!personal!
background,!the!ways!characters!are!revealed!and!what!
the!characters!!say!
words!with!similar!denotative!meanings!pose!nuances!or!
confusions!
proper!raising!of!questions!and!clarifications!will!lead!to!an!
understanding!of!issues!
!critical!thinking!and!reacting!are!vital!in!any!ideas!presented!
in!various!forms!like!news!reports!
inMtext!citation!is!a!form!of!!acknowledging!the!source!of!
information!!
good!sentences!are!not!only!dependent!on!the!length!of!the!
ideas!presented!but!on!shorter!but!more!direct!
expressions!!
writing!an!effective!introduction!contributes!to!a!good!
research!paper!
!
!
Make!an!advocacy!commercial!about!women!protection!and!
rights!
!
1. How!do!the!interactions!between!the!main!and!minor!
characters!affect!a!story!plot?!
2. What!determines!the!author’s!motive!or!purpose!in!
writing!a!literary!piece?!
3. Why!does!the!use!of!words!with!similar!denotative!
meanings!not!encouraged?!
4. How!does!reducing!parts!of!sentences!into!shorter!
ones!affect!the!effectiveness!of!a!sentence?!
5. How!do!we!raise!questions!and!clarifications!for!
better!understanding?!
6. Why!does!critical!reaction!useful!or!important?!!!
7. How!does!one!write!an!inMtext!citation?!
8. How!can!writing!an!effective!!introduction!make!a!
good!research!paper?!
206
Knowledge!!
Skill!
• how!to!analyze!the!way!minor!and!major!characters’!
• answer!comprehension!questions!substantially!
interactions!affect!a!story!plot!
• analyze!the!way!minor!and!major!characters!affect!a!
story!plot!
• how!to!analyze!the!effect!of!using!words!with!similar!
denotative!meanings!
• raise!questions!and!seek!clarifications!on!issues!!
• proper!ways!to!raise!questions!and!seek!clarifications!
• react!critically!on!news!report!
on!issues!
• write!inMtext!citation!!
• how!to!react!!critically!to!a!news!report!
• reduce!parts!to!shorter!constructions!to!improve!
• how!to!write!inMtext!citation!
sentences!!
• that!sentences!can!be!improved!by!reducing!parts!to!
• write!effective!introductions!that(can!lead!to!a!good!
shorter!constructions!
research!paper!
• how!to!write!an!effective!introduction!that!can!lead!to!a!
good!research!paper!!
(
Performance!Task!
Advocacy&Commercial&
&&
You!are!a!member!of!a!MEDIA!!club!named!MEDIA!BUFFS.!!!!Your!club!is!requested!to!make!a!commercial!to!advance!a!
certain!cause!or!fight!against!inequality.!!!
The!ad!must!properly!and!consistently!use!effective!sentences.!!It!must!also!be!able!to!encourage!people!to!raise!questions!or!
react!critically!
!
!
!
!
!
207
Rubric!
RUBRIC&ON&ADVOCACY&COMMERCIAL&
!
4!
3!
2!
1!
TimeMbound!
Commercial!
!
should!be!
between!20M30!
seconds!in!
length.!
Commercial!is!
less!than!20!
seconds!in!
length!
Plausible!
Commercial!
shows!
continuity!or!
plausible!events!
or!ideas.!
Commercial!
contains!at!least!
one!scene!or!
event!not!
plausible!or!
related!!to!the!
issue!being!
addressed.!
Commercial!
contains!at!least!
two!scenes!or!
events!not!
plausible!or!
related!!to!the!
issue!being!
addressed.!
Commercial!
contains!2!or!
more!scenes!or!
events!not!
plausible!!or!
related!to!the!
issue!being!
addressed.!
Direct!
Entire!
commercial!
directly!
corresponds!to!
the!issues!or!
advocacies!!
being!
addressed.!
A!majority!of!
the!commercial!
directly!
corresponds!to!
the!issues!or!
advocacies!!
being!
addressed.!
Little!of!the!
commercial!
directly!
corresponds!to!
the!issues!or!
advocacies!!
being!
addressed.!
None!of!the!
commercial!
directly!
corresponds!to!
the!issues!or!
advocacies!
being!addressed!
ValueMrich!
The!entire!
commercial!or!
ad!promotes!
The!commercial! The!commercial! None!of!the!
or!ad!shows!
or!ad!shows!
scenes!in!the!
values!but!are!a! inconsistent!
commercial!or!
208
Professional!
sound!or!good!
values!.!
bit!inconsistent.! scenes!not!
parallel!to!the!
value/s!being!
promoted.!
ad!shows!
values.!
Commercial!
displays!
professional!
behavior!(No!
laughing,!or!
silliness)!
Commercial!
mostly!displays!
professional!
behavior!(Little!
laughing,!or!
silliness)!
Commercial!
displays!“antiM
professional”!
behavior!
(Constant!
laughing,!or!
silliness)!
Commercial!
displays!
unprofessional!
behavior!
(Laughing,!or!
silliness)!
!
Other!Evidence!!
!!1.!substantive!discussion!of!the!selections!read!and!their!comprehension!questions!
!!2.!vocabulary!exercises!from!Unlock!the!Meaning!of!!
!!!!!!Words!
!!3.!!exercises!on!improving!!sentences!by!reducing!parts!to!shorter!construction!!
!!4.!!news!report!critique!!
!!5.!!inMtext!citations!!
!!7.!written!introductions!!
!
Methodology!
Overview:!!!
th
• Ask!the!students!what!are!their!ideas!!about!the!19 ! (
century.!
Please(retain(the(one(under(p.50(Teacher’s(Guide(for(langlit(4(
th
• From!their!responses!inform!them!that!the!19 !
under(BACKGROUND(
century!is!a!period!of!liberalism,!humanism,!and!
(
209
•
•
•
socialism.!!!
Then,!make!a!preview!of!what!the!Unit!is!all!about!
going!through!the!lesson!titles.!!!
Elicit!from!them!their!perceptions!or!ideas!of!what!
to!expect!on!each!lesson!title!seen.!
Mention!that!after!the!entire!lesson!or!unit,!they!are!
to!work!on!a!performance!task!and!orient!them!
about!its!nature,!expectations!and!skills!developed.!
In!the!midMnineteenth!century,!the!principal!development!in!
France!was!the!growth!of!a!movement!known!as!
Parnassianism!which!was!an!offshoot!of!Romanticism.!This!
new!movement!concentrated!on!the!purely!formal!elements!
of!poetry,!on!aesthetics,!and!on!“art!for!art’s!sake.”!Charles!
Baudelaire,!its!most!illustrious!representative,!believed!that!
“everything!that!is!not!art!is!ugly!and!useless.”!!
Another!development!during!this!period!was!the!growth!of!
ImpresM!sionism!and!Symbolism.!Impressionism(was!achieved!
through!suggestion,!atmosphere,!and!rhythm,!while!
Symbolism(was!conveyed!through!a!selecM!tive!use!of!words!
and!images!to!evoke!tenuous!moods!and!meanings.!!
The!spread!of!education!and!of!libraries!increased!a!demand!
for!novM!els.!In!France!the!conflict!of!intelligence!and!emotion!
appeared!in!the!works!of!Benjamin!Constant!(Adolphe,!
1816),!Stendhal!(Le!Rouge!et!le!noir,!1830)!and!Gustave!
Flaubert!(Madame!Bovary,!1857).!Realism!was!exhibited!in!
the!works!of!Flaubert,!Honore’!de!Balzac,!Guy!de!
Maupassant,!as!well!as!that!of!Giovanni!Verga!in!Italy.!
Naturalism!was!shown!in!the!works!of!Emile!Zola.!!
But!in!Russian!writers!like!Nikolai!Gogol,!Ivan!Turgenev,!Leo!
Tolstoy,!Fyodor!Dostoyevsky,!and!Anton!Chekhov,!there!was!
a!tendency!of!liberM!alism,!humanism,!and!socialism!in!many!
Western!countries.!!
(
!
Teach!
Methodology!
!
210
Begin!or!introduce!the!lesson!by!asking!the!Big!Question!
Provide!a!short!background!(you!may!opt!to!give!the!Background!as!supplied!in!the!Teacher’s!Manual)!or!have!
your!own!!
• Ask!the!students!what!are!their!ideas!!about!human!pains.!
• From!their!responses!inform!them!that!the!19th!century!is!a!period!of!realism!and!spontaneity.!
• Then,!make!a!preview!of!what!the!lesson!is!!all!about!going!through!the!titles!of!the!selections.!!!!
• Elicit!from!them!their!perceptions!or!ideas!of!what!to!expect!on!each!selection.!
• Mention!that!after!the!entire!lesson!or!unit,!they!are!to!work!on!a!performance!task!and!orient!them!about!its!
nature,!expectations!and!skills!developed.!
Background:!!
!
&
!
Teach!
•
•
Methodology!
1. Activate!prior!schema!of!the!students!by!asking!them!
what!they!know!of!the!19th!century.!
th
19 (century(=(a(period(of(realism(
((((((((((((((((((((=(the(period(when(Russia(has(yielded(good,((if(not(
sensible(or(meaningful,((literary(works((
(
2. Further!ask!them!what!sorts!of!themes!or!topics!in!
literature!this!period!has!presented.!
Some(topics(are(about(equality(of(races,(faith(that(God(is(always(
present,(etc.(
(
3. Proceed!to!the!giving!of!“Unveil!What!you!Know!“!
question!“How!do!you!know!that!God!!really!exists?!“!
EU:!
God!is!ever!present!in!the!people!and!situation!that!we!meet.!
As!such!!we!must!show!love!or!appreciate!the!situation!we!
have!no!matter!how!challenging!they!may!be!for!God.!!!
!
EQ:!
How!do!we!feel!the!presence!of!God!and!what!do!we!do!to!
share!God’s!love?!
RECALL:!
1.!A!lot!of!!undesirable!experiences!made!Martin!turn!away!
from!God!!such!as!the!death!of!his!wife!and!of!his!only!child.!!!
2.!Reading!the!New!Testament!had!made!Martin!go!over!the!
biblical!passages!which!seemed!to!be!talking!to!him!and!
211
God(really(exists(because(I(am(present(and(created(by(the(
telling!him!answers!to!his!questions!and!bitterness.!The!
Almighty.(
times!he!read!the!New!Testament!made!understand!better!
((
the!words!of!God!and!he!became!happier.!
4. Allow!the!students!to!provide!answers!to!this!question.&& 3.!Martin!kept!looking!at!the!window!for!he!was!expecting!a!
!
visitor!to!come.!
Words.!!Mention!that!!they!have!to!unlock!the!meanings! 4.!Martin!showed!!Christian!love!for!the!old!soldier!when!he!
of!these!words!based!on!context!
invited!him!for!a!cup!of!tea!inside!his!!house!after!sensing!
Cleaned(the(crockery(=!tablewares!
that!Stepanitch!was!tired!from!clearing!Martin’s!window!and!
Polishes(galoshes!=!!boat!shoes!or!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!rubber!boots! was!feeling!cold.!!!!
Under(the(lintel(of(his(window=!beam!or!support!!
ANALYZE:!
To(muffle(the(child(=!silence!or!make!quiet!!
5.!a.!!As!human!beings!and!creations!of!God,!we!are!not!in!
!
position!to!question!why!God!does!things!for!He!knows!
6. Then,!highlight!the!question!in!Underscore!!a!Motive!! everything!beyond!human!!knowledge.!!
What(was(the(main(character(in(the(story(waiting(for?( !b.!!This!passage!tells!that!at!the!time!the!person!or!speaker!
Did(this(expected(visitor(come(?(
needs!shelter,!food!and!clothing,!somebody!was!there!to!
!
provide!or!assist!him!and!show!kindness!to!him.!
7. M!!Inform!them!that!they!can!revisit!the!motive!question! SYNTHESIS:!
after.!
6.!The!story!aims!to!teach!us!to!show!or!share!love!through!
8. !Proceed!to!the!reading!of!the!selection.!Make!the!
kindness!and!understanding!each!other!in!the!same!manner!
students!answer!and!share!through!discussion!their!
that!our!God!has!given!these!to!us!without!conditions.!
responses!to!the!questions!on!Sharing!Insights.!
EVALUATE:!
!
7.!I!would!that!situation!when!he!chose!to!allow!the!mother!
!
with!a!baby!get!in!his!house.!!I!would!do!the!same!thing!but!
add!it!on!with!me!allowing!them!to!stay!in!my!place!until!she!
gets!to!see!her!husband!or!find!a!means!to!live.!
!
GOD!FOR!A!DAY!
212
Students!pretend!that!they!are!God!!for!a!day!and!that!they!
are!to!make!a!Divine!Plan!for!Martin!to!show!that!everything!
was!made!to!happen!because!He!had!planned!it!that!way.!!
Use!a!time!line!or!a!visual!flow!chart!to!show!how!He!made!
Martin!realize!His!presence!and!love!from!beginning!until!the!
end.!
!
!
Teach!
Methodology!
EU:!
M. Begin!by!asking!the!Prompt!Question!,!What!affects! The!characters!and!the!way!they!interact!with!each!other!
or!influences!the!events!that!happen!in!one’s!life?! produce!effects!on!the!story!plot.!
Allow!the!students!to!share!what!they!have!in!mind.!! EQ:!
What(affects(or(influences(the(events(that(happen(in(one’s(life(is( How!do!characters’!interaction!,!both!main!and!minor,!!affect!
the(manner(by(which(the(characters(or(people(come(into(play(
or!influence!!a!story!plot?!
with(each(other.((
Possible&Answers&to&Exercise&1&
N. From!their!responses/s,!they!are!to!draw!a!
parallelism!between!one’s!life!and!a!literary!piece! 1.!The!motivation!of!the!peasant!pilgrim!in!convincing!Martin!
like!the!story.!Further!ask,!which!part!of!a!story!is! to!read!the!New!Testament!is!for!him!to!rediscover!and!once!
again!believe!in!God.!!
comprised!of!events?!
Our(life(is(likened(or(parallel(to(that(of(a(story.((The(events(and( 2.!This!motivation!of!the!minor!character!affected!!the!plot!
because!it!served!as!a!germ!or!exposition!that!propelled!the!
challenges(we(encounter(make(up(the(plot((conflicts(or(crises(
other!events!of!the!story!and!how!Martin!viewed!or!reacted!
and(then(the(climax,(etc.)(
on!succeeding!events.!!!The!part!of!the!plot!that!was!
O. Lead!them!next!to!the!reading!of!the!featured!
established!was!the!exposition!and!rising!action.!
Literary!Skill.!!
P. Enhance!the!discussion!by!eliciting!from!them!some! !!!
3.!Yes,!there!was!a!level!of!relationship!shown!between!the!
known!or!wellMloved!major!characters!they!are!
main!character!Martin!and!the!mother!–!that!was!like!that!of!
aware!of!and!their!corresponding!minor!
a!husband!and!wife!as!he!tended!to!see!or!remember!his!wife!
character/s!or!antagonists.!
213
Q. Proceed!to!the!exercises!after.!!
in!the!presence!of!the!mother!and!the!child.!!
4.!The!author!established!this!relationship!in!the!story!by!
providing!similar!background!–!that!was,!Martin!having!a!
wife!and!an!only!child.!This!was!similar!to!the!mother!and!
the!child!whom!he!met.!!
5.!The!resolution!or!ending!in!the!story!was!that!the!main!
character!has!recognized!again!the!loving!presence!of!God!
and!that!his!faith!should!not!wane!since!God!manifests!his!
presence!and!love!through!the!people!he!met.!!!!
6.!The!author!achieved!this!resolution!!by!using!minor!
characters!and!their!plight!or!situations!which!prompted!the!
main!character!to!react!the!way!he!was!portrayed!in!the!
story.!through!the!characters?!
!
!
!
Teach!
Methodology!
8. Activate!students’!interest!by!asking!the!!Prompt!
Question,!
What!comes!in!your!mind!or!ideas!you!associate!with!a!doll?!!
How!would!you!feel!when!you!are!treated!like!a!doll?!!Explain.!!
9. Cue!the!students!that!the!title!of!the!selection!is!“A!
Doll’s!House.”!Elicit!from!them!what!they!expect!the!
selection!to!be.!
10. Inform!the!students!that!the!main!character’s!name!is!
Nora.!!Ask!the!question!on!Underscore!a!Motive!for!
Reading!“How!does!Nora!liberated!herself!from!the!
shadow!of!her!husband?”!Tell!them!that!they!will!
revisit!this!question!later!after!the!reading!of!the!
EU:!
Everyone!is!created!equal!regardless!of!sexuality!or!gender.!
EQ:!
What!effects!or!implications!!are!produced!by!!!true!!equality!
of!sexes?!
Answers!to!Methodology!questions!or!activities:!
8. Answers!may!vary!like:!!a!doll!is!associated!with!
beauty,!a!doll!is!just!there!to!be!appreciated!for!its!
physical!attributes,!a!doll!is!there!to!fascinate!or!just!
make!someone!happy!,!or!is!there!to!be!manipulated!
by!the!one!who!handles!it,!etc.!I!would!at!first!feel!
happy!being!an!object!of!admiration!but!if!it!will!
214
selection.!!
always!be!like!that,!soon!I!will!feel!tired!of!just!being!
like!a!shadow!following!someone’s!whims!or!desires.!!
9. I!suspect!the!selection!to!be!about!a!kid!who!is!so!
passionate!about!her!doll!house.!!
!
11. Proceed!to!!the!selection.!!As!they!read,!let!them!
highlight!the!vocabulary!words!in!Unlock!the!Meaning!
of!Words.!!Mention!that!!they!have!to!unlock!the!
!
meanings!of!these!words!based!on!context.!!!
!
!!!!!!!!!!!!!!!!!!!!!!perplexes!me!!!
3.!!Unlock!the!Meaning!of!Words:!!!
!!!!!!!!!!!!!!!!!!!!!!to!!forfeit!!!your!love!!
!!!!!!!!!!!!!!!perplexes!me!!!!!!!!!=!stuns!or!puzzles!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!a!heedless!child!!
!!!to!!forfeit!!!your!love=!lose!!
!!!!!!!!!!!!!!!!!!!!!!are!!delirious!
!!!a!heedless!child!=!careless!!
15. !
!!!are!!delirious!=!!ecstatic!!
!
discussion!their!responses!to!the!questions!on!Sharing! !
Insights.!Let!them!revisit!the!question!under!
4.!!Answers!to!Sharing(Insight!questions:!
“Underscore!a!Motive”!and!they!share!their!!!responses.!! KNOWLEDGE/RECALL:!
(
1.!
Torvald!seemed!to!be!controlling!and!ungrateful.!!
Nora!was!!selfMsacrificing!at!first!but!had!grown!to!be!a!
woman!of!principle!after.!!
2.!
Nora!was!made!aware!that!she!was!not!being!treated!
fairly!when!the!time!came!that!Krogstad!threatened!her!that!
he!would!tell!her!husband!about!the!loan!she!entered!with!
him.!Torvald,!however,!learned!about!it!when!he!saw!the!
letter!left!by!Krogstad.!!He!accused!Nora!of!being!a!criminal!
and!a!liar,!etc.!!!!!Nora!felt!extremely!bad!especially!when!
Torvald!said!that!their!marriage!has!already!ended.!!
!!
3.!
The!!statement!in!the!play!which!showed!that!Torvald!
was!sorry!about!what!has!happened!was!when!!he!said!that!
he!will!believe!that!!wonderful!things!will!still!happen!and!
215
that!he!just!needed!Nora!to!tell!him!what!he!has!to!change.!
4.!
No,!Nora!never!!believed!!that!he!would!!change!as!he!
claimed.!
5.!
Nora!showed!!that!she!was!!serious!in!cutting!off!the!
relationship!between!them!when!she!had!the!courage!to!tell!
her!husband!to!talk!with!her!and!she!opened!up!her!heart!to!
him!.!!The!last!one!was!that!she!never!would!want!Torvald!to!
write!to!her,!nor!receive!any!help!from!a!stranger!and!that!
their!life!together!was!a!real!wedlock.!!!
!
APPLICATION:!
6.!
!If!!I!!were!treated!similarly!as!Nora,!I!would!have!
done!the!same!thing!but!certainly!,!it!won’t!be!too!easy.!
ANALYZE:!
!!!!7.!The!underlying!theme!behind!this!selection!was!that!
“Women!have!the!same!rights!and!that!their!feelings!and!
stature!should!be!respected!as!well!like!men.”!
SYNTHESIS:!
!!!!8.!The!!18th!century!way!of!thinking!about!the!role!of!
women!in!a!marriage!was!that!women!have!no!domestic!
authority!and!that!they!are!like!possessions!of!men!only;!!
their!roles!are!limited!to!taking!care!of!children!and!husband,!
to!do!house!work!,!and!their!!opinions!are!not!heard!or!
listened!to.!
!!!!!
9.!
It!is!no!longer!this!worse!because!now!women!can!
work!and!their!opinions!are!given!without!much!fear.!!It!is!
just!that!in!some!families,!there!are!still!men!who!are!too!
sexist!that!they!would!still!say!that!women!are!weaker!and!
their!priority!should!be!the!family!so!much!so!that!when!the!
216
family!is!at!stake!or!no!one!is!there!to!look!after!the!kids,!
women!are!the!ones!who!need!to!give!up!their!work!first!
than!men.!
EVALUATE:!
10.! My!opinion!is!that!both!men!and!women!should!be!
equal!in!all!aspects!and!rights!since!as!a!couple!or!as!married!
people,!they!must!work!as!one!body!in!order!to!have!a!
working!and!successful!marriage.!!
11.! I!still!believe!that!any!problem!can!be!patched!or!fixed!
like!in!a!broken!marriage.!!It!is!just!imperative!that!each!side!
must!know!or!find!out!what!the!roots!of!the!problems!are!
and!that!both!!have!the!desire!or!willingness!to!address!the!
problem.!!Moreover,!there!must!still!be!LOVE.!!
!
Mock&Debate:&Simply!divide!the!class!into!groups!of!4.!!
There!will!be!two!sets!of!debate!–!one!will!be!for!those!!who!
think!that!Nora’s!desire!for!selfMworth!and!respect!more!
important!than!her!responsibilities!towards!her!kids.!The!
other!group!will!be!for!the!opposite!side.!!Have!ample!time!
for!each!group!to!prepare!and!present!their!sides.!!
!
Teach!
Methodology!
1. Cue!the!lesson!by!asking!what!was!the!play!!“A!Doll’s!
House”!about.!!What!was!its!message?!
EU:!
Any!literary!work!serves!a!purpose!which!can!be!!a!reflection!
of!its!creator’s!imagination,!art,!experiences,!and!personal!
life.!
EQ:!
217
!!
(
3. Work!on!the!exercises!after.!!Have!the!students!note!
how!the!author!of!Our!Lady’s!Juggler!communicates!his!
sympathetic!attitude!for!the!main!character!of!the!
story.!!!Let!them!find!out!what!the!author’s!purpose!
was!when!he!communicated!such!feeling!for!the!
character.!
4. Process!their!answers!to!the!exercises!since!they!may!
have!varying!responses.!
How!does!an!author!communicate!or!relay!his!or!her!
purpose!or!intent!in!producing!or!writing!a!certain!literary!
piece?!
Answers!to!the!PROMPT:!
A!Doll’s!House!was!about!a!broken!marriage!of!Nora!and!!
Torvald!and!how!Nora!asserted!her!right!as!a!woman.!!Its!
message!was!about!equality!of!sexes!which!should!exist!not!
only!between!two!opposite!genders!but!also!between!
husband!and!wife.!!!!!
!
16. !In!Guy!de!Maupassant’s!The!Necklace,!his!purpose!
was!to!teach!the!readers!that!simplicity!and!honesty!
are!vital!in!life!and!one!has!to!live!within!his!means!
only.!!
17. The!author’s!purpose!in!writing!was!to!let!us!realize!
that!in!life,!we!need!not!be!very!rich!nor!too!
intelligent!to!be!appreciated!by!anyone!especially!by!
our!God.!!All!we!need!to!have!is!!to!possess!a!good!set!
of!virtues,!be!pure!of!heart!and!intent,!and!appreciate!
blessings!big!or!small.!!His!purpose!was!achieved!by!
the!statements!mentioned!by!the!character!Barnabas!
the!first!time!he!met!the!Prior.!He!was!humble!and!he!
verbalized!that!he!was!willing!to!give!!up!his!talent!of!
being!a!juggler!to!which!he!was!known!for!just!for!
him!to!enter!the!monastic!life.!!In!real!life,!the!author!
Anatole!France!!is!like!Barnabas!because!in!his!
biography!he!was!a!man!of!faith!yet!he!rebelled!agains!
the!religious!norms!and!conventions!of!the!Church.!!
218
Barnabas!felt!ignorant!and!unworthy!of!his!talent!
because!he!was!not!able!to!write!in!Latin!so!he!just!
used!his!tricks!and!performed!in!front!of!the!Virgin!
Mary.!!The!brother!thought!it!was!a!sacrilege!and!just!
when!they!were!about!to!remove!him,!they!saw!the!
Virgin!Mary!descending!from!the!alter!and!wiped!
Barnabas’!sweat.!!In!real!life,!Anatole!France!also!felt!
undeserving!and!insecure!with!the!leaders!of!the!
Church!that!was!why!he!chose!to!use!his!talent!in!
writing!to!compose!literary!pieces.!!
!
!!
!
!
Teach!
Methodology!
1. Cue!the!Vocabulary!Skill!by!asking!the!Prompt!question!
“How!does!it!feel!choosing!the!most!appropriate!word!
to!be!used!when!all!the!words!seem!to!yield!the!same!
meanings?”!
!
2. From!their!responses,!mention!that!several!factors!are!
to!be!considered!for!one!to!choose!the!most!
appropriate!word!to!use.!!!!
3. Allow!them!to!recall!the!activity!when!they!have!to!
choose!the!precise!word!they!will!use!if!the!situation!
calls!for!someone!who!has!been!treated!beyond!human!
conditions!and!with!such!a!disrespectful!or!humiliating!
experience.!!!!
EU:!
Effective!communication!is!enhanced,!if!not!achieved,!
through!the!use!of!precise!words!and!expressions.!
EQ:!
Why!does!one!have!to!be!precise!in!choosing!the!most!
appropriate!word!to!use!especially!when!they!have!the!same!
denotative!meaning?!
Exercise!A:!
!
1.obsession!!!!infatuation!!!!!!attraction!!
2.!bony!!!!!!!!thin!!!!!!!!!!!!!!!!!!!!!lanky!!
3.!apathetic!!indifferent!!!!!!!unaffected!!
