English Grade 8

Activity 16: SCANNING FOR SPECIFIC INFORMATION Directions: Scan the following passage and find the answers to the following questions. Write your answers on the space provided.1. What are inseparable in Asia? __________________________________________________2. What are regarded as valued “classical” traditions in Asia? __________________________________________________3. What makes it difficult to draw a sharp borderline between and among dance, ceremonies and rituals? __________________________________________________4. Why is Asia, called a treasury of traditions representing development of theatrical performances? __________________________________________________ Asian Traditional Theatre and Dance 1. The interrelatedness of drama, dance and music In Asia, drama, dance and music are inseparable. Most of the traditional forms of Asian performing art combine drama, dance and music into a kind of whole in which it is difficult to draw a clear borderline between these art forms. Most of the Asian traditions employ either dance or dance-like, stylized movements, while movements are frequently interwoven with text. In addition to this, most of the traditions are characterized by their own specific musical styles or genres. The acting technique, which employs dance-like body language, is usually very intricate and it demands many years of arduous training, as western ballet technique, for example, does. Therefore in Asia it is simply not possible to classify stage arts as nonverbal “dance” or “spoken theatre”. 2. The Interaction between “Living Theatre” and Puppet Theatre In Asia, puppet theatre and one of its variations, shadow theatre, are often regarded as valued “classical” traditions. In Asia there are dozens of important forms of puppet theatre. One could generalize that shadow theatre usually represents the early strata of puppetry with a long history and religious or magical connotations. In shadow theatre the silhouette-like figures are often cut from leather or other transparent or semi-transparent materials and they are seen through a cloth screen while manipulated by one or more puppeteers. The interaction of puppet theatre and “living theatre” is one of the characteristics of Asian theatrical traditions. 3. Relationship with Religion In many of the Asian cultures, theatre and dance are still organically related religions and other belief systems today. This deep intermingling of theatre, dance and religion makes it difficult to draw a sharp borderline between dance, ceremonies and rituals, as will be apparent later. 99

4. The Preservation of Ancient Forms In Asia there is an abundance of theatrical traditions with histories of hundreds, sometimes even thousands, of years in which the performance traditions with specific acting techniques are also still preserved. This may be due to the deep interrelationship with religion and rituals. Religious art tends to be conservative in nature and changes of style are mainly avoided. Thus Asia is a treasury of traditions representing different stages of the development of theatrical performances from stone-age rituals to later, complex court performances and to modern, often western-influenced styles. Most of these traditions preserve not only a literary heritage, but also an acting technique, costuming, masks, a make-up system etc. that have retained much of their original qualities throughout the centuries. At this point, has your knowledge of the traditions and values of selected Afro-Asian counties increased? Are you now ready to modify your initial answer to the focus question: As a Filipino, how can you better understand your identity as an Asian? Answer the Focus Question by giving your Revised Answer in the IRF gridbased on the things learned.Initial AnswerRevised AnswerFinal Answer Hello there! Congratulations on making it this far. Now that you know the important ideas/concepts about our topic, let’s go deeper by moving on to the next level. Your goal in this section is to enrich your understanding on the topic. You have learned from the previous activities that the traditions and values of people have come down to us through oral language, literature, and in theatre and dance. The Afro-Asian countries share some common characteristics, but each one manifests peculiar qualities. 100

Activity 17: CHECK AND BALANCEDirections: What have you learned so far? Choose one Informativeor Literary text you took up in the previous lesson. Write four reasonsfor choosing it. Plot them on the chart below and answer thequestions that follow. Title of Informative/Literary Text1. Indian Culture 4. The Ramayana and2. The Prophet by Khalil Gibran 5. Rubaiyat of Omar Khayam3. Characteristics of Indian Literature 6. Asian Traditional Theater RDeaasnocne Reason Title of Informative/ Literary TextReason ReasonPROCESS QUESTIONS: 1. How do these informative/literary texts help you understand the different traditions and values of Afro-Asian countries? 2. In what manner do these informative / literary texts help you understand your identity as an Asian? Continue sharing your knowledge and views with others through this activity. What would you do if you were in these situations? 101

Activity 18: REAL LIFE SITUATIONS Do the following group tasks. Decide an action if you were in these situations:Group 1: Deciding whether to take your parents order in choosing a course or notGroup 2: Letting go of a friend due to some conflictsGroup 3: Staying away from peers due to family pressureGroup 4: Deciding whether to stay and live in the city or provinceGroup 5: Deciding whether to live independently or to stay with parents after schooling You are about to read another literary work, this time a play titled, “Shakuntala”. This play was written by a well known poet Kalidasa. What do you know about him? Before you start reading “Shakuntala”, try to unlock some vocabulary words found in the selection.Activity 19: VOCABULARY TESTDirections: Choose the word from the word pool which means thesame as the word or words in parentheses.heralds cursehesitate ashramapparently dynastygarland blurs (1) A/An ___________________ (abode, refuge) is the home of the family – thebasic unit of society. It is from the family that individuals come to birth and it is withinthe family that they find the first school of the social virtues that are important to builda society. (2)_______________ (obviously) parents are the first teachers. Every child is a gift to its brothers, sisters, parents and entire family. They say agood child is a (3) _____________ (wreath of flowers) that brings honor to theparents while a black sheep is a (4) _____________ (damnation), but nevertheless,the child is loved and cared for. In most cases the family (5) ____________ (announces) progress and strives tocontribute to national development. Family members don’t (6) ___________ (waver)to pursue fields of endeavor that would bring them honor and glory. Take forexample the political (7) ___________ (ancestry lines of hereditary rulers) we havein the country. 102

Read the selection silently. Then, choose the character you prefer and read its lines aloud. Shakuntala by Kalidasa (Act IV) (excerpts)Sharngarava (listening to the song of koïl-birds). Father, The trees are answering your prayer In cooing cuckoo-song, Bidding Shakuntala farewell, Their sister for so long.Invisible beings. May lily-dotted lakes delight your eye; May shade-trees bid the heat of noonday cease; May soft winds blow the lotus-pollen nigh; May all your path be pleasantness and peace. (All listen in astonishment.)Gautami. My child, the fairies of the pious grove bid you farewell. For they love the household. Pay reverence to the holy ones.Shakuntala (does so. Aside to PRIYAMVADA). Priyamvada, I long to see my husband, and yet my feet will hardly move. It is hard, hard to leave the hermitage.Priyamvada. You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants.Shakuntala(recalling something). Father, I must say good-bye to the spring-creeper, my sister among the vines.Kanva. I know your love for her. See! Here she is at your right hand.Shakuntala (approaches the vine and embraces it). Vine sister, embrace me too with your arms, these branches. I shall be far away from you after to-day. Father, you must care for her as you did for me.Kanva. My child, you found the lover who Had long been sought by me; No longer need I watch for you; I’ll give the vine a lover true, This handsome mango-tree. And now start on your journey.Shakuntala (going to the two friends). Dear girls, I leave her in your care too. 103

The two friends. But who will care for poor us? (They shed tears.)Kanva. Anusuya! Priyamvada! Do not weep. It is you who should cheer Shakuntala. (All walk about.)Shakuntala. Father, there is the pregnant doe, wandering about near the cottage. When she becomes a happy mother, you must send someone to bring me the good news. Do not forget.Kanva. I shall not forget, my child.Shakuntala (stumbling). Oh, oh! Who is it that keeps pulling at my dress, as if to hinder me? (She turns round to see.)Kanva. It is the fawn whose lip, when torn By kusha-grass, you soothed with oil; The fawn who gladly nibbled corn Held in your hand; with loving toil You have adopted him, and he Would never leave you willingly.Shakuntala. My dear, why should you follow me when I am going away from home? Your mother died when you were born and I brought you up. Now I am leaving you, and Father Kanva will take care of you. Go back, dear! Go back! (She walks away, weeping.)Kanva. Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies.Sharngarava. Holy Father, the Scripture declares that one should accompany a departing loved one only to the first water. Pray give us your commands on the bank of this pond, and then return.Kanva. Then let us rest in the shade of this fig-tree. (All do so.) What commands would it be fitting for me to lay on King Dushyanta? (He reflects.)Anusuya. My dear, there is not a living thing in the whole hermitage that is not grieving to- day at saying good-bye to you. Look! The sheldrake does not heed his mate Who calls behind the lotus-leaf; He drops the lily from his bill And turns on you a glance of grief.Kanva. 104

Son Sharngarava, when you present Shakuntala to the king, give him this message from me. Remembering my religious worth, Your own high race, the love poured forth By her, forgetful of her friends, Pay her what honour custom lends To all your wives. And what fate gives Beyond, will please her relatives.Sharngarava. I will not forget your message, Father.Kanva (turning to SHAKUNTALA). My child, I must now give you my counsel. Though I live in the forest, I have some knowledge of the world.Sharngarava. True wisdom, Father, gives insight into everything.Kanva. My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say?Gautami. This is advice sufficient for a bride. (To SHAKUNTALA.) You will not forget, mychild.Kanva. Come, my daughter, embrace me and your friends.Shakuntala. Oh, Father! Must my friends turn back too?Kanva. My daughter, they too must someday be given in marriage. Therefore they may not go to court. Gautami will go with you.Shakuntala (throwing her arms about her father). I am torn from my father’s breast like a vine stripped from a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.)Kanva. My daughter, why distress yourself so? A noble husband’s honourable wife, You are to spend a busy, useful life In the world’s eye; and soon, as eastern skies Bring forth the sun, from you there shall arise A child, a blessing and a comfort strong— You will not miss me, dearest daughter, long. 105

