Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
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English for
Academic and
Professional
Purposes
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Teachers Guide
Department of Education
Republic of the Philippines
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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and authors do not represent nor claim ownership over them
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Only institutions and companies which have entered an agreement with FILCOLS
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Authors and publishers may email or contact FILCOLS at filcols@gmail.com or
(02) 435-5258, respectively.
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Development Team of English for Academic and Professional Purposes Teachers Guide
Ma. Milagros C. Laurel, PhD
Adelaida F. Lucero, PhD
Rosalina T. Bumatay-Cruz, PhD
Cover Design:
Jason O. Villena
Sharlyn P. Sanclaria
Fermin M. Fabella, Jr
Management Team of English for Academic and Professional Purposes Teachers Guide
Bureau of Curriculum Development
Bureau of Learning Resources
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PREFACE
The articles in the Reader vary in subject matter, length, and style of writing
in order to give the students a wide range of reading exposure. Some are light in
tone but informative; others are serious and content-heavy. The reading materials
thus provide exciting opportunities for learning.
The recommended activities contained in this accompanying teachers guide
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train the students to become effective readers. The activities are grouped into 1) a
motivating introduction that builds up on the learners schema, their prior
knowledge and their skills required in their earlier years of schooling, 2) the lesson
proper, where guide questions lead to activities that develop and enhance the
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instructions to give room for the teachers to innovate and adapt the materials to
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on more specialized topics. The expanded activities found in these actions serve as
lesson exemplars.
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TABLE OF CONTENTS
CHAPTER 1 Reading Academic Texts
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Understanding Calories
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Legal Indictment
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Lover
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Porphyrias Lover
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Art
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Equity
Ang Bayan Muna Bago ang Sarili
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44
Dead Water
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Ketchup
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Mercury Pollution
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Paleolithic Art
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Boondocks
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109
112
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Why Sinigang?
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121
138
140
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143
r u online?
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147
149
152
154
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More Energy
159
161
I Have a Dream
163
Detecting Propaganda
165
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Nonverbal Behaviour
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185
Executive Summary
192
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Chapter I
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texts. In the earlier years the students were taught reading strategies. These
strategies can give them a better grasp of the reading texts.
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The four selections that follow are a sharp contrast to the first two in
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This section also contains texts that illustrate the use of the English
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Lesson Proper
1. Ask the students to prepare an outline of the selection. Let them identify the
main headings of the article.
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2. Make the students list the evidence that vocal language was a development
later than gesture or signed language.
3. Prepare
the
following
worksheet
indicating
the
advantages
and
language.
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SPEECH
Disadvantages
Advantages
Disadvantages
Advantages
GESTURE
Post-Lesson Activity
1. Assign students to do a research on the origin of language.
2. Ask them to comment on the different theories of language origin.
3. Let the students discuss other developments in communication (e.g., written
language, electronic or computer-mediated communication).
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cheese
camp
school
religion
beef
f. chicken
g. carpenter
h. sky
i. cat
j. altar
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Lesson Proper
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2. Give them an additional list in class (horse, coliseum, candle, mother, father,
Celts
Dialect
Case
Standardization
Mutually intelligible language
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Notes
f.
g.
h.
i.
j.
a.
b.
c.
d.
e.
Old English usually refers to the period in the history of the English language
covering the years from 449 (or 450) to 1100 (or 1150). Around the year 450,
England was invaded by the Germanic tribes (the Angels, the Saxons, and
the Jutes). These Germanic tribes are regarded as the founders of The
English nation [Albert C. Baugh and Thomas Cable, A History of the English
Language (London: Routledge, 2002)]. The account of these invasions is
found in the Benedictine monk Bedes work Ecclesiastical History of the
English People, which was completed in 731 (Baugh and Cable 2002). The
earliest records of the language date back to about 700.
Middle English covers the period from 1100 (or 1150) to 1500. William of
Normandy, a French territory, conquered England in 1066. The French rule
brought change to the English language. The Anglo-Saxons chronicle existed
until 1154. By that time, the English language had taken on new futures
different from the ones of Old English.
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Modern English covers the period 1500 to the present in the history of the
English language. The introduction of the movable printing process into
England by William Caxton in 1476 made possible the production of uniform
copies of big numbers of books. The increase in the number of schools, in
literacy production, and in travel and explorations brought change to the
language from the time of the Renaissance in the 1500s.
The Anglo-Saxon is the term that came about with reference to the Teutonic
period of English (Baugh and Cable 2002).
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tribes that invaded England. The term is often used to refer to the earliest
The Celts were the original inhabitants of the British Isles before the arrival
of the Romans [Phillip, The Story of English (London: Quercus, 2009)].
Dialect is a variation of a language.
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Mutually intelligible language indicated that the language are distinct from
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2. Talk about the use of the English language in the Philippines and other
countries in Asia. Explain to the students the role of English in global
communication.
Post-Lesson Activity
1. Ask the students to look up the origin of the following words used by Filipinos:
a. mesa
f.
silya
b. lapis
g. titser
c. bag
h. baso
d. kabayo
i.
kotse
e. tsunami
j.
lahar
2. Explain briefly how these words became part of the local language(s) in the
Philippines.
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Understanding Calories
Motivating Introduction
1. Bring to class some pictures of some food items with their nutritional
information from the dried goods section of the grocery (e.g., a small can of
sardines, a can of fruit cocktail).
2. Teach the students how to interpret the nutritional information on the labels of
these food items. Show them samples like the one below.
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3. Call the attention of the students to the part which says calories.
Occasionally, instead of calories the word energy appears. Explain this
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distinction to the class. Explain to them the other entries listed on the label.
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Lesson Proper
1. Guide the students through a careful reading of the selection.
2. Let them identify the function of each paragraph (e.g., Paragraph 1
introduces the topic by giving a definition of calorie).
3. Ask the students why it is important to understand calories.
Post-Lesson Activity
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1. Ask the students to interview a school athlete or a team coach about calories
2. Go to the grocery and compare the nutritional ingredients of products that are
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sugar-free with those that contain sugar (e.g., Regular Coca-Cola, Coke Light
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subject matter?
2. Make the students prepare a chronology of how Wrigleys chewing gum came
to be.
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3. Do the students think that chewing gum is a good premium that can still be
used to sell other products?
Post-Lesson Activity
1. Assign the students to observe how new products are introduced to the
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their products?
3. Tell the students that in some countries, chewing gum is banned. A person
caught chewing gum ends up paying a fine. Encourage the students to
discuss why there is a chewing gum ban in some countries. Should chewing
gum be banned in the Philippines? Let students present their stand on this
issue.
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1. Ask the students to identify the thesis sentence of the selection. The thesis
sentence states the central idea of the selection. This thesis statement may
be expressed or implied.
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2. Let the students prepare an outline of the selection. Show them how the
ideas are arranged in the selection.
Post-Lesson Activity
1. Find out from the students if they read local comic books. Do they know some
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3. Ask the students to work in groups of five to create their own original comic
books.
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Lesson Proper
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Post-Lesson Activity
1. Ask the students to gather information from the last election. Tell them to
identify the candidates who ran for the Senate. Indicate the political parties
they belonged to.
2. Ask the students to discuss how competition and cooperation work during the
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what they thought about. Compare the different subjects of their reflection.
Lesson Proper
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2. Ask them to name the various kinds of thinking. How were they able to
identify these kinds of thinking? Did they find markers in the essay that
served as clues or indicators? Call their attention to expressions (Par. 2), Like
This is our... kind of thinking ... a second kind of thinking ... (Par. 4), A third
kind of thinking... (Par. 5), In the past this type of thinking has been called
3. In order to determine the structure of a text, the readers are advised to look
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for markers such as the ones given above and other similar expressions such
as first..., next..., as a result..., finally..., in conclusion..., to sum
up... These markers help situate the succeeding statement or sentence in
the entire text. The last three expressions in the list given above (i.e.,
finally..., in conclusion..., and to sum up...,) clearly end a discourse.
4. Ask the students to outline this selection with the help of the structural
markers.
Post-Lesson Activity
1. Ask the students if they have engaged in the various kinds of thinking. Which
type of thinking do they most frequently engage in?
2. What benefits do we get from the different types of thinking?
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BAYER ASPIRIN
Bayer
Non-Rx
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C: Acetylsalicylic acid
I: Prophylaxis of thromboembolic disorders, MI,
transient ischemic attacks & stroke.
D: 1 tab daily.
CI: Gastric & duodenal ulcers. Haemorrhagic
diathesis. Children <16 yr.
SP: Renal disorders, G6PD deficiency. Pregnant
women close to delivery, patients w/ flu,
chicken-pox or haemorrhagic fever, GI
ulceration or asthma. Onset of persistent
vomiting may be a sign of Reyes syndrome
(immediate treatment).
AR: Gastric haemorrhage, hypersensitivity,
thrombocytopenia.
DI: Anticoagulants, corticosteroids,
antirheumatics, sulfonylureas, methotrexate,
spironolactone, furosemide, antigout agents.
Alcohol.
P/P: Tab 100 mg x 300s (P393.50).
US FDA Preg Cat, : C; D if full-dose used in 3rd
trimester.
2. Ask the students if they found the information useful. Did they encounter
3. Teach the students how to access information by looking at how ideas are
arranged in the text. There are instances when complex information can be
better understood if the ideas are presented in an organized manner.
4. Show the students how every piece of information about this medicine is
conveyed in the above entry taken from MIMS, 107th Edition 2006 Philippine
Index of Medical Specialties. Emphasize to them that clustering of ideas
under specific headings can facilitate understanding of texts.
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5. Explain to the students that there are certain registers of language (types of
language use) peculiar to specific professions such as medical science,
engineering, and business. These types of language use may be
unintelligible to people not belonging to the same profession. Such language
use is also referred to as jargon.
6. In the case of aspirin, its common use as a drug to relieve pain and reduce
fever has gained popular knowledge. The explanation given in the MIMS
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entry, however, contains jargon and codes that are not familiar to the lay
reader. It is, therefore, important to grasp the coding system. What do the
initials stand for?
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salicylic acid. D is for Dosage, which is 1 tablet daily. "I" stands for
Indications or what the medicine is recommended for, that is, it prevents
certain health threatening conditions. The list that follows again consists of
jargon in the medical sciences. CI stands for contra indications. When these
conditions are present in the patient, the medicine should not be
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Lesson Proper
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Sentence Number
Topic
Cause of death
Manner
Evidence
Evidence
Evidence
Manner
Evidence
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3. The ideas that relate with one another can now be grouped together for a
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4. Ask them to state briefly the content of the autopsy surgeons report.
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Legal Indictment
Motivating Introduction
1. Ask the students to read the Philippine Constitution.
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LANGUAGE
Section 6. The national language of the Philippines is
Filipino. As it evolves, it shall be further developed and
enriched on the basis of existing Philippine and other
languages. Subject to provisions of law and as the
Congress may deem appropriate, the Government shall
take steps to initiate and sustain the use of Filipino as a
medium of official communication and as language of
instruction in the educational system.
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2. Ask them to write down their observations about the language used in the
Constitution. Are the words of the Constitution commonly used in everyday
conversation? Are the sentences simple in structure?
3. Help the students understand the structure of the Constitution. Explain the
division of this entire document into articles and sections. Let the students
state briefly the main idea in the article.
4. Let the students paraphrase the article.
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Lesson Proper
1. Ask the students to read the Legal Indictment. Ask them to discuss the text
in groups of five, focusing on the type of language that is used in the
selection. Is this language commonly used in ordinary communication?
2. In plain language that can be understood by an ordinary reader, let the
students share the findings of the Great Jurors.
3. Express the last paragraph of the District Attorneys statement in simple
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language.
Post-Lesson Activities
1. Ask the students to watch any of the hearings on any of the recent issues
being investigated by the Senate.
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Lesson Proper
1. Ask the students to read the news report on Local Girl Found Slain by
Rejected Lover.
2. Ask them to compare this text with the article that they read from the
the text?
newspaper that they had brought. What kind of information did they get from
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Post-Lesson Proper
2. What did they learn about writing a news article? Discuss with them the
characteristics of a news report.
3. For the final activity, ask the students to write a news report about a recent
school activity.
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Lesson Proper
2. Make the students aware of the difference between the language used in the
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text and that found in the preceding texts From the Autopsy Surgeons
Report, Legal indictment and Newspaper Account: Local Girl Found Slain
by Rejected Lover.
3. Ask the students how they got to know what happened in The Sob Sisters
Story.
4. Who is narrating the story? How does the narrator feel about what happened
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in the story?
5. Discuss with the students the structure and features of the story; pay
particular attention to the elements of fiction.
Post-Lesson Activity
1. Engage the students in the discussion of moral and ethical issues in society.
2. How can the youth participate in the movement against crime in our society?
3. What role does the family play in the prevention of crime or other forms of
misconduct?
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Porphyrias Lover
Motivating Introduction
1. Review the characteristics/elements of a typical poem. How can one tell if a
text is a poem or not? Is each feature characteristic of a poem? Are words
arranged into lines and stanzas? Do the words rhyme at the end of the lines?
Is there rhythm in the lines? To facilitate the discussion, give examples of
these elements.
Trees
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by Joyce Kilmer
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2. You can choose a poem that the students are familiar with.
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e.g.,
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told? How does this point of view affect the telling of the story?
4. Compare Porphyrias Lover with the form of other renditions of the same
story that have been discussed. How does this poem differ from the earlier
texts?
Post-Lesson Activity
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5. Help the students to re-tell the story of Porphyria and her lover.
1. Organize the students into two or three groups, depending on the size of the
class.
2. Ask the students to dramatize the story, using the autopsy surgeons report,
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the district attorneys statement, and the sob sisters narrative as sources for
the script for their presentation.