219
4. Let!the!students!give!or!share!their!answers!about!how!
they!were!able!to!get!the!most!appropriate!word.!
5. Proceed!to!the!discussion!of!the!!
Vocabulary!Skill.!
!
!!!!!
!
(
4.!ignominious!!disgraceful!!bashful!!!
5.!!utter!!!!!!!talk!!!!!!!!!!!!!!!!!!!!!!speak!!!!!!!!!!!!!!!!!!!!!
6.!!saunter!!walk!!!!!!!!!!!!!!!!!!!!tread!!!!!!!!!!!!!!!!!!!!!
7.!!domineering!!aggressive!!assertive!!!!!!!!!!!!!!!!!!!!
8.!!surprised!!marveled!!!awed!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
9.!!understand!!!comprehend!realize!!!!!!!!!!!!!!!!!!!!10.!Look!!!!
search!!!!!!!!!!!!explore!!!!!!!
!
Exercise!B:!!
!
Set!A:!
8. !The!general!meaning!of!the!three!is!that!of!“surprise”.!
9. Among!them,!it!is!the!word!“appal”!that!has!a!negative!
tone!or!shade!!because!appal!–!means!to!be!filled!with!
horror;!shock!or!dismay;!Flabbergasted!is!to!be!filled!
with!astonishment!and!surprise!!
!!!!!!!!!!!!and!dumbfounded!means!perplexed!!
!!!!!!!!!!!!or!!confused!by!conflicting!thoughts.!
10. !The!one!that!has!the!most!positive!shade!is!the!word!
flabbergasted.!
11. If!I!get!someone!stabbed!or!killed!in!front!of!me,!I!will!
be!appalled.!!
!
Set!B:!
! !The!general!meaning!of!the!three!is!being!
overtaken!by!!a!strong!feeling!or!force.!
!
! Among!them,!beguiled!is!the!term!that!has!a!
negative!shade.!!
!
220
! Among!them,!delighted!is!the!term!that!has!a!more!
positive!shade.!!
!
! If!I!!get!to!feel!love!at!first!sight,!I!!will!most!likely!
be!enchanted!by!that!person.!!
!
Teach!
Methodology!
!
1. Cue!the!!discussion!by!asking!the!Prompt!Question!!
“What!do!you!do!to!include!or!acknowledge!the!work!of!
others?”!
2. From!their!responses!,!inform!them!about!the!ways!of!
doing!inMtext!citation.!!Focus!on!the!MLA!format.!!!
Give!them!ample!time!to!look!into!the!details!and!punctuation!
marks!used!through!the!Study!and!Research!Skill!context.!
3. Let!!the!students!work!on!the!!exercises!featured!in!the!
lesson.!
EU:!
Citing!sources!properly!from!periodicals,!websites,!and!the!
like!is!a!way!to!avoid!intellectual!stealing!and!a!form!of!
acknowledging!where!the!information!come!from.!
EQ:!
How!does!one!!write!or!make!an!inMtext!citation?!
Answer!to!the!Prompt:!
!I!can!state!the!name!of!the!person!who!did!the!work!!or!I!can!
also!directly!quote!what!the!person!I!am!citing!has!
mentioned!or!written.!!
Answers!to!the!Exercise:!
!!A:!
7. Educators!have!to!constantly!check!and!see!if!they!!!
still!have!a!blazing!commitment!and!sound!values!to!!!
hone!young!!minds,”!writes!Teresa!Abarabar!(68)!
!
8. Teresa!Abarabar!states!that!“educators!have!to!
constantly!check!and!see!if!they!still!have!a!blazing!!
!!!!!!!!!!commitment!and!sound!values!to!hone!!
!!!!!!!!!!young!minds”!(68).!
!
221
B:!!!
6. !Kevin!agrees!with!the!statement!that!“Teachers!
abound!in!number!but!good!educators,!not!just!
teachers!are!few”!!(Paras!47).!
7. Kevin!agrees!with!the!statement!of!Jasmine!A.!Paras!
that!!
“Teachers!abound!in!number!but!good!educators,!not!just!
teachers!are!few”!(47).!
!
Teach!
Methodology!
EU:!
1. Begin!with!several!news!like!Pope!Benedict!XVI’s!
Any!idea!must!be!carefully!analyzed!for!one!to!react!critically!
resignation!and!that!of!interested!residents!for!the!
and!intelligently.!
planet!Mars.!!Write!them!on!the!board!and!ask!the!
EQ:!
students!what!their!reactions!are.!!
Why!should!ideas!be!analyzed!and!how!can!one!give!a!critical!
2. From!their!reactions,!ask!from!them!which!reactions!
reaction?!
they!have!heard!are!more!valid!or!good!reactions!and!
which!are!not.!Follow!this!up!with!the!Prompt!Questions.!! !
Answer!to!the!Exercises:!
Ask!them!to!elaborate!or!tell!why!they!say!such.!
6. The!ideas!included!are:!
3. Allow!the!students!to!spend!ample!time!to!share!their!
Pope!Benedict!XVI!!was!resigning;!!he!was!old!;!why!was!the!
insights.!!
4. Inform!the!class!that!the!ideas!presented!in!news!reports! announcement!a!surprise!to!everyone,!etc.!
7. I!found!it!factual!or!believable.!!
should!be!analysed!well!so!that!they!can!react!critically!
8. Possible!reactions!are:!
to!the!points!generated!by!the!news.!!
Perhaps,!there!are!other!reasons!which!are!vital!and!not!
5. Let!them!read!the!discussion.!!
made!known!to!everyone!why!the!Pope!was!resigning!,!!who!
6. Make!them!work!on!the!exercise.!
were!surprised!and!why!it!came!as!a!surprise!for!everyone,!
and!lastly,!what!will!happen!to!the!Catholic!church!because!
of!this!resignation.!
222
!
Teach!
Methodology!
EU:!A!good!listening!!and!viewing!skill!empower!one!to!fully!
1.!Introduce!the!skill!by!asking!the!students!!the!Prompt!
react!,!!creatively!comprehend!,!and!intelligently!express!
Question.!!!
what!he!has!listened!to.!
!
EQ:!Why!does!one!have!to!raise!questions!and!make!
2.!From!their!responses,!lead!them!to!read!the!Listening!
clarifications!on!issues!heard!or!viewed?!
/Viewing!!Skill.!!
!
!
3.!Proceed!to!the!given!exercises!A!and!B.!
4.!!The!teacher!may!give!a!reinforcement!activity!wherein!the!
students!will!be!asked!to!list!down!some!issues!which!they!
think!are!interesting!and!important!enough!to!be!subjects!for!
clarifications!and!questions.!
((
!
Teach!
Methodology!
6. !Draw!out!interests!from!the!students!by!doing!an!
activity!entitled!“!Say!BRIEF”.!!Here,!the!students!are!
given!a!list!of!lengthy!expression!and!they!have!to!
make!them!short.!!
!
12!midnight!=!__________!
12!noon!=!_____________!
New!innovations!=!________!
Important!basic!essentials!=!_____!
Inspite!of!the!fact!that!=!_______!
!
EU:!Effective!communication!is!attained!through!effective!
sentences!that!are!devoid!of!nonessential!expressions!and!
contain!clear!and!!direct!messages.!
EQ:!What!are!the!different!ways!to!achieve!conciseness!of!
ideas?!
10. !Pregnancy!!or!childbirthMrelated!deaths!worldwide!
are!high.!!!
11. Historically,!Chinese!women’s!status!was!low!because!
their!of!foot!binding!custom.!
12. The!women’s!bound!feet!caused!difficulty!in!
223
Possible&answers&that&can&be&yielded&are:&
12!midight!=!midnight!!
12!noon!=!noon!
New!innovations!=!innovations!!
Important!basic!essentials!=essentials!
Inspite!of!the!fact!that!=!although!!
!
7. From!their!responses,!segue!using!the!Prompt!
Question.!
!
Possible&answers&for&the&prompt&question&are:&
M!No,!lengthy!sentences!are!not!effective!since!they!may!only!
confuse!or!mislead!the!reader/s.!
M!No,!not!all!short!sentences!may!encompass!the!writer!or!
speaker’s!!
intent!or!answers.!!
!
8. Proceed!to!the!reading!and!discussion!of!the!lesson!on!
Improving!Sentences!by!Reducing!Parts!to!Shorter!
Construction.!!
10. The!teacher!may!opt!to!provide!a!venue!for!sharing!and!
comparing!of!answers!through!socialized!recitation.!!
movement!that!limits!their!activities.!!
13. In!19th!century,!some!women!from!US!and!Great!
Britain!challenged!laws!that!are!against!their!right!to!
property!once!married.!!
14. The!movement!was!called!feminism!in!1960.!
In!1960,!the!movement!was!called!“feminism”.!
15. !A!privy!examination!!conducted!by!a!judge!or!justice!
is!a!practice!of!examining!a!married!woman!!who!
wish!to!sell!her!property!away!from!her!husband!.!
16. In!1948,!the!Universal!Declaration!of!Human!Rights!!
enshrines!the!equality!and!equity!issues!of!men!and!
women.!!
!
Exercise!2:!
!
Marital!rights!refer!to!the!entitlements!of!a!husband!but!not!
to!any!entitlements!that!a!woman!may!have!upon!marriage.!
In!ChristianMbased!marriages,!a!husband!has!the!right!to!
have!sex!with!his!wife!and!to!act!as!a!household!head.!
!
Thoroughly!studied!historical!samples!make!it!apparent!that!
marriage!,!like!a!business!arrangement!,!is!a!contract.!This!
similarity!still!exists!today.!!Throughout!history,!the!union!of!
a!man!and!woman!has!been!surrounded!by!material!
exchanges!and!the!negotiation!of!entitlements!of!the!parties.!
!
Once!married,!a!man!!is!entitled!to!a!minimum!of!two!things.!
The!first!marital!right!entitles!him!to!have!sex!with!his!wife.!
The!frequency!and!the!timing!can!be!disputable.!!!The!need!
for!procreation!is!the!original!reason!for!this!entitlement.!!!
224
!
In!many!instances,!this!!exercise!!of!right!leads!to!widely!
condemned!!marital!rape.!Though!a!crime!for!other!!
countries,!there!are!some!where!!no!charges!are!!brought.!
!
!
Teach!
Methodology!
!
1. Ask!the!students!to!think!about!editorials!and!essays!
they!have!read.!!Give!the!Prompt!Question.!
!
2. From!the!students’!responses,!elicit!from!them!what!
are!the!ways!they!can!achieve!effective!introduction!.!!
3. Connect!their!responses!to!the!discussions!on!Writing!
an!Effective!Introduction.!!
(
EU:!A!good!opening!or!effective!introduction!encourages!
one!to!look!into!the!research!or!text!with!!deep!interest.!
EQ:!What!are!various!ways!to!achieve!an!effective!
introduction?!
Chosen!topic:!!Cause!of!Teenage!Anxiety!
Introduction:!
!
In!2005,!just!over!1,800!teenagers!died!from!suicide,!
making!it!the!third!leading!cause!of!death!for!teens.!!What!
then!causes!this?!!Suicide!is!equal!to!Anxiety,!the!leading!
cause!of!teenage!suicide.!
This!study!attempts!to!present!various!causes!of!anxiety!
and!how!to!deal!with!it!as!a!parent,!as!a!friend,!or!as!a!
teenager!yourself.!!
!
Strategy!(process!writing!approach)!
!
Follow!the!preMwriting!to!publishing!stage.!!Make!sure!that!
in!each!stage,!you!will!have!a!written!output!to!be!checked!
or!submitted!to!the!teacher.!!
225
!
!
!
Teach!
Methodology!
4. !Go!over!the!questions!in!the!Revisiting!the!Essential!
questions.!!
5. Give!the!students!ample!time!to!answer!them.!
6. Open!the!discussion!by!allowing!the!students!to!share!
what!they!have!answered!in!this!part.!!
!
(
(
12. !I!have!realized!that!everyone!is!created!equal!–!in!
faith!!and!in!rights.!
!!
13. The!characteristic!of!Russian!literature!that!was!
manifested!in!my!choice!of!topic!for!advocacy!
commercial!was!that!of!!liberalism,!and!of!extreme!
sensitiveness!and!awareness!of!the!many!issues!
surrounding!man!and!society.!
!
14. I!have!understood!and!committed!myself!to!advance!
the!fight!for!true!equality.!!This!affected!me!in!my!
choice!of!ad!commercial!since!I!started!thinking!of!
what!social!issues!need!to!be!addressed!and!be!
resolved!through!this!medium.!!
Strategies!
Do!the!S.A.T.!method!or!strategy!which!stands!for!Share!!
your!Answers!and!Thoughts.!!(this!is!a!personally!made!or!
thought!acronym!of!mine)!wherein!the!students!will!be!
given!time!to!answer!the!Revisiting!the!Essential!Questions!
then!they!have!socialized!recitation!to!share!what!they!have!
written!and!elaborate!or!share!their!insights.!!
!
!
!
226
Teach!
Methodology!
9. !Cue!the!synthesis!by!asking!the!students!what!they!know!of!the!following!terms:!
!!!Realism!
!Socialism!!
Humanism!
!
10. !Then!give!ample!time!for!the!students!to!answer!1M4!of!the!Synthesis!Part.!
11. Do!the!same!thing!for!Reflection!Part.!
(
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
227
Lesson!13!
!
&
Teach!
Transfer!Goal!
!
14. Write!a!research!paper!on!the!characteristics!of!the!
society!of!the!21st!century!and!its!relationship!with!
• Prayer!allows!man!to!transcend!his!or!her!mortal!
the!development!of!21st!century!poetry.!!
limitations!and!derive!strength!from!it!by!merging!
his!or!her!mortal!faults!with!divine!guidance.!!
• Figurative!language!in!poetry!shows!the!various!
facets!of!reality,!thus,!it!presents!an!authentic!
! How!can!praying!benefit!man?!
image!of!the!literary!text.!
! How!does!figurative!language!contribute!to!a!poem’s!
• Beginnings!implicitly!alienate!and!relate!
imagery!?!
individuals!simultaneously!to!everything!within!
!
How!can!beginnings!be!contradictory?!
and!around!him.!
! How!do!writers!render!the!nuances!of!realities!in!
• Realities!are!never!oneMsided,!meaning!of!ideas!
writing?!
and!words!are!dependent!on!how!people!perceive!
! How!important!are!ideologies!in!a!nation?!
them.!
! How!is!the!creation!of!free!verse!as!a!literary!genre!a!
• A!nation!is!built!on!the!ideals!that!its!people!are!
mirror!of!the!21st!century?!
willing!to!stand!for!regardless!of!the!
! Should!we!rely!on!our!senses!in!presenting!to!us!
consequences.!
with!the!truth?!
• The!autonomy!and!flexibility!that!is!inherent!in!
!
How!can!poetry!be!infused!with!too!much!
the!21st!century!is!a!reflection!of!the!subjective!
subjectivity!and!still!adhere!to!an!objective!form?!
structure!of!the!free!verse!as!a!genre.!
! How!can!proper!communication!be!achieved?!
• What!our!senses!communicate!to!us!is!not!always!!
! How!does!poetry!as!a!genre!exemplify!the!essence!of!
indicative!of!the!truth,!therefore,!our!discovery!of!
man’s!life!in!the!21st!century?!
228
•
•
•
•
•
the!truth!must!be!a!dynamic!examination!!of!
everything!that!we!encounter!in!our!daily!lives.!
Poetry!is!more!than!the!arrangement!of!words,!the!
sounds!that!it!creates!through!various!sound!and! !
lyric!devices!add!a!deeper!understanding!of!the!
emotions!in!the!text.!Its!structure!is!merely!a!
medium!to!the!real!substance!of!poetry.!
Clear!ideas!presented!in!writing!or!speaking!
allows!communication!to!be!achieved!simply.!
Literary!genres!have!always!been!a!mirror!of!the!
life!of!the!people!at!a!given!society.!The!kind!of!
poetry!(free!verse!and!lyric)!that!is!inherently!21st!
century!mimics!the!subjectivity!and!the!flexibility!
that!is!the!core!of!man’s!attempts!to!live!life!now.!
Paraphrasing!ideas!showcase!an!individual’s!
ability!to!understand!and!express!in!detail!the!
information!gathered.!
Sentence!Structures!allow!for!the!connection!of!
ideas!embedded!!in!the!statement!to!be!clearly!
understood.!
! How!can!the!mastery!of!paraphrasing!skills!highlight!
an!individual’s!mental!processes?!
! How!important!is!sentence!structure!in!knowing?!
!
Knowledge!!
Skill!
1. figurative!language.!
2. how!to!paraphrase!information.!
3. how!to!avoid!comma!splices!and!runMon!sentences!
4. connotation!and!denotation!
5. structure!of!poetic!prose!and!free!verse!
6. how!to!paraphrase.!
1. answer!comprehension!questions.!
2. use!figurative!language.!
3. use!context!clues.!
4. identify!the!lyric!and!sound!devices!found!in!poetry.!
5. react!to!propaganda.!
6. paraphrase!information.!
229
7. how!poetry!mirrors!the!society.!
8. propaganda!techniques.!
9. how!to!present!data!in!researches.!
(
7. fix!comma!splices!and!runMon!sentences.!
8. write!a!research!paper.!
9. use!the!connotation!and!denotation!of!words!in!
reading.!
10. recognize!the!structure!of!poetic!prose!and!free!
verse!
Performance!Task!
!
Your!school’s!Social!Sciences!and!English!departments!are!coMsponsoring!a!research!forum!on!the!on!the!characteristics!of!
the!society!of!the!21st!century!and!its!relationship!with!the!development!of!21st!century!poetry.!You!research!paper!will!be!
published!in!the!School!Folio!if!you!win.!You!are!an!exceptional!writer,!so!you!decided!to!join!the!contest.!Write!your!
research!paper.!!
!
Rubric!
!
TRAIT!
!
!
!
!
1.!Content!
The!writing!is!
specific!and!
direct.!Main!
ideas!are!
developed!by!
the!supporting!
details!used.!!
The!writing!is!
mostly!specific.!
Support!is!
apparent!
although!it!is!
not!direct!
enough!to!fully!
develop!the!
main!ideas.!
The!ideas!are!
unclear!and!
there!is!minimal!
attempts!to!
develop!the!
main!ideas!
through!the!
supporting!
details.!
The!ideas!are!
unclear!and!
inconsistent.!It!
lacks!a!central!
theme!and!a!!
purpose.!
230
2.!Word!Choice! Words!convey!
the!intended!
message!in!an!
interesting,!
precise,!and!
natural!way!
appropriate!to!
the!planned!
written!text.!
The!variety!of!
words!
employed!is!
functional!and!
appropriate!to!
the!planned!
written!text.!
Language!is!
predictable,!
ordinary,!
imprecise,!and!
at!times!
inappropriate!
for!the!planned!
written!text.!
Language!is!
limited,!
monotonous,!
and/or!
misused;!only!
the!most!
general!kind!of!
message!is!
communicated.!
3.!Organization! Organization!
fully!and!
imaginatively!
supports!the!
thesis!and!
purpose!of!the!
text.!!Sequence!
of!ideas!is!
effective.!!
Transitions!are!
effective.!
Organization!
supports!thesis!
and!purpose.!!!!
Sequence!of!
ideas!could!be!
improved.!
Transitions!are!
mostly!
appropriate.!
Some!ideas!are!
not!organized!
logically.!!Some!
have!abrupt!or!
illogical!shift.!!
Inappropriate!
use!of!
transitional!
devices.!
Ideas!are!not!
logically!
organized.!!
Sentences!are!
not!related.!No!
transition!
devices!are!
used.!
4.!Conventions! The!writing!
The!writing!
demonstrates! demonstrates!
strong!control! reasonable!
of!standard!
control!of!
writing!
standard!
conventions!and! writing!
uses!them!
conventions.!
effectively!to!
There!may!be!a!
enhance!
few!errors,!but!
The!writing!
demonstrates!
limited!control!
of!standard!
writing!
conventions.!
Errors!begin!to!
impede!
readability.!
The!writing!
demonstrates!
little!or!no!
control!of!
standard!
writing!
conventions.!
The!severity!
and!frequency!
231
communication.! they!do!not!
Significant!
Errors!are!so!
impede!
editing!is!
few!and!minor.! readability.!
needed.!
Some!editing!is!
needed.!
of!errors!are!so!
overwhelming!
that!the!reader!
finds!it!difficult!
to!focus!on!the!
message!and!
must!reread!for!
meaning.!
Extensive!
editing!is!
needed.!
!
!
Other!Evidence!
!
17. Meaningful!individual!response!based!on!the!students’!ability!to!respond!to!complex!questions!found!in!the!preM
reading!activities!and!Sharing(Insights!of!Angelus,(Poem,(and!Poland.((
18. Exercise!on!figures!of!speech.!
19. Comprehensive!discussion!to!various!questions!found!in!the!Listening(and(Viewing!texts.!
20. Vocabulary!exercise!on!connotation!and!denotation.!
21. Grammar!exercises!on!comma!splice!and!runMon!errors.!
22. Reading!and!appreciating!the!structure!and!value!of!lyric!and!free!verse!poetry.!
Methodology!
!
Process!the!unit!title,!idea,!and!question!!
Overview:!!!
The!catastrophic!events!of!the!twentieth!century!and!the!
rapid!advance!in!science!and!technology!have!awakened!a!
new!consciousness!in!literature,!the!beginnings!of!which!may!
be!traced!to!such!works!of!fiction!as!the!first!volume!of!
232
Marcel!Proust’s!Remembrance(of(Things(Past((1913),!Andre!
Gide’s!Vatican(Cellars((1914),!James!Joyce’s!Ulysses(1922),!
Franz!Kafka’s!Trial(1925)!and!Thomas!Mann’s!Magic(
Mountain((1924).!
!
The!works!reflect!an!interest!in!the!unconscious!and!the!
irrational!shown!through!a!techniques!called!stream(of(
consciousness!wherein!the!thoughts,!feelings,!and!
observations!that!flow!through!the!individual’s!mind!are!
recreated.!The!author,!Juan!Ramon!Jimenez,!does!this!in!
Angelus!through!an!imaginary!conversation!with!his!donkey!
while!Giovanni!Guareschi!shows!the!inner!thoughts!of!the!
main!character!in!Raw!Materials!through!an!imaginary!
conversation!with!Christ.!Through!this,!the!writers!try!to!
prick!the!readers’!conscience!and!emphasize!their!moral!
obligations!to!the!world!they!live!in.!For,!though!the!writers!
are!critical!about!human!beings!and!society,!their!stories!
show!that!they!are!concerned!with!what!happens!to!them!
and!they!assert!that!each!individual!is!worth!saving.!
!
!
!
!
!
Teach!
Methodology!
16. Ask!the!students!to!describe!life!in!
the!21st!century!in!3!words!or!less!
have!them!write!their!answers!on!
Background:!!
!
Experimenting!with!various!forms!and!techniques,!the!poets!of!the!early!
twentieth!century!broadened!the!terms,!realism,!naturalism,!symbolism,!
233
small!pieces!of!paper.!After,!ask!
them!to!post!these!words!on!the!
walls!and!allow!them!5!minutes!to!
go!around!the!classroom!to!read!
their!classmate’s!work.!After!the!
given!time,!allow!them!to!
incorporate!3!more!words!from!
the!list!given!by!their!classmates!
to!their!own!compilation.!Ask!for!a!
few!volunteers!to!share!their!
answers!with!the!class.!Ask!the!
class!which!among!their!2!
compilations!now!are!more!
suitable!in!describing!life!as!we!
know!it!and!ask!them!why.!What!
do!these!words!tell!us!about!who&
we&are?!If!we!combine!and!make!
these!words!into!a!few!sentences!
or!even!a!paragraph!will!it!still!
resonate!with!our!identity!as!a!
people!of!the!21st!century?!Why?!
How!will!you!differentiate!our!
nature!with!the!character!of!those!
who!lived!100!years!or!so!before?!
What!does!this!say!about!us?!
17. Preview!the!skills!that!will!be!
focused!on!in!this!lesson!and!
relate!these!with!the!tasks!that!
will!be!used.!
18. Preview!the!genres!that!will!be!
impressionism,!expressionism,!and!romanticism.!Early!in!the!twentieth!
century,!poetry!often!expressed!the!optimism!and!the!conservative!ideals!of!
the!Victorian!Age!but,!soon!enough,!began!to!react!against!the!conventions!and!
restraints!of!the!Victorian!society.!This!shift!in!attitude!was!probably!the!result!
of!the!destruction!caused!by!World!War!I!(1914M1918)!and!the!studies!of!the!
unconscious!mind!made!by!Sigmund!Freud.!!!
!
After!World!War!II!(1939M1944)!and!the!bombing!of!Japan!,!these!two!World!
Wars!left!the!society!broken,!divided,!and!chaoti.!These!were!mirrored!by!the!
literary!tradition!borne!out!of!such!destructionMthat!the!rigidity!of!structure!
imposed!previously!gave!way!to!a!structureMless!form!of!writing.!The!absence!
of!a!singleMdominant!style!is!the!single!most!important!indicator!of!the!poetry!
of!the!contemporary!period.!!
!
The!contemporary!poet’s!focus!is!to!seek!language’s!ability!to!reach!intense!
emotions.!It!is!enough!that!readers!get!an!intense!feeling!out!of!the!written!
work!even!if!it!is!not!necessarily!the!intent!of!the!poet.!Poems!such!as!these!
allow!for!multiple!possibilitiesMthe!focal!point!of!21st!century!Poetry.!Through!
the!destruction!of!forms,!Poetry!of!the!21st!century!embarks!on!an!unchartered!
discovery!of!the!endless!possibilities!that!can!be!forged!within!man!and!with!
the!societies!as!well.!
234
studied.!Why!are!these!genres!
prevalent!during!our!time?!How!
do!these!specific!genres!mirror!
who!we!are!as!a!group!of!people!
and!where!we!are!as!a!society?!
(
!
Teach!
METHODOLOGY:!
1.!Ask!EQ1.!The!aim!of!the!EQ!is!to!elicit!from!the!students!
their!perception!on!the!benefits!of!prayer!to!man.!Prompt!
them!with!the!following!questions:!
• Why!do!you!pray?!
• What!do!you!get!from!praying?!
• Is!praying!beneficial!to!man?!
Entertain!as!many!possible!replies!from!the!students.!
Encourage!them!to!justify!their!responses!by!using!their!
personal!experiences!as!proof.!
!
2.!Let!the!students!do!the!activities!on!Prepare(to(Read.!
• Have!the!students!respond!to!the!questions!on!Unveil(
what(You(Know.!
• Add!to!the!students’!knowledge!by!discussing!the!