Shakuntala (falling at his feet). Farewell, Father.Kanva. My daughter, may all that come to you which I desire for you.Shakuntala (going to her two friends). Come, girls! Embrace me, both of you together.The two friends (do so). Dear, if the good king should perhaps be slow to recognise you, show him the ring with his own name engraved on it.Shakuntala. Your doubts make my heart beat faster.The two friends. Do not be afraid, dear. Love is timid.Sharngarava (looking about). Father, the sun is in midheaven. She must hasten.Shakuntala (embracing KANVA once more). Father, when shall I see the pious grove again?Kanva. My daughter, When you have shared for many years The king’s thoughts with the earth, When to a son who knows no fears You shall have given birth, When, trusted to the son you love, Your royal labours cease, Come with your husband to the grove And end your days in peace.Gautami. My child, the hour of your departure is slipping by. Bid your father turn back. No, she would never do that. Pray turn back, sir.Kanva. Child, you interrupt my duties in the pious grove.Shakuntala. Yes, Father. You will be busy in the grove. You will not miss me. But oh! Imiss you.Kanva. How can you think me so indifferent? (He sighs.) My lonely sorrow will not go, For seeds you scattered here Before the cottage door, will grow; And I shall see them, dear. Go. And peace go with you. (Exit SHAKUNTALA, with GAUTAMI, SHARNGARAVA, and SHARADVATA.)The two friends(gazing long after her. Mournfully). Oh, oh! Shakuntala is lost among the trees.Kanva. Anusuya! Priyamvada! Your companion is gone. Choke down your grief and follow me. (They start to go back.) 106

The two friends. Father, the grove seems empty without Shakuntala.Kanva. So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For A girl is held in trust, another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven. (all exit) Let’s try to figure out if you understand the selection. Do the following activities as you go deeper in your search for knowledge.Activity 20a: CHARACTER MAPDirections: Do the following tasks below. Use the character map toanswer this activity.1. Describe Shakuntala as a daughter, as a sister, and as a friend.2. Describe Kanva as a father.3. Cite proof/evidence to your answer.Name of the Proofs/ Character EvidenceDescriptions 107

Activity 20b: ACTIVE KNOWLEDGE-SHARING Directions: Participate in the class discussion by answering the following questions. Write your answers on the space provided.1. How is Kanva similar to most fathers nowadays? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________2. What advice did he give his daughter in her relation with her husband, her husband’s family, and the people around her? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________3. As described in the excerpt, what is the concept regarding the role of a woman as bride? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________4. What Indian traditions and values were mentioned in the story? Relate it to Filipino traditions and values. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________5. Go over the text again and list down common practices that we still observe nowadays. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 108

Activity 21: CHARACTER’S EMOTIONS Directions: Pick one line of a character from the story and deliver it dramatically in front of the class. Examples: ANASUYA: Even people ignorant of wordly affairs would say that the King had not behaved like a gentleman towards Shakuntala. (Complaining) PRIYAMVADA: Anasuya, hurry. We are arranging for the departure of Shakuntala. (With Joy) SHAKUNTALA: So I became bride again. I will never have friends like you. (She drops tears) KANVA: How grief weakens me when I see all those grains you scattered in offering of the cottage door sprouting! Go now! God be with you on your journey. (Sighing with grief) Activity 22: READER’S CIRCLE Directions: Group into five and write your interpretation of the following excerpts in depth using the Readers Circle Strategy. Read, discuss, and respond to the dialog assigned to your group. Choose a representative to report what you have discussed.Process for the Readers Circle Strategy  Be sure to work with your members  Assign roles to your members (clarifier, summariser, timekeeper etc.)  Analyse the assigned text/lines to your group  Prepare for your roles in the circle  Assign your facilitator to a circle  Fill up the self and peer assessment checklist after your group’s discussion. 109

Group 1. Priyamvada: You are not the only one to feel sad at this farewell. See how the whole grove feels at parting from you. The grass drops from the feeding doe; The peahen stops her dance; Pale, trembling leaves are falling slow, The tears of clinging plants.Group 2. Kanva: Do not weep, my child. Be brave. Look at the path before you. Be brave, and check the rising tears That dim your lovely eyes; Your feet are stumbling on the path That so uneven lies.Group 3. Kanva: My child, when you have entered your husband’s home, Obey your elders; and be very kind To rivals; never be perversely blind And angry with your husband, even though he Should prove less faithful than a man might be; Be as courteous to servants as you may, Not puffed with pride in this your happy day: Thus does a maiden grow into a wife; But self-willed women are the curse of life. But what does Gautami say?Group 4. Shakuntala: I am torn from my father’s breast like a vine stripped From a sandal-tree on the Malabar hills. How can I live in another soil? (She weeps.)Group 5. Kanva: So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away, and now I am myself again. For a girl is held in trust, another’s treasure; To arms of love my child to-day is given; And now I feel a calm and sacred pleasure; I have restored the pledge that came from heaven. 110

Self and Peer Assessment Sheet Evidence Yes No SometimesEveryone participates andshares in the discussionprocess. Communication isinteractive.The group is supportive oftheir individual members.Group climate promotesfriendliness.Group members often askquestions for clarification orelaboration.The group discussion stayson topic or on directly relatedissues.The group is energetic andenthusiastic. Activity 23: SKETCH TO STRETCHDirections: Sketch the topic assigned to your group in order to“stretch” or broaden and deepen your imagination, ideas orconcepts. Group1: Draw a comics strips narrating the story Shakuntala. Group2: Draw an illustration of the characters mentioned in the selection. Group 3: Reveal the theme of the story through a collage. Group 4: Have a visual presentation of the setting of the story. Group 5: Illustrate the traditions and values revealed in the selection.111

Activity 24: THINK PAIR Directions: Answer the following questions with a help of a partner. Write your answers on the space provided.1. What new realizations do you have about the traditions of Afro-Asian? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________2. What similarities do you find between your values as a Filipino and the values of other Afro-Asian countries discussed in lessons 1 to 3? How did you feel about it? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________3. Do you see the significance of studying the traditions and values of other Afro- Asian countries? Explain your answer. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ At last, you are now ready to give your final answer to the focus question “How can you better understand your identity as an Asian?” Write your Final answer in the IRF grid below. Initial Answer Revised Answer Final Answer 112

In this final phase of the lesson, your goal is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding of the lesson. Right from the start of Lesson 1 you have been gathering facts and opinions about the traditions and values of people from selected Afro-Asian countries. You have also discovered that the literature of these countries is a great tool in understanding their beliefs and customs. Furthermore, the previous lessons taught you how to writean informative paragraph that leads you to have your own informative article. Also,you were given a chance to write your own brochure. This time, your target is to make a write-up promoting the informative andcreative exhibit you will put up. This exhibit should showcase the traditions andvalues of selected Afro-Asian countries. As part of your preparation for your exhibit, you need to write an event proposalfor your exhibit. Please take note of the following instructions on how you will dothis. How to Write an Event Proposal Instructions: 1. Write an introduction. Indicate the purpose of the event proposal. Mention prior contact with the recipient or how you learned about the project. Say something encouraging about your company or the project and give an overview of the proposal's contents. 2. Discuss the background. State the problem or opportunity that has brought about this event proposal. 3. Briefly state what it is you are proposing to do. 4. Discuss the benefits or advantages of doing the project. 5. Discuss how you will go about the event and what concepts or theory is involved. 6. Discuss or describe what the finished product will look like and how will it work. 7. Make a statement of feasibility or possible outcome of the proposal. Describe the full benefits of the event. 8. Provide a schedule, timeline or list of project \"milestones\" for the project. If you cannot cite specific dates for completion of key project phases, estimate in number of days, weeks or months.Source: How to Write an Event Proposal | eHow.comhttp://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM Activity 25: TAKE MY PROPOSAL Directions: You have learned how to write an event proposal from the guidelines above. You will try your knowledge of the steps by doing the given exercise. Consider the scenario below: 113

You are the event organizer in your company. You have been asked to run aconcert for a fund raising project of a certain foundation. Your target is to invitesponsors who will support your project. As part of your preparation for the event,your task is to write an event proposal. This letter will be distributed to all theprospect sponsors. This is how you will write your event proposal:1. Title Information:  The title of the document should be centered in bold letters at the top of the page and should say something such as \"LETTER OF INTENT.\"  On a line underneath, type what type of intent the letter is for, i.e., \"Park Enhancement Grant Program.\"  On the left-hand side of the page, begin with the date. It's best to write the date out. For example, write \"August 21, 2012\", instead of using, \"09/21/12\", which tends to look less professional.2. Address Information:  The address and title information should be typed professionally and correctly. If you are addressing the letter to John Dela Cruz, you would address it to, \"Mr. John Dela Cruz\". If the letter is sent in care of a second person, you would add that underneath in the following format: Mr. John Dela Cruz c/o Cherry De Vera  The name of the addressee's organization or company goes on the line below with the address following. For example: Mr. John Dela Cruz c/o Cherry De Vera Department of Parks and Recreation Pearl Drive, Ortigas, Pasig City  Then type in the regarding line, i.e., \"RE: PEG Letter of Intent.\" And type in the \"dear\" line. For example, \"Dear Mr. Dela Cruz\".3. Letter Body  Keep paragraphs short and concise. Begin the letter with something such as, \"I submit this letter of intent to notify the Department of Parks and Recreation of [enter name of organization here]'s intent to submit a proposal for...\" Add the remaining information and end the first paragraph here.  In the second paragraph, talk about your organization's intent and give a brief description of the improvement or whatever the intent is. If you are speaking of a specific park or organization, use proper names.  In the final paragraph, let the reader know who your representative will be. For example, \"[Name] will be our main point of contact for the purposes of the application process and can be reached at:\"  use a bulleted list for the contact information. For example:  Mailing Address 114

 Phone Number  E-mail Address  In the final paragraph, thank the reader for the opportunity to participate in whatever program to which you are applying. Complete and sign the letter as follows: Sincerely, Your NameAssessmentThe following criteria will be used in evaluating your event proposal:1. Proper Business Letter Format (5 points)  Heading, inside address, salutation, body, closing, etc. are present.2. Focused Body Paragraphs (5 points)  Distinct claims in each body paragraph explaining your project’s origins and goals are evident.3. Specific Details (5 points)  Specific details in each body paragraph are provided. It doesn’t just summarize and generalize.4. Polished (5 points)  The errors are checked thoroughly. There is a signature.5. Passion (5 points)  Demonstrated a choice of project that reflects your passions and future goals. Showed how your choices relate to your dreams and previous things you’ve done. PROCESS QUESTIONS: 1. Were you successful in writing your event proposal? Why do you say so? 2. What difficulty did you encounter in writing your letter of proposal? What did you do about it? 3. Do you think your output meets the criteria for assessing an event proposal? Why? 115