3. Help the students create a script for their stage presentation. The students
can make use of their knowledge of variations in language use in various
professions. The characters in the play will use different registers of
language.
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between these two sources. How do the newspaper accounts differ from the
book sources?
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Lesson Proper
a. In the first stanza, explain to them the reference to The sober days
that follow the intoxicated season. How does the poem describe the
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f.
Post-Lesson Activity
1. Ask the students to prepare a list of new words they learned from the poem.
2. Make them use these words in sentences.
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1. Ask the students if the article Black Nazarene Procession Awes American
Tourist follows a conventional format of a news report.
2. Call the attention of the students to the opening paragraphs of the news
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Post-Lesson Activity
1. The American tourist Gerry Blevins said that the Philippines is [a] much nicer
[place] than the United States. Ask the students to comment on this remark.
2. Ask them to give examples of why they think (or do not think) the Philippines
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Assessment
1. Ask the students to gather information on interesting places, folk traditions,
cultural practices, and beliefs found in their hometown.
2. They can do this through observations and cultural exposure, interviews with
the elders in the community, and research in the internet and in school and
public libraries.
3. Require them to submit an outline of their findings.
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Examples of Topics:
1. The students of Arts and Design can choose an interesting work(s) of art that
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their place is known for (e.g., the paintings by folk artists of Angono, Rizal;
the old churches in Ilocos, in Metro Manila or in the Visayas; handwoven
textiles of the Tboli and Yakan communities; the wooden furniture of Betis).
2. The students of Sports can choose to focus on Filipino games or any sports
activity that is popular in the community.
3. The students taking the academic track, particularly those in the Social
Sciences and the Humanities may opt to investigate our religious beliefs and
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cultural practices.
4. The students who are going to specialize in creative writing may choose to
write a poem or a story to talk about their discoveries; the arts students may
want to paint a scenery depicting a cultural tradition.
5. Those going into the health sciences can look at the relevance of folk healing
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Chapter 2
Writing a
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reflected in the work or performance. It may include the main purpose of the event;
the devices and strategies employed; an evaluation of its success or failure; and an
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The teacher should explain to the students these general guidelines for
writing the reaction paper:
1. Value Communicated
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2. Basic Content
Borrowed from Concepcion Dadufalza, The Reaction Paper, Reading into Writing 2: a HandbookWorkbook-Rreader for Critical Reading and Writing for Expository discourse (Makati City: Bookmark,
Inc., c1996), pp.257-258.
2
Ibid.
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1.)
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2.)
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a. From
the
event/performance/artifact/work
presented
and
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purpose
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Art
Critique of a Visual Statement
Motivating Introduction
1. Regale the students with the socio-political roles of famous art works,
especially the painting, Guernica.
2. Interest the students in the role that these art works played in reacting to
socio-political events and advancing the artists views and positions. Mention
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the powerful Victor Hugo novel turned stage play and movie, Les Miserables;
silversmith Paul Reveres engraving, the Boston Massacre, which mainly
galvanized the anti-British Revolution; Francisco Goyas The Third of May
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Lesson Proper
c. Visual argument
d. Multiple perspectives
e. Stronghold
f.
Outrage
g. Mural
h. Devastation of war
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i.
Commissioned
j.
Atrocity
k. Imminent
l.
Critically acclaimed
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e. Why would Picasso think that people viewing the painting would be
In what way does cubism allow Picasso to paint truth rather than
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f.
upset by it?
reality?
3. Reading the text more critically, let the students reflect on the painting more
deeply and discuss their answers to these questions:
c. How would you describe the images? Which of these images are
underscored? Which are exaggerated or idealized?
d. What are gained by his use of black and white?
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e. Why did Picasso title his painting, Guernica? Would it have made a
different impact if it had been given a different title, like The Carnage
of War?
f.
Aside from being a recognizable image for Spain, what else would the
bull stand for? How about the horse?
PY
C
O
EP
E
2. Academic Track: List at least ten famous politically committed art works of the
world, the occasion or event that each work reacts to/against, and the
message and impact of the work on the people for which it was created. Then
write a three-paragraph essay explaining how and why visual art works make
for effective visual socio-political statements/arguments.
32
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3. Tech Voc: After listing the ten major tourist-hotel destinations, museums, or
theme parks in various parts of the country, select major Philippine art works
(paintings, engravings, sculpture, installation art, etc.) that should be mainly
featured in each destination. In a three-paragraph essay, explain why you
chose the art work, and the appropriateness of the political message for the
hotel/tourist
destination,
and
its
geographical
and
historical
PY
4. Sports: After selecting your top choices of art works depicting sports, write a
three-paragraph essay of their favorite subjects, the artistic devices
Summary
C
O
3. To present the horrifying effects of war, he uses the multiple perspectives and
EP
E
33
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b. Angel Aquino
c. Nora Aunor
d. Julia Barretto
e. Ann Curtis
f.
g. Bianca Gonzalez
h. Kristine Hermosa
i.
Heart Evangelista
j.
k. Pops Fernandez
l.
Maja Salvador
n. Liza Soberano
o. Dawn Zulueta
C
O
m. Pokwang
PY
Marian Rivera
Eugene Domingo
EP
E
a. Inform the students that before they read more about the Filipino
audiences preferences for the fair-haired girls, and other colonial
choices, they should first meet the Philippine studies scholar-author:
d. Encapsulated
e. Perpetuated
f.
Invariably
g. Caucasian
h. Relegated
i.
Slapstick comedies
j.
Authenticity
k. Colonial aesthetics
Commendable
PY
l.
p. Wreak havoc
q. Catharsis
r.
Maudlin
s. Raison detre
Run-of-the-mill
t.
C
O
o. Most abject
EP
E
b. What are the roots of these disvalues. How did these advance the
cause of the colonial rulers?
c. How has the adulation for the white affected our dignity and our
national pride?
g. What does Tiongson mean by, Filipino aesthetics will blossom only if
the Filipino can depict his experience with utmost authenticity?
h. How can the concept of entertainment be deepened and enriched?
35
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i.
Analysis of the Structure of the Text: As the first part of the critical
review discusses the disvalues that plague our film and stage, what
does the second part discuss?
j.
Identify the four counterpart values that could help Filipinos find their
identity.
Concluding Activities
1. Academic Track: Does our use of English help promote colonial mentality?
PY
C
O
3. Tech Voc: Discuss how our clothes/fashion, hairdos, dance crazes, holiday
practices (Christmas, Thanksgiving, Mothers Day, Fathers Day, etc.) reflect
our colonial mentality. Use specific illustrations to support your points.
4. Sports: Discuss how Manny Pacquiao, as a boxer, exemplifies the four
EP
E
Summary
1. Major ideas
a. The four disvalues that have perniciously prevailed in our film and
stage include: White is Beautiful, Shows are the Best, Hurrah for
the Underdog, and All Is Right with the World.
b. The four counter values that could undermine the pernicious effects of
2. Supporting Ideas
a. The causes and effects of the colonial values show their denigration
of the Filipino.
b. The counter values form a critical, scientific, and realistic frame of
mind that can help develop the Filipinos cultural economic and
political independence.
36
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PY
C
O
1. Unlocking verbal difficulties. To understand the text better, ask the students
to look up the meanings of these difficult expressions and use them in
sentences:
a. Equity
b. Grow exponentially
c. Instantaneously
EP
E
d. Similar disparities
e. Exacerbates disparities
f.
Authentic settings
2. Understanding the Text. Ask these guide questions to help the students
understand the essay:
how
income,
race,
education,
household
type,
and
37
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g. How can the computer and the internet be the great equalizer among
people?
h. How does the use of figures and percentages bolster the observations
that certain factors have created the digital divide?
3. Reacting to the Text. Ask the students:
a. How can the internet be used in culturally relevant ways?
b. In the Philippines, have students benefitted much from information
technology?
PY
C
O
EP
E
work areas.
c. Supporting details
(1.)
(2.)
(3.)
(4.)
Income,
race,
education,
household
type,
and
38
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(5.)
(6.)
PY
Concluding Activities
C
O
have laptops and tablets, and have internet access. Find out how they use
the internet as resources for assignments, for social media sites such as
Facebook and blogs, or some other reason. Write a two-paragraph reaction
on how beneficial to their educational needs the internet could be.
2. Art and Design. The different arts may now be executed using computer
technology. Prepare a computer-aided design or visual representation of the
EP
E
Summary
1. Thesis: Computers and the internet may have affected various facets of our
life; however, most of the worlds population have little access to computer
technology and the internet.
39
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PY
survival for many Filipinos, but after five years, Cardinal Sin reminds the
Filipinos how they seem to have forgotten his dream.
C
O
Lesson Proper
1. Getting to Know the Author. Inform the students of the significant role played
by the author, Catholic Archbishop of Manila, Jaime Cardinal Sin, as he used
his influence to rally for the rights of the poor. In this excerpt from his homily,
the nation.
he notes how the people have forgotten their important role of helping build
EP
E
2. Unlocking Verbal Difficulties. Ask the students what these expressions mean:
a. Transcending our petty selves
b. Authentic name
c. Cynics
d. Predominant strain
e. Demoralizing
f.
Destabilizing
g. Anarchic
h. Basket of crabs
i.
Addressed vigorously
j.
Unrelentingly
k. Chronic illness
l.
Operative guideline
m. Too calloused
40
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f.
PY
C
O
h. How does the other meaning of K.K.K. negate the moral order that
must be addressed vigorously?
i.
j.
k. What qualities are reflected by the motto, Bayan muna, bago and
EP
E
sarili?
4. Reacting Critically to the Essay. Make the students think more critically of the
homily message by asking these questions:
a. Of the four versions of K.K.K., which, do you think, is most applicable
to our people and government today? Why?
b. In what ways is the motto, Bayan muna, bago ang sarili a nonoperative ideal even today?
c. Would you agree with the Cardinal that the saying, Every man for
himself is a formula for disaster?
d. Who is Chino Roces? Is his call for a moral order in 1988 still
applicable today?
e. Why must we begin change with ourselves?
f.
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PY
C
O
e. Again, what is the significance of the pun on what KKK stands for in
Par.7? Why is it juxtaposed with the allusion to Chino Roces and his
call for a renewed moral order?
f.
Do you agree that our President [at that time, Cory Aquino] is bent on
pursuing the battle against corruption forcefully?
EP
E
Concluding Activities
Make the students realize that the message from Cardinal Sin becomes more
42
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3. Tech Voc. Request a slot from the public service program of [government]
television channel to feature a weekly 30-minute presentation of a school or
government office featuring a Bayan muna, bago ang sarili experience.
4. Sports. In the spirit of bayanihan, and Bayan muna, bago ang sarili, create
weekly sports tournaments in your barangay. After linking up with the
barangay officials and civic-spirited citizens, make the championship game
fall on the barangay fiesta or Christmas celebration to drum up
PY
Summary
1. Main Points - Instead of showing love of country first before our own self
interests, we have made Kanya-Kanyang Katwiran/ Kabig/Kurakot our way
C
O
of life. The challenge is to use our freedom of speech to criticize and be free,
instead of endless, destabilizing criticism of others; and to work together
against corruption. Specifically, the challenge is to start practicing Bayan
muna, bago ang sarili among ourselves and make it govern our deeds for
one year.
2.
EP
E
unifying KKK motto vs. the parodies of this; between the three monkeys and
the freedom of speech and criticism advanced by Ninoy; between the
propensity to corruption and the call for a renewed moral order, between the
self-interests and the need for unity against corruption all underscore
Cardinal Sins call for making Bayan muna, bago ang sarili an operative
principle and to start now and do it for a year.
43
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1. Inform the audience that: Kennedy remains the iconic figure of America's
Camelotan era people remember for the energy and idealism emanating
PY
from the White House. He was the youthful, earnest visionary who might
have changed the world, if not for his cruel fate. In A Thousand Days, Arthur
Schlesinger captured the sense of loss that many felt after Kennedy's death:
"It was all gone nowthe life-affirming, the life-enhancing zest, the brilliance,
C
O
2. Impress on the students that the JFK inaugural address is considered one of
the best; hence, they must read it before reading the reaction to it:
EP
E
44
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Lesson Proper
Reading the Text and Reacting to It
1. Getting to Know the Author. Before reading the text, the students would do
well to know the author of the reaction paper. Provide them this mini
background:
A noted historian, the Yale- and Columbiaeducated Thurston Clarke has written eleven widely
acclaimed works of fiction and nonfiction, including three
PY
JFK's
C
O
EP
E
b. Exhilarating air
c. Much animosity
d. Smoldering bomb
e. Droned on
f.
Alterations
g. Political spectrum
h. Astounding
i.
Paraphrased lines
j.
Impossible to replicate
k. Most memorable
l.
Off-the-cuff remarks
m. De rigueur
n. Engage his emotions
o. Distillation of the spiritual and philosophical principles
45
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3. Comprehending the Text. Use these guide questions as study helps for the
students:
a. What does Clarke mean by a scene worthy of Currier & Ives? (Par. 1)
b. Which among the No one knew that details makes Kennedy most
endearing? (Par. 2)
c. Which is the best proof that the inaugural address was greatly
received by all sectors? (Par. 3)
d. Why was George W. Bush the most recent offender? (Par. 4)
f.
PY
reading copy?
C
O
h. What is the significance of his speech revisions without help from the
speechwriting teams that have become de rigueur? Why did he not
need much help revising his dictation? (Par. 9)
i.
EP
E
j.
l.
defending these all over the world, and probe his very effective
rhetorical devices and memorable lines, Clarke focuses on other
points. According to him, why did JFKs inaugural address succeed?
46
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PY
b. Par. 4- provides the magical factors for the success, not just in the
message/words.