Content(Digest!and!the!Author’s(Profile.!
• Present!the!vocabulary!words!found!in!the!Unlocking(
the(Meaning(of(Words.!Tell!them!that!they!need!to!
read!the!poem!in!order!to!get!the!meaning!of!the!
words!in!context.!
EU:!Prayer!allows!man!to!transcend!his!or!her!mortal!
limitations!and!derive!strength!from!it!by!merging!his!or!
her!mortal!faults!with!divine!guidance.!
EQ:&How!can!praying!benefit!man?!
RECALL&
1.!After!reading!Angelus,!I!felt!awed!and!inspired!because!of!
the!images!and!emotions!that!the!text!elicited!from!me.!
2.!The!images!of!the!falling!roses!are!not!literal!in!nature.!
The!blanketing!of!the!surroundings!with!rose!petals!during!
the!praying!of!Angelus!is!a!mirror!to!the!author’s!feeling!of!
being!blessed!while!praying.!
&
COMPREHEND/UNDERSTAND&
3.!The!falling!roses,!its!soft!and!tender!image,!imitate!how!
the!poet!feels!while!praying!the!Angelus.!The!sense!of!
security!and!peace!that!the!prayer!gives!functions!just!like!a!
blanket!as!expressed!in!the!line!daily,it,casts(ADD)&
4.!The!colors!blue!and!white!are!used!because!these!are!the!
representative!colors!of!the!Blessed!Virgin!Mary.!The!falling!
235
of!the!blue!and!white!roses!signify!the!Virgin!Mary’s!
manner!of!comforting.!
&
INTERPRET&
5.!I!believe!in!the!same!perspective!as!the!poet!because!as!a!
Catholic,!I!believe!in!the!ability!of!prayer!to!relieve!burdens!
!
and!strengthen!faith.!
3.!Do!an!oral!reading!of!the!poem!in!class.!Follow!the!
6.!Fra!Angelico!is!a!painter.!From!the!use!of!Fra!in!the!poem,!
standard!procedure!for!reading!poetry:!first!reading!to!be!
it!can!be!surmised!that!he!is!highly!spiritual!(Fra)!and!this!
done!by!the!teacher,!second!reading!by!the!students!and!a!
final!reading!of!the!poem!after!it!has!been!discussed!in!class.!! was!shown!in!the!poem!when!his!actions!in!the!process!of!
painting!includes!kneeling!which!is!a!symbol!of!praying.!
!
(ADD)!
4.!Check!the!students’!vocabulary!comprehension!by!
reexamining!the!vocabulary!section!of!the!lesson.!After,!let! 7.!The!last!paragraph!expounds!on!the!idea!that!praying!
the!students!talk!about!their!understanding!of!the!poem!by! allows!man!to!go!beyond!his!or!her!limitations!because!of!
the!inspiration!that!is!received!from!praying.!
going!through!the!Sharing(Insights!section.!
&
!
APPLY&
5.!Go!back!to!EQ1.!Ask!the!students!what!this!poem!tells!
8.!The!Angelus!as!a!prayer!can!be!a!source!of!strength!
them!about!praying!and!the!benefit/s!derived!from!it.!Ask!
because!it!reinforces!the!faith!of!the!believers.!Just!like!all!
the!students!to!justify!their!responses!and!lead!them!
kinds!of!prayers,!it!also!uplifts!and!strengthens!individuals!
towards!EU1.!
in!facing!life’s!difficulties.!
9.!!I!get!inspiration!in!praying!the!Angelus!because!it!allows!
me!to!reconnect!with!my!faith!and!allows!me!listen!to!the!
divine!guidance!that!praying!gives.!
10.!Praying!the!Angelus!must!be!kept!as!one!of!our!Filipino!
traditions!because!it!is!not!only!a!testimony!to!our!heritage!
but!because!we!pray!it!with!the!family,!it!also!strengthens!
the!bond!of!the!Filipino!family.!
!
•
Make!the!students!aware!that!they!will!read!a!poem.!
Establish!the!focus!of!the!lesson!by!!directing!their!
attention!to!the!Underscore(a(Motive(for(Reading!
which!highlights!the!idea/s!that!they!need!to!be!
mindful!of!while!reading!the!poem.!
236
Activity!&!strategy/s!!on!the(Critical(Thinking(Question:!
This!will!be!used!as!an!exit!card!wherein!students!will!be!
allowed!to!respond!quickly(1!or!2!minutes)!to!the!critical!
thinking!question.!
!
Teach!
METHODOLOGY&
1.!Revisit!the!poem!Angelus!and!ask!the!students!to!comment!
on!the!words!used!in!the!poem.!In!connection!to!this!ask!
them!EQ2!which!is!related!to!the!topic.!
!
2.!Let!the!students!critique!the!effect!of!these!words!to!the!
poem.!Discuss!the!specific!points!raised!during!the!
discussion!of!activity!1.!Ask!them!how!they!would!feel!if!all!
the!poem!in!the!world!only!uses!the!vernacular!of!daily!
conversations.!Discuss!the!section!on!Poetic(Prose!and!let!
them!do!the!exercise!given.!
!
3.!Go!back!to!EQ2.!Extract!from!the!students!the!importance!
of!figurative!language!in!poetry.!Ask!the!students!how!this!
specific!skill!can!aid!them!in!writing!and!analyzing!poetry.!
Steer!the!students!towards!the!realization!of!EU2.!
(
EU:!Figurative!language!in!poetry!shows!the!various!facets!
of!reality,!thus,!it!presents!an!authentic!image!of!the!literary!
text.!
EQ:!How!does!figurative!language!contribute!to!a!poem’s!
imagery?!
ANSWERS&TO&THE&EXERCISES&
&
Anthem&for&Doomed&Youth&
&
SIMILE:&&
5. What(passingSbells(for(these(who(die(as(cattle(
Deaths!of!the!soldiers!are!compared!to!the!deaths!of!cattle!
which!implies!that!the!deaths!of!the!soldiers!are!not!
important!and!unworthy!of!attention!just!like!when!cattle!
dies.!
&
METAPHOR:&
7. Their(flowers(the(tenderness(of(patient(minds,(
8. And(each(slow(dusk(a(drawingSdown(of(blinds.(
&
The!flowers!are!associated!with!the!tender!longing!that!the!
girls!feel!for!their!fallen!brothers,!fathers!and!even!
237
husbands.!It!is!not!enough!that!their!pale!pallor!cover!the!
dead!but!its!sorrow!goes!beyond!the!physical!manifestation!
of!pain!but!it!extends!to!how!they!think!and!how!these!
deaths!change!the!passing!of!their!lives!forever.!
!
PERSONIFICATION:&
11. monstrous(anger(of(the(guns.(
12. stuttering(rifles'((
!
In!contrast!with!how!the!dead!youths!were!objectified!to!
appear!as!worthless!in!the!first!line,!these!two!lines!are!
personified!as!if!the!armaments!are!!much!more!important!
than!the!soldiers!that!they!should!be!aware!of!how!the!guns!
and!the!rifles!feel!(anger!etc.)!
!
14. shrill,(demented(choirs(of(wailing(shells(
!
Shells!are!shown!to!be!demented!choirs.!This!highlights!the!
idea!of!the!poet!that!in!war,!there!is!no!harmony!just!
madness,!death,!and!destruction!
!
!
!
!
!
!
!
!
!
238
Teach!
METHODOLOGY:!
15. Ask!the!Prompt!to!the!students.!Accept!as!many!
responses!as!possible.!Lead!them!to!EQ5.!Encourage!
them!with!the!following!questions:!
7. How(important(are(ideals(in(a(nation?(
8. How(will(these(contribute(to(nation(building?(
15. Have!the!students!add!to!their!knowledge!by!letting!
them!do!the!activities!in!Prepare(to(Read.!
16. Ask!the!students!the!question!stipulated!in!Unveil(
What(You(Know.!
17. Add!to!their!knowledge!by!discussing!the!Concept(
Digest!and!the!Author’s(Profile.!
18. Lead!the!attention!of!the!students!to!the!Unlocking(of(
Words.!Clarify!to!them!that!they!should!attempt!to!get!
the!meaning!of!the!words!in!the!context!of!the!poem.!
!
16. Make!the!students!aware!that!they!will!read!a!poem.!
Establish!the!focus!of!the!lesson!by!!directing!their!
mindful!of!while!reading!the!poem.!
!
17. Do!an!oral!reading!of!the!poem!in!class.!Follow!the!
standard!procedure!for!reading!poetry:!first!reading!
to!be!done!by!the!teacher,!second!reading!by!the!
students!and!a!final!reading!of!the!poem!after!it!has!
been!discussed!in!class.!!
18. Let!the!students!answer!the!questions!in!Sharing(
EU:!!A!nation!is!built!on!the!ideals!that!its!people!are!willing!
to!stand!for!regardless!of!the!consequences.!
EQ:!How!important!are!ideologies!in!a!nation?!
ANSWERS!TO!SHARING!INSIGHT!QUESTIONS!
!
RECALL!
7. !
11. a.!This!image!depicts!the!transitory!nature!!of!time!
as!shown!by!use!of!images!that!depict!the!different!
seasons.!
12. b.!The!phrase!torn!on!the!maps!of!the!world!!could!
mean!various!uprisings!and!conflicts.!
8. !
12. The!last!five!lines!of!the!first!stanza!reinforces!the!
extensive!lands!and!richness!of!the!country.!
13. The!last!two!lines!of!the!second!stanza!reiterates!the!
difficulties!that!the!country!and!its!people!faced!
which!united!them!and!compelled!them!to!fight!for!!
their!rights!and!their!country.!
!
COMPREHEND/UNDERSTAND!
9. From!the!way!Poland!is!described!in!the!first!stanza,!
it!appears!that!it!is!a!very!rich!and!diverse!country.!
10. Stanza!2!gave!the!impression!that!a!handful!of!
greedy!individuals!wanted!to!lord!it!over!the!riches!
of!the!country!even!if!it!means!the!suffering!of!the!
masses.!
239
(
(
Insights.!
INTERPRET!
19. Steer!the!class!towards!EU5.!You!may!use!the!Prompt!
11. There!are!a!lot!of!ways!for!a!nation!to!be!torn!apart.!
again!and!EQ5!to!achieve!this.!
Here!in!the!Philippines!we!have!experienced!quiet!a!
handful!of!these!already!like!revolutions!and!even!
natural!and!manMmade!disasters.!
12. Ironically,!most!of!the!time!these!troubles!encourage!
people!to!work!more!closely!together!and!thus!the!
problems!unite!the!people!just!like!EDSA!1!and!2.!
The!sufferings!that!the!Filipinos!experienced!during!
those!two!trying!times!(Martial!Law!and!the!Estrada!
administration)!urged!people!to!set!aside!any!
political!and!even!religious!differences!just!so!one!
goal!can!be!achieved.!!
!
Activity!&!strategy/s!!on!the!Critical!Thinking!Question:!
!
Students!can!form!small!group!discussions!and!share!their!
ideas!on!the!Critical!Thinking!Question.!
!
Teach!
Methodology&
&
1.!Reread!Poland!in!class.!Ask!the!students!to!differentiate!
the!structure!of!this!poem!with!the!other!poems!that!they!
have!encountered!before.!Involve!them!more!by!asking!the!
EU:!The!autonomy!and!flexibility!that!is!inherent!in!the!21st!
century!is!a!reflection!of!the!subjective!structure!of!the!free!
verse!as!a!genre.!
EQ:!How!is!the!creation!of!free!verse!as!a!literary!genre!a!
mirror!of!the!21st!century?!
240
following:!
What!could!be!the!reason!for!their!similarities?!
What!could!be!the!reason!for!their!differences?!
Which!poem!do!you!prefer?!Why?!!
!
2.!Ask!the!Prompt!question!then!lead!into!EQ6.!
!
3.!Let!the!students!read!the!Literary!Skill!discussion.!
Deliberate!on!the!examples!given.!
!
4.!Have!the!students!answer!the!given!exercise!.!
!
5.!Revisit!EQ6.!Which!should!lead!them!to!EU6.!
(
!
Answer&to&Exercise:&
&
Alliteration:&
&
Assonance:&
Remember!how!
men!left!their!
Planet!
&
Onomatopoeia:&
!
Repetition:&
!
Parallelism:&
7. In!streams!of!
flame!Rode!
weightless!
8. In!the!skies!
Till!you!pulled!
them!down,!
&
!
!
Teach!
METHODOLOGY&
EU:!!Realities!are!never!oneMsided,!meaning!of!ideas!and!
1. Revisit!Charles!Simic’s!Poem.!Ask!the!students!to!voice! words!are!dependent!on!how!people!perceive!them.!
out!their!opinion!on!the!ideas!presented!in!the!text!by! EQ:!How!do!writers!render!the!nuances!of!realities!in!
asking!them!the!following:!
writing?!
Possible&answers&to&Exercise&1:!
• What(ideas(were(presented(in(the(poem?(
12. sea:!mysterious,!abundant!
• How(are(these(ideas(delivered(in(the(poem?(
13. island:!independence,!isolation!
• Do(you(believe(in(the(ideas(presented(by(the(poet?(
14. clouds:!freedom,!free!spirit!
2. Ask!the!Prompt!question!then!lead!into!EQ4.!
3. Let!the!students!read!the!first!and!second!paragraphs!of! !
!
the!Vocabulary!Skill!discussion.!Deliberate!on!the!
Possible&answers&to&Exercise&2:&
examples!given.!
241
!
!
!
4. Instruct!the!students!to!finish!reading!the!Vocabulary!
Skill!discussion.!
5. Have!the!students!answer!Exercise!1.!
6. Let!the!students!form!triads!and!ask!them!to!discuss!
their!reasons!behind!the!connotations!that!they!choose.!
7. Ask!the!students!to!do!Exercise!2.!!
8. Revisit!EQ4.!Discuss!the!differences!in!their!answers!in!
exercise!1.!Lead!them!to!EU4.!
!
!
Denotation!
Connotation!
1.!cemented!
their!
relationship!
surfaced!
Strengthened!
2.!!advertising! huddled!
and!pop!
music!
snuggled!
postM’50s!
Connected!
3.!But!
bombed!
people–
constantly!
bombarded!
with!
advertisemen
ts!
Overwhelmed!
with!too!
much!
advertisemen
t!
4.!boiling!
down!very!
complicated!
issues!
heating!
reducing!
5.!pat!
conclusion!
tap!
Perfect!
!
Teach!
METHODOLOGY&
EU:!Paraphrasing!ideas!showcase!an!individual’s!ability!
1. Revisit!the!ideas!in!Poland.!Ask!the!students!to!discuss! to!understand!and!express!in!detail!the!information!
242
the!ideas!in!the!poem!to!the!class.!!
gathered.!
2. Ask!the!following!leading!questions!to!the!students:!
EQ:!How!can!the!mastery!of!paraphrasing!skills!highlight!
How!will!you!present!these!information!to!another!person?!! an!individual’s!mental!processes?!
Will!you!use!the!same!words!that!the!poet!used?!Why?!
Answers&to&the&Exercise&
Ask!the!Prompt!questions!then!lead!into!EQ11.!
3. Share!to!the!class!the!Concept!Digest!on!Paraphrasing.! Specific&Idea&from& Paraphrase&
the&Text&
Let!the!students!read!Study!and!Research!Skill!
discussion.!!
These!days,!it’s!hard! Spending!time!with!
4. Use!the!example!given!to!explain!the!steps!in!effective! to!keep!the!family!
the!family!is!very!
paraphrasing.!
together.!
difficult!to!do!now.!
5. Have!the!students!answer!Exercise.!
Dad’s!in!his!study,!
All!the!members!of!
6. Process!the!exercise!in!class.!
the!family!is!busy!
7. Obtain!EU11!from!the!students!by!going!through!!EQ11.! using!the!Net!to!
check!the!sports!
tinkering!with!their!
Use!the!Prompt!question!again!if!necessary.!
scores;!Mom’s!in!the! own!gadgets!or!
kitchen!with!her!
browsing!the!Web!
laptop!computer,!
for!specific!needsM
cruising!the!Web!for! sports!score!for!Dad,!
recipes;!Junior!is!
recipes!for!Mom,!
downloading!free!
gaming!software!for!
game!software;!and! Junior,!and!
Sis!is!up!all!night!
conversations!with!
talking!to!her!friends! friends!for!Sister.!
on!Messenger.!
Sometimes!it!seems!
as!if!everyone!is!in!a!
different!world,!and!
modern!parents!
despair!of!creating!
243
Parents!nowadays!
are!at!their!wits!end!
in!attempting!to!
make!any!family!
bonding!time.!
any!real!family!spirit.!
But!now!there!is!a!
way.!All!you!have!to!
is!to!hold!regular!
family!getMtogethers,!
where!everyone!
gathers!around!the!
family!PC!as!you!visit!
a!family!Web!site.!
Staying!together!has!
never!been!so!easy.!
However,!because!of!
websites!that!cater!
to!families,!the!entire!
household!can!have!
regular!family!
discussion!while!
bonding!over!the!PC.!
It!is!now!possible!
and!convenient!to!
keep!the!family!
together.!
&
!
Teach!
Methodology&
(
1.!Revisit!the!ideas!in!Poland.!Ask!the!students!if!they!believe!
in!the!ideologies!presented!in!the!poem!(i.e.,!nationalism,!
sacrifice!etc.).!Ask!the!why!or!why!not!they!feel!that!way.!Let!
them!justify!their!answers.!!
!
2.!Ask!the!Prompt!questions!then!lead!into!EQ7.!
!
3.Share!to!thec!lass!the!Concept!Digest!on!Propaganda.!Let!the!
students!read!Speaking!Skill!discussion.!Discuss!the!various!
Propaganda!techniques!in!class.!Ask!for!examples!for!each!of!
the!techniques!given.!
!
EU:!What!our!senses!communicate!to!us!is!not!always!!
indicative!of!the!truth,!therefore,!our!discovery!of!the!
truth!must!be!a!dynamic!examination!!of!everything!that!
we!encounter!in!our!daily!lives.!
EQ:&Should!we!rely!on!our!senses!in!presenting!to!us!
with!the!truth?!
&
Based!on!these!two!articles,!even!though!they!are!
reporting!the!same!incident,!it!is!quite!clear!that!the!use!
of!propaganda!techniques!can!alter!how!individuals!
perceive!events.!These!two!articles!prove!the!pliability!of!
words!and!its!ability!to!deliver!a!message!with!varying!
244
4.!Have!the!students!answer!Exercise.!
!
5.!Let!the!students!form!groups!with!four!members!each!and!
ask!them!to!discuss!their!answer!to!the!exercise.!
!
6.!Ask!for!selected!students!to!discuss!their!answers!on!
exercise!1.!
!
8.Elicit!EU7!from!the!students!by!going!through!!EQ7!again.!!
(
implications.!
!
Propaganda! U.N.!
2!Planes!
Techniques! Withdraws!U!
Name!Calling! 'hostile!
!
Withdraws!
Elaborate!
inspection!!
!
arrangement!
fighter!jets!
!
Iraqi!threat!!
!
unwillingness!!
Glittering!
Generalities!
safety!
mission!
Transfer!or!
Association!
!
!
Testimonial!
Russia's!U.N.! !
ambassador,!
Sergei!Lavrov!
!
Ewen!Buchan
an,!
spokesman!
for!the!U.N.!
Monitoring,!
Verification,!
and!
245
Inspection!
Commission!
Plain!Folks!
!
!
Card!Stacking! !
!
Bandwagon!
!
!
&
!
!
!
!
Teach!
Methodology&
!
1.!Let!the!students!describe!the!emotions!they!felt!in!the!
readings!of!the!three!poems!previously!discussed.!!
Ask!them!the!following!questions:!
How!did!you!feel!after!reading!the!poems?!
Which!poem!made!you!feel!more?!
After!all!we!read!the!exact!same!poems,!how!come!you!
don’t!have!the!sane!emotions?!
What!does!this!say!about!poems!now?!
!
2.!Ask!the!class!the!prompt!question!and!EQ11.!
!
3.!Share!to!the!class!the!Content!Digest.!!
!
4.!Let!the!students!read!the!Listening!Skill!Discussion!on!the!
emotional!appeal!of!poems!
EU:!Poetry!is!more!than!the!arrangement!of!words,!the!
sounds!that!it!creates!through!various!sound!and!lyric!
devices!add!a!deeper!understanding!of!the!emotions!in!
the!text.!Its!structure!is!merely!a!medium!to!the!real!
substance!of!poetry.!
EQ:!
How!can!poetry!be!infused!with!too!much!subjectivity!
and!still!adhere!to!an!objective!form?!
Answers&to&the&Exercises:!
Exercise&1:&
The!beginning!of!the!poem!(1st)!is!filled!with!
desperation.!The!image!of!nothingness!permeates!the!
first!stanza!(The,skin,cracks,like,a,pod.,There,is,never,
enough,water.)!and!it!imbues!the!beginning!of!poem!
with!desperate!desire!for!something.!However,!in!the!3rd!
stanza,!the!feeling!of!celebration!was!introduced!to!
contradict!the!desperation!prior.!The!nothingness!
246
!
5.!Have!the!students!answer!the!exercises!provided.!
!
6.!Process!the!exercises!as!a!class.!
!
7.!Reexamine!the!Prompt!and!EQ11.!Their!reflection!on!these!
questions!will!lead!the!students!to!EU11.!
described!in!the!1st!stanza!is!transformed!to!abundance!
with!the!sudden!bursting!of!the!water!pipes.!The!
suddenness!of!the!influx!of!water!introduces!a!degree!of!
force!and!energy!in!the!poem!that!is!apt!for!the!grateful!
reaction!that!the!characters!in!the!poem!have!
experienced.!
!
Exercise&2:!
The!poet!appears!to!have!written!the!poem!for!someone!
very!dear!to!her.!The!poem!has!a!loving!tone.!Her!
affectionate!manner!of!discussing!the!subject!of!this!
poem!(my!sunchild,!my!sunflower)!emphasizes!the!love!
that!she!feels!for!the!subject.!Her!use!of!nature!as!images!
in!the!poem!establishes!the!kind!of!love!that!she!has!for!
the!subject!which!can!be!considered!as!strong!and!
natural.!The!stregth!of!her!love!is!fully!shown!in!her!use!
of!present!continuous!verb!forms!which!may!signal!her!
unceasing!devotion.!
!
Teach!
Methodology&
!
18. Ask!the!students!to!give!one!sentence!ideas!on!what!
21st!century!poetry!is!based!on!the!previous!class!
discussions.!
19. As!a!class,!ask!them!to!create!a!paragraph!from!all!their!
previous!answers.!
20. Share!to!the!class!the!Content!Digest.!!
21. Ask!them!the!Prompt!and!lead!them!to!EQ12.!
EU:&&Sentence!Structures!allow!for!the!connection!of!
ideas!embedded!!in!the!statement!to!be!clearly!
understood.!
EQ:&How!important!is!sentence!structure!in!knowing?!
!
Answers&to&the&&Exercises&
&
Exercise&1and&2:!Answers!are!presented!after!the!
247
22. Let!the!students!read!the!Grammar!Skill!Discussion!on!
Comma!Splices!and!RunMOn!Sentences.!
23. Have!the!students!answer!the!exercises!provided.!
24. Reexamine!the!Prompt!and!EQ12.!Their!reflection!on!
these!questions!will!lead!the!students!to!EU12.!
students!take!the!online!exercise.!
&
Exercise&3:!
Study&Tips&
By!Harley!Hahn!
!
I&am&going&to&tell&you&a&secret.&How&you&do&in&high&
school&does&matter.!I!know!you!may!hear!stories!about!
people!who!completely!screwed!up!their!grades!in!high!
school!and!went!on!to!become!rich/famous/powerfulM
whatever.!However,!in!general!it!is!just!not!true.!The!
people!you!hear!about!are!exceptions!and!are!rare.!
When!I!think!about!the!people!I!grew!up!with,!their!
success!in!later!life!correlates!directly!with!their!success!
in!high!school.!!(For&example,&I&did&well&in&high&school,&
and&I&am&very&successful).!In!my!experience,!the!people!
who!blew!off!high!school!ended!up!unhappy!and!poor.!
Believe!me!it!is!no!fun!being!a!middleMaged!man!or!
woman!who!is!floundering!around!looking!for!work!or!
trying!to!get!by!on!a!small!salary!with!no!prospects.!One!
of!the!things!you!need!to!understand!is!that!being!a!good!
student!involves!using!skills!that!you!must!learn!and!
practice.!To!get!you!started,!here!are!some!resources!
with!a!small!amount!of!information!about!studying!and!
taking!notes.&I&don’t&want&you&to&spend&a&lot&of&time&
reading&about&studying;&I&want&you&to&study.!Finally,!
here!are!my!personal!tips!on!how!to!do!well!in!high!
school.!
!
7. Have&fun,&but&don’t&fool&around&too&much.&
248
8. Learn&to&study&well&and&do&it&a&lot.&
9. Hang!around!with!people!who!share!your!
interests!and!do!well!in!school.!Avoid!people!who!
are!losers!no!matter!how!popular!they!seem.!
!
!
!
Teach!
Methodology&
10. Revisit!the!previous!discussion!in!poetry!and!its!
relationship!with!the!society.!Ask!the!BQ.!Let!the!
students!use!ideas!that!were!used!in!the!discussion!of!
Angelus,(Poem,(and(Poland.!
11. Present!to!the!class!the!Performance!Task!for!this!Unit.!
12. In!pieces!of!paper,!ask!the!students!respond!to!the!
performance!task.!!Ask!them!how!they!will!present!
these!ideas!in!a!research!paper?!Ask!EQ9.!
13. Bring!the!students!to!the!library!and!ask!them!to!look!
for!materials!that!will!help!them!write!their!research!
paper.!
14. Let!the!students!read!the!Study!and!Research!Skill!
Discussion.!
15. Let!the!students!do!the!exercise.!
16. Revisit!EQ9!and!elicit!EU9!from!the!students!as!well.!
(
EU:!Clear!ideas!presented!in!writing!or!speaking!allows!
communication!to!be!achieved!simply.!
EQ:!How!can!proper!communication!be!achieved?!
Sample:!
!