The planning process takes time and should not be rushed, that is why it is a good idea to begin this as early as possible. The plan of action and schedule will then be drawn up based on the ideas created by your class and will be used on the day of the event. You are going to come up with a similar output as follows: How are you going to do this? There are many creative ways on how to put up an exhibit. Take a look at this. How to Put Up the Best Exhibition Display Putting up an exhibition, whether it is a large event or a small activity,can be stressful thing to organize and run. Here are some of the important aspects toconsider in putting up an informative and creative exhibit:1. Find the right equipment to put up a good display and promoting the exhibit. Many people will have been to exhibitions for various reasons and will have noticed that in these events the key to a successful exhibition is promotion and communication.2. Plan carefully where you will place each unit, making sure that the people are able to see and understand what is being displayed (products, leaflets, brochures, booklets, prototypes, samples, pictures etc.).3. Choose a theme. It’s not enough to simply have lots of artwork you’d like to exhibit; in order to tie each piece together, you need to come up with a focus.4. Advertise the exhibition. Consider doing press releases. Put up posters around local art schools, universities, trendy areas, cafes, clubs, or even the supermarket bulletin boards. Get in touch with local newspapers and tell them about the upcoming exhibition.5. Entertain with food and drink. If you can afford it, offer beverages such as champagne, wine or juice, along with finger food or buffet. Or reserve this just for the opening night or morning to share among those who come to an invitation- only opening. 116

If it enhances the experience, play music at a low level, especially at the endwhen people start leaving. Source: http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best- exhibition-display-526499.html PROCESS QUESTIONS: 1. Do you find it easy to put up an exhibit? 2. What important things have to be considered in putting up an informative and creative exhibit? 3. What skills and attitudes do you need to come up with an exhibit? You are now ready to perform your practical task in this lesson. You are on your own to figure out which of the skills you learned in the previous activities you would use to meet the standards in this given task. Consider the following scenario. Activity 26: GRASP YOUR PERFORMANCE Directions: Read the task below. In your group, discuss and plan on how you will prepare your exhibit. The rubric for grading is provided here to remind you on how your work will be graded. Your city is hosting the 1st Asia-Africa Cultural Summit. As the spearhead of the promotional activities for the event, the City Tourism Council intends to put up an exhibit dubbed as “Taste Asia, TASK Taste Africa” as a welcome treat to the summit delegates. As the well acclaimed group of event organizers in the city, you have been tapped to prepare the exhibit showcasing the different traditions and values of selected Afro-Asian countries. Your output will be evaluated based on the quality of information presented, creativity, relevance to the theme and visual impact. 117

Goal: To showcase the different cultures of selected Afro-Asian countries in an exhibitDifferentiated Roles: You are:  event organizers who will prepare a detailed plan of the event  advertisers/entrepreneurs who will design flyers/brochures for the event including the agro-industrial products of Afro-Asian countries  * artists who (1) will dress up like mannequins dressed in traditional Afro-Asian costumes and will move and talk at the drop of a coin (fund-raising) and (2) prepare slide/video presentation on the traditional music and dance of Afro- Asian countries  chefs who will feature the best Afro-Asian cuisines through make-believe/real cooking demonstration  event hosts who will write script for the presentation of the exhibits in coordination with the events’ organizersAudience: *The target audience is foreign and local tourists.Situation: The City Tourism Council will launch the “Taste Asia, Taste Africa: A CulturalAwareness Program” as part of its information campaign for the “One ASEAN”advocacy. Your group is tasked to present an exhibit of Afro-Asian cuisine, traditionalmusic and fashion, and agro-industrial products.Product: You need to put up an informative and creative exhibit showcasing the differenttraditions and values of selected Afro-Asian countries. You need to show foreign and local tourists the distinctive characteristics of theselected Afro-Asian countries. 118

Rubric of the “Taste Asia, Taste Africa Exhibit CRITERIA Outstanding Satisfactory Developing Beginning RATINGOrganization/ 4 3 2 1Collaboration All members Most of the Some FewContent/ contribute in members members membersInformation the completion contribute in contribute in contributepresented of the assigned the the completion in the task. completion of the completionCreativity of the assigned task. of the Presentation of assigned assignedAudience information is task. Presentation task.impact in-depth and Presentation of information Content is comprehensive of includes minimal or and strongly information essential there are adheres to the includes knowledge several theme. essential about Afro- factual knowledge Asian errors and Exhibit makes about Afro- countries but does not excellent use of Asian there are 1 to adhere to effects, style, countries 2 factual errors the theme. and artistry to and adheres and enhance the to the theme inadequately Exhibit content. adheres to the uses Exhibit theme. effects and Presentation is makes use Exhibit makes style to well rehearsed of effects, use of effects enhance with smooth style and and style to the exhibit delivery that artistry to enhance the but these holds audience enhance the exhibit but often attention. content. occasionally distract the distract the content Presentation content. Delivery is is rehearsed not smooth with fairly Delivery is not and smooth smooth but is audience delivery that able to attention is holds maintain often lost. audience interest of the attention audience most most of the the time. time. TOTAL 119

PROCESS QUESTIONS: 1. How’s your experience in doing your final task? 2. Did you find the skills you have learned previously helpful in doing this task? Why? 3. What important insights did you gain from doing this practical task? 4. How did the task help you see the real world use of the topic? Books Bermudez, Virginia, et.al. English Expressways II. Quezon City: SD Publications, Inc. 2007. Delos Reyes, Rosemarie R. et.al. English_Com. II. Quezon City: Bookman Inc. 2004. Fernando, Jovita et.al. College Freshman English. Caloocan City: Philippine Graphic Arts, Inc. 1973. Lapid, Milagros G. and Josephine B. Serrano. English Comunication Arts and Skills Through Afro-Asian Literature (6th Edition). Phoenix Publishing House, Inc. 2010. Ponce de leon- Ladena, Helen, et.al . Dimensions in Learning English II. Quezon City: Rex Publishing Company Inc. 2002. Rodriguez, Lorna C. Worktext in English I. Lipa City: United Eferza Academic Publications, Co. 2010. Teaching Guide English II. 2010 SEC: Bureau of Secondary Education, Department of Education. 2011. Torres, Myrna M. English for Secondary Schools (Revised Edition). FNB Educational Inc. 1997.Online SourcesAfro-Asian Traditional Dances. Retrieved November 15, 2012https://www.google.com.ph/search?hl=fil&tbo=d&biw=1366&bih=643&tbm=isch&sa= 1&q=traditional+dances+of+AFRO-ASIAN&oq=traditional+dances+of+AFRO- ASIAN&gs_l=img.12...0.0.1.4927.0.0.0.0.0.0.0.0..0.0...0.0...1c.ItzBPBMDhOQ&b av=on.2,or.r_gc.r_pw.r_qf.&emsg=NCSR&noj=1&ei=dTX9UOO8BY6QiQfBhIGQ DAThe Prophet by Kahlil Gibran. On Work. Retrieved November 21, 2012http://www-personal.umich.edu/~jrcole/gibran/prophet/prophet.htm 120

Differentiated Learning Rubric. Retrieved December 5, 2012 from Maxine website:http://atozteacherstuff.com/pdf.htm?rubric_differentiated.pdfRamayana: Summary. Retrieved December 7, 2012http://www.mythome.org/RamaSummary.htmlEnglish - Mythology Stories - Animated Story For Kids. Retrieved November 10, 2012.http://www.youtube.com/watch?v=k3lPGfvF2BkAsian Traditional Theatre and Dance. Retrieved December 3, 2012.http://www.xip.fi/atd/introduction/introduction.htmlPhilippine Dances. Retrieved December 3, 2012.http://www.google.com.ph/search?q=traditional+dances+of+filipino&hl=fil&biw=1366 &bih=643&prmd=imvns&source=lnms&tbm=isch&sa=X&ei=CKKKUNeZDdHirAe umIHYBw&ved=0CAcQ_AUoAQShakuntala by Kalidasa (Act IV). Retrieved December 6, 2012.http://oll.libertyfund.org/?option=com_staticxt&staticfile=show.php%3Ftitle=1261&ch apter=77399&layout=html&Itemid=27Writing an Event Proposal. Retrieved December 6,2012.http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwMLetter of Intent. Retrieved December 7, 2012.http://www.ehow.com/way_5348161_example-letter-intent- proposal.html#ixzz2BylfJtQvSample Exhibit. Retrieved December 6, 2012.http://www.google.com/search?q=informative+and+creative+exhibit&hl=en&tbo=d&s ource=lnms&tbm=isch&sa=X&ei=bEegUMjLKaeCiQfRqoDwDg&sqi=2&ved=0CA QQ_AUoAA&biw=1366&bih=643#hl=en&tbo=d&tbm=isch&sa=1&q=Afro- Asian+exhibit&oq=Afro- Asian+exhibit&gs_l=img.12...472570.473837.0.477434.25.7.0.0.0.1.3207.6311.9 -2.2.0...0.0...1c.1.dqEfnO1v- 34&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=b9f3c05734f0b8b7&bpcl=38093640 &biw=1366&bih=643How To Put Up The Best Exhibition Display. Retrieved December 7, 2012.http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best-exhibition- display-526499.html 121

Learning Module English 8Module No. 2: Embracing My HeritageLesson 2 • Employ appropriate listening skills when listening to descriptive and long narrative texts • Listen to determine conflicting information aired over the radio and television • Listen for clues to determine pictorial representation of what is talked about in a listening text • Determine if the speaker is neutral, for or against an issue that relates to the community • Ask for and give information, express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk • Make inquiries • Give information obtained from mass media • Highlight important points in an informative talk using multimedia resources • Use collocations of difficult words as aids in unlocking vocabulary difficulties • Evaluate content, elements, features, and properties of a reading or viewing selection using a set of criteria • Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used in content area texts • Discern positive and negative messages conveyed by a program viewed • React appropriately and provide suggestions based on an established fact • Decode the meaning of unfamiliar words using structural analysis • Follow task-based directions shown after viewing • Interpret the big ideas/key concepts implied by the facial expressions of interlocutors • Show understanding and appreciation for the different genres with emphasis on types contributed by Asian countries • Point out the elements of plays and playlets • Determine the author’s tone and purpose for writing the essay • Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, among others contribute to the theme • Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles (formal and informal) • Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and attitudes • Use a variety of cohesive devices to make the flow of thoughts from one sentence to another smooth and effortless 1