C
O
EP
E
47
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Concluding Activities
Ask the students to do the following:
1. Academic. Secure a text copy and a video recording of the inaugural address
of Pres. Rodrigo Duterte and explain why the address succeeded/failed.
2. Art and Design. Design a website featuring the different programs
foregrounded in the Philippine Presidents inaugural address.
3. Tech Voc. Write a three-paragraph reaction to the election promise of
eradicating drugs and criminality in three to six months. Would the tough -
PY
talking President be able to keep the promise without violating human rights?
How would this implementation affect our tourism promotion?
SONA).
Summary
C
O
1. Although the reaction paper-editorial maintains that the address is one of the
best in America, it focuses more on the factors for its success than on the
EP
E
contents.
2. Although it notes various memorable quotes from the speech, even imitated
by later Presidents, the editorial stresses that not the ideas and words alone
have evoked the magic of the inaugural speech, but several factors in JFKs
life that cannot be replicated contributed to the eloquence of his message and
its delivery.
3. Most important, his war experiences and close calls with death together with
the loss of a brother and friends in battle, added the authentic passion and
emotion that so touched the listeners.
48
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Dead Water
Motivating Introduction
Instill in the students an appreciation for a different kind of a reaction paper.
Instead of an essay, Wen-Ito wrote this poem as a reaction to the stagnant water
around.
1. Ask the students to think of all the garbage- and plastic bag-filled ditches,
esteros around, and even areas in Manila Bay. Think of the fly- and rodent-
PY
2. Ask the learners what the implications of these polluted bodies of water have
C
O
on the residents, on the bathers and swimmers. Remind them too of the flash
floods during the rainy season and what constitute the aftermath of the raindrenched and flooded areas where the infested garbage piles had remained.
Lesson Proper
EP
E
imperative to know the poet behind the creative and environmental perceptive.
1. Appreciate the Poets Role. Share a brief background about the colorful life of
Wen-i-to/Wen Yi-duo:2
This is borrowed from Robert Hammond Dorsett (Translator), Stagnant Water & Other Poems by
Wen Yiduo, in https://chinafile.com/library.books/Stagnant-Water-Other-Poems-Wen-Yiduo,
March26, 2014
49
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PY
2. Unlocking Verbal difficulties. Make the students realize that before they can
C
O
understand the poem and interpret its meaning well, they have to know the
meanings of these expressions used:
a. Raise a single ripple
b. Silky gauze
c. Colorful spume
e. White scum
EP
E
the surface with silky gauze? Can germs produce colorful foam on
this water? In what ways can these emeralds, peach blossoms,
silky gauze, and colorful spume come out of the stagnant water?
d. Stanza 3 Again, can dead water be fermented into wine? When can
white scum be viewed as floating pearls? When do pearls chuckle and
become big pearls, then turn into gnats? In what ways would these
gnats steal the rum?
50
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e. Stanza 4- In what way can one see that the hopelessly dead water
may have a bright touch? Why would the frogs croak in delight when
they cannot bear the silence?
f.
PY
C
O
b. If the breeze cannot even move the water to produce a ripple, why
would one add to the pollution by throwing in rusty scraps and left
over food and soup? What does such an action signify?
c. From your science, you learn that the green on copper is more of
EP
E
d. What tone does the poet use, especially in Stanza 3, when he gives in
to fermenting the water into jade wine, etc.? Can water be fermented?
Why would that fermented water be jade wine?
e. What do the small pearls stand for? What does their chuckling mean?
And how can their chuckling turn them into big pearls? Moreover, how
do they burst as gnats that steal the drink?
f.
51
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bear the silence? Why would the dead water (not the frogs)
sing/croak its song of delight?
g. In the last stanza, what do the last two lines signify, considering that
the water is hopelessly dead and unable to contain any form of
beauty? On what note does the poem end then?
Reminders:
PY
Tone in poetry or prose refers to the writer's attitude toward the subject
or audience. It may be admiring, afraid, aggravated, aggressive, agitated, angry,
C
O
EP
E
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PY
C
O
b. Stagnant water. The "dead water" symbols, irony , and other artistic
techniques refer to The Northern Warlords, the dark rule, the
performance of the author, and the government's determination
opposed to darkness.
EP
E
The poem of five sections can be divided into three parts. the first part
(Section 1) the "dead" water, refers to the old China and the emotions
of the reality of corruption. A Hopeless dead" has a profound
meaning: it symbolizes that in the semi feudal warlords corruption in
the dark, semi colonial old China, is "a ditch of despair and the poets
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c. In the second part (second, third or fourth), the poet makes a detailed
depiction of the "dead water, specifically vividly reveals the social
status of the old China -- decadent, and this expression of the old
Chinese hatred, anger, sarcasm.
In the third part (the last section), the poet expresses the curse of
reality, the eager desire to change reality. In the first two sentences,
the poet, in a very flat tone, asserts that the dark China Society is
PY
C
O
old China, but also the new Chinas expectation and longing, with a
strong desire to change the reality.
The poem then comprises a strong attack and curse of the reign of
the dark old Chinese, and expresses the poets deep patriotism.
EP
E
Ask the students to perform these contextualized activities to make the poem
more relevant to their concerns.
these bring. Make the third paragraph a crucial step to revive it and make it
alive and fresh again.
2. Art and Design: Prepare a visual graphic of the highly polluted Marilao River.
Focus on the images that contribute to its hopelessly dead state. Accompany
the visual with a two-paragraph description of the stagnant water and its
implications on public health.
3. Sports: Explain how swimming in a polluted river or lake can be very
dangerous for athletes.
54
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4. Tech Voc: Pretend that you are the secretary of the Department of
Environment and Natural Resources. Write an urgent program of action to
clean up the Marilao River and transform it into a clean, toxic-free river that
can support and protect the livelihoods of the people and wildlife that depend
on these waterways and the life-sustaining resources that they provide.
Summary
This creative reaction to a hopelessly dead ditch water emphasizes how
PY
C
O
4. While these images, as well as the sarcastic and ironic tone deplore the
hopelessness of the polluted water, this decayed water may be seen as a
EP
E
criticism of China and its political, even moral decay. And if the dead water
cannot be rehabilitated, even by the symbolic devil, China cannot be
55
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PY
Motivating Introduction
Draw out the students reactions to the movie Heneral Luna. Then ask them
these questions:
C
O
1. Why did many school authorities require students from different parts of the
country to watch Heneral Luna?
2. Did the movie open your eyes to several views about Antonio Luna, Gen.
Aguinaldo, and other leaders of the revolution? Which details and facets of
Lesson Proper
the movie did you find most interesting, most striking, or most unforgettable?
EP
E
Find out how much the students know about Antonio Luna.
Do they know that he was much more than what most people
consider him -- the great military strategist and the greatest
general of the Revolution? Do they know that he excelled in
chemistry, had a Licentiate and later a doctorate in pharmacy
(Madrid)? Do they know that after his highly acclaimed
dissertation on malaria, he studied bacteriology and histology
(Paris), and medical chemistry in Belgium and Germany? Do they
know that as a chemistry expert in Manila, he was the first to study
environmental science, and forensic science? Do they realize that
when he was associated with the Katipunan, he was jailed, and
then exiled to Madrid, where he studied military science when he
was released from prison? When he returned to the country, he
founded a military academy where trained soldiers but earned
their ire for his having been a strict disciplinarian. But do they
realize that for all his ideals and efforts, he was assassinated,
stabbed allegedly by his own people?
56
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C
O
PY
(1.)
(2.)
(3.)
(4.)
(5.)
(6.)
(7.)
(8.)
(9.)
(10.)
(11.)
(12.)
(13.)
(14.)
(15.)
EP
E
(1.)
(2.)
(3.)
(4.)
(5.)
(6.)
(7.)
(8.)
(9.)
(10.)
(11.)
(12.)
(13.)
(14.)
(15.)
(16.)
(17.)
57
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artistic license
spewing curse words
superb portrayal
comfort zone
C
O
PY
spearheading
treachery
high octane turn
swash-buckling drama
futility of ideals
global diaspora
mainstream production values
reconstructing the historical narrative
broached
pedagogical objective
lingua franca
inconvenient truth
delved headlong into the revolution
reconciliatory voices
dissenting comrades
jaccuse
double-dealing
clandestine affair
impunity
anachronism
unflinchingly
subtlety
raucous
still chaotic political landscape
EP
E
(1.)
(2.)
(3.)
(4.)
(5.)
(6.)
(7.)
(8.)
(9.)
(10.)
(11.)
(12.)
(13.)
(14.)
(15.)
(16.)
(17.)
(18.)
(19.)
(20.)
(21.)
(22.)
(23.)
(24.)
3. Understanding the Texts. Make the students note that the four movie reviews
critique the same movie, Heneral Luna. Ask them if they find that the four
reviews are all extolling the movie, foregrounding similar/different strengths
and flaws, and/or asserting unique observations.
58
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PY
C
O
intriguing?
EP
E
(2.) What tone do you detect in Par. 3 when the review asserts
that the real focus here is the tension, the inner turmoil,
that brewed in the ranks of our so-called founding fathers?
59
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the
movie
from
winning
in
international
PY
competitions?
(4.) What special role does Joven play in reconstructing our
history in the movie?
C
O
(8.) Clarify how the movie is a wake-up call against our worst
EP
E
enemies.
60
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PY
character. However, the film police review finds that the rest of the cast,
while not weak, had difficulty keeping up with the gravitas of John Arcillas
Luna.
3. It is Clarence Tsuis review that provides convincing supporting details for his
C
O
EP
E
4. Even the film police review, which finds some erratic pacing problems in the
first act, asserts that Heneral Luna tells a compelling story allegorical and
5. The story of political intrigue and conspiracy unveils an intellectual and action
hero; hence, it becomes a tribute to the heroic military commander
spearheading the struggle for nationhood.
a. His brilliance, hubris, and tragic flaw make Luna a tragic hero,
victimized by the Filipinos damaged culture (inability to transcend
parochial and self interests).
b. Luna was also depicted close to his real life traits, including his
cursing and losing his temper.
61
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6. Finally, the common message shows the bravery and treachery in war that
has relevance in contemporary politics.
a. El Heneral was assassinated by the Revolution. (Inquirer.net)
b. Heroes are human, too. (Carmelle Lacuata)
c. Hen. Luna is a story of how a dissenting voice can get swept away
and perish under a wave of egos and personal interest. (film police
review)
d. As Luna battles foreign forces and then adversaries in his own
PY
C
O
2. Art and Design: The movie gained popularity based on word-of-mouth and a
grassroots campaign. Conceptualize how you would promote the movie
EP
E
1. The movie reviews reflect how a great general of the revolution fighting for
nationhood becomes a victim of shallow interests of people in politics and
government.
2. The
blockbuster
movie
has
great
artistic
merits:
laudable
script,
62
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Assessment
Answer these questions concisely.
1. On the reaction paper/review/critique
a. Is a report on an event a reaction paper?
b. Can a summary of a novel or literary work pass for a critique?
c. What are the qualities of a good review or reaction paper?
d. Would a favorable or unfavorable gut-reaction expressing an emotion
PY
C
O
a. Do you think that Gen. Luna exemplified the operative principle that
Cardinal Sin had preached almost a century later -- Bayan muna,
bago ang sarili?
devices; and still others were inspired by the legacy of democracy and
EP
E
the promise to defend liberty throughout the world. But why does
Clarke choose to write about other factors behind the success of the
inaugural address?
d. Without the use of words, how can a work of art like Guernica
eloquently protest a horrific event like the Guernica bombing?
Research on our claims to the West Philippine Sea vis-a-vis the Chinese
incursions into these contested waters especially its huge military buildup, and the
destruction of the Coral Triangle. Then, write a 400-word reaction paper on the
following contextualized topics:
63
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1. Academic:
a. Social Sciences and Law - Make a fair and balanced commentary on
the claims of the Philippines on the West Philippine Sea versus those
of China.
b. Science and Humanities students- Discuss the implications of Chinas
building artificial islands and military installations on marine life in the
South China Sea.
2. Art and Design:
PY
C
O
4. Tech-Voc:
EP
E
a. With the ivory ban, the Chinese fishers now rake in endangered giant
clams not only for the meat but also for the handicraft carved from
giant clams. [According to Dr. Edgardo Gomez, Prof. Emeritus of
Marine Science, U.P, their pillage of the South China Sea for their
booming handicraft (especially in Tanmen, Hainan Island, China) is
destroying the reef ecosystem.] Write about the income possibilities of
64
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PY
C
O
Chapter 3
EP
E
65
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PY
C
O
D
EP
E
D
66
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PY
C
O
reminders.
EP
E
These also provide the foundation for course planning, including organizing
course content, designing instructional materials, and methods.
67
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PY
C
O
Content Standard
In this module, the learner comprehends the values, the principles, and the
uses of the concept paper.
Performance Standard
EP
E
1. Boondocks
3. Ketchup
4. Fusion
from
Filipino;
Writing
brief
new
etymological narratives of
Activities
and
other suffixes;
narrating
etymological narratives
stories
Semantic History
Writing an outline.
etymological
68
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Fission
concept Paper:
Expanding Initial
Definition with
Comparison and
Contrast
contrasts
between
fusion
and
Throw
Society
writing
an
PY
order: inductive
paper;
paragraph pattern
6. Mercury
in
C
O
Pollution
oil spills
Manila
Hormones in Categories
7.
the body
Functions
Theories
to
8. Paleolithic
and
Art
Paleolithic Art
EP
E
10. The
expansions
Sentiments of
comparison
Kundiman
Arnis
12 Why
Sinigang?
13.
Contextualized activities
development
Influences,
examples)
Culminating Core
definition
69
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Boondocks
A Mini-Concept paper
Motivating Introduction
Find out how familiar the students are about the dynamic growth of the
English language as it continually borrows words from other languages. Do they
realize how our Philippine languages have been enriched by borrowings from other
languages?