The(computer(has(become(especially(useful(for(business(
firms.(Known(as(a(dataBprocessing,system,(it(does(many(
operations(over(and(over(with(great(speed(and(is(therefore(
useful(for(routinary(work(which(would(be(timeSconsuming(
if(done(by(human(hands.(
(
One(routinary(work(which(can(be(done(with(efficiency(by(a(
computer(is(the(making(of(a(payroll(where(various(
amounts(for(various(agencies(are(deducted(from(salaries(
of(employees.(Another(routinary(work(often(utilized(by(
banks(is(keeping(track(of(checks(issued(by(individuals,(
different(business(firms,(and(government(offices.(
(
Computers(aid(in(the(control(of(air(traffic,(in(the(control(of(
some(manufacturing(processes,(in(computing(votes(in(an(
249
election,(charting(positions(of(aircraft,(making(books,(and(
even(translating(writing(and(speech(from(one(language(to(
another.(
(
The(computer(is(certainly(the(most(versatile(machine(and(
scientists(are(seeing(to(it(that(its(versatility(grows(all(the(
time.(However,(the(computer(is(just(a(mahine,(not(a(brain,(
and(therefore(can(do(only(what(a(human(being(directs(it(to(
do.(
!
!
!
Teach!
Methodology!
9. Present!to!the!class!the!GRASPS!and!the!Rubrics!that!will!be!used.!
10. Elicit!from!the!students!the!necessary!skills!that!they!need!for!them!to!do!this!performance!task!well.!Present!to!
them!as!well!the!EQ9.!
11. Give!students!time!to!finish!their!work!and!allow!them!to!revise!and!edit!it!as!well.!!
12. Using!the!rubrics,!encourage!them!to!do!peer!assessment!so!that!they!can!practice!the!various!skills!learned!in!
this!Unit.!
13. Have!two!or!three!works!shared!to!the!class!as!an!exemplar.!
14. Revisit!EQ9!in!order!for!EU9!to!be!comprehended!by!the!students.!
(
EU:!!Clear!ideas!presented!in!writing!or!speaking!allows!communication!to!be!achieved!simply!
EQ:!How!can!proper!communication!be!achieved?!
!
!
!
250
Teach!
Methodology!
10. Let!the!students!do!the!Revisiting(the(Essential(
Questions!of!the!lesson.!
11. Have!them!share!their!answers!in!groups.!
12. Process!the!activity!by!asking!for!selected!
students!to!share!their!learning!to!the!class.!
13. Pose!EQ11!to!the!class.!This!will!lead!them!to!
understand!EU11.!!
(
!EU:!Literary!genres!have!always!been!a!mirror!of!the!life!of!
the!people!at!a!given!society.!The!kind!of!poetry!(free!verse!
and!lyric)!that!is!inherently!21st!century!mimics!the!
subjectivity!and!the!flexibility!that!is!the!core!of!man’s!
attempts!to!live!life!now.!
EQ:!How!does!poetry!as!a!genre!exemplify!the!essence!of!
man’s!life!in!the!21st!century?!
Strategies!
Answers!to!the!Revisiting!!of!the!Essential!Questions!
Strategies!
!
!
&
Teach!
Transfer!Goal!
• These!singular!unplanned!events!demonstrate!the!
comradeship!among!men!which!proves!his!
superiority!over!all!not!because!of!his!intellect!but!
because!of!his!capacity!to!do!good.!
• An!individual’s!opinion!is!his!way!of!expressing!his!
understanding!of!the!society!that!he!is!part!of.!
• It!fuels!passions!and!motivates!people!to!action!that!
it!ceases!to!affect!negatively!instead!it!allows!people!
to!reach!their!dreams!and!be!better!versions!of!
• Write!a!biography!(excerpt)!of!their!chosen!
Philippine!hero!and!use!their!knowledge!on!
research,!bibliography,!sentence!variety!to!create!a!
compelling!account!of!the!life!of!their!selected!hero.!!
!
• How!can!a!singular!event!with!a!stranger!affect!
251
•
•
•
•
•
•
•
•
themselves.!
Analysing!our!past!experiences!is!the!21st!century!
individual’!s!way!of!facing!past!mistakes!while!using!
it!to!learn!how!to!traverse!future!events.!
Obstacles!and!limitations!humans!face!allow!for!the!
cultivation!of!attitudes!that!create!possibilities!for!
greatness.!
The!openMminded!society!of!the!21st!century!allows!
for!individuals!to!use!values!rooted!on!the!beliefs!of!
the!society!in!creating!individualized!experiences.!
The!21st!century!individual’s!openness!to!various!
ideas!compels!him!to!accept!different!perspectives!
even!if!it!contradicts!his!beliefs.!
Creating!a!correct!bibliography!is!a!manifestation!of!
the!21st!century!individual’s!attempt!to!give!order!by!
acknowledging!ownership!of!an!individual’s!
contribution!to!the!continuous!development!of!the!
body!of!knowledge.!
Winning!an!argument!in!the!21st!century!paradigm!
is!based!on!the!ability!of!the!speaker!to!elevate!the!
!
awareness!of!his!or!her!opponent!in!accepting!the!
fallibility!of!their!opinion!not!by!force!but!by!
mirroring!the!weaknesses!of!their!views.!
Music’s!ability!to!simultaneously!inform!and!inspire!
makes!it!effective!in!delivering!the!message!of!
change!to!the!21st!century!society!which!uses!the!
intellect!and!heart!in!shaping!the!society.!
The!constant!shifts!in!the!psychological!perspective!
of!the!21st!century!society!allows!for!the!acceptance!
252
•
•
•
•
•
•
•
•
•
•
•
how!we!judge!humanity!as!a!whole?!
How!important!is!an!opinion?!
How!can!fear!be!an!affirmation!to!an!individual?!
How!is!an!autobiography!a!coping!mechanism!of!
the!21st!century!individual?!
How!can!limitations!help!create!a!better!future?!
How!is!an!individual!experience!a!manifestation!
of!the!complex!values!of!the!society?!
Why!are!euphemisms!a!natural!progression!of!
expression!of!the!21st!century!individual?!
How!is!writing!a!bibliography!a!result!of!the!21st!
century!paradigm?!
What!constitutes!winning!an!argument!in!the!
21st!century!viewpoint?!
How!can!music!be!effective!!in!starting!change!in!
the!21st!century!society?!
How!is!variety!of!sentences!useful!in!delivering!
the!ideas!of!the!21st!century?!
How!is!research!as!a!process!!a!manifestation!of!
how!the!21st!century!man!!thinks?!
•
!
of!various!modes!and!manners!of!expressions!in!the!
society!that!proves!that!the!traditional!way!of!
thinking!and!expressing!is!no!longer!the!only!way!of!
thinking!and!expressing!in!the!21st!century.!
Research,!a!process!involving!the!collection!and!
analysis!of!data,!is!used!as!a!thinking!tool!of!the!21st!
century!individual!in!understanding!the!world!that!
continually!pushes!him!to!ask!questions.!
Knowledge!!
Skill!
1.!euphemisms.!
2.!protest!songs.!
3.!arguments!and!claims.!
4.!the!structure!of!bibliographies.!
5.!the!structure!of!a!research!paper.!
6.!the!structure!of!a!biography.!
7.!the!structure!of!an!autobiography.!
(
1.!answer!comprehension!questions.!
2.!use!euphemisms.!
3.!use!context!clues.!
4.!identify!and!analyze!protest!songs.!
5.!express!valid!arguments.!
6.!write!bibliographies.!
7.!use!varied!sentences!in!writing.!
8.!write!a!research!paper.!
9.!write!a!biography.!
10.!write!an!autobiography.!
11.!recognize!the!structure!of!a!research!paper!
(
Performance!Task!
!
The!department!of!education!has!launched!a!nationwide!Heroes!Commemorative!writing!contest!in!preparation!for!the!
National!Heroes!Day!celebration.!As!the!editorMinMchief!of!your!school!paper,!you!are!tasked!to!submit!an!entry!for!your!
253
school.!Write!a!biography!(excerpt)!of!your!chosen!hero.!You!may!use!the!materials!you!used!for!your!research!paper!as!
sources.!
!
Rubric!
!
BIOGRAPHY&RUBRIC&
Criteria!
4!
3!
2!
1!
Ideas&&&
Content:!
Lively,!
interesting,!&!
memorable!
writing!keeps!
the!reader's!
attention.!
Ideas!are!
supported!by!
details!
•Writer!knows!
topic!really!well!
•!Early!Life,!
Significant!
Events,!
Contributions,!
Char.!Traits!&!
Conclusion!all!
included.!
•Many!
interesting!
details!
Early!Life,!
Significant!
Events,!
Contributions,!
Char.!Traits!&!
Conclusion!all!
included.!
•Writer!knows!
the!topic!
•Most!details!fit!
&!are!
interesting!
•Missing!ONE!of!
the!following:!
Early!Life,!
Significant!
Events,!
Contributions,!
Char.!Traits!&!
Conclusion!
•Writer!doesn’t!
know!enough!
about!the!topic!
•Needs!more!
details!
•Missing!TWO!
or!more!of!the!
following:!Early!
Life,!Significant!
Events,!
Contributions,!
Char.!Traits!&!
Conclusion!
•Writer!doesn't!
know!topic!
•Details!lacking!
•Ideas!missing!
or!don't!make!
sense!
Organization:&
Introduction!is!
inviting.!
Ideas!&!
important!
details!&!
•Carefully!
organized!with!
varied!
transitions!
•Lead!grabs!
reader's!
•Has!some!
transitions!
•Most!parts!of!
paper!fit!
together.!
•Most!details!&!
•Few!
transitions!used!
•Too!many!
details!are!out!
of!order!
•Paragraphs!
and/or!
transitions!
missing!
•Too!many!
details!are!out!
254
paragraphs!fit!
where!placed.!
Transitions!
used!effectively!
between!ideas!
&!paragraphs!
Ending!is!
effective!
attention!
paragraphs!are!
•Conclusion!
in!right!order!
works!well!
•Details!&!
paragraphs!are!
in!right!order!
Word&Choice:&&
Writer!uses!
appropriate!
descriptive!
vocabulary!
•Has!a!variety!
of!strong!words!
•Words!create!
vivid!pictures!in!
reader's!mind!
Sentence&
Fluency&
The!writing!
flows.!Writer!
uses!different!
beginnings!&!
lengths!for!
sentences!
Conventions&
The!writer!
•Writing!has!
some!strong!
words!
•Some!words!
create!pictures!
in!the!reader's!
mind!
of!order!
•Too!many!dull,!
ordinary!words!
•Some!words!
just!don't!fit!
•!Words!don't!
show!the!
writer's!
meaning!
•Reader!is!
confused!by!the!
writer's!choice!
of!words!
•Has!creative!
•Sentences!are!
sentences!of!
different!
different!kinds! lengths!!
&!lengths!
•Sentences!have!
•Sentences!flow,! varied!
making!the!
beginnings!!
writing!
•Sentences!fit!
enjoyable!to!
together!well!
read!
•Sentences!are!
too!short!or!too!
long!
•Same!
beginnings!used!
over!and!over!
•Reader!is!
confused!&!has!
to!reMread!for!
meaning!
•Not!enough!
complete!
sentences!
•Writing!does!
not!make!sense!
•Has!FEW!or!NO! •Has!FEW!
errors!in!
errors!in!
•Too!many!
errors!in!
•Capitalization,!
punctuation,!
255
shows!a!clear!
understanding!
of!
capitalization,!
punctuation,!
spelling!&!
grammar!
capitalization,!
punctuation,!
spelling!&!
grammar!
•Writing!is!easy!
to!read!
capitalization,!
punctuation,!
spelling!&!
grammar!
!
capitalization,!
punctuation,!
spelling!&!
grammar!make!
the!writing!
difficult!to!read!!
•Editing!needed!
!
spelling!&!
grammar!
mistakes!make!
the!writing!
impossible!to!
read!&!
understanding.!
•Major!editing!
needed!
Adapted!from!Ms.!Ruth!Quick’s!rubric!(http://teacherweb.com/CO/FrontierCharterAcademy/FifthSixth/!!!
!
Other!Evidence!!
!
!
!
!
Teach!
Methodology&
• Ask!the!students!the!following!questions:!
•
Who(are(you?(
•
How(will(you(describe(yourself?(
•
Are(you(an(individual(or(are(you(a(mere(
representation(of(what(the(society(wants(you(to?(
• Accept!all!the!perspectives!given!by!the!students.!
Direct!the!students!to!the!lesson!title!and!discuss!
its!implications!to!the!individual!and!the!form!of!
writing!that!came!out.!Ask!the!big!question!and!
listen!to!the!answers!of!the!students.!
Background:!!
!
The!nonfiction!writings!of!the!twentieth!century!showed!a!
tendency!to!question!the!philosophical!or!religious!
solutions!to!human!problems.!As!the!years!passed,!this!
literary!characteristic!was!expanded!into!a!political!
context.!Writers!divided!into!those!supporting!political!
commitment!in!their!writings!and!those!reacting!
conservatively!against!such!issues!as!dominated!by!
politics.!This!same!issue!is!still!very!much!alive!today.!
256
•
•
Preview!the!skills!that!will!be!focused!on!in!this!
lesson!and!relate!these!with!the!tasks!that!will!be!
used.!
Preview!the!genres!that!will!be!studied.!Why!are!
these!genres!prevalent!during!our!time?!How!do!
these!specific!genres!mirror!who!we!are!as!a!
group!of!people!and!where!we!are!as!a!society?!
(
!
Teach!
METHODOLOGY:!
1.!Ask!EQ1.!The!aim!of!the!EQ!is!to!elicit!from!the!students!
their!perception!on!the!universal!aspects!of!humanity.!
!
Have!the!students!respond!to!the!questions!on!Unveil(
what(You(Know.!
1. Add!to!the!students’!knowledge!by!discussing!the!
2. Present!the!vocabulary!words!found!in!the!Unlocking(
the(Meaning(of(Words.!Tell!them!that!they!need!to!
read!the!text!in!order!to!get!the!meaning!of!the!words!
in!context.!
3. Establish!the!focus!of!the!lesson!by!!directing!their!
EU:!These!singular!unplanned!events!demonstrate!the!
comradeship!among!men!which!proves!his!superiority!
over!all!not!because!of!his!intellect!but!because!of!his!
capacity!to!do!good.!
EQ:!How!can!a!singular!event!with!a!stranger!affect!how!
we!judge!humanity!as!a!whole?!
1. The!writer!discovered!a!toy!sheep,!which!was!left!
by!a!boy.!!
2. This!episode!in!the!writer’s!life!affected!how!he!
sees!brotherhood!and!intimacy!among!strangers.!
3. The!writer!talked!of!the!love!shared!by!brothers,!
love!shared!between!people!who!genuinely!care!
for!each!other!and!the!love!that!comes!from!people!
we!do!not!know.!The!writer!considered!the!latter!
as!the!greatest!and!most!beautiful!because!
knowing!this!type!of!love!widens!the!boundaries(of(
our(being(and(unites(all(living(things.(
257
mindful!of!while!reading!the!text.!
!
3.!Do!a!silent!reading!of!the!essay!in!class.!!
4.!Check!the!students’!vocabulary!comprehension!by!
reexamining!the!vocabulary!section!of!the!lesson.!After,!let!
the!students!talk!about!their!understanding!of!the!text!by!
going!through!the!Sharing(Insights!section.!
!
5.!Go!back!to!EQ1.!Ask!the!students!what!this!essay!tells!
them!about!humanity!and!unity.!Ask!the!students!to!justify!
their!responses!and!lead!them!towards!EU1.!
(
!
4. The!writer!has!left!words!to!people!he!is!not!
personally!affiliated!with!because!words!comfort!
people.!It!makes!people!realize!that!they!are!not!
lone!even!if!they!feel!like!they!are.!
5. Words!shape!humanity!in!a!myriad!of!ways.!It!can!
uplift!morale,!strengthen!resolve!and!calm!fears!all!
together.!It!may!not!be!concrete!but!words!have!
the!capacity!to!create!opportunities!for!people.!
6. There!are!a!lot!of!ways!to!show!that!all!of!humanity!
is!somehow!together!but!a!clear!indicator!of!this!is!
an!individual’s!willingness!to!be!involved!in!
various!pursuits!that!can!benefit!the!society!such!
as!environmental,!civil!or!others.!
!
Students!will!be!asked!to!answer!this!through!a!skit.((
!
!
Teach!
Methodology&
EU:!An!individual’s!opinion!is!his!way!of!expressing!his!
23. 1.!Revisit!expository!narrative!essay!and!ask!the!
understanding!of!the!society!that!he!is!part!of.!
students!to!comment!on!the!way!the!ideas!of!the!
EQ:!How!important!is!an!opinion?!
writer!were!presented.!In!context,!ask!them!the!
following!questions:!!
5. What!did!you!learn!from!the!essay?!How!did!you!learn! Introduction:!The!short!anecdote!used!exemplifies!the!
point!that!the!author!wishes!to!make.!
these?!What!techniques!(if!any)!were!used!in!
Body:!The!author!uses!his!experiences!in!dating!to!show!
delivering!these!ideas?!
6. Have!you!ever!encountered!the!same!style!of!writing! his!opinion!on!the!importance!of!body!language.!
258
before?!
7. How!will!you!describe!the!style!of!writing?!
24. In!connection!to!this!ask!them!EQ2!which!is!related!to!
the!topic.!
25. 2.!Discuss!the!specific!points!raised!during!the!
discussion!of!activity!1.!Discuss!the!section!on!
Expository(Narrative(Essays(and!let!them!do!the!
exercise!given.!
26. 3.!Go!back!to!EQ2.!Extract!from!the!students!EU2.!!
Conclusion:!He!restated!his!thesis!statement!which!is!
connected!with!the!life!lesson!that!he!learned!from!his!
personal!experience!(narrated!in!the!text).!
!
(
!
Teach!
METHODOLOGY:!
EU:!It!fuels!passions!and!motivates!people!to!action!that!it!
1.!Ask!the!students!the!question!in!the!Prompt.!Let!them!
ceases!to!affect!negatively!instead!it!allows!people!to!
share!on!their!opinion!about!aggression!and!intimidation!
reach!their!dreams!and!be!better!versions!of!themselves.!
and!how!it!creates!fears.!Encourage!them!to!personalize!their! EQ:!How!can!fear!be!an!affirmation!to!an!individual?!
response!by!using!their!own!experiences!as!justifications.!
Segue!into!EQ3.!
!
13. *(He(carried(heavy(brass(knuckles(
2.!Ask!the!students!to!do!the!activities!in!the!Prepare(to(Read:! *(two(or(three(lieutenants(in(peaked(caps(
5. Discuss!the!question!in!Unveil(What(You(Know.!
*(green(eyes,(like(a(cat’s,(sparkled(with(scorn(for(everything(
and(everyone(
These!phrases!establish!Red’s!domination!over!their!
7. Lead!the!attention!of!the!students!to!the!Unlocking(of( place.!He!is!able!to!control!two!or!more!boys!who!will!do!
Words.!Clarify!to!them!that!they!should!attempt!to!get! his!bidding!and!that!he!is!prepared!to!always!fight!
the!meaning!of!the!words!in!the!context!of!the!
because!he!keeps!his!weapons!in!his!pocket.!
autobiography.!
14. The!narrator!tried!to!overcome!his!fears!by!writing!
8. Focus!the!attention!of!the!students!to!the!Underscore(
a!poem!about!Red.!However,!he!was!not!successful!
a(Motive(for(Reading!which!highlights!the!idea/s!that!
because!when!Red!found!out!he!knocked!the!writer!
259
they!need!to!be!mindful!of!while!reading!the!text.!
!
3.!Do!a!silent!reading!of!the!text!in!class.!!
!
4.!As!a!class,!answer!the!questions!in!the!Sharing(Insights!
part!of!the!book.!
!
5.!Group!the!students!and!give!them!10!minutes!to!discuss!
EQ3!with!their!partner.!Remind!them!to!use!their!own!
experiences!if!possible!in!proving!their!answers.!Encourage!
selected!students!to!share!their!discussions!in!class.!Lead!
them!towards!understanding!EU3.!
(
down!and!the!writer!came!home!crying!and!
shaking!with!fear.!
15. Pounding(it(with(my(fists(in(shame(and(impotent(
fury(at(my(cowardice.!!
16. A!person!described!as!such!is!a!warMfreak.!He!
enjoys!humiliating!and!picking!fights!with!people!
and!preys!on!the!weak!to!fuel!his!sense!of!security.!
17. *(training(with(parallel(bars(
*(brought(a(textbook(of(jujitsu(
*(for(three(weeks(I(hardly(left(home(S(trained(with(two(other(
boys(
These!phrases!highlight!the!determination!and!courage!of!
the!writer!in!order!to!overcome!his!fears.!
18. His!determination!and!courage!to!face!his!fears!is!
shown!when!he!decided!that!he!would!fight!back.!
19. If!I!have!courage!and!determination!like!the!writer,!
I!think!I!can!overcome!any!kind!of!fear!because!
these!two!traits!will!not!let!my!fear!get!to!me!even!
if!I!know!I!might!fail!I!would!still!try!to!conquer!it.!
(
This!question!would!be!used!as!a!reflective!journal!of!the!
students.!They!would!need!to!submit!their!answers!next!
lesson.!
!
Teach!
Methodology&
EU:!Analyzing!our!past!experiences!is!the!21st!century!
1.!Revisit!A(Precocious(Autobiography!and!ask!the!students!to! individual’!s!way!of!facing!past!mistakes!while!using!it!to!
comment!on!the!title!and!how!it!is!significant!in!the!text.!!
learn!how!to!traverse!future!events.!
260
!
2.!Ask!them!the!prompt!and!connect!their!understanding!of!
the!text!with!new!learning.!
!
In!connection!to!this,!ask!them!EQ4.!
!
3.!Have!the!students!read!the!literary!skill!explanation!on!
recognizing!significant!human!experiences!in!an!
autobiography.!Discuss!these!in!detail!with!the!class.!
!
4.!Make!them!accomplish!the!exercises!provided.!
!
5.!Ask!for!student!volunteers!to!read!their!work!in!front!of!
the!class.!
!
6.!Go!back!to!EQ4!and!lead!the!students!into!understanding!
EU4.!!
(
EQ:!How!is!an!autobiography!a!coping!mechanism!of!the!
21st!century!individual?!
!
[may!provide!suggestive!notes!for!the!teachers!on!the!
items!or!how!to!go!about!them!or!what!to!achieve]!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Teach!
METHODOLOGY:!
1.!Ask!the!students!the!question!in!the!Prompt.!Let!them!
share!their!own!ideas!on!travel!and!childhood!dreams.!Ask!
them!if!they!still!harbor!the!same!dreams!now.!What!made!
them!change!their!mind?!
!
2.!Ask!the!students!to!do!the!activities!in!the!Prepare(to(Read:!
EU:Obstacles!and!limitations!humans!face!allow!for!the!
cultivation!of!attitudes!that!create!possibilities!for!
greatness.!
EQ:!How!can!limitations!help!create!a!better!future?!
10. Valya’s!experience!as!a!parachutist!prepared!her!
261
16. Discuss!the!question!in!Unveil(What(You(Know.!
18. Lead!the!attention!of!the!students!to!the!Unlocking(of(
Words.!Clarify!to!them!that!they!should!attempt!to!get!
the!meaning!of!the!words!in!the!context!of!the!
biography.!
19. Focus!the!attention!of!the!students!to!the!Underscore(
a(Motive(for(Reading!which!highlights!the!idea/s!that!
they!need!to!be!mindful!of!while!reading!the!
biography.!
!
3.!Do!read!aloud!of!the!biography!in!class.!Let!the!students!
read!silently!while!you!demonstrate!the!proper!way!of!
reading!aloud.!!
!
4.!As!a!class,!answer!the!questions!in!the!Sharing(Insights!
part!of!the!book.!
!
5.!Discuss!EQ5!as!a!class.!Let!them!share!their!own!
experiences!if!related!to!the!discussion.!Lead!them!towards!
understanding!EU5.!
262
for!her!travel!in!space.!
11. For!her!stint!as!a!cosmonaut,!Valya!had!to!take!a!
monthMlong!physical!and!mental!test!and!once!she!
finished!those,!she!had!to!study!Math!and!Science!
courses!as!well!as!physical!training!which!forced!
her!to!be!proficient!in!various!sports.!Also,!she!had!
to!retrain!how!to!parachute!properly!and!how!to!
ride!the!cosmonaut!machine!they!christened!as!the!
devil’s!merryMgoMround.!This!specific!machine!
taught!Valya!how!great!the!force!of!a!rocket!liftMoff!
could!be.!
12. While!in!space,!Valya!took!pictures!and!did!special!
exercises!and!tests.!After!her!space!travel,!she!
continued!her!cosmonaut!training!and!she!also!
entered!engineering!school!to!work!on!her!degree!
in!spaceMflight!engineering.!
13. I!think!all!throughout,!Valya!showed!a!curiosity!
that!never!wavered!and!a!thirst!for!adventure.!As!a!
child,!I!think!I!can!say!that!I!was!similar!with!hers.!I!
would!go!off!exploring!around!our!property!
making!up!adventures!as!I!go!along.!!
14. If!I!received!the!same!invitation!such!as!Valya’s,!I!
would!definitely!accept!it!also!because!it!fulfills!one!
of!my!childhood!dreams!and!that!is!to!see!space.!
15. Technological!advancements!are!rampant!now!a!
days!but!I!think!one!technological!innovation!that!I!
believe!is!capable!of!helping!the!country!towards!
economic!sufficiency!is!the!new!adaptive!qualities!
found!by!a!Filipino!geneticist!on!some!plants!that!
were!thought!of!as!incapable!of!growing!in!the!
Philippines!plants!like!stevia.!
Students!will!present!various!technological!innovations!
that!they!are!familiar!with!and!the!Socratic!method!will!be!
used!in!the!discussion!of!the!merits!of!these!innovations!
and!its!positive!effect/s!to!the!individual!and!the!society.!
!
Teach!
Methodology&
EU:!The!openMminded!society!of!the!21st!century!allows!
1.!Ask!them!the!prompt!and!connect!their!understanding!of! for!individuals!to!use!values!rooted!on!the!beliefs!of!the!
the!text!with!new!learning.!In!connection!to!this,!ask!them!
society!in!creating!individualized!experiences.!
EQ6.!
EQ:!How!is!an!individual!experience!a!manifestation!of!the!
!
complex!values!of!the!society?!
2.!Discuss!First(Woman(in(Space(again(and!ask!the!students!to!
comment!on!the!manner!of!delivery!of!Valya’s!story.!
Compare!this!with!A(Precocious(Autobiography.!!
*!What!are!their!similarities?!
*!What!are!their!differences?!
*!Why!must!they!be!different?!
*Which!one!is!more!effective?!Explain.!
!!
3.!Discuss!the!literary!skill!explanation!on!identifying!and!
appreciating!human!values!in!a!biography.!!
!
4.!Make!them!accomplish!the!exercises!provided.!
!