Lesson 3 • Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing ideas • Use outlines to sum up ideas taken from texts • Use varied adjective complementation and formulate correct complex, compound-complex sentences and appropriate parenthetical expressions • Use writing conventions to indicate acknowledgment of resources • Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly and implicitly in an informative talk • Communicate thoughts and feelings in summary results and notes, among others, using appropriate styles • Listen to determine conflicting information aired over the radio and television • Determine if the speaker is neutral, for or against an issue that relates to the community • Look into the derivation of words • Define words from context and through word analysis • Organize information illustrated in tables, graphs and maps • Decode the meaning of unfamiliar words using structural analysis • Interpret the big ideas/key concepts implied by facial expressions • Point out how the choice of title, space, allotment, imagery, choice of words, and figurative language, among others, contribute to the theme • Use varied adjective complementation and formulate correct complex, compound-complex sentences and appropriate parenthetical expressions • Structure meaningful expanded sentences and conditional statementsMODULE MAP:Here is the simple map of the lessons you will cover : Embracing Our HeritageTracing Our Roots Revisiting Our Rich Past Appreciating Our Origin Two Makato & The In An The The Origin ofBrothers His Taximan’s Aquarium Legend Ancient (Egypt) Cowrie Story (Malaysia) of Vietnam;The Shells Banyuwa (Singapore) ngi;The 2Peasant:The (Thailand) Century Buffalo and the Carver Tiger:The Tale of Strength and Wisdom

EXPECTED SKILLS:To do well in this module, you need to remember and do the following • Read with understanding • Read literary and informative texts critically • Enrich one’s life through literature • Recognize meaningful sentences • Improve and enrich one’s vocabulary • Write with accuracy, clarity and coherence • Adopt study strategies • Participate actively and fully in class discussion • Engage in enterprising activities • Manage time well in performing individual and group task • Collaborate fully in performing group task • Speak confidently and interact positively with the audience • Provide immediate and constructive feedback • Be sensitive to other’s culture, traditions and literature • Accept and respect other cultures and traditions • Appreciate the importance of unity, harmony and peace • Reflect individually and collectivelyIII.PRE-ASSESSMENTLet’s find out how much you know about the coverage of this module. Encircle the letter you thinkbest answers the question. Please answer all items. Take note of the items as you go through thismodule.1. In a plot of the story, the logical arrangement of events is presented .It has five essential parts except, a. denouement b. exposition c. atmosphere d. climax 2. Setting is one of the elements of a short story. It refers to the time and location in which astory takes place. It may be the following except, a. mood b. climax c. atmosphere d. social condition 3

3. Which of the following is considered one of the elements of a short story? a. characterb. denouement c. exposition d. climax4. What element of the story shows the logical arrangement of events, with a beginning ,middle and end? a. exposition b. character c. plot d. conflict5. The author may reveal a character in several ways. a. his/her physical appearance b. what he/she says, thinks and does c. what he/she does or does not do d. his/her views and opinions6. The following are examples of coordinating conjunctions, except, a. and b. but c. for d. while7. Which is synonymous to mood or atmosphere in the story ?a. climaxb. denouement c. settingd. character 8. In preparing an outline from a listening text, the initial step is... a. listen to note details b. listen to extract information c. listen to get the central idea* d. listen to get the summary 9. Conflict is the opposition of forces. It maybe a conflict between man versus , a. man b. circumstances c. society d. internal 10. The point of view is defined as the angle from which a story is told except, a. first person b .innocent eye c. omniscient d. static Learning Module English 8 4

Module No. 2: Lesson 1: Tracing Our Roots Commented [R1]:Introduction and Focus Question(s): With the K-12 underway, this guide will take you to another journey of discovering and exploring beyond the Have you ever wondered why you have similar physical attributes and horizon for a promising future of our tomorrows children .characteristics as that of your Asian neighbors? Have you asked yourself why you look like aThai, Japanese, Chinese as well as Malaysian, Indonesian, or Egyptian? Have you thought of According to Marzano, as he pointed out in his book,”discovering your roots as an Asian and further know what customs, traditions, beliefs and Classroom Instruction that Works,” research will never be ablevalues are being treasured? Do you look forward to seeing, talking, and interacting with them? to identify instructional strategies that work with everyDo you think it is possible that people of different races, culture and heritage can also be united student in every class. The best research is to tell us whatand work towards peace, harmony and progress? What would you do if you were given a strategies will work well with students with teachers pilotingchance to meet and talk to them in a gathering of Afro-Asian nationalities? the entire engagement. In this module, you will know more about who your ancestors are, their beliefs and Hence, with the implementation of the K-12 basictraditions, their ideals and aspirations. Likewise, you will understand the cultural diversity of Education Program, this gave birth to this Learning Materialother Afro- Asian countries through their literary texts that shaped and molded you as a and Teaching guide to set direction and to serve as vehicle inFilipino. transporting knowledge and skills in the classrooms likewise exploring wider perspectives outside the four walls . Dear Teachers, we invite you” to adapt, experiment with, explore, refine, innovate, reengineer, and enrich these repertoire of instructional strategies “as mentioned by Brother Armin Luistro, Dep-Ed. Secretary. We also encourage you to adopt time-tested practices and experiences you have acquired. Hence, commit yourself to adopt teaching strategies that will work with students and bring out the uniqueness in you as a teacher.Lesson No. 1: Tracing Our Roots (Thailand & Egypt) Commented [R2]: Lesson No. 1 : Tracing Our Roots Makato and the Cowrie Shell (Thailand) (Thailand and Egypt) Sawatdee.. Hello , My Beautiful Bangkok (Thailand) The Two Brothers (Egypt) Makato and the Cowrie Shell Sawatdee.. Hello, My Beautiful BangkokObjectives: Thailand at the Turn of A Century *Listen to note important information and details of a listening text The Two Brothers *Determine if the speaker is neutral, for or against an issue Objectives: *Infer character traits from a reading text *Listen to note important information and details of a listening text *Formulate responses to questions *Determine if the speaker is neutral, for or against an issue *Infer character traits from a reading text Show understanding and appreciation for the different Asian literary texts *Formulate responses to questions *Show understanding and appreciation of the different Asian Point out the elements of a short story literary texts *Point out the elements of a short story Point out how the title contributes to the theme *Point out how the title contributes to the theme *Identify the meaning of words through visual context *Identify the meaning of words through visual context *Use graphic organizer to sum up ideas *Evaluate content, elements, features, and properties of a reading or viewing selection *Employ concept mapping as aids in taking down notes and organizing ideas *Use graphic organizer to sum up ideas *Use appropriate idioms *Use correct coordinators *Observe correct format in bibliographical entries *Use writing conventions to indicate acknowledgement of resources 5

*Use graphic organizer to sum up ideas*Evaluate content, elements, features, and properties of a reading or viewing selection*Employ concept mapping as aids in taking down notes and organizing ideas*Use graphic organizer to sum up ideas*Use appropriate idioms*Use correct coordinators*Observe the correct format in bibliographical entries*Use writing conventions to indicate acknowledgement of resourcesLESSON ACTIVITIES MAP Commented [R3]: FrameworkKNOW This teaching guide consists of selections which are ACTIVITY 1. SAY YOU . . . SAY ME (PAIRED WORK) literature based and informative texts designed to target the ACTIVITY 2. FACE TO FACE (PAIRED WORK) macro skills, such as listening, speaking, reading, writing ACTIVITY 3. PICK AND MATCH alongside with the grammar aspects drawn from the literary texts. Activities are aligned in the theme or concept andREADING TEXT: SAWATDEE . .HELLO , MY BEAUTIFUL BANGKOK (THAILAND) processing of the lessons serve as vehicle in achieving the desired competencies in the prescribed domains. ThesePROCESS domains consist of Listening Comprehension, Speaking (oral language and fluency), Vocabulary Development, Reading ACTIVITY 4 . WHO’S THE NEXT? (GROUP WORK) Comprehension, Viewing Comprehension, Literature, Writing ACTIVITY 5 . DRAW OR SKETCH (WRITING ACTIVITY) and Composition, Grammar Awareness and Structure, Study Strategies and Attitude.LISTENING TEXT: THAILAND AT THE TURN OF A CENTURY The literary texts are chosen to target the theme or conceptACTIVITY 6 . LAY YOUR CARDS (INDIVIDUAL WORK) which are all imbedded and interwoven in the activities to suitACTIVITY 7 . BUILD ME UP (INDIVIDUAL WORK) the needs of the learner. Activities in the form of graphicACTIVITY 8 . SUM UP THE WHOLE (INDIVIDUAL WRITING ACTIVITY) organizers are appropriately chosen to address the needs in the form of differentiated activities such as paired work, group work to assess learning. Lessons that students will encounter will not only for content but to use and to apply learning in real life situations. The lessons will also connect the past and present cultural diversity of other Afro-Asian countries. It will also pave the way for a deeper understanding and appreciation of the socio- cultural diversity as well as traditions and beliefs of other countries to bring about unity, harmony and progress regardless of diversity in culture. 6