PY
a. Did you know that asa, salita, balita, karma, mukha, guro, dalita, hari,
are borrowed from the Sanskrit/Indian language?
C
O
and salamat.
EP
E
a. Did you know that on June 26, 2015, forty-one Filipino words and
expressions were added to the Oxford English Dictionary?
Examples: barong, bahala na, barkada, barangay, KKB, kikay, suki,
pulutan, etc.
70
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Objectives
This lesson introduces the students to the main purpose of a concept paper
to clarify the meaning of a concept, here, boondocks. Through this lesson too, they
learn that:
1. a definition usually forms the core of a concept paper;
2. this definition may consist of the original meaning of the term/concept,
especially one of foreign borrowing,
meaning and
PY
3. the later and present-day uses of the word clarify the concept further.
Reminders: To inform the students of the other techniques and uses of definition,
C
O
EP
E
Definitions3
Purposes:
1. To clarify meaning of words, or to correct misinterpretations, or misuse
of a term.
2. To stipulate the meaning of a term by limiting, extending, or redirecting
the sense in which a term is usually understood; to use a term,
borrowed from another field of knowledge, in a special way.
Ex: Window dressing used to make a shop window more attractive
to buyers.
stipulatively used in a false banking report to deceptively project an
impression of economic stability or financial growth
Techniques
1. Formal follows a pattern or equation:
term + genus + differentia (differentiating characteristics)
Ex. A robot is a machine that looks like a human being and performs
complex acts of a human being (Webster)
2. By synonym- using a word or phrase that shares a meaning with the
term being defined. Ex: Hashish marijuana.
3. By origin or semantic history Ex. Yoga comes from the Sanskrit to
join
4. By Illustration Ex: Known for their shedding their leaves in the fall,
deciduous trees include oaks, maples, and beeches.
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PY
C
O
EP
E
Point out that the concept, a Tagalog-borrowed word has been modified,
and made part of the English language. What is the main idea (thesis) of the
text? What are the supporting details?
1. Thesis - Boondocks refers to a remote rural isolated or even wild area.
2. Supporting detail 1- Borrowed from the Tagalog word, bundok, meaning
mountain, the word now refers to any rough country, with the letter-s
added to make it refer to locations.
72
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3. Supporting detail 2 -Earlier used by the U.S servicemen during the world
war to refer to the remote swampy areas used for training, it later referred
to distant, rural areas.
4. Supporting detail 3 - Boondockers, a derivative, are shoes suitable for
rough terrain.
5. Supporting detail 4- Boonies became the slang equivalent of
boondocks.
PY
A. Structure
The short text is a mini concept paper that consists of a core
definition clarifying the meaning of the term, boondocks, and the expansion
EP
E
C
O
The expansions of the core definition consists of the origin of the term
from the Tagalog word; the Americanized version which adds s to the word,
in keeping with the American way of referring to locations (as in the woods,
the damps.); the popular use of the term by American soldiers for remote
training areas; the unpleasant linkage of the term to an investigation into the
death of a recruit; and the later day use of the term without that infamous
73
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history. Boondockers, shoes for rough areas, and bonnies, the slang
version of boondocks, are derived from the term. (also expansions on the
defined term)
This tracing of the origin of a word and the development of its
meaning is called etymology.4 Providing the origin of a term and its semantic
PY
C
O
word or expression was borrowed: they should write I for Indian (Sanskrit),
IM for Indonesian-Malaysian, C for Chinese (Mandarin), J for Japanese,
EP
E
[This activity may be done orally too, with you asking after each answer
why the students think it is an Indian or Chinese borrowing.]
After filling out the last column of the grid, they write their observation
In linguistics, etymology refers to the history of the forms and meanings of words, and how
their form and meaning have changed over time. Glossary of grammar and Rhetorical terms
http://grammar.about.com/od/e/g/etymologyterm.htm.
74
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Language
Language
Borrowed
Origin
From
Meaning
1. Bibg
Bibir
Mouth
2. Dan
Jalan
Bathara
Supreme Being
IM
hkau (H)
Earrings
5. Dahandahan
dandan
Slowly, carefully
6. Abante
Avante
Ahead, forward
7. Palayk
Periuk
Cooking pot
8. Budh
Bodhi
Conscience
IM
9. Lawin
loyng (M)
Hawk
10. Hab
Haba
3. Bathal
4. Hikaw
PY
Origin
C
O
Filipino Word
Ambicioso
Ambitious
12. Sint
Cinta
Love
13. Kath
Gatha
IM
ss (H)
Key
Kaban
Sack of rice
11. Ambisyoso
14. Sus
EP
E
15. Kabn
Length, breadth
Aviso
Warning
17. Dukh
Dukkha
Poverty
IM
18. Suk
chukhe (H)
Regular customer
19. Katl
katori-senk
Mosquito coil
20. Sarp
Sedap
Delicious
21. Giyera
Guerra
War
22. Tawad
Tawar
To bargain, To forgive
23. Tausi
tu-si (H)
Fermented beans
Mahardikka
Nobility
IM
Mukha
Face
IM
tama-tama
Just right
27. Kalye
Calle
Street
28. Teka
te-yuka
Wait
16. Abiso
24. Mahrlika
25. Mukh
26. Tamang-tam
75
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PY
original use in Tagalog/Filipino, their new coined forms, if any, the probable
reason for their having been included in the OED (when other words have
not), and end the paragraphs with their new meanings found in the OED.
(There may also be a semantic change, when new meanings are assigned
C
O
to existing words. For instance, how did the word salvage, acquire its new
rescue? )
1. kikay
2. gimmick
3. barangay
EP
E
4. kuya
5. suki
6. salvage
Example:
(bayan). The compound word was coined from the earlier practice of
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PY
Make the students realize that their brief paragraphs explaining the original
meanings and changed meanings of the Filipino words comprise mini concept
papers. How?
C
O
Make them analyze their paragraphs for their core definitions and for their
EP
E
77
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Assessment
(The students answers to these questions reflect how well they have understood
certain basic principles of the concept paper, including the mini version.)
3.
EP
E
4.
PY
2.
C
O
1.
Complete the statements with the best phrases. Write the letters only.
A concept paper is written mainly to :
a. distinguish between the old and new meaning of a word/concept.
b. trace the development of a word from its old form to its new one.
c. clarify the meaning of a concept.
At the heart of a concept paper is usually:
a. the definition of the term.
b. the semantic history of the concept.
c. a distinction between its standard and slang versions.
The etymology of a concept or word clarifies:
a. the changes in the meaning of the word.
b. the original form of the concept.
c. the origin and development of the word/concept.
In the paragraph on the boondocks, boondockers is:
a. the etymology of the word.
b. the plural form of the term.
c. a derivative from the term.
d. a slang version of the term.
Answers:
78
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Feedback:
Provide these positive comments as feedback:
1. Scoring 4 points: You show a very laudable understanding of the lesson.
2. Scoring 3: One mistake is a good indication that you have generally
learned the basics of writing a concept paper.
3. Scoring 2: You may need to reread the lesson and re-do the exercises in
order to prepare you better for the more complex versions of the concept
PY
paper.
Summary
C
O
even wild area. Its ending in s, and changed spelling reflect how borrowed
words may be modified to suit the new meaning and use given it by the American
borrowers.
The mini concept paper may consist of the definition of the word; in this
case, its origin and changed meaning. The addition of the new uses of the word
EP
E
79
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PY
galvanize, mesmerize
Lesson Proper
C
O
c. full of whimsy
d. flatfootedly
b. thongs
EP
E
e. vernal equinox
f.
g. potency of medicine
h. shrivel
j.
wheedled
i.
2. Comprehension guide
a. Ask the students to complete the following table summarizing the
origins of months of the year and the days of the week. Include both
the Latin/Italian and English origins.
80
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Roman/
Italian Origin
Janus
Meaning/Des
cription
Two-faced
god looking to
the past and
the future
Thong
(februa)
beating
of
barren women
by two young
men
English
origin
Wulf-monath
or wolf month
February
Februaria
goddess of
SproteKalemonath
Meaning/
Description
The bitter cold
made wolves
forage for food
in the villages
Cabbagesprouting
month
PY
Month/
Day
January
C
O
March
April
May
June
July
August
September
October
November
December
EP
E
b. Inform the students that other origins of words include the Greek or
Latin root words, modified by the prefix and suffixes. Examples given
are
words
for
time,
place,
size,
and
shape:
Anachronism,
81
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Meaning
Examples
Bios
Life
Biography, biology
Capt
Capture, Captive
Cede, Cess
Concede, recede
Chron
Time
Chronology, chronic
Cred
Believe
Credit, credible
Culpare
Blame
Culpable
Cosm
World, universe
Cosmic, cosmos
Dem
People
Dic, dict
Speak, say
Duc, duct
Lead
Fac, fec
Do, make
Gamos
Marriage
Bigamy
Geo
Earth
Geographic, geocentric
Write
Graphic, graphology
Metron
Measure
Metronome, geometry
Mit, miss
Send
Remit, dismiss
Biology, astrology
Place
Postpone, position
Ped
Foot
Pedestrian, biped
Phobia
Fear
Hydrophobia
Por
Carry
Portable, transport
Psyche
Psyche, psychology
Pyr, pyros
Fire
Pyrotechnic, anti-pyretic
Scrip, script
Write
Scripture, inscribe
Spec
Look
Spectator, inspect
Stat
Statue, stature
Vers, vert
Turn
Versatile, convert
Vid, vis
See
Video, visualize
Voc, vok
Call
Invoke, vocation
Vol
Wish
Voluntary, benevolent
Terra
Earth
Terrain, terrestrial
Logos
PY
pandemic
Dictator dictate
Induct, conduct
C
O
EP
E
Graph
Democracy, endemic,
Factory
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Prefixes change the meaning of the root word. Hence, recognizing prefixes
and their meanings would help the learners build bigger word stores.
Meanings
Examples
Ab
Bene
Circum
Equi
Extra
Intra
Inter
Intro
Mal
Multi
Mis
Non
Syn
Pre
Poly
Post
Dis
Dis
In (ie/il/im)
Away from
Good
Around
Equal
Outside
Within
Among
Into
Bad
Many
Wrong
Not
Together with
Before
Many
After
Opposite of
Depriving of, away
Not, in, towards
Before, in favor, moving
forward
Absent, abdicate
Benefactor
Circumference
Equidistant
Extra-curricular
Intramural
Intercontinental
Introduce
Maltreat
Multimillionaire
Mistake
Non-existent
synagogue
Premarital
Polygon
Postgraduate
Disrespectful
Disappear, disrobe
Insignificant, inbreed, infer
C
O
EP
E
Pro
PY
Prefixes
Super
Hyper
Hypo
Trans
Un
Com, con
Ex
De
Re
Sub
Anti
A, an
83
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Another affix, the suffix, changes the meaning and use of the word. It is
usually placed after the root of the word. This chart could help the learners master
how suffixes indicate the uses of the words.
Meanings
Part of Speech
formed by Suffix
Examples
-ate
To become,
to produce
Verb
Vaccinate, salivate
-ment
-ness
Noun
Enjoyment
firmness
noun
One skilled in
In the manner of
Worthy of, capable
of
Noun
Adverb
Adjective
Characterized by,
full of
Adjective
-less
Without
Adjective
Ize, ise
Yze
To do, to perform
EP
E
-ful
-ous
-ic, -ty, --y
-or
-ess
-ee
-ist
-ian
-ant
-ore
-yer
Propensity
Diversion
Pediatrician
Politely
Adorable
Sensible
Deceitful,
tremendous,
atrocious,
Toxic, handy
PY
-ity
-sion, -cion
-ian
-ly
-able
-ible
C
O
Suffix
Verb
A person who
Noun
A person who
noun
Senseless
Apologize
Chastise
paralyze
Actor
Preacher, actress
Honoree,
Pharmacist
Custodian
Assistant
Commodore
lawyer
Again, suggest that there are myriad possibilities of combining roots, prefixes,
and suffixes.
Concluding Learning Activities
1. Breaking Down Words. Break down the following words into their prefixes,
suffixes, and roots. Then guess their meanings. An example is provided for
you.
84
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Words
Roots
Prefixes
Microcosmic
Cosm
(world)
Micro (small)
Suffixes
-Ic
(characterized
by, being)
Meaning
Being or like a
miniature world
PY
zoomorphic
C
O
hackneyed, boycott,
EP
E
d. Voc Tech,devilling,
Summary
1. The etymological stories behind words, like those of the months of the year
and days of the week, can be both entertaining and thought-provoking. These
origin stories though may be very different from the present meanings and
uses of the words.
85
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Ketchup
Semantic History
Motivational Introduction
Give these reflection questions for the students.
1. Think of Sauces for Foods
a. Enumerate the sauces used for Filipino dishes and describe each.
b. Enumerate the sauces for fast food favorites and describe each.
PY
c. Compare and contrast our native sauces and their uses with those of
C
O
Lesson Proper
EP
E
3. ingredients
4. mass-produced
86
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PY
C
O
EP
E
87
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Concluding Activities
1. Contextualized Activities. Make the students do these activities.
a. Academic track Research and report on the different sauces/dips
or dressing used by the Japanese, Chinese, Korean, Indian, and
Malaysian/Singaporean for:
i. Dipping and Mixing
ii. Braising or Glazing
iii. Tossing and Coating
PY
C
O
EP
E
88
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EP
E
C
O
PY
89
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Summary
1. Thesis The tomato-based ketchup used today is different from its Asian
ancestors.
2. Body From the Chinese ke-tiap of pickled fish, shellfish, and spices, to the
Indonesian ketjap of sweetened and cooked fermented lack soy beans, the
sauce was modified by the English with their addition of mushrooms and
walnuts, until it was further enriched by tomatoes by Thomas Jefferson. Heinz
mass-produced the tomato-based sauce.