5.!Go!back!to!EQ6!and!make!the!students!understand!EU6.!!
(
!
263
!
Teach!
Methodology&
1.!Ask!the!Prompt!question!then!lead!into!EQ7.!
!
3.!Let!the!students!read!the!first!and!second!paragraphs!of!
the!Vocabulary!Skill!discussion.!Deliberate!on!the!examples!
given.!
!
4.!Instruct!the!students!to!finish!reading!the!Vocabulary!Skill!
discussion.!
!
5.!Have!the!students!answer!Exercise!A.!
!
6.!Let!the!students!form!triads!and!ask!them!to!discuss!their!
justifications!behind!the!euphemisms!given.!
!
7.!Ask!the!students!to!do!Exercise!B.!!
!
8.!Revisit!EQ7.!Discuss!the!differences!in!their!answers!in!
(
EU:!The!21st!century!individual’s!openness!to!various!
ideas!compels!him!to!accept!different!perspectives!even!if!
it!contradicts!his!beliefs.!
EQ:!Why!are!euphemisms!a!natural!progression!of!
expression!of!the!21st!century!individual?!
!
Exercise&A:!
9. Because!of!budget!cuts!at!the!company,!my!
mother's!job!was!eliminated.!The!writer!wanted!to!
make!it!clear!that!the!mother!was!not!to!blame!for!
the!loss!of!her!job.!
10. Sadly,!the!neighborhood!where!we!used!to!live!is!
now!said!to!be!a!less!desirable!place!to!live.!The!
writer!is!trying!not!to!say!that!different!kinds!of!
people!are!moving!in,!probably!causing!property!
values!to!decline.!
11. To!her!great!embarrassment,!Eileen's!mother!
called!her!slightly!overweight.!Probably!Eileen's!
mother!thinks!her!daughter!is!more!than!slightly!
overweight!and!actually!fat,!but!is!trying!to!soften!
the!blow!by!calling!her!pleasingly!plump;!the!
mother!is!hardly!pleased!and!is!trying!to!cover!her!
displeasure!with!a!bit!of!humor.! !
12. Moe's!Used!Cars!was!the!newest!business!in!town.!
Calling!used!cars!preMowned!is!an!attempt!to!make!
them!sound!more!desirable!!
264
13. Every!Tuesday!night!we!put!out!our!recycling!bins!
for!the!garbage!men!to!pick!up!on!Wednesday!
mornings.!Calling!garbage!men!sanitation!
engineers!is!an!attempt!to!make!this!difficult!and!
distasteful!job!sound!more!respectable!and!
somehow!scientific!and!skilled.!
14. The!general!explained!that!many!civilian!casualties!
resulted!during!the!platoon's!efforts!to!defeat!the!
enemy!forces.!Neutralizing!the!target!is!a!
dramatically!deceptive!and!euphemistic!way!to!
describe!the!cold!hard!facts!of!war.!Presumably!it!
is!an!attempt!by!military!spokespersons!to!protect!
the!feelings!of!civilians.!
15. Mary!Lou!was!pregnant!again,!which!pleased!her!
son!and!her!parents!enormously.!Strangely,!the!
word!pregnant!continues!to!be!considered!slightly!
taboo.!In!centuries!past,!in!many!middleM!and!
upperMclass!circles,!women!went!into!seclusion!and!
never!appeared!in!public!during!pregnancy.!
16. During!this!summer's!heat!wave!we!suddenly!had!
no!electricity!in!my!apartment,!and!the!whole!city!
experienced!a!power!outage.!A!power!outage,!also!
known!as!a!blackout,!is!often!referred!to!by!power!
companies!as!a!disruption!in!service!to!appease!the!
possibility!of!panic.!The!term!power!outage!gives!
little!hint!of!when!the!power!might!return!and!in!
fact,!it!sounds!as!if!the!power!will!be!out!
indefinitely.!On!the!other!hand,!a!disruption!in!
service!implies!the!power!is!only!out!
temporarily—!something!has!gotten!in!the!way!of!
265
its!service,!but!that!the!disruption!will!be!fixed!
soon.!
17. According!to!his!defense!attorney,!the!accused!
robber's!statement!in!court!was!at!least!false!in!
part.!The!defense!attorney!is!trying!to!mask!the!
fact!that!his!client!misrepresented!at!least!part!of!
the!truth.!Including!the!word!true!in!the!phrase!not!
completely!true!is!an!attempt!to!suggest!that!at!
least!part!of!the!statement!was!not!a!lie.!
18. The!town!instituted!the!use!of!school!buses!to!
enforce!its!new!commitment!to!a!policy!of!ensuring!
that!the!student!bodies!of!its!schools!included!
students!of!all!races.!Racial!inequality!remains!one!
of!the!most!controversial!and!emotional!issues!in!
American!life.!The!euphemistic!word!diversity!is!
used!as!shorthand!whenever!speakers!are!
referring!to!the!issue!of!inequality!among!the!races.!
!
!
!
!
!
Teach!
Methodology!
1.!Present!the!prompt!to!the!class.!Accept!all!the!possible!
answers!that!the!students!can!give.!Discuss!how!
bibliography!writing!affects!learning!and!segue!into!EQ8.!
!
2.!Share!to!the!class!the!Concept!Digest!on!Bibliography.!Let!
EU:!Creating!a!correct!bibliography!is!a!manifestation!of!
the!21st!century!individual’s!attempt!to!give!order!by!
acknowledging!ownership!of!an!individual’s!contribution!
to!the!continuous!development!of!the!body!of!knowledge.!
EQ:!How!is!writing!a!bibliography!a!result!of!the!21st!
century!paradigm?!
266
the!students!read!Study!and!Research!Skill!discussion.!!
!
4.!Use!the!example!given!to!explain!the!steps!in!writing!a!
bibliography.!
!
5.!Have!the!students!answer!Exercise.!
!
6.!Process!the!exercise!in!class.!
!
8.(Obtain(EU8(from(the(students(by(going(through((EQ8.(You(
may(use(the(Prompt(question(again(if(necessary.(
!
Exercise&A:!
1.!Alda,!L.!A(Survey(of(World(Literature.!New!York:!World!
Press.!1995!
2.!Pe,!L.!"There!is!Money!in!Garbage".!Environment.!
Modesti!Press.!1998!September!6.!
3.!Napoles,!C.,!Plazo,!L.,!Respeso,!J.,!&.!Viernes,!R.,.!Aviation.!
Manila:!Modern!Press.!1997.!
4.!"Minimizing!Air!Pollution".!!Daily(News.!March!1997.!
5.!!Ardiente,!M.,!&!Figueroa,!M.,.!Voyages(in(English.!
Quezon!City:!Lazo!Publishing!House.!1995.!
6.!Luster,!E..!“Profitable!Hobbies”.!In!Universal(
Encyclopedia!(Vol.!2,!pp.!50M54).!Chicago.!1997.!
!
!
!
!
!
Teach!
Methodology&
(
1.!Ask!the!students!the!following!questions:!
*!How!important!is!winning?!
*!To!what!lengths!will!you!go!to!just!to!ensure!that!you!will!
win?!
*!Are!there!any!negative!effects!to!winning?!!
!
2.!Ask!the!Prompt!questions!then!lead!into!EQ9.!
EU:!Winning!an!argument!in!the!21st!century!paradigm!is!
based!on!the!ability!of!the!speaker!to!elevate!the!
awareness!of!his!or!her!opponent!in!accepting!the!
fallibility!of!their!opinion!not!by!force!but!by!mirroring!
the!weaknesses!of!their!views.!
EQ:!What!constitutes!winning!an!argument!in!the!21st!
century!viewpoint?!
267
!
3.Share!to!the!class!the!Concept!Digest!on!Argumentation.!
Discuss!argumentation!to!the!class.!!
!
4.!Have!the!students!perform!the!exercise!provided.!
!
5.!Give!the!students!time!to!practice!their!presentations.!
!
6.!Call!on!each!one!of!the!students!to!present!their!speech!in!
class.!!
!
7.!Process!the!activity!right!after.!
!
8.Elicit!EU9!from!the!students!by!going!through!!EQ9!again.!!
(
!
!
Teach!
Methodology&
(
1.!Ask!the!students!Prompt!questions!then!lead!into!EQ10.!
!
2.!Play!a!few!bars!of!music!in!class!(you!may!use!Black!Eyed!
Peas’!Where!is!the!Love?)!Elicit!the!meaning!of!the!song!from!
the!students.!What!made!them!come!to!that!conclusion?!
!
2.Discuss!Protest!songs!in!class.!Share!to!the!class!the!
Concept!Digest!on!protest!songs!and!its!capacity!influence!
people.!
EU:!Music’s!ability!to!simultaneously!inform!and!inspire!
makes!it!effective!in!delivering!the!message!of!change!to!
the!21st!century!society!which!uses!the!intellect!and!heart!
in!shaping!the!society.!
EQ:!How!can!music!be!effective!!in!starting!change!in!the!
21st!century!society?!
268
!
4.!Have!the!students!watch!the!youtube!video!of!Tracy!
Chapman’s!performance.!In!small!groups,!have!them!analyze!
the!video!as!a!protest!song.!!
!
5.!After,!ask!them!to!create!a!protest!song!focusing!on!a!
specific!issue!or!movement.!These!protest!songs!can!be!set!to!
existing!music!or!they!can!opt!to!create!their!own.!
Presentation!of!these!protest!songs!could!be!done!through!a!
live!performance!or!a!recorded!version!of!their!music.!
!
6.!Call!on!each!group!to!present!their!protest!song!to!the!
class.!!
!
7.!Process!Exercise!B!after.!
!
8.Elicit!EU10!from!the!students!by!going!through!!EQ10!
again.!
(
!
!
Teach!
Methodology&
!
1.!Ask!the!students!to!give!one!sentence!ideas!on!what!21st!
century!nonfiction!is!based!on!the!previous!class!discussions.!
!
2.!As!a!class,!ask!them!to!create!a!paragraph!from!all!their!
previous!answers.!Let!them!analyze!the!paragraph!that!came!
EU:!The!constant!shifts!in!the!psychological!perspective!of!
the!21st!century!society!allows!for!the!acceptance!of!
various!modes!and!manners!of!expressions!in!the!society!
that!proves!that!the!traditional!way!of!thinking!and!
expressing!is!no!longer!the!only!way!of!thinking!and!
expressing!in!the!21st!century.!!
EQ:!How!is!variety!of!sentences!useful!in!delivering!the!
269
out!of!their!answers.!!
!
Ask!them!the!following!questions:!
5. How!can!this!paragraph!be!better?!
6. What!can!be!done?!!
7. What!if!I!want!to!emphasize!the!implications!of!21st!
century!nonfiction,!what!should!I!do?!
!
!
4.!Ask!them!the!Prompt!and!lead!them!to!EQ11.!
!
5.!Let!the!students!read!the!Grammar!Skill!Discussion!
Sentence!Variety.!
!
!
7.!Reexamine!the!Prompt!and!EQ11.!Their!reflection!on!these!
(
ideas!of!the!21st!century?!
!
①From!a!distance!came!a!cry!for!help.!
2.!The!dogs!barked!continuously.!
③There!was!something!moving!in!the!bushes.!
4.!In!the!dark!it!looked!like!a!person.!
5.!Upon!investigation!we!found!nothing.!
6.!The!wind!must!have!been!playing!tricks!on!us.!
⑦Down!the!pathways!were!traces!of!the!wind’s!might.!
⑧There!were!leaves,!fruits!and!other!objects!strewn!
around.!
⑨Across!the!streets!lay!whole!trunks!of!trees.!
⑩Along!the!shore!lay!debris!from!the!sea.!
!
Exercise&B:!
B1.!Make!one!part!of!the!statements!an!introductory!
element!in!the!following!sentences!from!A(Solar(
Awakening!by!Robert!Dale.!
!
1.!!Even!though!the!energy!of!the!sun’s!radiation!is!free,!
gardeners!and!farmers!are!giving!up.!They!are!paying!high!
prices,!both!moneyMwise!and!pollutionMwise!for!artificial!
fertilizers!and!pesticides!made!largely!with!oil,!cola!and!
gas.!
!
2.!Because!these!fossil!fuels!are!dug!up!by!large!
corporations,!they!sell!them!at!high!prices!to!people!who!
270
have!not!yet!learned!to!make!maximum!use!of!direct!solar!
energy!by!advertising!them!cleverly.!
!
3.!Not!so!long!ago,!crops!get!on!well!with!what!nature!
could!give!them.!!
!
4.!After!the!sweet!talking!salesman!came!along,!he!
peddled!fossil!fuel!fertilizers!and!other!chemicals!and!
services!based!on!stored!and!expensive!energy.!
!
Exercise&C:&
17. On!the!side!table!lay!an!open!book.!
18. On!its!pages!were!marginal!notes.!
19. With!red!ink!were!circled!some!words.!
20. All!over!the!pages!the!ink!blot!spread.!
21. Throughout!the!book!could!be!seen!evidence!of!
misuse.!
22. Dead!are!the!brave!men!who!began!this!task.!
23. A!weary!and!dejected!group!were!the!rescuers.!
24. Happy!were!the!children!to!keep!the!old!pictures.!
25. In!Shakespeare!are!found!all!the!qualities!of!
literary!greatness.!
26. Happy!were!we!as!never!before.!
27. In!hatred!and!wretchedness!were!steeped!the!
world!of!some!early!Christians.!
28. Few!and!far!between!are!really!brilliant!people.!
29. Tall!and!straight!grew!the!tree.!
30. Indeed!heavy!is!the!head!that!wears!the!crown.!
31. The!heavy!traffic!was!the!culprit!that!delayed!us.!
!
271
!
Teach!
Methodology!
!
1.!Revisit!the!lessons!on!Research!that!were!already!
discussed.!!
!
Ask!the!following!questions!to!the!students:!
9. Why!is!research!important?!
10. How!will!it!benefit!individuals?!
11. How!is!researching!an!innate!reaction!of!humankind!to!
the!world?!
12. Have!you!had!the!opportunity!to!pursue!the!process!of!
researching?!
13. What!urged!you!to!do!so?!
!
2.!Lead!the!students!in!answering!EQ12.!
!
3.!Present!the!research!paper!exemplar.!
!
4.!Discuss!the!exemplar!as!a!means!towards!discussing!the!
requisites!of!a!research!paper.!
!
5.!Guide!the!students!in!their!research!paper!writing!by!
making!them!follow!the!writing!process!(prewriting,!
drafting,!revising!and!sharing,!editing!and!publishing).!
!
6.!Go!back!to!EQ12!and!elicit!from!the!students!EU12.!
!
EU:!Research,!a!process!involving!the!collection!and!
analysis!of!data,!is!used!as!a!thinking!tool!of!the!21st!
century!individual!in!understanding!the!world!that!
continually!pushes!him!to!ask!questions.!
EQ:!How!is!research!as!a!process!!a!manifestation!of!how!
the!21st!century!man!!thinks?!
Research&Exemplar:!
!
SOLAR!ENERGY!ENGINEERING!
A!renewable!energy!technology!for!the!future!
!
A!Research!byAnne!Saunders!
October!2007!
Classic!City!High!School!
!
These!days,!energy!is!one!of!the!most!important!
commodities!in!the!world.!Indeed,!most!of!global!politics!
and!economic!markets!are!based!on!the!good!flow!of!
energy!from!the!hands!of!the!manufacturers!to!the!hands!
of!every!individual!who!flips!a!light!switch!or!starts!an!
engine.!Energy!is!the!only!thing!that!keeps!the!society!that!
we!know!going!every!day.!An!energy!crisis,!like!the!effects!
of!the!1973!Arab!oil!embargo!in!the!United!States,!is!a!
tremendous!blow!on!everything!related:!industry,!
transportation,!government,!domestic!convenience,!even!
the!simple!manufacturing!of!everyday!goods!like!books!or!
toys!or!shoes.!Probably!more!than!most!citizens!realize,!
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!
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!
(
the!science!and!technological!revelation!that!allowed!for!
the!development!of!industry!to!take!place!is!tightly!knit!
into!our!everyday!actions.!Thermodynamics,!chemistry,!
and!the!laws!of!motion!may!be!complicated!fields!for!the!
average!layman,!but!the!concepts!that!lie!beneath!the!
names!are!some!of!the!most!important!discoveries!that!
make!the!life!we!live!today!possible.!
The!energy!that!fuels!most!of!today’s!industry!is!a!
dangerously!scarce!resource;!that!is,!oil.!Oil!is!a!major!area!
of!concern!today!in!global!politics!due!to!the!fear!that!the!
world!is!running!out!of!oil!and!the!costs!it!provides!for!our!
environment.!Though!no!worry!has!been!expressed!
previously,!with!the!onslaught!of!Global!Warming!coming!
into!the!public!eye,!and!the!prices!of!oil!growing!steadily!
higher!due!to!a!scarcer!and!scarcer!resource,!people!again!
are!starting!to!turn!their!eyes!to!renewable!energy!
sources.!!
Resources!like!oil!and!coal!are!called!fossil!fuels,!which!
means!they!use!the!energy!created!by!chemical!reactions!
between!these!minerals!and!the!sun!in!the!earth’s!crust!
over!millions!of!years.!According!to!the!International!
Energy!Annual!of!2004,!86%!of!all!the!energy!humans!
produce!comes!from!fossil!fuels!(Wikipedia).!But!that!
means!that!we!are!using!up!a!nonMrenewable!energy!
source!much!faster!than!it!was!made.!In!the!past!200!
years!we!have!nearly!halfway!depleted!the!global!oil!
supply!underneath!the!earth’s!surface;!its!no!wonder!that!
oil!is!so!important!in!economic!politics.!But!the!other!huge!
problem!is!that!our!burning!of!fossil!fuels!is!adding!heat!to!
our!atmosphere.!Whereas!solar!power!taken!from!
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technologies!like!solar!panels!takes!energy!directly!from!
the!sun!today!and!then!converts!it!into!electrical!power!
for!use!now,!therefore!only!displacing!and!reforming!the!
energy!in!the!atmosphere,!fossil!fuels!take!energy!that!
was!put!in!the!atmosphere!long!ago,!convert!it,!then!add!it!
today’s!atmosphere!–!creating!extra!heat.!Although!
scientists!have!known!for!close!to!fifty!years!about!the!
global!warming!phenomena,!it!is!only!recently!that!people!
have!started!to!pay!attention.!At!this!point!in!time,!a!world!
with!no!major!energy!source!would!completely!collapse.!
But!if!the!planet!is!changed!so!much!by!our!manMmade!
emissions!that!we!can!no!longer!live!upon!its!surface,!
there!is!a!good!chance!our!society!will!collapse!from!that!
as!well.!And!there!are!alternatives!to!fossil!fuels;!we!don’t!
have!to!use!them.!Instead!of!using!energy!that!came!from!
the!sun!millions!of!years!ago,!why!not!use!the!still!
abundant!resource!our!sun!serves!as!today?!“The!sun!
provides!both!directly!and!indirectly,!virtually!all!energy!
used!on!this!planet,”!writes!William!Ewers!(1);!we!can!
take!the!energy!in!form!of!wood!and!plant!material!MM!that!
source!will!eventually!die!out!–!or!we!could!take!the!
energy!directly!from!the!sunlight!and!have!it!coming!for!
millions!more!years!to!come.!
In!the!1970’s!“the!energy!crisis!placed!serious!
responsibilities!and!incentives!on!engineers!and!scientists!
interested!in!the!collection!of!sun!energy,”!(Farog!17);!the!
funding!that!went!to!renewable!energy!technologies!was!
pushed!for!and!received!and!solar!energy!was!swarmed!
with!interest!and!money!and!government!involvement.!
President!Carter!even!put!a!solar!panel!on!the!roof!of!the!
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White!House!because!“for!the!first!time!since!the!turn!of!
the!century!the!questions!of!energy,!fuels,!transportation,!
and!the!role!of!labor!in!the!energy!economy!all!became!
subjects!of!whiteMhot!national!debate!and!mass!
technological!creativity”!(Berman!and!O’Connor!4).!
Renewable!energy!research!and!development!was!
provided!for!and!there!was!heavy!public!interest!in!the!
subject.!The!first!solar!houses!were!built,!passive!solar!
architecture!was!getting!into!style!–!everyone!wanted!
energy!selfMsufficiency!and!local!control!of!their!energy!–!
but!all!of!these!optimistic!claims!and!hopeful!schemes!and!
successful!research!were!forgotten!and!hidden!back!under!
the!bed!when!the!1980s!rolled!around,!and!Organization!
of!Arab!Petroleum!Exporting!Countries!(OAPEC)!had!lost!
its!stronghold!on!the!oil!market,!and!prices!gradually!fell!
from!their!peak!80USD/barrel!back!to!preM1973!prices.!
Though!Richard!!Nixon!had!promised!energy!
independence!to!the!US!by!1980!(Berman!&!O’Connor!4)!
this!was!far!from!being!true.!The!solar!energy!
development!market!has!been!near!cold!since!then!until!
recently!when!Global!Warming!and!rising!oil!prices!have!
again!caught!citizen’s!ears!in!panic.!
But!the!Solar!dream!has!never!died.!Throughout!all!the!
hardships!and!money!squeezes,!disbelief!and!energy!
market!monopoly,!the!people!working!for!a!solar!powered!
society!have!never!given!up!the!search!to!make!solar!
technologies!more!efficient!and!affordable.!There!are!
some!honest!company!founders!who!run!by!the!motto:!If!
you!make!something!truly!good,!the!profit!will!follow!
(Shelton).!Although!the!initial!making!might!have!been!
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forty!years!ago,!finally,!in!the!past!year,!solar!power!
companies!are!starting!to!make!a!profit.!Solar!power!
provides!a!zero!fuel!cost!and!zeroMemission!power!MM!by!
contrast!to!“coal!and!nuclear!plants![that]!result!in!
emission!of!about!2!units!of!energy!as!heat!for!every!unit!
of!electricity!generated!(Neff!126)!MM!that!is!incredibly!
clean,!virtually!free,!can!be!standMalone!for!households!or!
attached!to!an!electric!grid,!has!un!unlimited!supply,!and!
has!an!almost!untouched!market!(CanRen).!The!time!is!
perfect!for!the!world!to!switch!to!solar,!but!barriers!do!
exist:!the!lack!of!government!subsidies,!and!the!control!of!
the!market!by!fossil!fuels.!Public!awareness!is!also!very!
important,!and!the!second!largest!factor!in!the!progress!of!
renewable!technologies;!people!can!change!things!too.!
I!
Solar!Energy!has!been!utilized!for!many!years.!Research!
has!shown!technologies!to!date!back!to!medieval!times!
when!they!used!solar!furnaces!and!again!in!the!1700s!
when!solar!smelters!were!all!the!rage!(Ewers!6).!And!
though!it!was!Edmond!Becquerel!who!first!saw!
scientifically!the!potential!for!solar!electric!generation!in!
1838,!the!first!real!solar!power!generating!cells!were!
developed!(in!the!United!States)!by!Bell!Laboratories!in!
1954!(Strong!22).!The!photovoltaics!(literally!meaning!
“lightMelectronics”)!of!the!1800s!were!very!inefficient,!and!
used!Selenium!as!a!semiMconductor.!They!found!in!the!
1950s!that!Silicon!was!a!significantly!better!substance!to!
use,!and!contractors!started!using!Silicon!solar!cells!to!
power!remote!communication!systems,!like!telephones!on!
National!Park!sites.!
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But!solar!power!had!already!had!much!attention!from!
another!small!inventors!whose!research!was!collaborated!
and!produced!in!1914,!before!World!War!1,!a!solar!plant!
in!Meadi,!Egypt!–!a!contribution!from!early!efforts!by!
Nikola!Tesla!and!especially!by!a!man!named!Frank!
Shuman.!In!the!1878!Paris!Exposition,!scientists!
uncovered!a!solar!powered!steam!engine!(made!by!
Mouchot)!and!a!solar!powered!printing!press!(by!Pifre)!
that!ran!off!copies!of!a!Journal(Soleil((Meindel).!And!during!
the!1920’s,!solar!powered!water!heaters,!a!pretty!well!
developed!and!accepted!invention,!became!popular!in!
Florida!(only!declining!in!the!1950s!when!natural!gas!
became!so!cheap).!All!of!these!technologies!were!very!
similar!to!the!ones!that!are!in!existence!today.!In!Frank!
Kryza’s!The!Power!of!Light,!he!complains!that!the!
enormous!development!of!solar!technologies!in!the!late!
1800s!and!early!1900s!were!all!dashed!to!pieces!and!
abandoned!by!contractors!at!the!break!of!World!War!1.!
After!the!war,!the!oil!industry!had!already!blossomed!and!
fruited!and!gained!control!of!the!market,!and!no!longer!
were!people!interested!in!alternatives!to!its!convenience!
(253).!!
It!is!just!in!this!century,!the!21st!,!that!people!again!have!
begun!to!develop!solar!technologies.!With!the!advent!and!
acceptance!of!the!Age!of!Technology,!science!is!just!
following!its!feet,!slowly!making!solar!more!important.!
The!solar!industry!has!grown!between!25%!and!41%!
annually!in!only!the!past!twenty!years!(SES).!Fifty!years!
ago!the!time!it!took!for!research!in!the!lab!to!become!a!
product!on!the!consumer!market!was!about!forty!years!
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(Bockris);!today!it!is!about!five.!Technological!innovation!
has!greatly!sped!up,!and!will!continue!to.!Solar!energy!
engineering!has!only!been!hindered!by!the!lack!of!
government!funding.!!
But!in!the!last!few!years!the!government!has!been!putting!
extra!energy!into!Solar!Research!&!Development:!Sandia!
Energy!Labs,!a!sect!of!the!Department!of!Energy,!has!
recently!(in!2004)!developed!a!solar!power!plant!in!
unison!with!Stirling!Energy!Systems!that!uses!the!solar!
thermal!dish!technology!to!produce!electrical!power!up!to!
500!megawatts!in!the!California,!Arizona,!and!New!
Mexican!deserts!–!the!biggest!such!array!in!the!world.!In!
2005,!George!Bush!signed!an!Energy!Policy!Act!to!support!
these!solar!power!plants!and!the!DOE!says!that!7,000mW!
of!Concentrated!Solar!Power!plants!will!be!build!by!2020!
(SES).!So!hope!exists!for!a!solar!future!in!the!US,!but!we!
are!far!from!any!complete!solar!dependence.!!
II!
Solar!Power!is,!simply,!energy!created!by!electromagnetic!
radiation!produced!by!the!constant!nuclear!reactions!on!
the!sun’s!6000!degree!Celsius!surface!(Electrical!