ACTIVITY 9 . BITE THE THEME (WRITING ACTIVITY) Commented [R4]: Please bear in mind that all the activities found in this module are only suggested and should not be ELEMENTS OF A SHORT STORY taken as prescriptive .Therefore , you are still empowered to do the necessary adjustments depending on the level of your ACTIVITY 10 . MATCHING students . LANGUAGE FORM: COORDINATE CONJUNCTION ACTIVITY 11 . WORK WITH COORDINATES ACTIVITY 12 . COMBINE/FUSE ACTIVITY 13 . SUPPLY THE PARTS ACTIVITY 14 . GUESS WHAT? ACTIVITY 15 . BITE THE WORD (PAIR WORK) READING TEXT: MAKATO AND THE COWRIE SHELL (THAILAND) ACTIVITY 16 . PAINT A PICTURE (INDIVIDUAL WORK) ACTIVITY 17 . COMPARE AND SHARE (VENN DIAGRAM) ACTIVITY 18 . LAY THE ROAD MAP ACTIVITY 19 . BUILD A PYRAMID (INDIVIDUAL) ACTIVITY 20 . INTROSPECTING (WRITING ACTIVITY) ACTIVITY 21 . CONNECTING . . . PAIRING READING TEXT: THE TWO BROTHERS (EGYPT) ACTIVITY 22 . PAIRED APPROACH ACTIVITY 23 . SENSE IT! ACTIVITY 24 . SUMMING UP! ACTIVITY 25 . WHAT ELEMENT? IDIOMATIC EXPRESSIONS ACTIVITY 26 . WORK WITH IDIOMS ACTICITY 27 . IDIOMATIC EXPRESSIONS ACTIVITY 28 . CHARACTERIZATION ACTIVITY 29 . SOLVING . . . ACTIVITY 30 . BUILDING ACTIVITY 31 . DRAWING OUT . . . WHAT? BIBLIOGRAPHY ACTIVITY 32 . FORMATTING APPENDIXREFLECT AND UNDERSTAND ACTIVITY 33 . MULTI- INTELLIGENCE ACTIVITIES ACTIVITY 34 . PUNCHLINING, CAN YOU? ACTIVITY 35 . COMPARISON AND CONTRAST USING P-I-N ACTIVITY 36 . MORE BIBLIOGRAPHICAL ENTRIES USING ONLINE RESOURCESTRANSFER 7

ACTIVITY 37. MAKE A SPEECH entitled , “ THE ROLE of the YOUTH in ESTABLISHING Commented [R5]: In this section, ask students to set theirUNITY in a DIVERSIFIED MULTI- CULTURAL SOCIETY “ personal learning goals and targets by writing on the space provided for.LEARNING GOALS AND TARGETS(Directions) For you to accomplish the tasks and perform well in the activities in this lesson, write yourgoals and targets in the box provided below.Know Commented [R6]: Let us now start with the module by viewing a film clip and looking at the pictures below.Let’s start working on this module by watching a film clip about Thailand orsee the pictures below. As we go through the process, keep on thinking about As you go through the process, please be aware of thethese questions: How does diversity contribute to unity? How do essential questions ,”How does diversity contribute to unity ?traditions and beliefs bring about diversity and or harmony? How do traditions and beliefs bring about unity and or harmony ? Lesson – 1 TRACING OUR ROOTS Commented [R7]: Make a short introduction aboutThe Kingdom of Thailand is one of the fast-growing and developing countries in Southeast Asia. Thailand as one of the fast-growing and developing countriesShe is known as the “Land of the Free.” in Southeast Asia. To further know about this country , give a background information about Thai Literature. Thai Literature maybe traced as far as 13th century. It existed primarily in poetic form and epic romances dominated during this era. Important sources of narrative poetry were Indian epics and jataka tales which were narration of the lives of Buddha. During this time, fables ,full- length historical narratives also appeared at that time. Journalism was also introduced at a later part. The theme of Literature centered on conflict between Western and traditional values. 8

To further know this country, observe the pictures below and watch the film. Commented [R8]: Activate students senses by asking them what they see, hear, touch, feel and hear based on the film clip they watched or what they saw in the pictures. Let students see the connections and similarities in our culture. Let them give examples where they have witnessed similarities in terms of Filipinos way of life, places and people. Source: https://www.google.com.ph/search?q=thailand+attractions Commented [R9]: In this activity, let students find a partner What did you notice in the pictures? What did you learn from the film? Can you see some .Have them answer the guide questions in order to arrive at knowing their roots as a Filipino.connections? Do you think we have similarities in terms of culture, beliefs and traditions? Explain. Be guided by the following questions. Students ‘answers may vary depending on the questions asked. Follow up questions can be given. You may entertainACTIVITY 1. SAY YOU...SAY ME.. questions of students.(Paired Work)Work with a partner and answer the following guide questions .1. What are their customs and traditions?2. What landmarks are they noted for?3. Do they have a culture similar to us?4. What does this imply?ACTIVITY 2. FACE TO FACE Commented [R10]: In this activity, you may ask students to mention also the geographical location of Thailand , its climate Find a partner and orally talk about the similarities of Thais and Filipinos in terms of , people , government and you may further include in theircustoms, traditions, beliefs and way of life as depicted in the pictures . discussions the socio-economic status if they are familiar with. In the process of your sharings , you may also bring out the differences of both countries in You may also motivate them to list down added inquiriesterms of forms of government , religion and socio –economic status if you are familiar with. about Thailand. 9

ACTIVITY 3. PICK and MATCH Using Activity 2 ,”What I Want To Know” guide, find out whether the words or symbols you Commented [R11]:have written match with the following selection below. Before you proceed, connect the pictures In this activity , ask students to connect the lines from theunder Column A with the vocabulary under Column B and the meaning under Column C, usinglines. pictures in Column A to the vocabulary in Column B and the meaning in Column C before they are going to read theColumn A Column B Column C selection. However, before students are going to read, they will work on the vocabulary. Ask students to connect the lines from the pictures in Column A to the vocabulary in Column B and the meaning in Column C. The answers are : 1.picture 1 , loquacious ,talkative 2.picture 2,mosaic ,picture of small colored pieces 3.picture 3 ,spire ,tall, pointed structure 4. picture 4,recline ,tilt back ;lie back 5. picture 5 ,murals ,paintings on walls1. recline paintings on walls2. spire tilt back; lie back3. murals tall ,pointed structure4. mosaic picture of small colored pieces5. loquacious talkative 10

PROCESS Commented [R12]: Before students start reading the selection, remind them that they are going to find out what Read the following selection below .Find out what Filipino culture , traditions and Filipino culture and way of life are depicted in the reading text beliefs are practiced by Thais as depicted in this selection. Discover, too, the attractions in .You may ask them, too, to discover what things captivated the Thailand that captivated the heart of the writer while telling the story. heart of the writer while telling the story. SAWATDEE....HELLO, BEAUTIFUL BANGKOK BY ETHEL SOLIVEN- TIMBOL Bangkok known as Krun Thep, which is Thai for “City of Angels,” beckons with its golden roofed temples and spicily curried cuisine. Seven million visitors come to Thailand each year spending an average of six to sevendays because there is so much to see and to relish in this “Exotic Orient” as one enamored travellerdubbed the country. Our agenda for the first day of our tour started with a tour of Wat Po. One of the 370temples in Bangkok alone, it is home to the famous Reclining Buddha, which is said to be 46meters long. Also world–famous are the golden Buddha at the Wat Trinig (“wat” being Thai for“temple”) and the dazzling Emerald Buddha. There are 2100 temples in all of Thailand, where 90percent of the people are Buddhists. Our loquacious guide regales us with the colorful history of Bangkok and how it became theimperial city 300 years ago, when the god-king Rama I moved the royal residence to this side ofthe Chao Phraya River. Today, a boat excursion takes visitors on a tour of the old city, windingdown the “klong” canals for a glimpse of the water dwellers and the ancient edifices, remnants ofan era when Rama I divided his city into three sections: for the Thais, the Chinese and the Indians.The best buys of Thai silks, spices and crafts are still at the riverside markets where one can alsoproduce gold, jade and other precious jewelry. Not to be missed are the Temple of the Dawn along the Chao Phraya, a showcase of Chineseporcelain mosaics, and the Temple of the Giant Swing for some of the finest murals. Only forstrong knees is the Temple of the Golden Mount, atop a climb of 300 steps, housing one of thelargest bronze buddhas in the world. The Reclining Buddha was shipped from China by King Rama I, who also built the Wat PoTemple on a 20-hectare compound adjacent to the Royal Palace, circa 1782, in the 2222-oldChinese section. The King had also brought with him excellent samples of porcelain, which thecourt artisans used to decorate pagodas using their elaborate spires. At the main temple, devoteesbuy one–inch gold leaf squares which they stick to smaller buddhas as offering to their god. Everyday, morning ceremonies are held at an adjacent temple surrounded by fourmagnificent monuments: the first in red built by Rama I; the second in yellow, by Rama II; thethird in green by Rama III; and the fourth in blue, by Rama IV. Just as fascinating is the sala treeunder which, according to legend, Buddha was born (although in India). Its pink and red flowersare sweet-smelling, a contrast to the brown gourd which are the “fruit “of the sala tree.11

To cap a hectic first day, we had dinner at the Baa Thai Restaurant while watching heavilycostumed folk dancers from the lowland and highland villages, including favorite destinations, likeChiang Mai, the second largest city up north, from whence one can visit the winter palace of theRoyal Family and the training school for working elephants. Amazingly, Bangkok is clean, especially the day after Wednesday, which is “Clean Up Day”according to our guide. So the sidewalk eateries are relatively sanitary, although foreign visitorsare advised to stick to bottled mineral water or soft drinks. In spite of the colossal traffic jams, nothanks to the ubiquitous “toktok” pedicabs , the air smells cleaner and less polluted than in Manila. Source: English for Secondary Schools Myrna S. Torres Adapted from The Manila Bulletin, June 2, 1996.ACTIVITY 4. WHO’S THE NEXT? Commented [R13]: In this activity, Ask students to group themselves into five. After grouping them, assign them names Group yourselves into five (5) and you will be assigned names such as WHO, WHAT, which started with WH- Questions . Instruct them toWHERE, WHY, and HOW. Each group will construct questions that begin with the name of the formulate or construct questions to be taken from the readinggroup. Your questions will be taken from the selection read, and these will be thrown to the group text. The questions may now be thrown to the group of theirof your choice. Your performance as a group will depend on how well you have responded to the choice and the group which is chosen will answer the questionquestions asked. asked. It will now be the turn of the group to ask their own Example: Group WHAT: What is the mood of the writer while telling the story? Group question.WHERE? Answer: The mood of the writer while telling the story is happy and excited.ACTIVITY 5. DRAW OR SKETCH Commented [R14]: In this activity, ask students to draw on this canvas interesting customs, traditions, culture or even Draw on this canvas interesting customs, traditions and culture or even landmarks landmarks distinctive of the country. Let them explain ordistinctive of the country. Be able to explain or discuss your drawing in a 5-sentence paragraph. discuss their drawing in a five sentence paragraph with theProvide your own title. title provided by the students. They may start their sentence by writing, “One of the most interesting customs and traditions in Thailand which attracted me is .....12