PY
EP
E
C
O
was used.
90
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Mercury Pollution
Causes and Effects for Clarification
Motivational Introduction
Provide the students with this background Information:
EP
E
C
O
PY
91
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PY
Acid rain
Vaporizes
Plant emissions
Aquatic food chains
Phytoplankton
Interconnectivity
Miniscule
Ecosystem
Vulnerable
Ameliorate
Extensively
Cataclysmic events
C
O
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
EP
E
USA? Why? (Par 4). Would our own waterways be free of mercury pollution?
5. Why is the natural process of methylation dangerous to humans and wildlife?
(Par 5)
6. Explain why humans may be easy victims of toxic methyl mercury. (Par 6)
7. Compare the short term and long term impacts of mercury pollution. (Par 7)
8. Clarify how our interconnectivity has made us strong in the face of
92
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PY
C
O
Concluding Activities
EP
E
b. Science and Acad: The negative effects of mercury pollution led to the
promulgation of the Minamata Convention in October 2013. Research
on the provisions of this treaty, the signatories, and its objectives.
near coal plants and gold and nickel mining. Prepare a grid detailing
the levels of safety and pollution of these various areas.
IA and IT Create a mixed graphic design emphasizing the dangers
f.
2. Practice Exercise
Ask the students to research on a specific environmental hazard
which Filipinos should address.
PY
C
O
effects.
Reminder
EP
E
1. Comparison contrast
2. Chronological arrangement
3. Sequential ordering
6. Problem - solution
Summary
94
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C
O
PY
vitamins and minerals have made us re-examine our diets. Ask the students to cite
EP
E
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C
O
PY
a. What was the old view regarding the communication system and
behavioral processes in the body?
b. How was this view challenged? How was it proven that chemicals, not
nerve impulses, spurred body processes?
c. What kinds of definition are used for hormone to replace secretin?
Why would hormone be preferred to secretin?
d. Which glands make up the endocrine system? What about the
exocrine system?
e. Which hormonal functions would you consider less obvious but
difficult to track?
f. What are the functions of the hormone replacement therapy (or
HRT)? What are some risks of HRT?
g. When are human growth hormone (HGH) treatments given? Why
should physicians and researchers be very careful about prescribing
human growth hormones?
3. Structural Analysis. Explain the following:
EP
E
a. The main idea or thesis of the essay: Hormones, not nerve impulses,
regulate body processes.
b. Introduction: Background information on the regulators of body
processes. By the twentieth century the old view that the nervous
system controlled communication system in the body and resulting
behavior was challenged by William Bayliss and Ernest Starling. Their
experiments showed that secretin produced by intestinal cells
regulate the production of chemicals in a different organ, the
pancreas.
c. Body: Definition, Classification, and Functions of Hormones.
1.)
2.)
96
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3.)
Functions of Hormones
Concluding Activities
C
O
PY
sentence.
EP
E
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4.
PY
aged women.
C
O
EP
E
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Summary
Sum up the lessons learned from the text
PY
the
endocrine
C
O
secretes
hormones
directly
into
the
body processes and those crucial to life. Others are less obvious
functions, but still important, for they affect moods, personality
EP
E
99
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Paleolithic Art
Clarification through Theories
Motivating Introduction
1. Think cave paintings
Ask the students how familiar they are with the Altamira caves and
their polychrome paintings and engravings of animals and hands that extend
to 270 meters in the cave. Do they realize that these arts on cave walls date
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Do they know that critics found that all the essential features of art
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Lesson Proper
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so stunning that he called the ancient art the Royal Academy of Rock Art?
Tell the students that before discovering what made the cave art so
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
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f.
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h. Why do you think were cattle and bison painted on convex surfaces;
horses and hands on concave surfaces?
3. Analyzing the broad structure of the text. Share these views with the
students:
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enigma.
b. Supporting view 1- Various theories suggesting why the dark wall caves
served as murals for animal and hand paintings have been discredited.
c. Supporting view 2 Even the probable reason why concave and convex
surfaces were used for certain subjects especially in Pech-Merle cannot be
determined.
Concluding Activities
Require the students to comply with the tasks specified.
1. Assessment Questions
Make
the
students
write
their
concise
answers
to
these
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Paleolithic Diet (or Paleo), Stone Age, or Warrior diet is, and why we
should adopt the eating habits of cavemen of around 10,000 years
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ago. What could be the benefits and risks from this diet? Write your
explanation in a two-paragraph essay.
d.
Sports: What is/are the first ever sport(s) invented? Explain how and
Summary
cave walls with animal and hand paintings and engravings, and why some surfaces
and techniques were used; however, these theories have been discredited. Since
there are no contemporaneous recorded explanations during the Paleolithic era,
these amazing art works remain an enigma.
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revolutionary.
2. Think Further.
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Lesson Proper
Before the students read Fidel Castros famous speech to the intellectuals in
1961, introduce the author to them.
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e. stifle art
f.
material sense
g. posterity
h. self-hypnosis
i.
incorrigible
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beautiful?
e. What is the duty of the Revolution to artists who do not oppose the
Revolution but do not have a revolutionary attitude?
Which facets of a better life for the people should the revolutionary
work for?
f.
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Concluding Activities
1. Assessment
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c. Tech-Voc. Considering the renewed ties between the USA and Cuba,
what are the places of artistic and cultural importance that a tourist
may now visit more freely?
d. Sports. How have the athletes been affected by the cultural revolution
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E
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105
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Why Sinigang?
Doreen G. Fernandez
Influences, Effects, and Examples
Motivating Introduction
1. Think Food. Ask the students what their favorite dish is. What would be the
most preferred dish among the various regions?
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2. Think Further. Ask them: If they realize that among the Cordillerans, where
coconut milk is rare, would not sinigang be also rare? Which recipe would the
mountain folk choose for the meat from the hunt? In the Ilocos Region where
vinegar Iloco and fish sauce (or bagoong) seem to be the preferred
Lesson Proper
Reading the Text and Reacting to It
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1. Getting To Know the Author. Introduce our food expert to the students
before reading what she has to say about sinigang: Doreen G. Fernandez
was first an outstanding teacher (with a Metrobank Award to her name),
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writer, cultural historian, and scholar of Philippine theater. Second, she was
an iconic food critic who wrote several columns and books on Filipino cuisine.
2. Unlocking Verbal Difficulties: Make the students look up the meanings of
these words to ensure a more productive reading:
a. adaptable
b. ubiquitous
c. teeming seas
d. pristine quality
e. proliferation
f.
simmered
g. succulence of roots
h. cuisine
i.
legacy
j.
instinctive
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k. nuances
l.
improvisation
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f.
4. Analyzing the Text Structure. Explain to the students that the essay may be
divided into two parts: how the topographical and geographical features of the
country shaped the native cuisine, and how the foreign influences have
a. Ask the students to explain how the island landscape has provided
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various foods from land and water, and shaped the manner of
preparing them.
b. Make the students explain the distinctive influences that the Chinese
and the Spaniards had on our cuisine.
Concluding Activities
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Contextualized Activities:
a. Academic. Conduct a survey among the students in your school as to which
would be their choice of our national dish and why adobo, chicken
barbecue, nilaga, paksiw, sinigang, pinakbet, and laing? Present the results
of the survey in a two-paragraph essay.
b. Art and Design. Compile and present to class a visual design of the five
most exotic dishes in the country. Accompany this with a page containing
brief descriptions of the dishes and what have influenced their recipe
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creation.
c. Tech Voc. Prepare a table of Philippine regional dishes specifying the top
product of the region, the corollary favorite dish and food preparation.
d. Sports. Prepare a game focused on How Well do you Know Our Native
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Dishes?
Summary
1. Main Idea. The Filipino cuisine is a product of our island landscape and the
influence of the Chinese and the Spaniards.
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2. Supporting Details.
b. The foreign influences that enriched our cuisine came from the
Chinese (with the noodles explosion) and the Spaniards (with their
rich recipes).
3. Conclusion
The Filipino cuisine identity seems reflected by sinigang.
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kundiman during the revolutionary period? And that Francisco Santiago and
Nicanor Abelardo, the composers, are two of the greatest composers of the
kundiman?
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2. Think further. Ask the students how their favorite contemporary songs
compare with the kundiman. Do they feel that the kundiman is more Filipino
yet old?
Lesson Proper
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c. sentimental
d. jocose
e. rhythmic pattern
f.
melodic Inflection
g. forerunner
h. predominating
i.
invocation
j.
chanson
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2. Comprehending the Essay. Clarify that the essay mainly explains the
meaning of the concept, kundiman. Ask them these questions to guide them
in understanding the essay and its methods of clarification:
a. How does the essay define kundiman? What kind of definition is
used?
b. What are the characteristics of the kundiman?
c. Which was allegedly the favorite song of the Filipino soldiers during
the revolution?
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3. Analyzing the Devices Used. Make the students analyze the way the main
point is developed:
a. Ask the students what elements are compared to show the kinship
among the kundiman and other early song types.
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Concluding Activities
2. Art and Design. Ask a musical group to tape a rap version of Jocelynang
Baliwag. Let the class listen to this version, later, to the kundiman version.
Then write a paragraph comparing the class reactions to the two versions.
3. Sports. Create zumba moves to the tune of the folk songs, Salidom-ay, and
Tsit-si-rit-sit.
4. Tech Voc. Make a table of the famous singers of each region: the folk
singers of the kundiman, balitaw, and kumintang, and their songs.
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Summary
To conclude discussion on the essay, share this summary with the students.
1. Main Idea The kundiman is an erotic and gloomy love song with a serious
melody, and sung on various occasions, including serenading the beloved.
2. Supporting Details The kundiman is related to the kumintang, the awit,
and the Bisayan balitaw in terms of accentuation/ rhythmic pattern and time
signature.
3. Contrast Unlike the folk song, the song of the common people, the
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kundiman is an art song composed with its music and lyrics perfectly
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combined.
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c. Baston
b. Eskrima/Kali
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ARPI
g. bickering groups
2. Comprehending the Text. Pose these questions as guides for the students
understanding the text:
a. What are the different fighting styles covered by the term arnis?
b. What is the significance of former President Gloria M. Arroyos signing
RA 9850 into law?
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3. Analyzing the Structure of the Text. Inform the students that a topic like
revitalizing arnis as a national sport effectively uses a definition and
discussion of developments chronologically.
a. Starting point: Defining and describing arnis, and its various names,
strategies, and use of weapons or no weapons.
b. Chronological development:
1.) Signing into law RA9850l declaring arnis a national sport
and making arnis a required P.E. course
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2. Art and Design. Watch Jay Ignacios Bladed hand. Then write a mini
concept paper on the Filipino martial arts as a testament not only to the great
masters of FMA, but also to the inherent struggle to keep the Philippine
indigenous fighting arts alive and swinging.
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a. Next to the carnage and destruction inflicted by the ISIS, which are
the gravest global problems beleaguering the world?
b. What are the top problems that our country faces?
c. Can you rank these problems according to the most important for
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2. Think further. Ask the students these questions to make them think more
deeply for answers.
a. What will the worlds major source of energy when and if oil supplies
will run out?
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powers, the way there were some arms race and space race in the
past?
Lesson Proper
3. Read and React. Before reading the excerpt from Tomorrows Energy,
make the students know who the author, Isaac Asimov is.5
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was a great
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c. Trivia- Aside from robotics, he also coined the term spome. What
these words as they are used in the paragraphs of the text? The dictionary
can always be the referee for the right meanings:
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Ibid. 152.
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6. What are the differences between nuclear fission and nuclear fusion? [First, a
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These illustrations and explanatory notes on nuclear fusion and nuclear fission are borrowed from
http://www.joeruff.com/artruff/physics/Student_Pages/The_Atom/Nuclear%20Decay.htm.
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Fusion
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Process
Fission
Bases for
comparison:
Energy source
By- Product
Safety
Energy
produced
Advantage
produces dangerous
radioactive materials
large quantities of uranium
are used; if anything goes
wrong, radioactive
substances escape into the
environment
produces considerable
energy per pound of fuel
As long as the radioactive
substances do not leak into
the environment, nuclear
fission is a good source of
energy.
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7. Nuclear fusion seems a lot better than fission, but what then would be the
drawbacks to its use?
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PY
8. If the device and technology for fusion energy would happen, in what way
would it be an energy without geography?
Since every country has access to water, including seas and oceans,
every country would have access to fusion energy.
Understanding the Structure of the Essay
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Fusion
Initial
Definition:
Contrast in
process
Expansion
1:
Difference
in
energy
source
Expansion
2:
Contrast in
By-Product
Expansion
3:
Difference
in level of
Safety
Combination
of
small
atoms
into
large ones
Deuterium,
everywhere
in water
Helium,
safe
Small
amounts
used; if it
goes
wrong,
process
stops
If
w/ Considerable
energy
problem,
dangerous
radioactive
substances
harm
people and
environmen
t
Process:
Breakdown
of
large
atoms into
radioactive
materials
Uranium,
rare
Radioactive
materials,
dangerous if
leaks
to
environment
Expansion
5:
Contrast in
overall
Advantage
Cheap,
clean
energy;
ubiquitous
sources of
fuel
Safe
as
long as no
leaks and
accidents
happen
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Fission
Expansion
4:
Difference
in Amount
of Energy
produced
Four times
that
of
fission per
pound
of
fuel
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Structure
Or Device
Used in the
Essay
c. Conclusion- To end the essay with a certain impact, not only the
thesis, that fusion provides a cheap and safe alternative source of
energy is reiterated, but also a memorable point is added the
possibility of obliterating the economic gap between the haves and the
have-nots through nuclear fusion.