Experimenter!1).!This!energy!has!throughout!history!been!
used!to!create!power!by!its!concentration!onto!a!surface,!
through!troughs,!parabolic!dishes,!and!reflective!mirrors.!
In!the!past!two!hundred!years,!scientists!started!to!
tamper!with!the!sun’s!energy!combined!with!photo!
reactive!chemical!elements,!to!use!the!chemical!reactions!
taking!place!in!a!specific!space!and!convert!them!to!
electrical!energy!or!battery!power,!and!even!utilize!the!
ocean’s!heat!storing!capabilities!for!power.!!
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Every!day!(when!its!clear),!the!energy!available!on!the!
earth’s!open!surfaces!is!usually!1000mW!per!square!
meter!(Canren).!When!NASA!experimented!with!early!
solar!panels!on!the!first!artificial!satellite,!Vanguard!I,!they!
found!that!the!108!panels!were!too!successful!and!had!to!
lower!the!amount!of!energy!harnessed!in!later!models!!
Research!has!shown!that!if!only!1!square!mile!of!farmland!
in!the!Midwest!used!20%!of!the!sunlight!that!fell!upon!the!
land!around!noon,!for!four!hours!a!day,!35,000!US!
residences!would!be!electrically!satiated!(Kryza!242);!
they!also!say!that!if!the!solar!energy!that!hit!only!1%!of!
the!Sahara!Desert!everyday!were!converted!into!
electricity!–!the!whole!world!would!be!taken!care!of!
(Ibid.).!So!far!in!the!US,!the!Energy!Information!
Administration!has!recorded!11!solar!power!plants!in!
California!and!2!in!Arizona!that!produce!at!least!1mW!of!
electricity.!
When!solar!energy!is!concentrated!it!simply!acts!as!a!heat!
source!for!a!machine!engine!to!run;!these!sorts!of!
technologies!are!labeled!Solar!Thermal.!Solar!thermal!
companies!are!looking!into!all!different!types!of!external!
combustion!cycles!–!engines!that!can!run!on!any!heat!
source!MM!to!use!with!solar!power;!some!are!for!the!Rankin!
engine,!which!is!used!with!the!solar!tower!facilities;!some!
use!the!Stirling!engine,!like!the!Stirling!dish!systems!in!the!
Mojave!desert,!other!simply!run!on!the!Steam!engine.!!!
In!solar!thermal,!there!are!three!main!technologies:!solar!
parabolic!dishes,!that!concentrate!the!sunlight!in!the!axis!
of!the!parabola;!solar!troughs,!that!are!similar!to!the!
dishes!in!that!they!concentrate!the!sun!in!the!axis!of!a!long!
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semiMcylindrical!trough!that!transports!its!heat!through!a!
pipe!system!flowing!through!the!axis!points!that!connect!
to!a!central!receiver!and!generator;!and!the!“Tower!
Power”!plants:!a!series!of!sunMtracking!mirrors!that!all!
reflect!the!sun!to!a!central!heat!receiver!that!rests!on!top!
of!a!huge!tower!with!an!engine!in!it!(see!Appendixes).!All!
of!these!technologies,!in!recent!years,!have!become!real!
things,!having!test!sites!and!commissioned!power!plants!
in!the!southwest!of!the!United!States.!Many!companies!
that!fight!for!their!technologies!to!be!manifest!have!to!be!
ultimately!teamed!with!a!government!group,!like!Sandia!
National!Laboratories!and!the!National!Renewable!Energy!
Laboratories!(NREL)!which!are!programs!in!the!Federal!
Department!of!Energy.!At!this!moment,!the!NREL!is!in!full!
support!of!the!trough!systems,!because!they!are!believed!
to!be!the!most!cost!effective.!Sandia!is!now!officially!
teamed!up!with!Stirling!Energy!Systems,!the!research!
company!that!is!making!the!Solar!Stirling!Dish!systems!in!
the!Mojave!desert.!There!are!still!quite!a!few!private!
investors!in!the!solar!market,!despite!the!costs!(the!price!
of!one!25kW!Stirling!dish!with!82!carMhood!sized!mirrors!
is!at!$150,000!(Johnson!1))!and!sellers!are!actually!
exporting!close!to!60%!of!their!solar!technologies!to!third!
world!remote!areas!(Strong!14).!In!fact,!FPL!Energy,!“the!
largest!generators!of!solar!energy!on!the!country”!(FPL),!
says,!“Third!world!countries!with!an!abundance!of!
sunlight!and!population!currently!without!electricity!
represent!the!fastest!growing!market!for!solar!energy.”!
And!it’s!very!true.!The!systems!we!have!in!place!already!in!
the!western!world!are!hard!to!reform,!but!the!countries!
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who!are!a!bit!behind!the!technological!revolution!are!
perfect!targets!for!solar!engineers!to!show!their!merit!in!
place,!serving!people.!!Solar!water!heaters!are!standard!in!
many!3rd!world!countries!(Ewers!3).!!
When!solar!power!is!harnessed!through!chemical!
reactions,!those!reactions!make!electricity!in!the!moment!
through!exchange!of!electrons;!these!technologies!are!
called!Photovoltaics.!Selenium,!the!first!element!that!was!
experimented!for!its!reactive!possibilities!by!Willoughby!
Smith!in!1843!(Strong!22),!and!Silicon,!the!one!that!is!in!
major!use!today!as!a!solar!reactor,!have!a!reaction!when!
exposed!to!sunlight!that!alters!the!motions!of!their!
electrons,!and!thus!their!electric!charge!creating!
electricity.!Researchers!in!the!1950s!found!that!“doped”!
silicon,!a!mixture!of!the!silicon!and!treated!impurities,!
created!an!extra!lightMsensitive!substance!(Strong!23).!
Today!photovoltaic!cells!are!produced!that!are!added!
together!to!created!panels!and!arrays.!Many!cities!and!
towns!are!begun!to!use!small!solar!panels!to!power!
streetlights!and!cross!walk!lights.!Others!have!solar!
powered!bus!stations!and!solar!panel!sculptures!that!
power!whole!city!squares!(Wikipedia).!Photovoltaics!have!
always!seemed!easier!for!the!individual!consumer!to!buy!
and!install!due!to!their!relative!ease!at!converting!
electricity!with!battery!power!or!into!a!heating!system!
directly!in!the!household!or!business!site.!Most!“solar!
houses”!are!a!mix!of!photovoltaics!on!a!southMfacing!roof!
and!specially!designed!thick!plate!windows!and!exposure!
to!the!sun!for!heating!in!the!winter.!!
The!great!thing!about!using!heat!that!comes!directly!from!
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the!sun!is!that!it!is!both!age!old!and!ageless:!it!will!never!
run!out.!And!it!is!free!!Sun!power!can!be!taken!and!
converted!into!an!electric!grid,!like!the!electrical!system!
we!have!today,!or!it!can!be!standMalone,!which!is!ideal!for!
many!rural!communities!who!do!not!have!access!to!the!
grid’s!electricity.!In!the!U.S.,!solar!energy!is!looking!
towards!the!Navajo!communities!in!New!Mexico!and!
Arizona!who,!with!today’s!standMalone,!low!maintenance!
technologies!could!have!running!water,!electricity,!heating!
and!cooling!–!all!for!free.!But!for!the!future,!the!serious!
investors!are!looking!at!concentrating!solar!industry!in!
the!highMexposure!areas!in!the!Mediterranean,!Spain,!and!
Australia!–!relatively!well!funded!countries!with!high!sun!
potential.!When!we!start!to!imagine!a!world!run!
completely!on!solar!power,!we!wonder!whether!someday!
there!might!be!a!price!on!the!sun.!!
III!
The!global!and!personal!market!for!solar!power!is!very,!
very!expensive.!In!Japan,!a!solar!array!on!a!resident’s!
rooftop!would!cost!$20,000!(NPR).!Although!having!solar!
panels!would!mean!no!power!bills,!no!contribution!to!
global!warming,!and!selfMsufficient!energy,!the!pay!back!is!
very!hard!for!many!individual!clients.!For!many!industries!
though,!this!is!not!the!case:!for!federally!funded!solar,!
proposals!state!that!a!complete!solar!trough!facility!would!
cost!$485.6!million!but!the!income!generated!attributable!
to!the!plant!would!estimate!to!$1.15!billion!(Schwer!6)!not!
counting!the!external!profits:!the!lack!of!emissions,!noise,!
or!pollution.!And!the!cost!of!building!Silicon!
manufacturing!plants,!for!photovoltaic!cells,!is!also!very!
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expensive,!and!in!competition!with!the!computer!single!
crystal!silicon!market.!In!the!U.S.,!solar!energy!has!been!
mainly!privately!funded!but!big!businesses!are!slightly!
unwilling!to!enter!the!risky!fields!that!the!government!
hasn’t!subsidized!yet,!and!with!solar!power!there!is!a!lot!
of!research!money!that!is!spent!that!isn’t!reimbursed!
quickly,!if!at!all.!Companies!have!been!in!existence!for!
years!all!over!the!United!States!and!the!world!that!have!
only!recently,!in!the!past!years,!started!to!gain!a!profit.!!
!The!United!States,!renewable!energy!takes!up!very,!very!
little!of!the!budget!yet!“if!the!same!dollar!value!spent!in!
fossil!fuels!and!in!nuclear!research!since!World!War!II!had!
been!spent!in!solar!energy!research…we’d!be!well!on!our!
way!to!energy!independence”!(Ewers!7).!!NASA!has!spent!
the!most!that!has!been!spent!on!solar!technologies!for!
space!power,!which!has!been!extremely!successful,!
including!satellite!power,!huge!solar!sails!in!space!(about!
a!kilometer!squared,!and!even!solar!Stirling!engines,!but!
their!efforts!outside!the!public!eye,!have!often!been!too!
ambitious!for!small!scale!R&D!companies!to!be!able!to!do!
on!the!amount!of!money!allotted!(Shelton!158M169).!!
As!Steve!Trimble!of!Stirling!Energy!Systems!says:!"High!
volume!is!key!to!affordable!solar."!Costs!are!promised!to!
go!down!if!there!is!more!technology!around.!Like!every!
new!device,!every!new!engine,!every!new!commodity,!
price!goes!down!with!time!and!acceptance,!and!solar!is!at!
the!beginning!of!that!road.!Already,!the!price!of!solar!has!
reduced!by!80%!over!the!last!20!years!(SES).!As!
researchers!from!NREL!have!stressed!often!in!their!fight!
for!solar,!more!and!more!breakMthrough!technologies!will!
283
lower!prices!and!open!markets!significantly!as!they!come!
out!(Kazmerski!4).!Photovoltaic!efficiencies!for!crystalline!
silicon,!thinMfilms,!and!concentrator!cells!have!
skyrocketed!in!the!past!twentyMfive!years.!Still,!the!NREL!
is!concerned!that!solar!technologies!are!net!yet!costM
competitive!with!today's!energy!market.!They!are!trying!
to!change!that.!
If!only!the!government!would!help!out......these!days!the!
government!is!the!most!powerful!money!donning!and!
money!eating!machine!alive,!and!the!most!influential!in!all!
economic!markets.!Many!solar!producers!rant!about!the!
slowness!of!DOE!funding,!and!the!apparent!distaste!the!
government!has!with!alternative!energy!spending.!If!only!
a!little!more!was!rationed!off!for!the!solar!market!!If!only!
a!few!more!financers!cared...The!authors!of!Power!and!
Light!state!that!big!energy!companies!and!politicians!at!
their!sides!have!a!virtually!total!monopoly!over!the!energy!
market!(Talbot!&!Morgan!59).!Though!in!America!we!
strive!for!a!world!without!monopolies,!with!free!market!
enterprise!and!equal!opportunity!through!public!policy!
and!regulations,!our!government!runs!too!much!off!of!its!
buddies'!financial!help!in!the!energy!(especially!oil)!world!
that!what!is!right!and!good!for!the!people!and!the!
environment!gets!put!to!the!back!burner,!or!just!off!the!
stove!entirely.!When!the!money!for!advertising!alone!from!
the!fossil!fuel!industries!could!support!the!construction!of!
a!new!solar!program!for!the!world,!why!can!we!not!attain!
the!grace!of!free,!clean,!silent,!renewable,!and!guiltMfree!
energy?!In!the!late!1800's,!the!electric!scientist,!Nikola!
Tesla!invented!a!single!standing!electrical!generator!that!
284
would!make!electricity!free!for!anyone!who!needed!it,!but!
his!contractors!denied!it.!No!longer!is!the!energy!market!
about!science!and!convenience!but!now!the!importance!is!
place!completely!on!money.!We!consumers!have!been!
dropped,!now!lost,!in!the!quagmire!of!money!and!debt,!the!
reasons!and!rationality!left!behind,!the!thought!and!the!
invention!forgotten.!The!only!people!that!can!get!us!out!
are!the!people!that!put!us!in:!industry!and!government,!
and!they!need!to!understand!that!we!are!drowning.!All!the!
people!have!agreed,!but!their!voices!are!lost.!We!can!only!
hope!that!the!wonder!and!thrill!of!new!technology,!the!
limitlessness!of!solar!power!options,!and!hope!for!a!safe!
humanity!will!make!our!voices!cry!and!yell!again,!saving!
us!from!disaster.!
IV!
Solar!power!has!one!downside:!if!the!world!ran!
completely!off!solar!powered!devices,!sun!generated!
electricity,!etc.!the!world!temperature!would!increase!by!
0.4!degrees!Celsius.!It!would!mess!with!today's!weather!
patterns!and!there!might!be!more!heat!in!places!that!
weren't!used!to!it,!and!less!in!the!places!the!solar!power!
was!harnessed.!There!would!be!an!impact!to!the!world.!
But,!this!is!very!acceptable.!Compared!to!the!climate!
change!that!is!going!on!today,!and!that!has!been!going!on!
for!quite!some!time!now,!this!is!nothing.!The!warming!we!
feel!today!is!caused!by!the!fossil!fuels!that!are!being!
released!as!exhaust!and!heat!from!cars!and!factories!and!
air!conditioner!systems!and!airplanes;!by!eliminating!the!
usage!of!these!fuels!we!would!automatically!have!a!
cleaner!environment!MM!within!a!few!days!even.!To!
285
continue!the!society!we!have!today!with!solar!power,!
being!itself!a!free!and!renewable!resource,!all!wars!for!oil!
would!stop!(like!Iraq);!all!fights!for!profit!from!energy!
companies!would!stop;!energy!would!become!like!water,!
there!would!be!no!crises,!there!would!be!no!worry.!Of!
course,!these!benefits!imply!a!gross!change!in!almost!all!
technological!structures.!Cars!would!have!to!be!
completely!redesigned.!Houses!would!be!built!differently!
so!that!they!could!collect!passive!solar!energy!heat.!These!
changes!are!the!difficulties!that!some!fight!with.!But!these!
are!also!the!changes!that!government!and!private!
researchers!in!science!and!economics!are!dealing!with!
daily.!Reports!come!out!with!solar!power!scenerios,!
economic!lists!of!pros!and!cons.!John!Bockris!has!come!out!
with!multiple!books!on!the!energy!options!of!the!future.!
He!says!that!concentrated!solar!power!will!be!a!necessity!
for!global!solar!dependence!(193).!The!independent!
Photovoltaic!units!on!houses!would!not!work!for!the!
industrious!world!we!live!in!today.!Off!the!grid,!or!on!the!
grid,!the!quiet!Stirling!engine!combines!beautifully!with!
solar!power!MM!it!can!be!used!for!heating,!cooling,!and!
electricity!using!water!or!hydrogen!technologies!
symbiotically.!Technological!problems!lie!in!the!storage!
and!transportation!of!this!energy.!Bockris!states!that!
"[huge!water!requirements]!would!be!the!biggest!
stumbling!block!for!solarMthermal!plants"!(192).!But!were!
the!solar!collectors!home!or!neighborhood!units,!Stirling!
Energy!Systems!says!that!only!4.4!gallons!of!water!are!
used!per!megawatts!of!energy!created,!and!dreams!of!a!
“zeroMenergy!home”!could!provide!more!energy!than!
286
needed,!enough!for!a!car,!heating,!cooling,!electricity!–!
every!energy!need!–!and!more!to!share!with!the!
community!(Kazmerski!3).!
Many!say!that!solar!power!would!be!best!teamed!with!
hydrogen!technologies:!that!would!allow!for!a!“24!Hour!
Power”!(Kazmerski!3)!and!it!would!bring!security!to!a!
simple!solar!system.!Though!the!DOE!estimated!that!an!11!
square!mile!farm!of!Stirling!dish!systems!could!create!as!
much!power!as!the!Hoover!Dam,!and!that!a!100!square!
mile!such!farm!would!supply!all!daytime!electrical!needs!
for!the!entire!country,!SES!reports!that!efficiency!in!
Stirling!engines,!known!to!be!the!highest!percentage!in!all!
the!tried!technologies!in!use,!30%!could!drop!to!as!low!as!
10%!on!cloudy!and!cool!days.!A!team!of!solar!heat!and!
hydrogen!fuel!cells!would!allow!daytime!and!nighttime!
power!and!a!backMup!supply!of!stored!power!for!lowM
efficiency!periods.!!
But!companies!say!that!their!government!cooperation!is!
critical.!SES!is!teamed!with!many!huge!corporations!in!
order!to!get!its!technologies!into!the!world:!Kockums!
submarines,!NASA!laboratories,!the!Department!of!
Energy,!San!Diego!Gas!and!Electric,!Southern!California!
Edison,!and!the!Boeing!Company.!One!of!the!biggest!
breaking!news!in!solar!was!that!Pacific!Gas!and!Electric!
had!announced!July!of!2007!that!it!would!buy!power!from!
the!solar!thermal!plants!in!the!Mojave!Desert.!Being!one!of!
the!largest!electrical!providers,!this!is!great!news!and!a!
big!step!towards!success,!but!this!should!have!happened!a!
hundred!years!ago.!We!would!be!a!totally!different!world!
were!that!the!case.!!
287
As!is!often!true!for!sad!stories!with!bright!futures!looming!
ahead,!this!future!could!have!been!the!present!long!ago.!
Engineers!were!savvy!with!the!physics!and!chemistry!of!
solar!power!generation!decades!ago.!Though!the!
technology!has!been!working!its!way!forward!in!the!past!
forty!years!surely!and!slowly,!this!is!in!no!small!part!due!
to!the!problems!of!funding!and!attention.!The!cliché!goes,!
everyone!is!always!angry!and!ready!for!change!when!
terror!strikes,!or!crisis!occurs,!but!after!the!initial!shock!
and!the!after!the!fear!and!panic!has!dissipated!the!will!to!
change!and!make!things!better!is!gone.!So!it!was!with!the!
Arab!oil!embargo!of!’73.!So!it!is!after!Americans!have!gone!
to!watch!An!Inconvenient!Truth!with!Al!Gore.!After!the!
hype!wears!away!the!funding!dissolves!and!again!we!are!
left!with!the!bare!skeleton!of!a!movement:!the!engineers!
and!inventors!and!movers!and!shakers!who!have!never!let!
their!ideas!fall!to!the!earth!and!die!(it!is!they!who!change!
the!world!so!says!Faulkner).!Let!us!take!the!opportunity!
we!have!now,!the!attention!renewable!energies!are!
harboring!within!many!countries,!the!fear!of!Global!
Warming,!and!the!lowering!costs!that!we!are!provided!
and!make!our!world!a!better!place!through!solar.!
President!Truman,!despite!his!bad!reputation!due!to!the!
atomic!bomb,!was!in!fact!a!very!progressive!and!
intelligent!man;!in!1952!he!said,!“Efforts!made!to!date!to!
harness!solar!energy!economically!are!infinitesimal.!It!is!
time!for!aggressive!research!in!the!whole!field!of!solar!
energy,!an!effort!in!which!the!US!could!make!an!immense!
contribution!to!the!welfare!of!the!free!world”!(Ewers!7).!!
!
288
Bibliography&
!
!
•
Allan,!Sterling!D.!“Stirling!Engine:!no!longer!
the!neglected!technology”!Pure!Energy!Systems!
http://www.freeenergynews.com/Directory/St
irlingEngine/index.html!8/12/07!
!
•
Berman!&!O’Connor!Who!Owns!the!Sun?!
White!River!Junction:!Chelsea!Green!Publishing.!
1996!
!
•
Bockris,!J.!Energy!Options!NY:!Halsted!Press.!
1980!
!
•
Canadian!Renewable!Energy!Network.!2006.!
Natural!Resources!Canada.!18!September!2007.!
www.canren.gc.ca!
!
•
U.S.!Department!of!Energy:!Energy!
Efficiency!and!Renewable!Energy:!Solar!
Technologies!Program!
www1.eere.energy.gov/solar/!
!
•
DOE,!Energy!Information!Administration!
(EIA)!
http://www.eia.doe.gov/fuelrenewable.html!!
!
•
Ewers,!W.!How!To!Use!Solar!Energy!Tucson,!
289
AZ:!Sincere!Press.!1976!
!
•
Farag,!I.!H.!and!Melsheimer,!S.!(Ed.)!
Fundamental!and!Applications!of!Solar!Energy!
NY:!American!Institute!of!Chemical!Engineers.!
1980!
•
FPL!Energy:!Responsible!Solutions,!Reliable!
Energy:!Solar!
http://www.fplenergy.com/portfolio/solar/ind
ex.shtml!2007!
•
Greenpeace!International.!“Sunlight!to!
Energy”!
www.greenpeace.org/international/campagins
/climateMchange/solutions/solar!
•
Howell,!Y.!Engineer’s!Guide!to!Solar!Energy!
San!Mateo,!CA:!Solar!Energy!Information!
Services.!1979!
•
Kazamerski,!L.L.!and!Broussard,!K.!“Solar!
Photovoltaic!Hydrogen:!the!technologies!and!
their!place!in!roadmaps!and!energy!economics”!
Golden,!CO:!National!Renewable!Energy!
Laboratory!2004!
•
Kestenbaum,!David!“In!Japan,!Going!Solar!
Costly!Despite!Market!Surge”!NPR!10/1/07!
!
!
!
!
!
!
290
•
Kryza!The!Power!of!Light!NY:!McGraw!Hill.!
2003!
•
Johnson,!R.!Colin!“Sun!catchers!tuned!to!
crank!out!the!juice”!EE!Times.!11/22/2004!
www.eetimes.com/news/latest/showArticle.jht
ml?articleID=53700939&pgno=1!
•
Meinel,!A.!&!M.!Applied!Solar!Energy!
Reading,!MA:!AddisonMWesley!Publishing!
Company.!1976!
•
Neff,!T.!The!Social!Costs!of!Solar!Energy!NY:!
Pergamon!Press.!1981!
•
Reynolds,!James!“Could!a!200MyearMold!
engine!solve!today’s!petrol!crisis?”!
Scotsman.com!News!SciMTech:!
news.scotsman.com/scitech.cfm?id=63753!
2004!
•
“Sandia,!Stirling!to!build!Solar!Dish!Engine!
Power!Plant”!Science!Daily.!11/12/04!
www.sciencedaily.com/releases/2004/11/041
110163722.htm!!
•
Scheer,!Hermann.!The!Solar!Economy!
London:!Earthscan!1999!
!
!
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!
!
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•
Schwer,!R.K.!&!Riddel,!M.!“Potential!
Economic!Impact!of!Constructing!and!Operating!
Solar!Generation!Facilities!in!Nevada”!Golden,!
CO:!NREL!2004!
•
Sharke,!Paul!“Sun!Rises!on!Big!Solar”!Design!
News!1/9/2006!
•
Shelton,!Mark!The!Next!Great!Thing!NY:!
Norton!&!Company.!1994!
•
Stirling!Energy!Systems!
www.stirlingenergy.com!
•
Strong,!Steven!J.!The!Solar!Electric!House!
Still!River,!MA:!Sustainability!Press!1987!
•
Talbot!&!Morgan!Power!and!Light!NY:!
Pilgrim!Press!1981!
•
Wikipedia.!“OTEC”!“Solar!Cell”!“Solar!
Thermal!Power”!“Solar!Power”!“Photovoltaics”!
etc.!!www.en.wikipedia.org!!
!
!
!
!
!
!
!
!
Teach!
Methodology&
1.!Present!to!the!class!the!GRASPS!and!the!Rubrics!that!will!be!used.!
!
292
2.Elicit!from!the!students!the!necessary!skills!that!they!need!for!them!to!do!this!performance!task!well.!!
!
3.!Allow!the!students!to!use!their!materials!from!research!paper!activity!in!writing!their!GRASPS.!
!
4.!Using!the!rubrics,!encourage!them!to!do!peer!assessment!so!that!they!can!practice!the!various!skills!learned!in!this!
Unit.!
!
5.!Have!two!or!three!works!shared!to!the!class!as!an!exemplar.!
!
Teach!
Methodology&
1.!Let!the!students!do!the!Revisiting(the(Essential(Questions!
of!the!lesson.!
!
2.!Have!them!share!their!answers!with!the!class.!
!
3.!Process!the!activity!by!asking!for!selected!students!to!
share!their!learning!from!this!lesson!to!the!class.!
!
4.!Revisit!Big!Question!to!the!class.!!
(
!
1.!Nonfiction!writing!in!the!21st!century!is!focused!on!
experiences!and!how!these!past!events!can!be!used!to!
understand!present!or!even!future!scenarios.!!
2.!21st!century!nonfiction!accepts!wider!range!of!forms!and!
modes!of!expression!due!to!the!fact!that!!as!a!period,!the!
21st!century!is!open!and!diverse.!Its!acceptance!of!various!
forms!clearly!resonates!with!the!need!to!find!other!avenues!
of!expression!that!may!nit!be!traditional!but!can!work!as!
well!or!at!times!even!better!than!the!norm.!
3.!Because!of!the!innate!acceptance!of!the!21st!century!
society!to!various!modes!of!expressions,!form!is!no!longer!
strict.!Most!of!these!nonfiction!texts!deal!with!personal!
perspectives!that!reflect!universal!perspectives.!
!!!
Strategies&
!
These!can!be!used!as!a!journal!entry!of!students.!
293
Lesson!15!
!
&
Teach!
Transfer!Goal!
(Students(will(understand(that:((
At!times,!familial!responsibility!forces!us!to!give!up!our!own!
• Write!a!letter!of!inquiry!to!their!chosen!university!and!
happiness.!This!may!lead!to!our!inability!to!know!who!
use!their!acquired!knowledge!on!writing!a!business!
we!are!as!an!individual.!
letter,!avoiding!wordiness!and!using!classified!ads!to!
All!the!elements!of!a!short!story!work!together!in!presenting!
create!an!appropriate!formal!letter.!
a!clear!picture!of!man’s!understanding!of!life.!