You may start your sentence by saying, “One of the most interesting customs and traditionsin Thailand which attracted me is...______________.” Read orally your work in class We are embarking on the next activity by learning more about the country Commented [R15]: Before a listening text is read , give whose contributions to fellow Afro-Asian neighbors made an impact on their students a brief introduction about listening. Let them read economic growth as well as on bridging unity and progress. The selection what is listening all about. You may ask them questions after enables you to deeply appreciate its customs and beliefs similar to ours. Find they have read it. out if your focus questions, “How does diversity contribute to unity?” and “How do traditions and beliefs bring about diversity and or harmony?” can Commented [R16]: The following are guide questions to be be answered. asked to the students. 1. What is listening? One way of getting information and knowledge is through listening. 2. When listening, what sounds do we pay particular attention Let‘s find out what listening is all about. to and how are these converted? What should a listener remember when listening? Listening is receiving language through the ears. It involves identifying the sounds of speech and processing them into words and sentences. When Commented [R17]: In this activity, remind students to find we listen, we use our ears to receive individual sounds (letters, stress, rhythm out what facts or information are presented by the writer in aand pauses), and we use our brain to convert these into messages that we find meaning in. listening text Listening in any language requires focus and attention. It is a skill that some people need to You may give the guidelines before reading the text or ask awork on harder than others. People who have difficulty concentrating are typically poor listeners. student to read it.Listening in a second language requires even greater focus. Give also the two motive questions before starting to read. Listen to your teacher as s/he reads the article entitled Thailand at the Turn of the Century.Find out what facts or information are presented by the speaker and determine if the speaker is for Commented [R18]: Instruct your students to listen carefullyor against an issue. and after every pause in the third paragraph, they should be able to answer the questions found in the Question Cards.Before listening, take note of the following guidelines when listening: Question Card 1 is, “What are the similarities of Thailand 1. Listen to get the general ideas of the text. and Philippines? “ 2. Take down notes to help you recall important ideas. Question Card 2 is “What are Thailand’s reasons for shifting Be guided by the following questions: to manufacture? “ 1. What is Thailand’s goal at the end of the century? Question Card 3 is, “What are the diversified industries in Thailand? 2. Enumerate the plans of action of Thai government and its people in achieving their goals. “ Listen carefully as your teacher reads the listening text. After a pause in every third Question Card 4 is,” What are the causes of economicparagraph, be able to answer the questions in the question cards. Be guided by the pauses in growth of Thailand? “order to answer the questions. So, tune in, listen and give your responses. 13

THAILAND AT THE TURN OF THE CENTURY (for TG) Commented [R19]: In the first three paragraphs, make a pause and mention the question in Question Card 1 which is ,”1 Thailand, for one, as a pillar of the fast-growing Asian region, has made sure and steady What are the similarities of Thailand and the Philippines ? Thestrides over the years to ensure its place in the global community. possible answers could be Philippines and Thailand have a population of 60 million ,with a tropical climate , an2 A country often compared with the Philippines for a score of reasons, Thailand, like the agricultural country but moving towards manufacturing andPhilippines, is a nation of 60 million. It has an area of 513,115 sq. kms. and enjoys a climate both strides to have a place in the global community .typical of countries in the tropics; thus, its’ traditional proclivity for agrarian-based economicactivity. Commented [R20]: In paragraphs 4-6 , the question is , “What are the reasons for shifting to Manufacturing ?”One is ,3 Notwithstanding, a shift from agriculture to manufacturing, Thailand continues to edge out restructured its economy to adapt to the demands ofits neighbors in terms of natural resources, what with the bounty of its land and sea which has urbanizing international community .Two, Manufacturingmade it the world’s foremost exporter of tapioca and rice. In addition, it is also a leader in the expand national income by 30 % . Three , agricultural sectorproduction of maize, frozen shrimp, canned pineapple, natural rubber and sugar. declined to 17 % .4 However, in the late 80’s and the 90’s, Thailand restructured its economy to adapt to the Commented [R21]: In paragraphs 7 and 8 , the question isdemands of an urbanizing international community. ,”What are the diversified industries in Thailand ?”The answers are , food processing, import substitution , export5 As a result, the share of the agricultural sector in Thailand’s national income has declined promotion ( textile and garments ) , tourism sector ,from a high of 40 percent in 1960 to 17 percent during early 90’s. manufacturing , foreign investments and independence of ASEAN Nations .6 Concomitantly, the manufacturing sector experienced strong growth, expanding rapidly inits share of the national income from 13 percent in 1960 to over 30 percent in the 90’s. With theimplementation of the first industrial Promotion Act in 1960 and various promotional programsundertaken by the Board of Investment, the way was paved for the remarkable growth of themanufacturing sector.7 Initially, industrial activity focused on food processing and import substitution. However, inthe 90’s, Thailand has developed heavily into export promotion, notably textiles and garments,which accounted for 34.5 per cent of principal exports in 1994 against the 12.7 percent output ofcanned food in the same year. On the whole, the industrial sector’s creditable performancebecame a plus factor for Thailand because policy-makers knew exactly where there was a need toput on weight to achieve an ideal balance among the various diversified industries that thechanging economy helped to bring about.8 It is equally worth noting that at the highest point of Thailand’s growth at the close of thelast decade, the highest income generator and largest foreign exchange contributor for Thailandwas its tourism sector. With the full backing of the Royal Thai Government extended to theTourism Authority of Thailand, the sector grew by a hefty 16 percent per annum.9 In addition to glowing figures posted by Thailand in the area of manufacturing, tourism andforeign investment, much of its success can also be attributed to the growing independence of 14

countries in the Association of Southeast Asian Nations (ASEAN) and in the burgeoning Asian- Commented [R22]: In paragraphs 9- 11 , the question isPacific region. ,”What are the causes of economic growth ?”The possible answers are manufacturing ,tourism ,foreign investments 10Thailand rides high in this era of growth and is well on its way to an age of prosperity at independence of countries in the Asia – Pacific Regions and athe turn of the century. 12.5 % growth rate ,the highest in the world .11 From 1988-1991, Thailand’s growth rate averaged 12.5 percent, the highest in the world. Commented [R23]: The questions in the Q Cards wereSince 1993 when its economy rebounded from a worldwide recession in the early 90’s, the Thai already answered. As you continue with the activity, furthereconomy has experienced steady gains reminiscent of the growth patterns of developed countries explanation could be done for a deeper understanding on thein the West. students part. Other answers could be entertained to further understand the socio-economic innovation of Thailand whichMoving Ahead in English II ,pp 30-31,Myrna S.Torres. brought unity and progress in Asian countries.ACTIVITY 6. LAY YOUR CARDSAnswer the questions below based on the listening text.What are the What are Thailand’s What are the What are thesimilarities of reasons for shifting diversified causes ofThailand and to manufacture ? industries in economicPhilippines ? Thailand ? growth of Thailand?Q Card 1 Q Card 2 Q Card 3 Q Card 4 From this activity, you were able to know the unfolding of Thailand’s growth in economythrough its diversified cultural and socio-economic innovation, which contributed in bridging andshaping the success of Asian countries.ACTIVITY 7. BUILD ME UP! Thailand’s GoalsI Commented [R24]: In this activity let students generate Fill up this diagram, and explain your answers. their answers based on the previous activity by just filling up the diagram to sum up their ideas for understanding .Have students explain their answers to check their understanding . 15

ACTIVITY 8. SUM UP THE WHOLE Commented [R25]: In this activity ask students to compose a paragraph of 7-10 sentences based on the previous activity. Using the graphic organizer in Activity 7, compose a paragraph of 7-10 sentences to Encourage them to point out the similarities of Philippinessummarize the text listened to. and Thailand in terms of socio –economic goals. Encourage them also to give their insights if unity is possible regardless of From this activity, you have learned the similarities of Philippines and Thailand in terms of diversity of culture ,beliefs and traditions .socio- economic goals. What other insights can you extract? Can unity be possible in diversity ofculture, beliefs and traditions?ACTIVITY 9. BITE THE THEME Commented [R26]: Have students write their reflections and insights in relation to the theme of the listening text. Let Write your reflections and insights in relation to the theme of the listening text. Provide your them provide their title and allow them to read their workown title. after writing. _____________________________________________________ Commented [R27]: Let students read the brief text about reading literature. Let them explain each line. Entertain other ______________________________________________________________ answers of the students. You may ask them to explain , “reading literature is like , looking at a painting or a mural , it ______________________________________________________________ is seeing beyond one’s eyes , the reader interprets and imagine what he is reading ,the writer places realism and uniqueness ______________________________________________________________ in his stories and making the reader feels as if he has experienced it in his life . Reading literature is like looking at a painting or a mural .It is seeing beyond one’s eyes .Inpaintings, we find meanings as interpreted by the artist. The artist has a way of interpreting hissubject. This is the role of literature. It is to make the reader interpret and imagine what he isreading and to identify himself with it .By a skilful use of language, the writer places realism anduniqueness in his stories, poems or essays, as if making the reader feel as if he has experienced itin his life. Shall we now study the different elements of a short story? ELEMENTS OF A SHORT STORY1. SETTING Commented [R28]: Using this example, ask students to identify the setting by letting them answer the following The setting refers to place, time, weather condition, social condition, and even mood or questions . “ atmosphere. To recognize the setting of the story, you may ask these questions: 1.Where is the action taking place? 2.Where is the story taking place? • Where is the action taking place? 3.What is the weather condition? • Where is the story taking place? Is it during the day, night, what year, what period? 4.What is the daily life of the character? • What is the weather condition? Is it sunny, rainy, and stormy? 5.What is the feeling created at the beginning of the story? • What is the daily life of the character? What are his customs and status in life? 16