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Political status
Ideology
Capitalist, democratic
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2. Writing A Paragraph Using Contrast. Instruct the students write a twoparagraph body of a concept paper/ expository essay explaining one of the
Using the
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concept paper, Fusion vs. Fission as your model, contrast the two concepts
in terms of the bases you have enumerated.
Summary
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REMINDER:
Contrast is a paragraph pattern showing the differences between
two objects, two activities, two processes, or two terms. Comparison,
on the other hand, shows similarities between/among two or more
objects, processes, or terms.
3. Concluding the essay: The focal point of concern, that fusion provides a
cheap and safe alternative source of energy, is reiterated, with an additional
comment on the possibility of obliterating the economic gap between the
haves and the have-nots.
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school? Why?
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b. Do you still keep toys that you played with when you were in grade
c. What is your dream gadget the one you want to buy if you had the
means? How long would you keep it?
d. If you had to leave your home because of a disaster, like fire, or flood
waters, which three possessions would you bring with you? Why?
e. Can you list some items that you used only once or twice, and then
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threw away?
2. Think Further. Lead the class in reflecting further on the idea of materialism.
Ask these questions:
Objectives
The teacher-guided reading of the essay, a sample concept paper, should not
only clarify the meaning and implications of a throw-away society, but also afford
the learners a model for planning an essay. As they deduce the thesis sentence and
the supporting details, identify the strategy used for the introduction, then identify the
patterns of paragraph development used in the essay, the students can later prepare
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a rudimentary plan for an essay, through a properly limited thesis sentence with at
least three supporting details; then write an introductory paragraph modeled after the
strategy used in the reading text.
Lesson Proper
1. Read Alvin Tofflers Things: the Throw-Away Society.
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2. Some difficult words may slow down the learners comprehension of the
essay. The teacher could ask the students to guess their meanings from
context, before looking up their meanings in a reliable dictionary and trying to
use them in sentences:
a.
b.
c.
d.
e.
f.
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c. How does Tofflers use of the Barbie doll aid in developing his main
point?
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your life?)
e. What does Toffler mean by Our attitudes toward things reflect basic
value judgments (Par. 6)?
If we love to acquire and use these disposables,
these less durable, these short-lived objects for our
everyday use, then we have foregrounded consumerist
and materialist values. Also, since almost everybody is
using these disposables, we have also been swayed by
the fad or generations practices.
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f.
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if we can.
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To help the students answer the questions and to perform the tasks
better, share with them these reminders/reviews:
Quick Review
Ask a question.
Use an anecdote.
Use a quotation.
Stress the significance of topic.
Give a brief overview.
Use a combination of methods.
1.
2.
3.
4.
5.
6.
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124
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Learning Activity
This activity enriches the students views on materialism as it relates to their
lives. Moreover, as the planning activity forces them to prepare a main idea
expressed in one sentence, and specify several supporting details under it, they
learn the rudiments of preparing an outline for an essay.
Ask the students to choose one of these topics, write an apt thesis sentence
for it, then provide at least three specific details to support his/her main point/thesis.
promos succeed
Thesis: Filipinos love CPA promos.
Support:
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Example: Topic: Why Metro Deals /Ensogo/ Groupon Discount Sales / CPA
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Because the CPA piso fare affords almost 90% airfare discount for
local and international destinations, many Filipinos take advantage of
the opportunity to travel to places they may have wanted to see but
never could afford.
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their schedules.
Since CPA has widened its local and international destinations, Filipinos
have wider choices of vacation or pleasure trips.
Because CPA has upgraded its services and time schedules, Filipino
travelers are generally satisfied with the improved services and wider
1. Art and Design- Why do car manufacturers change body styles every year?
3. IA and IT - Why I wont trade my ----- (Apple Ipad Pro/ my Samsung Galaxy
S6 Edge+/ IPhone 6S+/ Yoga Tab 3 Pro/Lily Camera)
4. Academic - What do you think of garage sales? Of ukay-ukay bargains?
5. Academic - How does advertising support a materialistic society?
6. Sports - Life without disposable products
125
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Practice Exercise
Point out that the essay opens with an illustration, the practice of trading in an
old Barbie doll for a new one, and that this illustration is also used to develop a point.
Asking the students to go back to their thesis sentence, you make them think of an
interesting opening paragraph, using one of the methods given in the quick review.
This introductory paragraph(s) should employ an apt paragraph pattern that develops
the first given supporting detail.
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Example:
Opening Paragraph for the topic: Why CPA Promos Succeed
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The teacher may need to emphasize the functions of the introductory paragraph(s):
An introductory paragraph puts AIDA on a pedestal: attracts the readers
attention, arouses interest and desire to read, and goads the reader to
act accordingly, i.e., goads him/her to read the paper.
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ASSESSMENT
Part One: Comprehension
Select the best answer. Write the letters only.
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7. Aside from lower prices, what else would be significantly responsible for
the paper explosion (Pars. 11-13)?
a. cheaper cleaning costs
b. opportunities for maximizing creativity and resourcefulness
c. versatility in uses after the original purpose
d. a new mentality together with altered values
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10. List at least three examples/ illustrations that reflect that your home is
inextricably embedded in a throw-away culture. (Par. 7)
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Structural Analysis
1. The paragraphs about the old Barbie doll (Par 1) and about the new improved
version (Par. 2) reflect this paragraph pattern:
a. contrast between old and new practices regarding Barbie dolls
b. anecdotes about the Barbie doll
c. details regarding the enticing features of the Barbie doll
d. classification and division of Barbie doll owners
2. The texture of plastic, the glisten of a car, and the vision of a cityscape from a
jet window (Par. 4):
a. prove that human-made things are exponentially increasing
b. show the difference between artificial and natural objects
c. enumerate objects that color ones consciousness
d. provide examples of human-made things that are close to human
beings
3. The most commonly used pattern(s) of paragraph development used by
Toffler in this essay is/are:
a. comparison and contrast
b. illustrations and examples
c. definition
d. analysis
e. Illustrations and contrast
4. The overall order of development is:
a. climactic
b. chronological
c. inductive
d. deductive
5. Several details and data given in Pars. 8-11 are corroborated by the use of:
a. reliable examples from research
b. contrast between past and later practices
c. quotations/testimonies from researchers and observers
d. evaluations from surveys
129
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Answers
Part One:
1. E
2. B
3. A
4. D
5. B
6.
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7. C
8. D
9. C
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vary):
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2. C
3. E
4. C
5. C
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Feedback
Here are samples of feedback that you may use:
1. If the student could answer all the questions correctly: Excellent! Keep up the
good work!
2. If the student incurred one or two mistakes: You did well, especially in
understanding Tofflers views and his modes of developing his ideas.
3. If the student had three or four mistakes: You are generally on the right
comprehension track. Perhaps re-analyzing the paragraphs and their patterns
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4. If the student had five or more mistakes: You can improve this score with
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more practice. Since Toffler often uses examples and illustrations, think of
what he is trying to clarify with the examples; and note what points he
contrasts old and new /Barbie dolls, young girl or older generation, natural
Summing Up
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coloring peoples worlds and changing their values, and ends with the view
that we develop athrow away mentality to match our throw-away products.
131
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Assessment
Integrative Project: Writing a 500-word Concept Paper on Walls
1. Ask the students: What do we think of when we hear the term walls?
Have you seen the longest human-made barrier and one of the
wonders of the world, the Great Wall of China? Have you heard of the
Sacsayhuaman Wall of Cusco Peru whose boulders are so tight that paper
cannot slip through? That the walls and gate of Babylon, one of the great
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wonders of the world, was made of blue glazed tiles, and had alternating
rows of bas-relief aurochs and dragons? That Hadrian Wall, the longest wall
of Europe was built by the Romans to prevent the tribes of Scotland from
entering Brittania, their colony at the time?
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That the Walls of Troy are a monument to the ten-year Trojan War in
the epic, Iliad? That the remaining part of the Temple Wall in East Jerusalem
where people pray is called the Wailing Wall? That the Germans today are
ashamed of the cruel experiences connoted by the Berlin Wall? That the old
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Do the students also realize that there have been a number of walls
known thru the centuries for the great murals they display: paintings and
sculptures of renowned artists, artistic renditions of literary texts? Palace
walls, church and temple walls, street walls, home walls, museum walls,
murals of literary texts comprise great showcases of artistic talents as the
132
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The Famous and Infamous Walls of the World, the Tangible and
Intangible Divides (A Power Point Presentation)
1. As the students watch the presentation, you give the background of each
slide, from the domestic walls to the famous walls (given as Notes to each
slide) why they were built, what distinctive qualities these had, what they
reveal of the builders then, the significance of these in our world history:
a. well-known walls reflective of worlds events
b. artistic walls showcasing various forms of art and human values and
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concerns
c. intangible walls reflecting human and inhumane relations, as well as
socio-economic, political, religious, psychological, and other concerns.
2. At the end of the presentation, the students should be able to note what walls
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are; what their different types and uses have been; their building materials,
and architectural qualities for the tangible walls, the causes and effects of
various intangible walls.
Prewriting Stage
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physical or tangible walls should create a grid detailing the location of each of
the famous walls, its builders, the reason for the construction, the materials
and design, and its current status. All the walls with similar functions are
placed together for easier classification.
2. Famous Walls
Name
Location
Construction
Date
Distinctive
Characteristics
Materials
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3. Art Walls are also physical and tangible, but they have different functions,
structural patterns, materials, modes of presentation, and the like( Ex: murals,
museum and gallery walls, exhibit walls, temple and church walls, renditions
of literary texts on walls, house walls and fences.)
4. Intangible and Symbolic Walls. These walls show various facets of human
relationships, concerns, or values. Choose one group of intangible walls and
provide different types, the characteristics of each, and the ways by which the
walls may be broken down or built.
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f.
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h. Prison walls
i.
Psychological walls
j.
Cordon sanitaire
5. After preparing your grid or outline of your choice of wall group, write a 500word theme on walls building walls, or breaking walls. You may use a core
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Chapter 4
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D
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D
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A Position Paper
Every now and then, we find the need to take a stand on an issue. How do
we defend this stand? How do we convince others about the soundness of our
position?
This section trains the students to write an effective position paper.
1. Values Communicated
a. Logical Thinking
b. Objective expression of ideas
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2. Modes of Reasoning
a. Inductive
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b. Deductive
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2. Ask the students how they choose words when they write their compositions.
Do they use a dictionary or a thesaurus? What kind of words do they prefer?
3. Ask their bases for their reference.
4. Ask the students to comment on the following ending lines from the famous
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weakened
made weak
strong-willed
strong in will
struggle
strive
discover
find
unyielding
not to yield
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Alternative Expression
Call their attention to the influence of rhythm (i.e., the succession of stressed
Lesson Proper
1. What is the proposition of this selection?
2. Ask the students to prepare a list of the reasons given in the selection for
using short words.
3. Encourage the students to express their stand on the issue of using short
words whenever possible.
Concluding Activity
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1. Let the students express their initial position on one of the following issues:
a. School uniforms should no longer be required.
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3. Ask the students to write a position paper. Tell them to mention the evidences
they found to support their reasons. Show them how to cite their sources
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properly.
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Ask the students if they have heard of people who work as sanitation
engineers or as governesses. Or they have probably encountered expressions
such as persons who are chronologically advanced in age or those who are
vertically or horizontally challenged. Do they know what these expressions mean?
Sanitation engineers may not have a college degree or formal training in
engineering. These people were once (or still are) referred to as custodial workers
or janitors or even street cleaners. Governess is a dignified term for a nanny.
Senior citizens, the elderly, are indeed advanced in age. People who are too short or
too tall face a challenge in height. Informal settlers squat on land that do not own.
Unconventional beauty refers to the exact opposite of beauty.
Tell the students to make a list of ten expressions similar to the ones given
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above.
Lesson Proper
1. Let the students read the selection. Tell them to outline it.
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a. What is doublespeak?
b. What are the uses of doublespeak?
c. What are the different kinds of doublespeak? Give some examples of
each.
d. Does the author favor the use of doublespeak? Present the authors
arguments for his position.
Concluding Activity
1. Let the students take a stand on the use of doublespeak and defend their
position.
2. Make the students write an essay on the advantages/disadvantages of the
use of doublespeak
3. Ask the students to search for speeches delivered by politicians on their
accomplishments while in office.
4. Tell the students to observe how people in government argue about different
issues. Advise the students to respond critically to the way people present
arguments and evidence to defend their position.
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1. Call the students attention to Par. 2, Sentence 2 which says: Like all new
media, e-mail has a dark side. What purpose does this sentence serve?
2. Make the class prepare an outline that will list down both the advantages and
selection.
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3. Ask the students if the author of this article totally rejects the e-mail.
Concluding Activity
1. Let the students assess their need for their e-mail or Facebook account.
2. Ask them to comment on the good and bad effects of e-mail and Facebook
on their own lives.
3. Share with your students your own experiences and some news accounts
you have read about some good and bad effects of e-mail and Facebook
postings.
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explained or proved.
2. How are the arguments presented?
6. Are these enough proofs to support each argument? Are the pieces of
evidence based on reliable data?
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1. Let the students read the selection. Call their attention to its structure. Do the
subheadings help in identifying the important ideas of this selection?
2. According to this article, what factors should be taken into consideration in
3. Ask the students to comment on the following statement: Talk is very highly
valued in western culture.
Concluding Activity
1. The class can be encouraged to continue the discussion on Who Talks
More: Women or Men?
2. Make the students can observe what happens in their own homes, in school,
in the community.
3. Let them summarize factors that affect talk in Philippine context.
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r u online?
Motivating Introduction
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each other?
