English Grade 9 Part 2

Questions to answer:1. Who was Martin Luther King Jr.?2. According to him, who has the potential to be great?3. How does Oprah Winfrey pay tribute to the greatness of Martin Luther King Jr.?4. How does she persuade her audience to take the path towards greatness?5. How do the signposts and key words aid you in determining the main idea of the speech?6. How do these details aid you in comprehending the speech better?TASK 6: Uncovering GreatnessRead this infographic excerpt and pay attention to the highlighted words. Also,take note of the list of adverbs found below. ABPhoto credit: http://yoganonymous.com/infographic-a-lifetime-of-change-martin-luther-king-jr-s-lasting-legacy/Questions to answer:1. What elements are used in the infographic?2. Is knowledge easily understood when represented in an infographic? Why?3. Take note of the word, Later. What does it signify as used in the sentence in Infographic A?4. Observe how the phrase, in the White House, is used in Infographic B. What does the phrase signify? 125

Language in Focus Adverbs of time signify when. Adverbs of place indicate location.For example: For example:Later that year, MLK JR. is awarded the But the life of Martin Luther King Jr.Nobel Peace Prize… inspired unprecedented equality in education, the economy and in theLater is an adverb of time. It signifies when White House.the event took place. in the White House signifies whereafter the situation occurred.alreadyduring abroadfinally anywherejust downstairslast herelater homenext inrecently nowheresoon outthen outsideyesterday somewhere there undergroundTASK 7: Controlled PracticeA. Determine whether or not the sentences below use the adverbs correctly. Place a √ or × on the space provided before each sentence. 1. Martin Luther King Jr. received in 1948 from Morehouse College his B.A. degree.2. He enrolled in graduate studies at Boston College.3. In 1954 at Montgomery, Alabama, he became the pastor of the Dexter Avenue Baptist Church.4. He was chosen by Time Magazine as the Man of the Year in 1963.5. He was on the evening of April 4, 1968 assassinated in Tennessee. 126

B. Rewrite each sentence with the adverb/s in its/their correct position.1. Martin Luther King Jr.’s supporters waited patiently. (for 10 ten minutes)2. He arrived at the auditorium. (this morning)3. The crowd dispersed. (at 4 o’clock)4. They congregated. (yesterday, at the stadium)5. He talked. (for an hour, at the rally)TASK 8: Greatness RecountedRead this paragraph and determine its parts. Good Deed I learned about the joy of helping others when I was in kindergarten. One of my classmates had forgotten his snack, so he had nothing to eat during recess.Nobody wanted to share with him because we were all very hungry and it wasreally his own fault that he would have to go without. That day my mother hadpacked my favorite treat: a chocolate and peanut butter cup. I wanted it all formyself, but my mother had often told me that I should share, so I broke my choc-olate and peanut butter cup in half and gave my forgetful classmate one half. Henearly fell over in surprise. Then he smiled the biggest smile I had ever seen andI suddenly felt the greatest happiness I had ever felt. After that, I always lookedfor chances to help people, because it always made them and me feel good.Source: http://marsdenarenglish.wordpress.com/academic-paragraphs/model-narrative-paragraphs/Questions to answer:1. What does the writer articulate in the first sentence?2. How does the writer develop this idea in the sentences that follow?3. How does the paragraph end? What is signified in the last sentence?4. What are the parts of the paragraph?5. How does the character in the paragraph manifest greatness?6. Compare this paragraph with the two poems in YOUR TEXT. What makes it different from the two? 127

TASK 9: Writeshop Recount your experience. Was there an instance that you or a person youknow responded to the call of greatness? Before you do that, read more detailsabout how to write a narrative paragraph. A narrative paragraph tells a story. It shows readers what happened at aparticular place and time.Use this link, http://classroom.synonym.com/write-one-welldeveloped-narrative-paragraph-4475.html, to knowmore about how to write a narrative paragraph. Brainstorming Get started by jotting down ideas following the question prompts below. Who are involved? What happened? When did it happen? Why did it happen? How did it happen? Drafting Brainstorm. Use your ideas to craft your narrative paragraph. 128

Revising Checklist Use the following checklist to revise your paragraph.Is the paragraph interesting? What makes it so?Is the topic sentence clearly stated at the be-ginning of the paragraph? If there is no topicsentence, suggest one.Do the rest of the sentences support the topicsentence?Is there a concluding sentence? If there is none,suggest one.Are adverbs used to signify time and place? Ifthere are none, suggest where they could beappropriately incorporated. Self- Assessment Checklist Answer the questions below:What was easy for me?What have I learned?How do I improve my work?What other adverbs can I use in my narrativeparagraph? 129