The!people!whom!we!choose!to!be!associated!with!are!an!
implied!declaration!of!the!individual!values!that!we!
• At!times,!how!can!the!need!to!help!our!family!fuel!chaos!
consider!as!important!in!people.!It!shows!everyone!what!
and!instability!within!ourselves?!
we!consider!superior!in!life!based!on!the!values!that!we!
• How!are!the!complex!elements!of!a!short!story!necessary!
accept.!
in!understanding!man?!
As!a!genre,!the!novella!is!focused!on!the!personal!and!
• How!is!our!choice!of!the!people!we!allow!in!our!lives!a!
psychological!development!of!individuals!
clear!manifestation!of!who!we!are!as!an!individual?!
Contradictions!in!life!create!secure!people.!Opposing!forces!
or!even!chaotic!experiences!teach!individuals!to!rely!in!
• How!is!the!Italian!Novella!used!by!the!21st!century!
their!own!strengths!and!it!makes!people!more!reliable!in!
society!as!an!affirmation!to!man’s!value?!!
doing!their!responsibilities!!while!being!open!to!try!new!
• How!can!contradictions!make!individuals!reliable?!
things!without!sacrificing!their!individuality.!
• How!is!concept!mapping!and!outlining!a!reaction!of!the!
Concept!mapping!and!outlining!is!more!than!a!technique!in!
21st!century!individual!to!the!society’s!instability!and!
st
note!taking.!It!is!used!by!the!21 !century!individual!in!
chaos?!
creating!connections!among!the!ideas!that!he/she!is!
• How!is!providing!proofs!a!manifestation!of!the!growth!of!
inundated!with.!His!capacity!to!form!new!ideas!from!old!
data!gives!him!control!over!a!specific!aspect!of!his!life!
294
that!needs!stability!and!clarity.!
The!21st!century!society!is!the!sum!of!all!the!experiences!of!
men!(wars,!famine,!etc.).!This!turned!him!into!a!doubting!
species!and!to!safeguard!the!shaky!stability!he!is!
protecting,!he!is!forced!to!demand!explanations!and!
evidences!from!previous!events!before!accepting!new!
perspectives.!
The!21st!century!individual!uses!his!capability!to!be!unclear!
through!his!words!to!hide!from!the!pressures!of!the!
society.!
The!21st!century!society!is!built!on!the!instability!of!the!
individual!psyche,!however,!our!innate!need!to!conform!
to!structure!pushes!us!to!follow!conventions!in!our!
attempt!to!bring!stability!to!the!unstable!society.!This!is!
apparent!in!our!manner!of!communicating!with!people!
through!formal!correspondences!such!as!letters.!
!
!
!
!
!
•
•
How!does!the!21st!century!individual!use!wordiness!as!a!
tool?!!
How!is!writing!a!business!letter!an!indication!of!!the!21st!
century!individual’s!pursuit!for!stability?!
Knowledge!!
Skill!
1.!elements!of!a!short!story.!
2.!characteristics!of!a!novella.!
3.!how!to!avoid!wordiness!
4.!oxymoron!and!paradox!
5.!how!to!use!primary!and!secondary!resources!in!presenting!
information.!
2.!use!primary!and!secondary!sources!in!presenting!
information.!
3.!identify!elements!of!a!short!story!
4.!read!and!respond!to!classified!ads.!
5.!use!concept!maps!in!taking!down!information.!
295
6.!how!to!create!classified!ads.!
7.!how!to!use!concept!maps!(outline)!in!taking!down!notes!
during!a!listening!activity!
8.!how!to!write!business!letters.!
(
(
6.!fix!wordiness.!
7.!write!a!business!letter.!
8.!use!the!oxymoron!and!paradox!in!reading.!
9.!recognize!the!structure!and!elements!of!novellas!
Performance!Task!
!
You!are!a!graduating!high!school!student!and!you!chanced!upon!a!classified!ad!of!a!University!that!is!offering!scholarships.!
You!believe!that!you!are!qualified!to!receive!the!scholarship.!!However,!the!information!that!you!need!is!not!available!in!your!
guidance!office.!Write!a!letter!of!inquiry!to!your!chosen!university.!Do!not!forget!to!consider!the!classified!advertisement!you!
saw!in!creating!your!letter.!
!
Rubric!
!
!
Criteria!
4!
3!
2!
1!
Organization&
and&
Form&
The!writer!uses!
the!correct!and!
complete!form!
for!a!formal!
letter.!!
&
The!writer!uses!
the!correct!form!
for!a!formal!
letter!and!omits!
only!minor!
elements.!!
The!writer!
The!writer!
shows!a!vague! demonstrates!a!
understanding! lack!of!
of!correct!
understanding!
forms.!However,! of!the!correct!
a!formal!letter! form!for!a!
may!lack!an!
formal!letter.!
essential.!Part! The!letter!lacks!
but!the!form!
two!or!more!
296
will!otherwise!
be!
correct.!
essential!parts!
of!the!formal!
letter.!
Elements&of&
P&r&a&c&t&i&ca&l&/&&
B&u&s&i&n&e&s&s&
Writing&
Each!part!is!
complete!and!
correct.!The!
writer!briefly!
but!clearly!
states!the!
purpose!of!the!
letter.!!The!body!
contains!
courteous,!
formal!language!
and!all!the!
details!that!the!
audience!will!
need.!There!are!
no!extraneous!
details.!
One!part!of!the! More!than!one! Most!parts!of!
letter!may!be!
part!of!the!letter! the!letter!are!
incomplete!or! may!be!
incomplete!or!
incorrect.!The! incomplete!or! incorrect.!The!
writer!states!the! incorrect.!The! writer!does!not!
purpose!of!the! writer!states!the! state!the!
letter.!The!body! purpose!of!the! purpose!for!
contains!
writing,!but!not!! writing.!!The!
courteous,!
necessarily!at! writer!does!not!
formal!language! the!beginning.! use!formal!
and!all!the!
The!level!of!
language!or!else!
necessary!
language!is!
uses!it!
details.!
inappropriate;! inconsistently.!
it!may!sound!
Important!
stilted!and!
or!essential!
overly!formal;! details!are!
or,!it!may!
omitted.!
contain!slang!or!
other!informal!
examples.!One!
or!more!
important!
details!may!be!
missing.!
Grammar,&
Usage,&
There!are!few!
or!no!errors!in!
There!are!minor! There!are!
errors!in!
several!errors!
297
The!letter!is!
difficult!to!
Mechanics,&and& mechanics,!
Spelling&
usage,!
grammar,!or!
spelling.!
mechanics,!
usage,!
grammar,!or!
spelling.!
in!mechanics,!
usage,!
grammar,!or!
spelling.!!Some!
hinder!
comprehension.!
!!
!
!
Methodology!
! Ask!the!students!their!opinion!on!the!genre!that!is!
prevalent!in!the!20th!century.!Discuss!with!them!why!
these!genres!are!common!know!but!uncommon!in!the!
past.!What!could!be!in!the!society!now!that!allows!for!
the!growth!of!these!types!of!genres?!How!do!these!
specific!genres!mirror!who!we!are!as!a!group!of!people!
and!where!we!are!as!a!society?!
! Present!the!lesson!title!to!the!class!and!discuss!certain!
implications!that!this!possess.!!
! Raise!the!big!question!to!the!class!and!encourage!them!
to!relate!their!ideas!with!the!previous!lessons!on!other!
genres!of!the!contemporary!period.!
! Preview!the!skills!that!will!be!focused!on!in!this!lesson!
and!relate!these!with!the!tasks!that!will!be!used.!
(
!
!
!
298
understand!
because!of!
errors!in!
mechanics,!
usage,!grammar,!
or!spelling!
Background:!!
!
The!last!quarter!of!the!twentieth!century!has!seen!traditional!
forms!of!writing!losing!their!definition!and!tending!to!
dissolve!into!one!another.!For!example,!novels!have!acquired!
many!features!of!poetry!or!have!been!transformed!into!a!
kind!of!heightened!nonfictional!reportage!poems!which!have!
become!verbal!paintings.!
!
To!many!critics,!the!printed!word!is!fast!losing!its!central!
position!to!the!visual!and!aural!electronic!culture!that!does!
not!need!the!active!intellectual!participation!of!its!audience.!
!
Despite!the!perceived!transitional!nature!of!the!styles!and!
subjects!of!the!period,!many!writers!have!turned!out!works!
that!may!be!classified!as!great!literature.!
(
Teach!
Methodology!
1.!Ask!EQ1.!Prompt!them!with!the!following!questions:!
• What!is!more!important!to!you,!your!needs!or!that!
of!your!family?!Why?!
• Is!it!necessary!to!give!up!your!individual!dreams!to!
help!your!family?!
• What!does!this!do!to!you?!
!
!
• Have!the!students!respond!to!the!questions!on!
Unveil(what(You(Know.!
• Present!the!vocabulary!words!found!in!the!
Unlocking(the(Meaning(of(Words.!Tell!them!that!they!
need!to!read!the!poem!in!order!to!get!the!meaning!
of!the!words!in!context.!
• Establish!the!focus!of!the!lesson!by!!directing!their!
!
3.!Read!the!short!story!silently.!Give!the!students!ample!time!
to!finish!reading.!
EU:!At!times,!familial!responsibility!forces!us!to!give!up!our!
own!happiness.!This!may!lead!to!our!inability!to!know!who!we!
are!as!an!individual.!
EQ:!At!times,!how!can!the!need!to!help!our!family!fuel!chaos!
and!instability!within!ourselves?!
RECALL:&&
1.!The!family!in!the!story!moves!around!and!volunteers!their!
services!as!crop!pickers!to!farms!around!the!area.!
2.!The!younger!children!think!moving!around!a!lot!is!exciting!
and!fun.!
3.!The!father!prized!his!jalopy!while!the!mother!thinks!highly!
of!her!pot.!These!two!objects!highlight!the!important!values!
that!both!parents!consider!as!important!and!that!is!being!able!
to!provide!for!the!family.!It!shows!the!desire!of!the!parents!to!
be!able!to!provide!for!their!kids.!
4.!The!narrator!was!only!allowed!to!go!to!school!in!November!
after!the!grape!season.!His!older!brother!Roberto!cannot!
attend!school!yet!he!must!wait!until!the!cotton!season!is!over.!
It!is!sad!that!they!must!sacrifice!their!right!to!learn!just!like!all!
the!other!kids!but!it!is!also!a!need!to!help!the!family!survive.!
5.!The!narrator!did!not!do!too!well!in!school.!He!has!difficulty!
reading!(the!teacher!encouraged!him!to!read!in!front!of!the!
class!but!he!felt!shy!because!he!cannot!read!a!lot!of!the!
words).!He!was!also!unable!to!cultivate!friendships!with!kids!
his!age!(he!spent!his!recess!hiding!in!the!restroom).!
!
INTERPRET&&
299
!
4.!Check!the!students’!vocabulary!comprehension!by!reM
examining!the!vocabulary!section!of!the!lesson.!After,!let!the!
students!talk!about!their!understanding!of!the!poem!by!going!
through!the!Sharing(Insights!section.!
!
5.!Go!back!to!EQ1.!Ask!the!students!what!this!poem!tells!them!
about!praying!and!the!benefit/s!derived!from!it.!Ask!the!
students!to!justify!their!responses!and!lead!them!towards!
EU1.!
6.!The!narrator!did!not!enjoy!the!way!of!life!of!his!family.!
Unlike!his!younger!siblings,!he!thinks!moving!around!too!
much!is!sad!(the!thought!of!having!to!move!to!Fresno,!and!
knowing!what!was!in!store!for!me!there,!brought!tears!to!my!
eyes).!!
7.!The!brothers!needed!to!hide!when!the!school!bus!passed!
because!they!are!not!attending!school!and!it!is!needed!that!
children!their!go!to!school!instead!they!(him!and!his!brother)!
help!their!father!earn!money!for!their!family!by!picking!
various!crops.!The!school!bus!represents!the!sacrifices!that!
the!narrator!(including!his!brother)!had!to!give!in!order!to!
help!support!his!family.!
8.!After!spending!time!being!alone!in!school,!the!narrator!had!
to!go!and!leave!that!behind!again!because!his!family!needs!him!
to!help!feed!the!family.!I!think!he!felt!devastated!and!hurt!
because!he!is!finally!able!to!do!something!for!himself!(the!
trumpet)!and!he!is!forced!to!give!it!up!for!the!entire!family.!
!
APPLY&
9.!Even!if!it!is!hard,!I!think!I!would!do!the!exact!same!thing.!I!
may!be!heartbroken!but!considering!the!needs!of!my!family!
and!myself!must!take!precedence!over!what!I!want.!I!think!I!
would!have!the!time!to!explore!my!individual!needs!at!a!later!
time!in!my!life!anyway.!
10.!It!is!entitled!the!circuit!because!the!life!of!the!narrator!and!
his!family!is!just!that.!The!journey!is!their!life.!There!is!nothing!
to!look!forward!to!at!the!end!of!the!journey!because!it!means!
more!traveling!for!them!in!order!to!survive.!
!
300
Activity&&&strategy/s&&on&the,Critical,Thinking,Question,
This!will!be!used!as!an!exit!card!wherein!students!will!be!
allowed!to!respond!quickly!(1!or!2!minutes)!to!the!critical!
thinking!question.!
!
!
Teach!
Methodology!
1.!Ask!the!students!the!prompt!question!and!reinforce!it!with!
the!following!questions!as!well.!!
R. Why!is!it!important!to!tell!our!story?!!
S. What!do!we!get!out!of!it!as!the!story!teller?!!
!
Revisit!The(Circuit!and!ask!them!EQ2!that!is!related!to!the!
topic.!
!
2.!Let!the!students!read!the!literary!skill!and!discuss!it!
thoroughly!in!class.!!
!!
3.!Give!the!students!time!to!finish!the!exercises.!Discuss!these!
in!class!and!clarify!any!misconceptions!in!the!process.!
!
4.!Go!back!to!EQ2.!Ask!the!students!how!this!specific!skill!can!
aid!them!in!understanding!themselves!and!other!people!as!
well.!Extract!from!the!students!the!EU2.!!
EU:!!All!the!elements!of!a!short!story!work!together!in!
presenting!a!clear!picture!of!man’s!understanding!of!life.!
EQ:!How!are!the!complex!elements!of!a!short!story!necessary!
in!understanding!man?!
A.!
1.!Setting!
2.!Plot!
3.!Character!
!
B.!
!
Character:!
The!character!is!an!unnamed!narrator!(child!of!the!mother)!
who!sees!the!mother!in!the!various!stages!of!her!life!in!
connection!with!the!father!and!the!teenage!child!as!well.!
!
Setting:!
United!States!of!America!after!the!parents!of!the!narrator!
migrated!from!the!Soviet!Union.!
!
301
Plot:!
The!plot!is!a!personal!memory!of!the!unnamed!narrator!of!the!
short!story!that!highlights!the!relationship!he/she!shared!with!
his!mother!and!the!relationship!that!the!mother!shared!with!
the!father.!
!
!
!
!
!
Teach!
Methodology!
1.!Ask!the!students!how!they!choose!their!friends!then!ask!
them!the!!prompt!question.!Afterwards,!ask!them!EQ3.!!
!
need!to!read!the!poem!in!order!to!get!the!meaning!
EU:!The!people!whom!we!choose!to!be!associated!with!are!an!
implied!declaration!of!the!individual!values!that!we!consider!
as!important!in!people.!It!shows!everyone!what!we!consider!
superior!in!life!based!on!the!values!that!we!accept.!
!
EQ:!How!is!our!choice!of!the!people!we!allow!in!our!lives!a!
clear!manifestation!of!who!we!are!as!an!individual?!
RECALL:&&
1.!The!fox!couldn’t!play!with!the!little!prince!because!he!has!
not!tamed!the!fox!yet.!
2.The!definition!given!by!the!fox!to!tame!is!’!to!establish!ties’.!
Yes,!I!think!this!is!an!accurate!description!of!tame!because!it!
highlights!the!individuality!of!an!individual!or!object!that!
originally!is!just!a!generic!idea!but!if!we!are!able!to!forge!ties!
with!idea!or!individuals,!these!changes!from!being!generic!to!
302
something!special!just!because!there!is!already!an!inherent!
understanding!between!the!two.!
3.!The!fox!wanted!to!be!tamed!because!it!is!already!tired!of!
!
living!a!monotonous!life.!It!hunts!chickens!and!the!men!hunt!
3.!Read!the!excerpt!to!the!class.!Ask!them!to!follow!your!
the!fox.!It!wants!to!experience!living!for!something!or!
reading!silently!in!their!seats.!!
someone!else.!!
!
4.!The!rose!is!important!to!the!little!prince!not!because!it!is!
special!as!a!species!but!because!it!is!the!rose!that!he!spent!
examining!the!vocabulary!section!of!the!lesson.!After,!let!the! time!with!and!cared!for!which!makes!it!more!important!than!
students!talk!about!their!understanding!of!the!poem!by!going! any!other!rose.!
!
!
INTERPRET&&
5.!Go!back!to!EQ3.!Ask!the!students!how!this!excerpt!affects!
5.!The!fox!views!men!as!hunters!with!guns.!This!is!because!
how!they!view!their!friendships.!Ask!the!students!to!justify!
this!is!the!fox’s!experience!with!men.!He!knows!men!as!
their!responses!and!lead!them!towards!EU3.!
hunters!and!nothing!else.!
6.!The!fox!believes!that!taming!him!needs!time!and!it!must!be!
ritualistic!(specific!arrival!etc.).!I!think!is!not!the!same!with!
people.!Unlike!people,!the!fox!is!an!animal.!It!cannot!decide!
what!to!do!when!faced!with!people.!Humans!on!the!other!hand!
uses!a!lot!of!things!to!consider!if!another!person!can!be!a!
viable!friend!or!not!and!not!because!he!or!she!stays!the!
longest!with!him!or!her.!
!
APPLY&
7.!The!fox!told!the!little!prince!that!‘!it!is!only!with!the!heart!
that!one!can!see!rightly;!what!is!essential!is!invisible!to!the!
eye’!this!statement!is!true.!The!things!that!can!make!our!lives!
worth!living!are!those!that!makes!us!feel!human!and!accepted!
and!this!is!not!because!of!money!or!any!other!tangible!things!
but!through!relationships!forged.!
303
8.!The!excerpt!teaches!us!that!real!ties!are!not!dependent!on!
money!or!other!superficial!things!but!is!cultivated!by!both!
parties.!The!inherent!value!of!a!relationship!is!not!on!the!
amount!of!money!spent!together!but!on!the!amount!of!time!
and!understanding!shared.!
!
(
The!students!will!be!asked!to!write!a!reflective!journal!as!their!
response!to!the!critical!thinking!question.!
!
Teach!
Methodology!
1.!Revisit!the!excerpt!of!The(Little(Prince.!Ask!the!students!the!
prompt!question!segue!into!asking!them!EQ4.!!
!
2.!Discuss!the!concept!digest!and!the!literary!skill!with!the!
students!then!discuss!it!thoroughly!in!class.!!
!!
3.!Give!the!students!time!to!finish!the!exercise.!Discuss!these!
!
4.!Go!back!to!EQ4.!Extract!from!the!students!the!EU2.!
EU:!As!a!genre,!the!novella!is!focused!on!the!personal!and!
psychological!development!of!individuals.!!
EQ:!How!is!the!Italian!Novella!used!by!the!21st!century!society!
as!an!affirmation!to!man’s!value?!
!
1.Cornice:!use!of!the!Sahara!desert!while!creating!a!fictional!
town!allows!for!the!readers!to!accept!the!details!in!the!text!
because!everyone!knows!that!the!desert!exists!and!so!details!
about!the!specific!area!are!accepted!as!well.!
!
2.!DayMNights!Unity:!Even!if!there!is!no!mention!of!the!exact!
number!of!days!in!the!excerpt,!the!writer!is!able!to!use!time!by!
mentioning!specific!days!(Thursday)!and!time!(3:00PM)!in!
moving!the!plot!forward.!The!readers!are!aware!that!there!is!a!
movement!of!time!and!this!makes!the!story!more!realistic!to!
304
the!readers.!
!
3.!Word!length:!The!excerpt!is!quiet!short!and!this!forces!the!
writer!to!focus!on!the!development!of!the!action!(taming!of!
the!fox)!rather!than!the!description!of!how!the!little!prince!
tamed!the!fox.!
!
4.!Thematic!Division!
!
The!excerpt!is!a!part!of!a!longer!narrative!but!the!way!the!text!
is!written,!we!can!surmise!that!the!theme!of!the!excerpt!can!be!
taken!separately!and!discussed!with!or!without!knowledge!of!
the!entire!work.!This!highlights!an!aspect!of!the!life!of!
individuals!that!is!not!diminished!by!not!knowing!the!other!
parts!of!the!work.!
!
!
!
Teach!
Methodology!
!
1.!Revisit!The(Little(Prince.!Ask!the!students!to!voice!out!their!
opinion!on!the!idea!that!wasted!time!is!important.!Have!they!
experienced!this!to!be!true?!
!
2.!Ask!the!Prompt!question!then!lead!into!EQ5.!How!can!
contradictory!ideas!unite!concepts?!Is!this!even!possible?!
!
3.!Let!the!students!read!the!Vocabulary!Skill!discussion.!
EU:!Contradictions!in!life!create!secure!people.!Opposing!
forces!or!even!chaotic!experiences!teach!individuals!to!rely!in!
their!own!strengths!and!it!makes!people!more!reliable!in!
doing!their!responsibilities!!while!being!open!to!try!new!
things!without!sacrificing!their!individuality.!
EQ:!How!can!contradictions!make!individuals!reliable?!
A.!
1.!situation!
305
Deliberate!on!the!examples!given.!
2.!statement!
!
3.!statement!
5.!Have!the!students!answer!Exercise!1!and!discuss!this!in!
!
class!afterwards.!
B.!If!the!text!is!examined!using!the!Christian!beliefs,!the!
!
concept!of!living!after!an!individual!has!died!is!possible!
6.!Ask!the!students!to!do!Exercise!2.!!
because!according!to!the!Christian!faith,!after!a!person!dies,!
!
the!soul!still!lives!for!eternity.!This!makes!this!‘impossible’!
7.!Let!the!students!form!triads!and!ask!them!to!discuss!their! idea!of!living!after!dying!possible.!
reasons!behind!their!explanations.!
!
8.!Revisit!EQ5.!Discuss!the!differences!in!their!answers!in!
!
Teach!
Methodology!
1.!Ask!the!students!the!Prompt!question!then!lead!into!EQ6.!
!
2.!Ask!the!students!the!following!questions.!
23. Do!you!remember!everything!that!were!discussed?!!
24. Why!do!you!remember!certain!details!and!forget!other!
facts?!!
25. Can!you!associate!this!with!what!you!were!doing!in!the!
course!of!the!discussion?!!
26. Is!there!any!difference!to!listening!and!hearing?!How!
do!we!know!which!one!we!are!employing?!
!
3.!Discuss!Concept!mapping!specifically!outlining!in!class.!
Share!to!the!class!the!Concept!Digest!on!outlining!and!discuss!
the!listening!and!viewing!skill!thoroughly.!
EU:!Concept!mapping!and!outlining!is!more!than!a!technique!
in!note!taking.!It!is!used!by!the!21st!century!individual!in!
creating!connections!among!the!ideas!that!he/she!is!
inundated!with.!His!capacity!to!form!new!ideas!from!old!data!
gives!him!control!over!a!specific!aspect!of!his!life!that!needs!
stability!and!clarity.!
EQ:!How!is!concept!mapping!and!outlining!a!reaction!of!the!
21st!century!individual!to!the!society’s!instability!and!chaos?!
[may!provide!suggestive!notes!for!the!teachers!on!the!items!or!
how!to!go!about!them!or!what!to!achieve]!
306
!
4.!Have!the!students!watch!the!youtube!video!of!Randy!
Pausch’s!Last!Lecture!on!the!Oprah!show!and!give!them!
enough!time!to!finish!Exercise!A.!
!
5.!Process!Exercise!A!after!and!discuss!their!comments!on!the!
ideas!presented!in!the!youtube!video.!
!
6.!Elicit!EU6!from!the!students!by!going!through!!EQ6!again.!
You!may!raise!the!prompt!question!to!do!this.!
!
Teach!
Methodology!
!
1.!Revisit!the!ideas!presented!in!The!Circuit.!Ask!the!Prompt!
questions!then!lead!into!EQ7.!
!
2.!Share!to!the!class!the!Concept!Digest!on!Primary!and!
Secondary!sources.!Discuss!the!Speaking!Skill!in!class.!!
!
3.!Have!the!students!answer!Exercise!A.!
!
4.!Discuss!the!answers!on!Exercise!A!as!a!class.!Ask!the!
students!to!justify!their!answers.!
!
5.!Give!the!students!enough!time!to!answer!Exercise!B.!!
!
6.!Allow!adequate!time!for!each!group!to!present!their!
answers!to!Exercise!B.!Discuss!their!opinion!in!class!
EU:!The!21st!century!society!is!the!sum!of!all!the!experiences!
of!men!(wars,!famine,!etc.).!This!turned!him!into!a!doubting!
species!and!to!safeguard!the!shaky!stability!he!is!protecting,!
he!is!forced!to!demand!explanations!and!evidences!from!
previous!events!before!accepting!new!perspectives.!
EQ:!How!is!providing!proofs!a!manifestation!of!the!growth!of!
!
Exercise!A:!
The!words!underlined!below!are!examples!of!primary!and!
secondary!sources.!Write!P(for!each!primary!source!and!S(for!
each!secondary!source.!
!
16. S!
17. S!
307
afterwards.!
!
!
18. P!
19. P!
20. S!
!
!
Teach!
Methodology!
!
1.!Revisit!the!short!story!The(Circuit.!Ask!the!lass!the!following!
questions:!
25. How!did!the!family!of!the!narrator!know!where!to!look!
for!work?!
26. If!you!were!the!land!owner,!what!would!you!do!to!get!a!
lot!of!workers?!
27. Do!you!think!it!is!easy!to!persuade!people!to!do!
something?!Buy!something?!
!
2.!Ask!the!Prompt!question.!Encourage!the!students!to!
personalize!their!answers!by!using!their!own!experiences!as!
basis.!
!
3.!Project!a!few!samples!of!classified!ads!or!post!enlarged!
versions!of!classified!ads!on!the!board.!Share!to!the!class!the!
concept!digest.!
!
4.!Discuss!the!study!and!research!skill!on!classified!ads.!
!
5.!Let!the!students!do!the!exercise.!