4. How are young people who use the language of the Net referred to?
(keyboard generation, Generation IM (instant messenger), wired teens)
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evolving lexicon
Net Lingo
lingo online
speed talking
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6. Does the writer agree with those who think that Net lingo is language that
meets the young peoples needs for self expression, as a creative twist on
dialogue, and as a new harmless version of teen slang? +Or does the
writer side with those who regard Net lingo as the linguistic ruin of
Generation IM? Or does the essay sound neutral?
7. Early on, does the writer describe Net lingo as the re-creation of language in
ones own image, as teenagers have always done? How is this lingo being
re-created? (through the use of new acronyms, abbreviations, and
emoticons)
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8. How else does the writer describe Net lingo? In what way is it a combination
of writing and speaking? (It is using writing to create speech; typed
communication in a new era of speed.)
9. Does the writer show the good and bad effects, the double-edged
consequence of Net lingo?
a. Shy boys become comfortable talking online with girls, but in school their
grammar suffers from abbreviated words and run-on sentences without
periods.
PY
b. Boys and girls can multitask, but they are easily distracted and have
shorter attention spans.
c. Net lingo, as the written slang of the young generation, assures them of
inness or of belonging to that group, but strangers within could bring
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trouble, although the young are wary of them, and protect themselves by
blocking subsequent messages of undesirable online friends.
10. How does the essay become convincing and credible?
Concluding Activities
EP
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2. Art and Design: Draw a cartoon showing a younger person using Net lingo
while talking or writing to someone in the older generation.
3. Tech Voc:
4. Sports: Pretend you are a sports announcer and use Net lingo to describe a
basketball or volleyball game.
5. IT and IA:
emoticons not mentioned in the article. Then, list these down and share them
with the class.
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Assessment Questions/Projects
Let the students rewrite paragraph 3 using the formal style.
Feedback (for activities)/ Assessment Results
1. Review some ways of writing formally:
a. Spelling out words, instead of contracting and abbreviating them (e.g.,
it is not its; television not TV)
b. Using objective, not colloquial words (e.g., wonderful not awesome;
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many not lots of; children not kids; men or boys -- not guys)
c. Speaking preferably in the third person, instead of first or second
person (except in business letters)
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The writer assumes the position of neutrality by presenting both sides, but the
pervasiveness of an optimistic tone hints at a positive attitude to Net lingo.
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examples, etc.)
Vocabulary
on radio and TV
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Let the students classify the different positions in the article regarding
the acceptability of bad language on TV. To do this, tell them to draw two or
more columns with the headings positive, negative, neutral, etc. stands.
Next, tell them to enter under the proper column, the specific
Then, make them count how many total arguments there are in each
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Concluding Activities
Learning Activities and Practice Exercises
1. For all tracks, tell the students to enumerate two or more arguments in
preparation for a debate on one of the following:
a. whether bad language should be allowed on social media
b. whether text spelling should be allowed in academic writing on any
current political issue, such as federalism for the Philippines, the need
for Bangsamoro, etc.
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reliable data.
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Lesson Proper
meanings/verbal
matters,
examples, etc.)
questions,
explanations,
illustrations
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(word
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2. How does the writer introduce the essay? In what way are the verb, the
sentence, and the parts of speech in English grammar complex? Explain in
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Gowers, Bernstein, Safire, and Lowth) and dictionaries (e.g., Websters Third
5. Is the writer for or against bad English? Consider his attitude towards change
in English rules on grammar and spelling.
Concluding Activities and Practice Exercises
Observing good grammar, make the students write any of the following that is
relevant to their respective tracks
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5. IT and IA: a leaflet convincing the reader of the unique features of some
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hardware
Assessment Questions/Projects
1. Ask the students to explain each correction given after each of the eight
sentences listed in paragraph 4.
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Summary
Although one can resist change in language usage so as maintain
understanding and clarity (e.g., retaining the conventional spelling and
meanings of certain words like cat, elephant, etc.), it is arrogant and futile
to halt language change, since common usage is a stronger force than
linguistic or academic authority in dictating the fate of new words,
spellings, and meanings in language, whose nature it is to be fluid and
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democratic.
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Lesson Proper
Vocabulary
EP
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Class Activity
Call a student to the board to write down the weasel words
enumerated in the article. Then, divide the class into two groups, so that each
student in the first group will show her/his advertisement to the entire class,
while each student in the second group will identify the weasel word(s). Next,
Concluding Activities
Learning Activities and Practice Exercises
(Enhancement/ Writing Assignment)
1. Let the students work in pairs to discuss what they will write: one will be
a candidate for class president describing a planned volunteer project for
the class, once elected; the other will deliver a campaign speech
endorsing the candidate to the class.
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Let the students remember all the weasel words listed earlier on the board.
Summary
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arguments of the opposite side and presenting alternatives such as causes or effects
other than those claimed by the other
Vocabulary
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Lesson Proper
EP
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about 1900, then shoots up, like the upturned blade of a hockey stick
[similar to a golf club, but used for playing ice hockey]
(from David Appell, Sustainability: Behind the Hockey Stick, March 1,
2005. www.scientificamerican.com)
Questions
Ask the following questions:
1. Describe the great global warming swindle.
PY
2. Is S. Fred Singers position on the great global warming swindle positive (yesit-is-a-swindle) or negative (no-it-is-not-a-swindle)?
3. How do you ascertain (make known, learn, find out with certainty, make
certain, exact, or precise) his stand?
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EP
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c. the concluding last paragraph, with his prediction about the attitude of
future generations
4. Who are swindled? Who is the swindler? And what is the swindle itself?
5. Explain the hypothetical case in paragraph 5.
6. Explain the irony in paragraph 6 by reviewing the solutions to greenhouse
gas reduction in the light of cutting fuel consumption.
7. According to the writer, is global warming beneficial or harmful? Has sea level
risen due to human-caused global warming or to natural causes?
154
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Concluding Activities
1. Contextualized Activities and Practice Exercises (enhancement/ writing
assignment)
a. Academic: Write a position paper for or against mining/ golf parks/
rapid urbanization/other environmental concerns
b. Art and Design: Write a position paper arguing for the importance of
using recycled materials in construction (e.g., plastic bottles)/ fashion
(e.g., paper mache belts and wallets)/ etc.
Write an essay arguing for environmental activism in
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c. Tech Voc:
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2. Assessment Questions/Projects
a. State the argument against the claim that global warming is caused by
greenhouse gases from human activity. Consider whether the claimed
cause is the true cause or the only cause, and if not, what is the true
cause of greenhouse gases?
c. Is there proof that nature, and not human nature, causes global warming?
To answer this, consider writing a prcis of paragraph 4.
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cooling to warming )
c. sees: a negative impact (e.g., rising sea level) counter with: a positive
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1. The great global warming is not caused solely and largely by greenhouse
gases from human activity, but more often and largely by natural water vapor
and cloudiness corresponding to solar activity.
2. Moreover, warming does not so much cause a rise in sea level, as seas have
been wont to rise steadily since the ice age (10,000 years back). In fact,
warming raises standards of living.
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Lesson Proper
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Concluding Activity
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2. The campaign can include the production of posters and brochures. Creative
writers can create poems, short stories, and essays that talk about the
hazards of industrial agriculture.
3. The students can try growing plants that can be eaten. Advise them not to
use pesticides and synthetic fertilizers. Find out from the students if the plants
are thriving even without pesticides and these fertilizers.
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More Energy
Motivating Introduction
When assigning this article, tell the students to search via the internet the
author, Bill Gates. Introduce the lesson by letting them discuss what they read about
the Bill Gates.
Objectives
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EP
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1. What does Bill Gates want? Locate the sentence that states this. Discuss the
grammatical mood of the sentence. Is it stating or indicating some fact? Or is
it merely expressing a personal, subjective desire?
2. In beginning the essay, does the writer describe a real world? A virtual,
imaginary world? Or both worlds? Explain your answer.
3. Is the pace and rhythm of the essay fast or slow? Reread, for example,
paragraphs 1 and 5. Are the words, phrases, and sentences long or short?
Do they come in quick succession, as in a series? Or are they presented in a
slow, tedious manner? Does the effect make you feel like running, or like
walking, instead? Is this effect in keeping with the idea behind the title?
Explain how.
4. Discuss the problem-solution format in the organization of this essay. Does
the structure present a problem first? Does it offer a solution next? Or does it
do the reverse?
5. Explain Bill Gates formula for zero carbon dioxide emission. Include
examples given.
6. Describe Bill Gates energy miracle (paragraph 38 and up).
7. Is his solution to the problem mathematical-formulaic, miraculous-religious, or
critical-creative? In what way is it so?
8. Reread paragraphs 42 and 43, and then explain Bill Gates idea of failure and
success. Can there be success in failure? How?
9. Does Bill Gates include you as a solution to his problem? Are there ways in
which you can help solve it? Does he exhort you, command, request, or beg?
10. Does the essay end in an exhortation, a prediction, or both?
Concluding Activities
1. Learning
Activities
and
Practice
Exercises
(enhancement/writing
assignment)
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Make the students write a well-argued essay proving any of the following
passages from More Energy:
a. Life gets better not for everyone all the time, but for most people
most of the time. (paragraph 12)
b. I have not failed 10,000 times. Ive successfully found 10,000 ways
that will not work. (paragraph 42)
c. Math cuts out the noise and helps me distill a problem down to its
basic elements. (paragraph 20)
d. There are those who deny it is a problem at all. Others exaggerate
2. Assessment Questions/Projects
PY
Divide the class into four groups that will prepare charts, graphs,
diagrams, etc. of facts and figures presented in the essay. Let them select one
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set of data or facts to chart or diagram, but be sure that each group selects a
different set.
1. data on populations in the world that live in the dark (paragraphs 5 and 7)
2. fact tracing the cycle that starts with those least responsible for CO 2
emission, ends with those most affected, and includes intervening events and
phenomena (paragraph 15)
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Objectives
Lesson Proper
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Concluding Activities
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a. Academic:
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Assessment Questions/Projects
Choose a quotation from Gandhi, think of an issue it defends or attacks, and
write an argumentative essay defending your position on the matter.
Feedback (for activities)/ Assessment Results
Let the students check that their own argumentative essay includes the
following:
1. a clear statement of the issue in the introduction
3. support or evidence for ones position
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Reminder
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Summary
Let the students form two groups that will plot the fasts in Gandhis life and
indicate the year, purpose, and outcome of each fast: one group prepares a column
EP
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list, while the other group draws a diagram. This may be written on the board or on a
big poster.
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I Have a Dream
Motivating Introduction
Along with this reading assignment, tell the class to search via the internet
the biography of Martin Luther King and bring his picture.
Call on some to report on interesting biographical details, and others to show
Luther Kings picture.
PY
Objective
Lesson Proper
Ask the following questions:
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argument.
1. What is Luther Kings dream? Do you know songs with dreams in their
lyrics? Compare those dreams with that of Luther Kings.
2. Explain the historical allusion in the second line. Who is associated with it,
and is there a similar dream too? A hundred years later, has that dream
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been fulfilled?
3. Look for figures of speech and other devices that characterize Luther Kings
rhetoric. Explain how they are effective.
For example, study the following images:
a. a check which has come back marked "insufficient funds"
valley of despair
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argument?
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Detecting Propaganda
Motivating Introduction
1. With the reading assignment, tell them to bring advertisements from
newspapers and magazines, or in the form of brochures, fliers, and others.
See the Lesson Proper below.
2. Discuss with the students any of their exposures to Facebook and Twitter
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1. Let them show and read the advertisements they brought, for their
classmates to identify the propaganda device(s) used.
EP
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2. Check that all devices in the article are illustrated; if not, let them check out
the examples in the article, or make them give their own examples.
Concluding Activities
164
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Assessment Questions/Projects
1. Work in groups of five and choose an advertisement for a product salient to
one of your track e.g., a review class for a board exam, a watercolor, a juicer,
a sports bra, a portable printer, respectively.
2. Identify the propaganda device(s) used and criticize each. Improve the
advertisement or create one instead.
Feedback (for activities)/ Assessment Results
PY
Check the thoroughness of the essay in terms of answering the questions for
consideration. Check the grammar and organization.
Reminder
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Summary
The different propaganda devices are intended to fool people into buying
products they may not really need, so one should be wary of general words. These
EP
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words do not really inform much about the product, and are used only to make the
165
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ASSESSMENT
All of the selections included in this chapter talk about current issues that are
of general interest in our present society.
The use of English in presenting various stands on these issues is given
emphasis in this chapter. The activities suggested for each lesson corresponding to
each of the selections cover various disciplines. The goal is to train the students to
take a stand on any and all issues, both local and global. The students are thus
prepared for life-long learning and academic and professional challenges.
competencies.
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1. Ask the students to write a position paper on one of the following topics:
(Choose a topic that best suits your stand.)
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a. The best way to solve the most urgent problem of the country (e.g.
crime, corruption, poverty)
EP
E
2. Encourage
the
students
to
launch
campaign
supporting
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Chapter 5
EP
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Writing a Report
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D
EP
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D
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Writing a Report
People have always been narrating what they did for the day: children tell
their parents who picked a fight with them, husbands and wives, tell each other what
happened at home and at the office, old folks tell the young about the time when
they themselves were growing up, lovers tell each other where they have been
before they met, students tell their teachers why they were late, end we all want to
know the why's and the how's of celebrity successes, failures, break-ups,
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In other words, every human being has done some informal reporting some
time, but once this verbal ability is used to tell about surveys conducted; work done
noted systematically;
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out there in the field; experiments performed inside the laboratory; observations
and inventions, inquiries, and others resulting from
Guidelines for Writing the Survey/ Field/ Laboratory/ Scientific/ Technical Report
1. Value Communicated
EP
E
2. Basic Content
phenomena,
structures,
experiments,
questionnaires,
3. Modes of Ordering
a. Chronological or time order.
b. Geographical or space / spatial order.
c. Logical Inductive and Deductive
d. Problem Solution
e. Cause and Effect
f.