WORK IN PROGRESS! Get ready to incorporate more adverbs in your narrative paragraph as you go through the language focus activities in Lessons 2 and 3. TASK 10: Three-minute Pause Take a breather from the previous activities by doing the following: 1. Summarize Key Points So Far _____________________________________________________ _____________________________________________________ _____________________________________________________ 2. Add Your Own Thoughts _____________________________________________________ _____________________________________________________ _____________________________________________________ 3. Pose Clarifying Questions _____________________________________________________ _____________________________________________________ _____________________________________________________ 130

X YOUR FINAL TASKTASK 11: The Search for GreatnessGo back to the poem I Think Continually of Those Who Were Truly Great. Whatare the traits of those who were truly great according to the author? Look fora person who exemplifies these qualities. Create a simple infographic such as the samples found in Task 6. Your infographic must be accurate, attractive andwell-written. Read the rubrics below to guide you on how your teacher will gradeyour work. 4 3 21Accurate At least four ac- Three accurate Two accurate Less than twoAttractive curate facts are facts are dis- facts are dis- accurate facts displayed in the played in the played in the are displayed inWell-written infographic. infographic. infographic. the infographic.Well-written The infographic The infograph- The infographic The infographic is exceptional- ic is attractive ly attractive in though it may is acceptably at- is distractingly terms of design, in terms of layouts, and design, layouts, tractive through messy or very neatness. and neatness. it may be a bit poorly de- There are no There is one grammatical grammatical messy. signed. It is not mistakes in the mistake in the infographic. infographic. attractive. There are two There are more grammatical than two gram- mistakes in the matical mistakes infographic. in the info- graphic. Capitalization There is one There are two There are more and punctua- error in capi- errors in cap- than two errors tion are correct talization or italization or in capitalization throughout the punctuation. punctuation. or punctuation. infographic.Rubric source: http://www.truwebs.com/csu/ete567/webquest/docs/Infographic_Rubric.pdf 131

MY TREASURETASK 12: My Final Thoughts • Go back to your initial concept of greatness. Finalize your answer to the question, “What is greatness?” Write your response in your notebook. • Make the presentation of your insights more creative through Wordle.com. • Click the link, http://www.wordle.net/create. • Copy and paste your insights in the box. Click Go and then Submit. • Import a print screen of your generated wordle to the box found below. 132

LESSON 2OBSERVING OTHERS’ CIRCUMSTANCES N YOUR JOURNEY In the previous lesson, you have explored the concept on greatness. As you engage in the tasks in this lesson, ask yourself, “How do I view other people’s circumstances?” The chosen poems you’ll explore in this lesson will inspire you all the more for you to further develop your understanding of the target concepts, themes, and enhance your communication skills. YOUR OBJECTIVES Going through the process of observing other people’s circumstances in life, you are expected to: • get information from print media • make inferences from what was said • summarize the information contained in the viewed material • give the appropriate communicative styles for a casual situation • explain how the elements specific to a selection build the theme • distinguish the features present in the selected text • employ varied verbal and non-verbal strategies to create impact on the au- dience while delivering lines in a Readers Theater, and • use adverbs of manner in narration 133

YOUR INITIAL TASKSTASK 1 Social LensTake a look at the pictures and write a short essay based on your observation.Do this in your notebook.TASK 2 Casual ConversationsAs a teenager, how do you converse with your parents? With your peers? Focusingon the theme of this lesson, create a dialogue between:Teenager and Parents Teenager and PeersDifferencesAfterwards, use the third row to jot down the differences between the two dia-logues. Take note of expressions and type of register (intimate or casual) used. 134

YOUR TEXTREADING TEXT 1Motive Question: What circumstance is the persona faced with?Read the texts and answer the activities that follow. The Man with the Hoe by Edwin Markham Bowed by the weight of centuries he leans Upon his hoe and gazes on the ground, The emptiness of ages in his face, And on his back the burden of the world. Who made him dead to rapture and despair, A thing that grieves not and that never hopes, Stolid and stunned, a brother to the ox? Who loosened and let down this brutal jaw? Whose was the hand that slanted back this brow? Whose breath blew out the light within this brain? Is this the Thing the Lord God made and gave To have dominion over sea and land; To trace the stars and search the heavens for power; To feel the passion of Eternity? Is this the Dream He dreamed who shaped the suns And marked their ways upon the ancient deep? Down all the stretch of Hell to its last gulf There is no shape more terrible than this— More tongued with censure of the world’s blind greed— More filled with signs and portents for the soul— More fraught with danger to the universe. What gulfs between him and the seraphim! 135