• What is the feeling created at the beginning of the story? Is it bright, cheerful, dark or Commented [R29]: Using this example, ask students to frightening? identify the setting by letting them answer the following questions . “Example : My sister and I had a fun–filled vacation last summer. We stayed at our grandparents’house, which was near the beach. We swam in the sea every morning, climbed the trees in the Commented [R30]: In this part, explain what the plot is allafternoon and fed the animals before dark. When the moon was bright, we played patintero. about. Mention, too, what are the essential parts of a . Further, explain that the plot has a beginning, middle and end. You Using the guide questions above, provide the answers: may differentiate also a short story from a novel. A short story can be read in one sitting while a novel is longer than a short 1. Where is the action taking place? story with many plots and sub-plots as well as many 2. Where is the story taking place? characters. 3. What is the weather condition? In explaining the introduction, point out that this part2. Plot – It is the sequence of events in a story or play. The plot is a planned, logical series of shows the setting and the characters are being revealed.events having a beginning, middle and end. The short story usually has one plot, and it could beread in one sitting .There are five essential parts of a plot: In rising action, explain that this part shows that problem appears and events are becoming complicated.a. Exposition/Introduction This part shows how the main character makes a decision In the introduction, the setting and the characters are revealed. whether to resolve the problem or not.b. Rising Action In this part, the falling action, problems and conflicts begin to resolve themselves. This is where the events in the story become complicated and the conflict in the story isrevealed .This is where events between introduction and climax take place. Denouement shows the final outcome of the story .The reader knows, too, the problem was resolved.c. Climax It is the turning point of the story and the highest point of interest. It is where the reader askswhat will happen next. Will the conflict be resolved or not?d. Falling Action The problems and complications begin to be resolved.e. Denouement This is the final outcome or untangling of events in the story. Here are three different parts of a story. On the blank after each paragraph, write whether the Commented [R31]: Have students practice the exercise bygiven part is the beginning, middle and end of the story. identifying the beginning ,middle and ending of the story .Let them write their answers on the blanks provided for . 1. Suddenly, the boat tilted to the left. “Steady!” cried our teacher, “stay where you are!” We kept calm .We prayed hard and followed all of our teacher’s instructions. The answer for number 1 is middle, number 2 is end and the last is beginning . Answer: ------------------------------------------------------------------------------------- 2. Finally, the fox grumbled. “I don’t want those grapes anyway. I know they must be sour.” Then, he went away. 17

Answer: --------------------------------------------------------------------------------------3. Once there was a child who liked summer best. He lived on a farm and every summer, he enjoyed harvesting corn, vegetables and fruits.Answer: --------------------------------------------------------------------------------------3.Conflict - It is the opposition of forces which ties one incident to another and makes the plot Commented [R32]: To differentiate external from internal,move. external refers to outside forces like environment , circumstances , society and man while internal is man’sThere are two types of conflict: struggle within himself .External – refers to outside forces that may cause conflict, like another human being, Commented [R33]: Have students realize that a charactercircumstances, environment, etc. may reveal himself in several ways; his appearance, his speech, what he thinks, feels and dreams , what others sayInternal - refers a struggle within oneself. The character maybe debating inside himself about him and what she does or does not do.about what to do. For point of view , let students know that an author may4.Character – there are two meanings for the word character: the person in a work of fiction and tell the story from the point of view of an innocent eye , firstthe characteristics of a person. He may be the protagonist, the good-natured character, or the person’s eyes , as she experiences it , or the author can narrateantagonist, the opponent of the main character. the story using the omniscient point of view where he can move from one character to another and have free access to The author may reveal a character in several ways: his physical appearance, what he/she their thoughts , feelings , and emotions .The author may alsosays, thinks, feels and dreams; what he/she does or does not do ;and what others say about tell the story in the third person in a limited view dependinghim/her . on what the author chooses to reveal or a camera maybe moving from one character to another.5.Point of View – the angle from which the story is told A theme usually is universal in thought or idea. It maybe6.Theme – it is the controlling idea or value in a piece of fiction. The theme maybe the author ‘s the author’s idea about human nature, life.idea about a topic or view of human nature. Commented [R34]: In this activity, let students choose the(For further information, visit http://hrsbstaff.ednet.ns.ca?engramja/elements.html.) correct answer from the word pool below. The answers are: introduction, climax, rising action, denouement and the fallingACTIVITY 10. MATCHING action.From the pool of words below, choose the appropriate answer to the following descriptions. You may also request them to recall each essential parts of a story.___________1. The setting and characters are revealed.___________2. The highest point of interest in the story___________3. The main character faces a conflict or problem.___________4. The ending where the final outcome of the story is shown___________5. The problems and complications are resolved.Climax Introduction Denouement Falling Action Rising Action 18

Language Recall: Commented [R35]: Let the students observe the following Language Form and Function: Coordinate Conjunctions sentences. You may ask a student to read the sentences while Observe the following sentences: the class listens .Have them study the italicized word used in 1. Makato never idled and never complained. each sentence .Ask them to identify what words, phrases and clauses are joined by the italicized word. 2. He did every kind of work, yet he remained cheerful. 3. Makato had no sister or a brother to take care of him. The answer in number 1 is never idled ; never complained 4. He tried his luck in a far-off land, so he became successful. .Number 2 is he did every kind of work ;he remained cheerful , 5. Makato was an orphan, but he was able to achieve his goals. no sister ;a brother ,he tried his luck in a far-off land ; he became successful , and Makato was an orphan ; he was ableLet’s answer the following questions below. to achieve his goals 1. What words are connected by and in sentence 1? ______________________________________________________ Commented [R36]: In the next activity , the answers are 2. What are the two clauses that are joined by yet in sentence 2? found in the previous comments. ______________________________________________________ 3. What are the phrases that are connected by or in sentence 3? 19 ______________________________________________________ 4. What are the clauses that are joined by so in sentence 4? ______________________________________________________ 5. What are the clauses that are joined by but in sentence 5?

_______________________________________________________Sentence 1 uses and to show addition of thought or ideas.Sentence 2 uses yet to show contrast of idea.Sentence 3 uses or to join nouns of equal rank.Sentence 4 uses so to show result.Sentence 5 uses but to show contrast of idea. Therefore, when you want to link and join words, phrases and clauses, use a conjunction. Coordinating Conjunctions join words, phrases and clauses of equal rank. And is used to connect words, phrases and clauses of which are equal. Or/Nor implies a consequence or choice. But /Yet is used to express contrast of idea. It joins an affirmative and negative sentencepattern. So is used to show a result .ACTIVITY 11. WORK WITH COORDINATES Commented [R37]: In this activity, let the students read the directions. they are asked to encircle the conjunction andRead the sentence carefully and encircle the conjunction. Underline the words, phrases and underline the words, phrases and clauses conjunction joinsclauses it joins. .The answers for number 1 is and ,the underlined words are Philippines ,Thailand .number 2 is so, Thailand shifted from1. Philippines and Thailand are both Asian countries. agriculture to manufacturing ,she gained thirty percent economic growth . Number 3 is so, Philippines, like Thailand,2. Thailand shifted from agriculture to manufacturing, so she gained a thirty percent economic enjoys a tropical climate, both are tourist destinations in Asiagrowth. .Number 4, and, highest income generator, largest foreign exchange contributor. Number 5, but, Thailand focused on3. Philippines, like Thailand, enjoys a tropical climate, so both are tourist destinations in Asia. food processing, she developed heavily in export promotion. Number 6, and, much of Thailand’s success was attributed to4. The tourism sector is Thailand’s highest income generator and largest foreign exchange the growing independence of countries in the Asia –Pacificcontributor. Region, the shift to the area of manufacturing and tourism.5. Thailand focused on food processing, but she developed heavily in export promotion. 20

6. Much of Thailand’s success was attributed to the growing independence of countries in the Asia–Pacific Region and the shift to the area of manufacturing and tourism.ACTIVITY 12 .COMBINE/FUSE Commented [R38]: In this activity, let students join the sentences using coordinate conjunction. Let them write theirCombine the following sentences below using the coordinate conjunctions. Write your sentences sentences on the blanks provided for. The answers are:in the blanks provided. 1. Most cars are now equipped with radial tires so the chances of for common blowouts are reduced .1. Most cars are now equipped with radial tires. The chances for common blowouts are reduced . 2. The magazine contained only six articles and they were all about politics.---------------------------------------------------------------------------------------------------------------- 3. The meat was spoiled by the time I returned home for I had forgotten to put it in the refrigerator when I left .2. The magazine contained only six articles .They were all about politics or sports. 4. Philippines and Thailand are members of the ASEAN and they work for unity, peace and progress in the Region .5. Both---------------------------------------------------------------------------------------------------------------- countries have diversity of culture and their traditions and beliefs bring harmony and unity.3. The meat was spoiled by the time I returned home .I had forgotten to put it in the refrigeratorwhen I left.----------------------------------------------------------------------------------------------------------------4. Philippines and Thailand are members of the ASEAN. They work for unity, peace and progressin the region.-------------------------------------------------------------------------------------------------------------------------------5. Both countries have diversity of culture. Their traditions and beliefs bring harmony and unity.-------------------------------------------------------------------------------------------------------------------------------ACTIVITY 13. SUPPLY THE PARTS Commented [R39]: In this activity , ask students to supplyComplete the sentences by supplying additional words, phrases and clauses .Write your the missing words or phrases . Let them write their sentencessentences on the blanks . on the blanks provided for below.1. Thais love spicy food and Chinese -------------------------------------------------------------------------.2. Filipinos and Thais have water dwellers so --------------------------------------------------------------. You may entertain different answers provided the use of3. Riverside markets are attractions for small businessmen and -------------------------------------- correct coordinate conjunction s are used properly.4. Sidewalk eateries mushroomed along the streets yet ------------------------------------------------.5. Traffic jams and pedicabs are both a sight to see and to experience and -------------------------------------------------------------------------------------------------------------------------------------------------.Before Reading 21