Formal, e.g.:
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C
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170
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Fast-food Addiction
Motivating Introduction
1. Ask the students what fast-food they eat for meals.
2. Ask what junk food they eat for snacks.
Objectives
1. To make the students aware of addiction as the effect of eating fast-food.
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2. To make them interested in counting the calories in the fast-food and junk
food they eat.
C
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Lesson Proper
1. Vocabulary
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thinness
3. calorie
A unit of heat energy
Comes from Latin calor, meaning heat
First used in 1824 by Nicolas Clement
171
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Compare:
small or gram calorie (cal) -- the amount of energy needed to raise the temperature
of
1 gram of water by
1 degree Celsius at a pressure of
1 atmosphere
PY
Vs
large or kilogram calorie (Cal) -- known as the food calorie or the unit of food energy
1 Cal = 1,000 cal
joule
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EP
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A drug, e.g., morphine or codeine, made from the opium poppy, used to
reduce pain, cause sleep, or ignore problems and relax instead of doing
things needed to be done
From Greek opion, diminutive of opos, sap (first used 14th century)
Synonyms:
drowsy,
narcotic,
hypnotic, sleepy,
slumberous (or
2. Comprehension Questions
1. Ask them the main issue in the introductory paragraph. (Hamburgers,
fries, and cola/soda/soft drinks are so addicting that they keep customers
coming back.)
2.
In the next paragraph, ask what the culprits are.(sugar and fat as the
caloric content)
3. Ask how many calories there are in a serving of burger and also how
many calories a day is required of the average woman. (2,000 calories for
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each question)
4. Call a student to come to the board and draw a diagram, based on
paragraph 3 and helped by the entire class, showing the path, from sugar
and fats in the body to addiction. (Sugar and fat --->Endogenous (internal)
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and fat behave like drugs causing addiction. When sugar and fat were
withdrawn from the former sweet diet of rats, the rats exhibited anxiety
similar to withdrawal symptoms from heroin and nicotine. Chocolate drink
with increasing sugar and fat were given to rats. When a high dose of the
same drink was given, the rats showed tolerance to the effects of sugar
and fat, as seen in the diminished release of opioids/ opiates.
6. Ask how the author concludes the report.(Applied to humans, brain scans
show that the more obese one is, the fewer the dopamine receptors,
suggesting that more sugar and fat are needed to experience euphoria.)
7. Ask if there is any caution suggested in the conclusion. (The researchers
caution against concluding whether dopamine receptors are the cause/
basis, or rather the effect/ outcome, of obesity.)
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Concluding Activities
Contextualized Activities and Practice
a. Academic: Tell the students to convert calories into joules. Refer to the
definition of calorie in the Vocabulary above. Let them write an article on
how to reduce sugar and fat intake.
b. Art and Design: Draw a comic strip showing the effects of an excessive
fast-food diet.
c. Tech Voc: Prepare a substitute meal and snack for the usual fast-food
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items.
d. Sports: Interview school athletes on their diet when preparing for a
game.
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Tell each student to interview or observe at least two people one who has
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gained pounds, and another who has lost some. Then, let each one write two
separate reports on the noted respective regimens. Let them include diets,
exercises, and other practices.
Reminder
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Summary
Obesity is caused by fast-food addiction.
Endogenous opioids in the hypothalamus (above the brain stem) activate the
release of dopamine into the midbrain.
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175
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4. as Filipino and as Chinese/ American/ etc., in which the former entertains the
latter, a tourist in the Philippines
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Japanese
For each role-play, you may assign varying gender combinations: two
women, two men, one woman, and one man. Each member of the pair should have
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two or three turns speaking. Before the presentations, tell the class to pay attention
both to the role players speech content, actions, gestures, body movements, facial
expressions, and tone of voice. After the presentations, discuss observed nonverbal
behavior.
Objectives
176
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Lesson Proper
Distinguishing Between American English vs. British English Spelling
behavior (American English spelling)
behaviour (British English spelling; also Canadian and Australian
spelling)
Inform them that in the Philippines, the pattern or model is American English.
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Most of the words on the list below are adapted from Comprehensive* list of
American and British spelling differences,www.tysto.com>-uk-us-spelling-list. Some
are adapted from British and American spelling, www.oxforddictionaries.com.
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American
airplane
Aluminum
annex
ax
bougainvillea
canceled
center
check
criticize
cruelest
curb
dialog
draft
enroll
estrogen
fetus
flier
British
aeroplane
aluminium
annexe
axe
bougainvillaea
cancelled
Centre
cheque (only as a variant
spelling)
criticise
cruellest
Kerb
dialogue
draught (a portion of liquid;
BUT draft if a written plan)
enrol
Oestrogen
foetus
flyer
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[The two pairs above are inconsistent with the expected spelling correspondence
based on canceled, cancelled above, in which Americans use single L while British
use double L. Single L American and double L British are also applied to generally
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British
bejeweled
bejewelled
chiseled
chiselled
counseling
counselling
groveling
labeled
leveled
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American
grovelling
labelled
levelled
marvelled
marveled
modelled
quarreled
quarrelled
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modeled
snorkeling
snorkelling
spiraling
spiralling
tranquility
tranquillity
traveler
traveller
American
British
inflection
inflexion
jail
gaol
gray
grey
jewelry
jewellry
judgment
judgement
licorice
liquorice
likable
likeable
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British
maneuver
manoeuvre
mold
mould
omelet
omelette
phony
phoney
plow
plough
practice
practice
pretense
pretence
program
programme
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American
pajamas
pyjamas
pizzazz
pzazz
scepticism
summarize
summarise
siphon
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skepticism
siphon
theater
theatre
tire
tyre
wagon
wagon
worshiped
worshipped
yogurt
yoghurt
sheik
storey
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story
sheikh
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PY
Ask the students how the article is generally organized. Give them a clue by
order of ideas.
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telling them to consider the title as a reading strategy for determining the structure or
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Let the students give examples of nonverbal behavior for each of the three
organizing elements above.
180
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Japanese culture, means only that the message is received (but does not
mean agreement or consent to it).
b. Description of nonverbal behavior in the two genders. (Men are
assertive/ authoritarian; women, responsive/reactive. This means that
compared to women
a. vocally, men talk and interrupt more
b. visually, men look at the audience while speaking (visual dominance)
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more than they look at the speaker while listening, whereas women
do the opposite
c. spatially and tactilely, men claim more space and more frequently
walk in front of, rather than behind, women; they are more likely to
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Repeated messages to women are Thin is in, look beautiful, young, and
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b. In computer virtual reality games, including those that allow for gender
Concluding Activities
Contextualized Activities and Practice Exercises (enhancement/writing
assignment)
a. Academic: Write a two-level outline of the article.
statement, and proper coding of the divisions and subdivisions. Then, refer to
this outline to write a report outline of the same article. Your report outline
181
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should contain the parts listed in the Reminder box below. Omit the last part,
References.
b. Art and Design: Draw the evolution of women/men in fashion (clothes,
shoes, hats, swimwear, or any combination), career, house chores. Show
the contrast
c. Tech-Voc: Work in threes to demonstrate various gestures that accompany
greetings by Filipinos, Koreans, Japanese, Chinese, and other nationalities.
Two students should demonstrate the gestures while one student describes
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e. IT and IA: Prepare your own video or collect short video clips, showing
nonverbal Filipino behavior. Include a voice-over describing what is going on
and what the corresponding verbal message is. You may focus on a
particular situation such as a boy and a girl eating at a fast-food chain, people
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Assessment Questions/Projects
1. Divide the class into groups of 5-7 members to discuss the questions below
and come up with an oral group presentation of their findings.
2. Tell them that in the discussion, each member should say something, and in
3. Remind all groups to agree on which parts of the findings each member will
discuss for the presentation.
They cite
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1. Title Page
2. Abstract
3. Introduction
4. Method
6. Discussion
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7. Summary
5. Results
8. Recommendations
9. References
Summary
communication through the use of gestures, touch, space, dress, and means
other than speaking. Among nations, differences show that all cultures,
though different, are equal; that is, one is neither superior nor inferior, better
nor worse, higher nor lower.
183
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4. And so the cycle goes on: from the social myth of male dominance, to the
perpetuation
of
that
myth
in
media
(through
constant
repetitive
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PY
Next, ask them to describe their feelings, thoughts, and reactions after
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Objectives
Lesson Proper
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1. Terms
a. Vocabulary
a.)
b.)
c.)
b. Abbreviations
Ask the students to look up all the abbreviations used in the report
and read aloud the complete name.
MILF Moro Islamic Liberation Front
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2. Outline
Call one student to the board to write a two-level topic outline of the report
by listening to the suggestions of the students for each division and subdivision
entry.
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Remind the student writing on the board that capitalization style should be
the sentence case, in which only the first word has the initial letter capitalized, as
in writing a sentence, but without a period after the last word.
Compare the sentence case with the title case, in which all main words
Give clues by
telling them to notice the numbered sections of the report, and to base the outline
on these.
Check that the format of the report they read has these section
headings written on a separate line within the text, as these will comprise the
resulting topic outline below:
I.
Religious demography
A. Status of government respect for religious freedom
B. Legal/ policy framework
C. Government practices
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Par. 1: two out of four annexes (of the peace framework agreement
on the Bangsamoro) that were signed by the government and the MILF
Par. 2:
2000 year when the survey was conducted by the National Statistics Office
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Philippines
187
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Par. 4:
five number of sharia district court judgeships that are vacant or unfilled
43 number of circuit court judgeships that are vacant or unfilled
588 number of madrassahs registered with the NCMF
79 number of madrassahs registered with the DepEd
Par 5:
58 million pesos ($1.3 million) amount provided by DepEd to private
madrassahs or Muslim theology schools
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August 8 (2012) date when DepEd issued an advisory affirming the right of
Muslim women to wear the hijab in schools
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2001 year when the DepEd issued its policy on the religious rights of
students
188
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PY
Quantifying expressions
Ask the class to identify quantity terms used in the report
a. Estimates
c. Most belong
d. A small number
e. An increasing number
f.
Approximately
g. Large
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b. Survey conducted
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i.
j.
Both, or neither
k. First-ever visit
189
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Writing a Report
a. Let the students write a report relevant to their track
b. Academic: on a movie, tv show, talk show, interview of a public official
c. Art and Design: on an exhibit or (song/ dance) performance in school/ a mall/
etc.
d. Tech-Voc: on a food fest, cook fest, restaurant
e. Sports: on a boxing match/ basketball game/ volleyball game
f.
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rural areas/
Assessment Questions/Projects
Tell the class to do a survey of their own class on their use of social media.
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Let them consider the following questions: kind of social media often used, time and
place of use, length and frequency of use, reasons for using, effects of social media
interaction on family, etc.
Let the students review their reports for grammar, brevity, clarity, and
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directness. Also, let them check that the different parts of their report have proper
section headings.
Reminder
lieu of the report itself, unlike the shorter abstract which is read to help the
reader decide whether to read the longer report itself. May be 5-10% of the
length of the original report
c. Parts of a report
a. Overview briefly states the main points of the report, its purpose,
and the conclusion, with recommendations, if any
b. Background introduces the subject and explains the reason for the
report
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religious freedom issues with officials, and maintained outreach with religious
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191
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PY
Tell them that what all these have in common are the following essentials in a
report: who did what, when and where this happened, how and why they happened.
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Ask them if they learned any lesson from these reported events.
Objectives
examples, etc.)
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1. Guidelines for physics lab reports apply, with variations, to all reports in
general.
Concluding Activities
1. Learning Activities and Practice Exercises (> enhancement/ writing
assignment)
Ask the students to bring a report in their respective tracks listed below and
read aloud its different parts or section headings.
Academic
Art and Design
Voc Tech
Sports
192
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Assessment Questions/Projects
Tell the students to compare their reports and write a checklist on the board
of all report parts identified.
Feedback (for activities)/ Assessment Results
Point out obligatory/ compulsory and optional parts that a report may have, as
seen in the students differing sample reports.
(Obligatory/ compulsory: the experiment, or what was done data, or the results
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Summary
Good report writing is: honest in data (no tampering of data, no copying from
others who are not lab partners), accurate in grammar and information, precise in
calculation, thorough in graph labeling (of slope and intercept), transparent about
deviations and uncertainties, orderly or well-organized in structure brief in
presentation
Thus, it follows that a good report writer should demonstrate the personal
193
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Assessment
Performance
1. Academic: Form groups of five to seven and share your recollections of
laboratory experiments you have done.
2. Art and Design: Work in groups of five to check out business or residential
areas where street parking creates problems such as obstruction of traffic
flow and of driveways; occupation of lanes and sidewalks; inaccessibility by
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fire trucks, ambulances, and police cars, etc. Next, suggest solutions to such
problems, e.g., enforcement of parking rules, provision of parking areas or
multilevel parking every so many blocks, etc.
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ownership, community tradition, etc.) and how your venture fared (if a
success, what the secret ingredients were; if a failure, what factors
contributed to it or aggravated it). Also, discuss what lessons were learned,
and what related or other business ventures you might recommend.
Writing
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sovereign state to take, or to authorize the taking of, private property for a
public use without the owners consent, conditioned upon payment of just
compensation. It is acknowledged as an inherent political right, founded on a
common necessity and interest of appropriating the property of individual
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5. BA: Write a report on one of the business ventures of you or your classmates
discussed earlier. Follow the format for a good report.
from G.R. No. 150640 Barangay Sindalan, San Fernando, Pampanga, Republic of
the Philippines, Supreme Court, Manila, Second Division, Certified by Reynato S. Puno, Chief
Justice, 2001 http://sc.judiciary.gov.ph/jurisprudence/2007/march2007/150640.html
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