EU:!Classified!ads!are!implied!manifestations!of!the!21st!
century!society’s!need!to!be!an!individual.!Personalizing!
services!that!can!be!generic!showcase!the!21st!century!
individual’s!desire!to!find!his!or!her!own!individuality!that!will!
benefit!him!or!her!and!the!society!that!he!or!she!is!part!of.!!
EQ:!How!does!the!classified!ad!manifest!the!society’s!desire!to!
be!unique?!
[may!provide!suggestive!notes!for!the!teachers!on!the!items!or!
how!to!go!about!them!or!what!to!achieve]!
308
!
7.!Revisit!EQ8!and!elicit!EU8!from!the!students!as!well.!
(
!
Teach!
Methodology!
1.!Group!the!students!and!ask!each!group!to!create!one!
paragraph!that!highlights!their!understanding!of!the!21st!
century!fiction!based!on!the!previous!class!discussions.!
!
2.!As!a!class,!analyze!the!ideas!and!the!manner!of!presentation!
of!ideas!of!the!group!paragraphs.!
!
!
4.!Ask!them!the!Prompt!and!lead!them!to!EQ9.!
!
5.!Let!the!students!read!the!Grammar!Skill!Discussion!on!
Wordiness.!
!
!
7.!ReMexamine!the!Prompt!and!EQ9.!Their!reflection!on!these!
EU:!The!21st!century!individual!uses!his!capability!to!be!
unclear!through!his!words!to!hide!from!the!pressures!of!the!
society.!
EQ:!How!does!the!21st!century!individual!use!wordiness!as!a!
tool?!
A.!!
! Unexpected!
! In!number!
! Final!
! Color!
! Cheap!
! Novel!
! Important!
! Assembled!
! Mental!
!
B.!
12. Mimic!
13. Strategy!
14. Distorted!
15. Specialize!
16. Spurned!
309
17. Traditional!
!
C.!
14. A!certain!time!
15. Soon!
16. Please!
17. We!believe!
18. If!
!
D.!Answers!are!presented!after!the!students!take!the!online!
exercise.!
!
!
!
Teach!
Methodology!
Methodology!
1.!Present!the!GRASPS!to!the!class!and!the!Rubrics!that!will!be!used.!
!
!
3.!Give!students!time!to!finish!their!work!and!allow!them!to!revise!and!edit!it!as!well.!!
!
4.!Using!the!rubrics,!encourage!them!to!do!peer!assessment.!
!
5.!Have!two!or!three!students!read!their!works!to!the!class.!
!
(
!
310
Teach!
Methodology!
!
1.!Let!the!students!do!the!Revisiting(the(Essential(Questions!of!
the!lesson.!
!
2.!Have!them!share!their!answers!in!groups.!
!
3.!Process!the!activity!by!asking!for!selected!students!to!share!
their!learning!to!the!class.!
1.!The!fiction!that!the!21st!century!society!employs!is!very!
personal.!
!
2.!The!individualistic!characteristic!of!the!21st!century!fiction!
is!because!of!the!society’s!fascination!with!the!human!psyche.!
The!discoveries!that!were!being!done!in!various!fields!such!as!
psychology!is!manifested!in!the!kinds!of!fiction!that!the!society!
employs.!
!
3.!Because!of!the!individualistic!approach!of!the!21st!century!
fiction,!its!main!thrust!is!to!scrutinize!man!as!an!individual!
and!not!as!a!species.!This!allows!the!writers!to!dwell!into!the!
minute!differences!that!makes!man!different!from!another!
while!still!retaining!the!inherent!makeup!of!what!an!individual!
is.!This!allows!readers!to!see!aspects!of!themselves!into!
various!characters.!It!may!not!be!full!presentation!of!their!
characteristics,!but!seeing!aspects!of!themselves!in!literature!
allows!people!to!analyze!themselves!in!a!more!‘objective’!
manner.!!
!
!
!
!
!
!
!
311
Lesson&16&
!
Teach!
Transfer!Goal!
I(want(my(students(to:!!
(
!
T. Monuments!created!in!remembrance!of!the!past!
20. Write!their!resume!and!use!their!acquired!knowledge!in!
helps!sustain!the!values!of!the!present!by!
writing!a!resume,!filling!out!forms!and!avoiding!choppy!
reminding!everyone!of!the!sacrifices!and!the!beliefs!
sentences!to!create!an!appropriate!resume.!
that!the!present!is!built!on.!
!
U. The!need!to!objectify!the!value!of!the!major!
Essential!Questions!
characters!made!the!21st!century!drama!to!look!at! What(essential(questions(will(be(asked?(
minor!characters!as!more!than!embellishments.!The! !
minor!character,!at!times,!provides!an!unbiased!and!
1. How!can!monuments!erected!to!glorify!the!past!help!
important!perspective!on!the!qualities!of!the!major!
sustain!the!values!of!the!present?!
character.!This!important!function!gives!the!minor!
2. How!did!the!21st!century!drama!create!equality!
character!equal!significance!in!the!drama!as!well!as!
between!the!minor!and!major!characters?!
the!major!character.!
3. How!did!the!21st!century!society!create!equality!
V. The!21st!century!society’s!acceptance!of!various!
through!languages?!!
forms!allows!for!the!acceptance!of!languages!that!
4. How!can!oral!interpretations!of!literary!text!be!used!in!
are!considered!‘nonstandard’!in!mainstream!
effecting!social!change!in!the!21st!century!society?!
communication.!This!creates!acceptance!of!cultures!
5. How!is!asking!questions!in!the!21st!century!society!a!
and!views!that!open!equality!of!not!only!language!
means!towards!equality?!
and!means!of!expression!but!also!what!these!new!
modes!of!expression!stand!for.!
W. Literature!has!always!been!used!to!mirror!the!
conditions!and!needs!of!the!society.!Listening!to!
oral!interpretations!allow!for!this!message!written!
312
by!the!author!to!reach!audiences!and!reflect!and!
maybe!act!on!change.!!
!!
X. The!idea!that!the!one!who!can!answer!the!question!
knows!more!than!the!person!who!raised!the!
question!is!debunked!in!the!current!society!because!
now,!what!is!important!is!not!the!individual!who!
asked!nor!!the!individual!who!answered!but!the!
answer!to!the!question.!Both!individuals!are!equal!
in!benefitting!from!the!act!of!proper!questioning.!
Knowledge!!
Skill!
1.!role!of!a!minor!character!.!
2.!nonstandard!English.!
2.!read!street!maps.!
3.!how!to!appreciate!various!dramatic!oral!interpretations!
3.!analyze!the!role!of!a!minor!character!!
4.!how!to!read!street!maps!
4.!formulate!questions!for!an!open!forum.!
5.!how!to!formulate!and!ask!questions!in!an!open!forum.!
5.!understand!nonstandard!English!!
6.!how!to!improve!choppy!sentences.!
6.!fix!choppy!sentences.!
7.!how!to!write!a!resume!
7.!write!a!resume.!
8.!how!to!fill!out!forms!
8.!fill!out!forms!correctly.!
9.!analyze!dramatic!oral!interpretations!that!they!listen!to!
(
Performance!Task!!
You!are!a!graduating!high!school!student.!Your!school!principal!recommended!you!for!summer!internship!on!the!course!that!
you!want!to!take!in!college.!The!program!is!spearheaded!by!one!of!the!top!Universities!in!the!country.!Before!you!are!accepted,!
you!need!to!submit!a!detailed!and!updated!resume!to!Board!for!evaluation!of!your!eligibility.!Write!your!resume.!
Rubric!
http://departments.bloomu.edu/reslife/studentstandards/ResumeRubric.pdf!!
313
Other!Evidence!!
!
!
Methodology!
!
Overview:!!!
(to(the(chapter(only)(
(
!
!
Teach!
Methodology!
Background:!!
14. Ask!the!students!their!opinion!on!the!idea!that!
!
inhumanity!can!lead!to!our!appreciation!of!our!own!
As!in!the!other!forms!of!literature,!writers!of!the!twentieth!
humanity.!Accept!as!many!ideas!as!possible!and!ask!the! century!drama!broadens!the!term!realism,!naturalism,!
students!to!justify!their!opinion!by!using!events!that!
symbolism,!impressionism.!Like!the!writers!of!the!earliest!
have!been!happening!in!the!present!society.!
period,!they!experimented!with!writing!styles!and!techniques!
15. Present!the!lesson!title!to!the!class!and!discuss!certain! and!with!their!subjects.!
implications!that!this!possess.!!
!
16. Raise!the!big!question!to!the!class!and!encourage!them! The!leading!Italian!dramatist!of!the!period!was!Luigi!
to!relate!their!ideas!with!the!previous!lessons!on!other! Pirandello.!The!French!theatre!enjoyed!great!popularity!with!
genres!of!the!contemporary!period.!
the!plays!of!the!IrishMborn!Samuel!Beckett,!Jean!Giraudoux,!and!
17. Preview!the!skills!that!will!be!focused!on!in!this!lesson! Jean!Anouilh.!
and!relate!these!with!the!tasks!that!will!be!used.!
!
!
!
!
Teach!
Methodology!
EU:!Monuments!created!in!remembrance!of!the!past!helps!
1.!Prompt!the!students!with!the!following!questions:!
sustain!the!values!of!the!present!by!reminding!everyone!of!the!
9. What!monuments!are!you!familiar!with?!How!did!you! sacrifices!and!the!beliefs!that!the!present!is!built!on.!
314
learn!about!this!monument?!
10. How!do!you!feel!about!monuments?!Why?!
11. Are!monuments!important?!
!
EQ:!How!can!monuments!erected!to!glorify!the!past!help!
sustain!the!values!of!the!present?!
!
!
Ask!EQ1.!Entertain!as!many!possible!replies!from!the!students.! Answers!to!Sharing(Insight!questions!
RECALL&
4. Grandpa!didn’t!care!for!it!too!much.!He!believed!that!
!
the!Statue!is!a!form!of!swindling!people!of!their!money.!
5. He!didn’t!want!people!to!know!that!he!visited!the!Statue!
because!he!would!lose!face.!He!has!been!championing!
the!idea!that!the!Statue!of!Liberty!is!worth!nothing!and!
here!he!is!visiting!it.!He!made!sure!that!they!visit!in!the!
morning!when!everyone!else!is!going!in!the!afternoon!
and!he!made!his!grandson!promise!everyone!that!he!
visited!Staten!Island!and!not!Liberty!Island.!
need!to!read!the!drama!in!order!to!get!the!meaning!
6. Young!Monaghan!feels!excited.!“Ssssseuuuw!!Look!how!
far!you!can!see!”!
7. The!veteran!that!they!had!a!chance!to!talk!to!clarified!
the!real!meaning!of!the!Statue!to!the!Grandpa!and!that!
is!liberty!for!all.!The!war!that!he!referred!to!is!the!
PhilippineMAmerican!war.!As!an!American,!it!was!
!
appropriate!to!mention!that!specific!war!because!for!
3.!Ask!selected!students!to!read!the!lines!of!specific!characters!
them!it!highlights!the!bravery!of!their!soldiers.!
from!the!play.!!
However,!as!Filipinos,!that!war!showed!us!a!side!of!
!
American!brutality!that!is!contradictory!to!what!the!
Statue!stands!for!and!that!is!liberty.!The!statue!
examining!the!vocabulary!section!of!the!lesson.!After,!let!the!
symbolizes!freedom!for!all!but,!in!that!war!America!
students!talk!about!their!understanding!of!the!poem!by!going!
tried!to!curtail!the!freedom!of!the!Philippines!as!a!
country.!
!
8. Welcome!All!
315
5.!Go!back!to!EQ1.!Ask!the!students!what!this!drama!tells!them! !
!
about!the!past!and!our!way!of!remembering!these!events.!Ask! INTERPRET&
the!students!to!justify!their!responses!and!lead!them!towards!
9. In!the!beginning,!they!might!have!believed!his!ideas.!
EU1.!
However,!because!his!predictions!of!the!Statue!is!going!
to!be!destroyed!by!strong!winds!seems!not!to!happen,!
their!curiosity!got!the!best!of!them.!They!stopped!
waiting!for!the!Statue’s!destruction!but!rather!they!
want!to!see!its!grandeur!up!close.!
10. These!three!characters!function!as!the!evidence!that!
Grandpa!needed!in!justifying!his!belief!that!the!Statue!is!
worth!nothing!to!people.!
11. Grandpa!feels!differently!now.!If!in!the!beginning!he!
feels!that!the!Statue!is!a!way!to!rob!people!of!their!
money!and!that!it!is!worth!nothing,!after!their!Liberty!
Island!trip!he!now!understands!what!it!stands!for!and!
he!appreciates!and!even!believes!what!it!stands!for!
which!is!freedom!and!liberty!for!all.!The!discussion!they!
had!with!the!veteran!and!their!reading!of!the!engraving!
on!the!tablet!changed!the!Grandpa’s!views!on!the!Statue!
of!Liberty.!
12. He!showed!this!change!when!he!forced!his!money!into!
the!concrete!base!of!the!Statue.!Instead!of!giving!a!dime,!
he!gave!more!than!what!is!!expected.!
APPLY&
13. There!are!a!lot!like!the!Rizal!monument!and!the!EDSA!
monument.!These!may!not!be!as!grand!or!as!wellM
known!as!the!Statue!of!Liberty!but!it!means!the!same!
thing!even!more!because!it!shows!the!sacrifices!that!my!
people!gave!up!for!the!freedom!of!my!country.!
!
316
!
Students!will!be!asked!to!write!a!reflective!journal!using!this!
question!as!a!stimulus.!This!may!be!connected!to!the!
application!question!based!on!the!drama.!
&
!
Teach!
Methodology!
EU:!The!need!to!objectify!the!value!of!the!major!characters!
!
made!the!21st!century!drama!to!look!at!minor!characters!as!
1.!Ask!the!students!the!prompt!question!and!reinforce!it!with! more!than!embellishments.!The!minor!character,!at!times,!
provides!an!unbiased!and!important!perspective!on!the!
the!following!questions!as!well.!!
9. How!important!is!a!story?!What!is!the!most!important! qualities!of!the!major!character.!This!important!function!
aspect!of!a!story?!
gives!the!minor!character!equal!significance!in!the!drama!as!
well!as!the!major!character.!!
!
!
Revisit!Grandpa(and(the(Statue(and!ask!them!EQ2.!
!
EQ:!How!did!the!21st!century!drama!create!equality!between!
2.!Let!the!students!read!the!literary!skill!and!discuss!it!
the!minor!and!major!characters?!
thoroughly!in!class.!!
!
!!
3.!Give!the!students!time!to!finish!the!exercises.!Discuss!these! !
1.!The!neighborhood!children!and!the!Statue!of!Liberty!
!
function!as!objective!mirrors!to!the!emotions!of!the!Young!
4.!Go!back!to!EQ2.!Ask!the!students!how!this!specific!skill!can! Monaghan.!We!see!the!main!character’s!reactions!to!these!
aid!them!in!understanding!themselves!and!other!people!as!
minor!players!and!we!understand!him!more!as!a!complex!
well.!Extract!from!the!students!the!EU2.!
character.!
!
2.!The!passengers!in!the!boat!seem!to!function!as!a!mirror!
image!of!the!beliefs!of!the!Grandfather.!We!see!agitation!and!
317
apathy!towards!the!Statue!and!all!that!it!stands!for!which!are!
the!emotions!that!the!Grandfather!harbored!in!the!beginning.!!
!
!
!
!
Teach!
Methodology!
!
1.!Focus!the!students’!attention!to!some!sample!sentences!
taken!from!the!play.!You!may!use!the!statements!given!as!
examples!in!the!skills!discussion.!Ask!them!to!describe!the!
sentences!given.!Prompt!them!with!the!following!questions:!
19. How!will!you!describe!the!sample!sentences?!
20. Is!this!an!acceptable!manner!of!speaking!or!
communicating!in!English?!Why?!
21. How!do!you!feel!about!this!manner!of!communication?!
!
2.!Ask!the!Prompt!question!then!lead!into!EQ3.!!
!
3.!Let!the!students!read!the!Vocabulary!Skill!discussion.!
Deliberate!and!discuss!as!a!class!the!given!examples.!
!
4.!Have!the!students!answer!the!Exercise!and!discuss!this!in!
class!afterwards.!
!
5.!Revisit!EQ3.and!lead!the!students!to!EU3.!
!
(
EU:!The!21st!century!society’s!acceptance!of!various!forms!
allows!for!the!acceptance!of!languages!that!are!considered!
‘nonstandard’!in!mainstream!communication.!This!creates!
acceptance!of!cultures!and!views!that!open!equality!of!not!only!
language!and!means!of!expression!but!also!what!these!new!
modes!of!expression!stand!for.!
!
EQ:!How!did!the!21st!century!society!create!equality!through!
languages?!
!
!
Exercise&
&
Rewrite&each&of&the&following&sentences&in&standard&
English.&
&
! It!does!not!cost!so!much!to!go.!
! Every!Sunday,!I!leave!the!island!and!sit!next!to!her!but!
she!does!not!talk.!
! I!bet!we!could!almost!see!California.!
! This!statue!represents!what!we!believe!in.!
318
! That!is!nice!to!look!at.!
! I!am!not!going!to!throw!away!my!hardMearned!money!
for!something!I!do!not!even!know!is!in!existence.!
! I!am!not!saying!I!would!and!I!am!not!saying!I!would!not!
either.!
! “I!see!it!all!right,!but!it’s!broken.”!
! “What!does!the!tablet!in!her!hand!say?”!
! When!I!arrived!from!the!old!country,!after!I!got!off!at!
the!dock,!a!fellow!said!to!me,!“would!you!care!for!a!
room!to!spend!the!night?”!“I!would!like!that,”!I!said.!He!
said,!“All!right!then,!follow!me.”!
!
!
Teach!
Methodology!
EU:!Literature!has!always!been!used!to!mirror!the!conditions!
1.!Ask!the!students!the!Prompt!question!then!lead!into!EQ4.! and!needs!of!the!society.!Listening!to!oral!interpretations!allow!
Share!the!concept!digest!if!needed.!
for!this!message!written!by!the!author!to!reach!audiences!and!
!
reflect!and!maybe!act!on!change.!
2.!Discuss!the!listening!skills!in!class.!
EQ:!How!can!oral!interpretations!of!literary!text!be!used!in!
!
effecting!social!change!in!the!21st!century!society?!
3.!Let!the!students!listen!to!the!recording!of!the!poem!My!Last! Answers!to!the!Exercises!
Duchess!after!which,!give!them!enough!time!to!finish!Exercise! !
A.!
!
!
!
5.!Process!Exercise!A!as!a!class.!
!
!
!
6.!Group!the!class!and!give!them!enough!time!to!plan!and!
practice!their!oral!presentation!of!Edgar!Allan!Poe’s!Annabel!
Lee.!!
!
319
You!may!raise!the!prompt!question!to!do!this.!
!
Teach!
Methodology!
EU:!The!idea!that!the!one!who!can!answer!the!question!knows!
!
more!than!the!person!who!raised!the!question!is!debunked!in!
1.!Revisit!the!ideas!presented!in!Grandpa(and(the(Statue.!Ask! the!current!society!because!now,!what!is!important!is!not!the!
the!Prompt!questions!then!lead!into!EQ5.!
individual!who!asked!nor!!the!individual!who!answered!but!the!
!
answer!to!the!question.!Both!individuals!are!equal!in!
2.!Share!to!the!class!the!Concept!Digest!and!discuss!the!
benefitting!from!the!act!of!proper!questioning.!
Speaking!Skill!in!class.!!
!
!
EQ:!How!is!asking!questions!in!the!21st!century!society!a!
3.!Have!the!class!prepare!for!an!open!forum!to!be!presented!in! means!towards!equality?!
class!next!meeting.!
!
&
4.!Give!the!class!enough!time!to!finalize!their!role!in!the!class! &
activity.!
!
!
6.!Allow!adequate!time!for!the!class!to!complete!their!open!
forum.!Give!your!feedback!and!ask!them!their!reflection!on!the!
activity.!
!
7.!Elicit!EU5!from!students!by!going!through!EQ5!again.!You!
320
may!revisit!the!prompt!questions!if!needed.!
!
Teach!
Methodology!
!
1.!Raise!the!prompt!question!to!the!class.!Encourage!the!
students!to!personalize!their!answers!by!using!their!own!
experiences!as!basis.!
!
2.!Present!the!concept!digest!to!the!class!!
!
3.!Project!an!image!of!the!world!map.!Ask!them!how!we!get!
from!the!Philippines!to!any!part!of!the!world.!Prod!them!to!
create!a!travel!path!and!ask!them!if!they!are!sure!of!this!path.!
Present!an!image!of!a!street!map!this!time!and!ask!them!to!go!
from!one!point!of!the!map!to!another.!Ask!the!class!which!one!
is!easier!to!navigate.!Why?!Share!to!the!class!the!concept!
digest.!
!
4.!Discuss!the!study!and!research!skill!on!reading!street!maps.!
!
5.!Let!the!students!do!Exercise!A.!Process!the!activity!in!class.!
!
6.!Give!the!class!ample!time!to!finish!Exercise!B.!
EU:!!
EQ:!!
!
Use!the!street!map!illustrated!on!this!page!to!help!you!
answer!the!following!questions.!
!
8. Araneta!Avenue,!Mangga!Street,!Cordillera!Street!and!
Rodriguez!Avenue!
9. Private!School!
10. Between!Cordillera!Street!and!Chico!Street!
11. Shoe!FactoryMcorner!of!Santolan!Street!and!Dalanghita!
Street;!Clothes!FactoryMCorner!of!Chico!Street!and!
Lanzones!Street!
12. North!to!Araneta!Avenue!then!West!to!Rodriguez!
Avenue!
13. Mangga!Street!
14. South!of!Araneta!then!West!of!Dalanghita!Street!
(beside!the!public!school)!
15. Dalanghita,!Chico!and!Mangga!Street!
321
z!
Teach!
Methodology!
1.!Ask!the!students!to!create!one!sentence!on!what!they!
learned!about!minor!characters.!Group!them!into!5!and!tell!
them!to!use!their!sentences!to!create!one!paragraph.!Let!the!
groups!write!their!paragraphs!on!the!board.!
!
!
2.!As!a!class,!analyze!the!ideas!and!the!manner!of!presentation! A:!
!
of!ideas!of!the!group!paragraphs.!
My&Wonderful&Discovery&
!
!
!!!!!After!I!had!gotten!up,!I!ate!my!breakfast.!!While!I!was!
!
eating!breakfast,!I!heard!a!squeaking!sound!at!my!door.!!It!
4.!Ask!them!the!Prompt.!
was!a!little!puppy!that!was!crying.!!It!was!really!cute.!!I!picked!
!
it!up!and!took!it!inside!in!order!to!give!the!puppy!a!big!bowl!
5.!Let!the!students!read!the!Grammar!Skill!Discussion!on!
of!warm!milk!and!a!soft!blanket.!!!I!took!the!day!off!so!that!I!
Choppy!sentences.!
could!take!him!to!the!veterinarian!who!told!me!he!was!fine.!!
!
Because!I!had!given!him!what!he!needed:!milk!and!a!warm!
blanket.!!He!still!needed!a!home.!!I!asked!all!my!friends!to!
!
take!him.!They!wanted!the!little!guy.!!However,!they!couldn't!
7.!Check!the!exercises!in!class.!!
keep!pets!in!their!apartments.!!!
!
Exercise!B:!
!
!
Coordinati Subordina Appositive&
ng&
ting&
Conjunctio Conjunctio
n&
n&
World!health! World!
Because! World!
322
officials!raised!health!
world!
health!
a!global!alert! officials!
health!
officials,!
to!an!
raised!a!
officials!are!racing!to!
unprecedente global!alert! racing!to! extinguish!
d!level.!They! to!an!
extinguish! a!new!flu!
are!racing!to! unprecedena!new!flu! strain!that!
extinguish!a! ted!level! strain!that! is!jumping!
new!flu!strain! and!they! is!jumping! borders,!
that!is!
are!racing! borders,! raised!a!
jumping!
to!
they!raised! global!alert!
borders.!
extinguish! a!global!
to!an!
a!new!flu! alert!to!an! unpreceden
strain!that! unprecedented!level.!
is!jumping! ted!level.!
borders.!
Throbbing!
The!pain!is! Because!the!Throbbing!
pain!is!often! usually!on! pain!is!
pain,!
made!worse! one!side!of! usually!on! usually!on!
by!routine!
the!head! one!side!of! one!side!of!
movement,! and!this!is! the!head,!it! the!head,!is!
such!as!
often!made! is!often!
often!made!
walking!up!or! worse!by! made!
worse!by!
down!stairs.! routine!
worse!by! routine!
The!pain!is! movement,! routine!
movement,!
usually!on!one!such!as!
movement,! such!as!
side!of!the!
walking!up! such!as!
walking!up!
head.!!
or!down! walking!up! or!down!
!
stairs.!
or!down! stairs.!
stairs.!
!
!
323
Teach!
Methodology!
!
1.!Present!the!GRASPS!to!the!class!and!the!Rubrics!that!will!be!used.!
!
!
3.!Give!students!time!to!finish!their!work!and!allow!them!to!revise!and!edit!it!as!well.!!
!
!
!
Teach!
Methodology!
1.!Let!the!students!do!the!Revisiting(the(Essential(Questions!of! 1.!Drama!of!the!21st!century!is!similar!to!the!various!types!of!
the!lesson.!
genre!that!it!perpetuated.!It!focused!on!questions!that!lead!to!
!
the!understanding!of!human!nature.!
2.!Have!them!share!their!answers!in!groups.!
!
!
2.!The!type!of!drama!of!the!21st!century!is!not!spreading!
3.!Process!the!activity!by!asking!for!selected!students!to!share! royalty!or!classes!but!its!focus!is!on!understanding!
their!learning!to!the!class.!
individuals!regardless!of!social!class!or!education!is!a!way!of!
equalizing!the!society.!Drama!is!no!longer!for!the!noble!birth!
but!all!humanity.!!
!
3.!As!presented!in!the!lesson,!21st!century!drama!hopes!to!
achieve!equality!and!solutions!to!social!injustices.!The!
dramas!now!try!to!present!our!faults!as!a!society!and!maybe!
in!the!process!of!knowing!our!weakness!we!can!discover!our!
strengths!and!use!that!to!achieve!justice!for!all.!
324
!
Teach!
Methodology!
!
10. Ask!the!students!to!accomplish!the!unit!learning!assessment!individually.!
11. Collect!their!answers!and!take!note!of!their!ideas.!Give!individual!feedback!if!necessary.!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
325

Grade 10 - Vibal Publishing

Transcription

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