ACTIVITY 14. GUESS WHAT? Commented [R40]: This activity is in preparation for the reading selection . The sentences are exactly taken from theRead each sentence carefully and choose from the word pool the character traits are inferred in text to give an overview of what the text is all about .Thethe following lines. Write your answer at the end of the statements. answers are the following : 1. Orphan 1. Makato had no brother nor sister to take care of him. His father and mother died._____ 2.Hardworking 2. He never idled, fed the pigs, and cleaned the forests._________ 3.Good-natured 3. He never complained and was satisfied. ____________ 4.Industrious 4. He did every kind of work, like carrying heavy things.__________ 5.Ambitious 5. He tried his luck in a far-off land.__________________ 6.Proactive 6. Makato thought about what he liked to do in the future.__________ 7.Honest 7. He picked up the shell and handed it to the king._______ 8.Naturalist 8. He planted the ground with more seedlings._________ 9.Grateful 9. He knelt down and gave the king lettuces.____________ Commented [R41]: Using Activity 13, ask students to Word Pool construct sentences using words found in the word pool . Ask them to work with their seatmate and do peer checking if theHonest orphaned good-natured ambitious words were used properly in the sentence. You may ask them to read their work in class.Hardworking proactive adventurous gratefulIndustrious naturalistACTIVITY 14. ConstructingConstruct sentences using the words found in the word pool. Work with your seatmate and dopeer checking .Find out if the words were used properly in the sentence.------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- The selection which you are about to read is a Thai folktale. Its theme is centered on the Commented [R42]: This Thai folktale focused on BuddhistBuddhist principle of suppressing one’s earthly desire to achieve enlightenment. principle of suppressing one’s desire to achieve enlightenment. It was only retold and translated by SupaneeKhanchanathiti . Draw out the Filipino values and traits of the character which enable him to become Ask students to discover what Filipino values and traits aresuccessful and better person. Find out the author’s purpose of writing this selection. found in the character traits of the main character. Let students also discover what are Thais traditions and beliefs which contributed to their being a Filipino. Discover also Thai’s traditions and beliefs, as well as its diversity of culture which shapedyou as a Filipino. Makato and the Cowrie Shell 22

(A Thai Folktale ) Supanee Khanchanathiti Once upon a time, there was a boy whose name was Makato. He was an orphan, for his father and mother died when he was very young. He had no brothers, sisters, cousins or friends to take care of him, so he had tomake a living for himself. He did every kind of work—carrying heavy things, clearing away theforest, or feeding pigs. He never idled. Although he was paid only small wages, he was satisfied.He knew that if he would not work, he would starve. Wherever he went, his employers praised himfor being sensible, hardworking, good-tempered and cheerful. One fine evening after he had finished chopping up a big pile of wood, he sat down to restand thought of all he would like to do in the future. He wanted to try his luck in far–off strangelands, for he longed for exciting adventures. “What are you thinking about so deeply, my boy?” asked his employer. “I would like to go on a journey for adventure,” said Makato, pointing to the northeast. “Iheard that the land is fertile and the people are kind. I wish I could see the land for myself.” Hiseyes sparked with excitement. “The land you wish to go to is called Sukhothai,” said his employer. “They say Pra Ruang ofSukhothai is a very kind–hearted king. You might be lucky if you could go there.” Sometime later, Makato decided to try his fortune. He left his village and set out in the wideworld .He walked along cheerfully, enjoying new insights and talking to the people he met on theway. After a month’s journey, he reached a village on the boundary of the Kingdom of Sukhothai. “Please, can I have some water to drink?” Makato asked an old woman with a big water poton her head. “I’m so thirsty.” “Where did you come from? Why are you here alone? You look as if you’ve come a longway,” said the old woman, pouring cold water from her pot into a small cup and handling it toMakato. “Thank you so much,” said the boy. “Who are your father and mother? Haven’t you any family?” the old woman asked again. “I come from the City of Mon over there,” replied Makato. “Good heavens! Have you really come from Môn? How is it that you are travelling alone,such a young boy as you are?” “I wanted to see Pra Ruang of Sukhothai,” replied Makato.”They say he is a very kind-hearted king.” “You are a very determined boy!” said the woman.”Come along with me .Who knows? Youmight see Pra Ruang someday.” Makato was glad to go with her. If he could work with this kind of woman, he would have aplace to sleep, some food to eat and perhaps someday, he might be lucky enough to see the king. 23

The old woman was one of the Pra Ruang Mahouts, which meant that she helped themahout find the food for the elephant and clean out the elephants’ sheds. He worked hard andwell, and the mahout and his wife grew fond of him. One day, the sky was clear and the weather so fine, it seemed to Makato that it must be alucky day. As he worked in the elephants’ sheds, a tall young man in a splendid costume, followedby attendants, came in. It was Pra Ruang himself. Makato bowed low at once with his handsclasped together before him. His heart beat fast. “Where did the boy come from?” the king asked the mahout, who was attending him. “How old is he?” the king asked further. “12 years old, your Majesty,” replied the mahout. “A good-looking and hardworking boy,” said the king. “Take good care of him.” As the king walked away, Makato saw a little cowrie shell lying on the ground .He ran topick up and held it to the king, but the king said with a smile, “You may keep it.” “How wonderful!” Makato thought, “the king has given me a cowrie shell.” At the time, the people of Sukhothai used cowrie shells as money. Although one cowrie hadlittle value, Makato wanted to make as much use of it as possible, for it was the king’s gift. For along time, he could not think of a way to use it so that it would earn money for him. One day, he passed by a stall in the market where the seeds of many different plants weresold. He looked along the stall and caught sight of a basket full of lettuce seed. Lettuces! He couldgrow small plants like that. He asked the joyful woman at the stall, “Can I buy some lettuce seed?” “Oh yes, my boy. How much do you want?” said the old woman. “I have one cowrie shell!” said Makato. “One cowrie shell!” said the woman, laughing.”That won’t buy anything. I can’t evenmeasure that much.” “Look!” said Makato eagerly. “I will dip my finger into the pile of seeds. Then, I will take theseeds that stick to it. That must be right for one cowrie shell.” “Well, why not?” said the amused woman at his suggestions. “All right boy. Help yourself.” Makato paid the woman his one cowrie shell .Then, he dipped his finger into the pile ofseeds. When he pulled his wet finger out, it was covered with seeds. He carefully scraped them ofhis finger into the palm of his hand and went away, happily clutching the seeds. Now that he had seeds, Makato broke the soil and sowed them at once. He watered theseed bed every day and soon, the young plants appeared. Day by day, he cleared more groundand planted more lettuce seedlings until the kitchen garden was covered with them. He was veryproud of himself because he had done so well. 24

“I wish I could give the king some lettuces,” he thought. One day, the king passed by the elephants’ sheds again. Makato waited for an opportunity,then knelt down and proudly presented his biggest lettuces to the king. “Where did you get this?” the king asked, surprised. “I grew them from the cowrie shell you gave me, Your Majesty,” answered Makato,beaming with a smile. “How could you do that?” asked the puzzled king. Makato told the king the whole story. The king was impressed with his intelligence andindustry, So much so that later on, he gave Makato a job in the palace. As the years passed, Makato grew tall and handsome. He mastered every grace andserved the king well. He was so loyal that the king trusted him absolutely. He was promoted tohigher positions until he was given a title of Kun Wang, which meant that he was the mostimportant person in the king’s court. He was also happily married to the beautiful young daughterof the king. After that, the king made him the ruler of the Mon. So it was that Makato, who had once been a poor orphan, became the king of thatprosperous kingdom.Comprehension Check: Commented [R43]: In this part , you may use your creativity in processing the questions in the Comprehension Answer the following guide questions. Check .You may also give follow up questions to check students critical thinking and analytical skills. Higher order 1. Describe Makato. What character traits does he possess? thinking skills questions are also recommended. Use the art of 2. What could be the reason why Makato left his place? questioning technique. 3. Through inferring what the character says, does and thinks, one can recognize the traits of Answers to the Comprehension Check: a literary character .Cite lines, actions and thoughts which show Makato’s traits.. 1.Makato is an orphan boy. He is honest, hard-working, 4. What were those changes in Makato’s life after meeting the king? Enumerate. industrious, and ambitious. He is also a lover of nature and 5. Which of Makato’s traits are similar to yours? good-natured. 6. How would you nurture and enhance your positive traits? In what ways? 2.He left his place because he wanted to see the king and he 7. What lessons in life does the author want to convey to you? Are these true to all ages and would like to try his luck in a far-away land. 3.In this aspect, ask students to cite incidents to show what races? the character says, does, and thinks by reading from the text the exact lines or you may ask them to directly answer theACTIVITY 16 . PAINT A PICTURE questions. 4.The king made him as his trusted man and gave him a highWhat are Makato’s character traits? Describe his appearance, attitude, action and speech. Fill up position in the palace .And later, made him a king and marriedthe character web with your answers and explain each trait. his daughter. 5.In this question , ask students to answer and let themAction Appearance explain . 6 and 7 questions are open for more insights from the students .Let them explain their responses . Commented [R44]: Allow students to describe Makato’s character traits by writing their answers inside the oval. Instruct them to be specific in terms of appearance, attitude, action, and speech. Be able to have a broader perspectives on how the students understand the text provided it is within the context of the reading selection. 25

What the Character What the charactercharacter does looks like What the How the charactercharacter says feels Articulation AttitudeACTIVITY 17. COMPARE AND SHARE Commented [R45]: In this activity, ask students what theirUsing the Venn Diagram, compare yourself with Makato. Be guided by the following questions . traits are and let them fill out the circle found at the right. Let them also write down Makato’s traits by filling up the left 1. What traits do you both share? Write your answers between two circles. circle. Have them write their traits they both have or share by 2. Write your character traits, which are different from Makato’s, inside the right circle. filling up the center between two circles. 3. Write Makato’s character traits, which are different from yours, inside the left circle. 4. Which of those traits would you like to improve? Explain. After this activity, ask students which of those traits they have written need improvement. They can have a discussion by letting them explain why they would like to improve such traits. 26

ACTIVITY 18. LAY THE ROADMAPUsing the timeline, plot the events which led to Makato’s success. Be guided by the following key Commented [R46]: Using the guide questions , let studentsquestions. answer them by plotting or writing their answers at the side of the road . Instruct them to write in detail the events leading to1. What kind of life did he have at the beginning of the story? Describe. the success of the important character .2. What motivated him to leave his place?3. How did the king recognize him? Cite the incident that showed it. 27