Slave of the wheel of labor, what to himAre Plato and the swing of Pleiades?What the long reaches of the peaks of song,The rift of dawn, the reddening of the rose?Through this dread shape the suffering ages look;Time’s tragedy is in that aching stoop;Through this dread shape humanity betrayed,Plundered, profaned and disinherited,Cries protest to the Judges of the World,A protest that is also prophecy.O masters, lords and rulers in all lands,is this the handiwork you give to God,This monstrous thing distorted and soul-quenched?How will you ever straighten up this shape;Touch it again with immortality;Give back the upward looking and the light;Rebuild in it the music and the dream;Make right the immemorial infamies,Perfidious wrongs, immedicable woes?O masters, lords and rulers in all lands,How will the Future reckon with this Man?How answer his brute question in that hourWhen whirlwinds of rebellion shake the world?How will it be with kingdoms and with kings—With those who shaped him to the thing he is—When this dumb Terror shall reply to GodAfter the silence of the centuries? 136

Questions to answer: 1. What is the image of the man with the hoe? 2. How does the poet describe him? 3. What is meant by the line, “What to him are Plato and the swing of Pleaia- des?” 4. What does the bent body of the man with the hoe signify? 5. According to the poet, who is responsible for the condition or state of the man with the hoe? 6. As a child of the “future,” how would you respond to the question, “How will the Future reckon with this Man?” posed by the persona? 7. Who are the modern “man with the hoe”? 8. How does the society treat them?READING TEXT 2Motive Question: How does the persona deal with the circumstancehe is in? Sonnet 29 George Santayana (1863-1952) What riches have you that you deem me poor, Or what large comfort that you call me sad? Tell me what makes you so exceeding glad: Is your earth happy or your heaven sure? I hope for heaven, since the stars endure And bring such tidings as our fathers had. I know no deeper doubt to make me mad, I need no brighter love to keep me pure. To me the faiths of old are daily bread; I bless their hope, I bless their will to save, And my deep heart still meaneth what they said. It makes me happy that the soul is brave, And, being so much kinsman to the dead, I walk contented to the peopled grave.  SOURCE: http://www.rrb3.com/breaker/poetry/poems%20by%20others/sonnet_29.htm 137

Questions to answer: 1. What does the opening line of the poem mean? 2. Who is being addressed by the poet? 3. Why does the poet consider the faiths of old his daily bread? 4. What makes the persona happy? 5. How do you view the persona’s circumstance?TASK 3 Spot the Difference Illustrate the “man with the hoe” based on two perspectives. You may alsouse magazine cutouts to illustrate the subject. Illustration A should be an inter-pretation of how the persona of the poem perceives “him.” Illustration B shouldshow how God intends him to be. Use the 2nd column to cite lines from the textto support your illustration. Write on the 3rd column your interpretation of thecited lines. Do this on a separate sheet of paper. Illustration Citation ExplanationABTASK 4 Music to My EarsA. Use the 1st column to write the last word of each line in Sonnet 29. Write on the 2nd column the rhyme scheme used by the poet. The first one is done for you. Lastly, answer the questions on the last column. Do this in your notebook 138

Rhyme Scheme What is the main message of the octet or the 1st 8poor A lines?Rhyme Scheme What is the main message of the sestet or the last 6 lines? B. Listen to your teacher and take note of how he or she reads the sonnet. Ob- serve how the effective use of voice conveys the meaning of the poem. Write your observation in your notebook. YOUR DISCOVERY TASKS TASK 5 How Did You Do It? Relate the experience of the persona in the poems with that of the modern man’s situation. Read the informational text below. Focus your attention on the highlighted words and determine their use in the sentence. KEY FINDINGS • The Philippines faces an enor- mous challenge of creating more and better jobs in the country. • With, strong macroeconomic fundamentals, the country is in a good position to accelerate re- forms that will help create good jobs. • Meeting the jobs challenge re- quires that all sector work to- gether on a package of reforms. SOURCE http://www.worldbank.org/en/news/feature/2013/09/13/infographic--the-philippine-jobs-challenge-creating-more-and-better-jobs 139

Addressing the jobs challenge requires meeting a dual challenge: ex- panding formal sector employment even faster while rapidly raising the incomes of those informally employed.Questions to answer: 1. What does the informational material say about the economic situation of the country? 2. How can the generation of more jobs influence the Filipino workers? 3. How should the jobs challenge be addressed? 4. How do the words, rapidly and informally, function in the sentence above? 5. What kind of adverbs are these?Language in FocusAn adverb of manner describes how an action or activity is performed.accidentally hard politely seriouslyangrily hastily poorly sharplyanxiously healthily powerfully shylyawkwardly honestly promptly silentlybadly hungrily punctually sleepilybeautifully hurriedly quickly slowlyblindly inadequately smoothlyboldly quietly sobravely ingeniously softlybrightly innocently rapidly solemnlybusily inquisitively rarely speedilycalmly really stealthilycarefully irritably recklessly sternlycarelessly joyously regularly straightcautiously justly reluctantly stupidlycheerfully kindly repeatedly successfullyclearly lazily rightfully suddenlyclosely roughly suspiciouslycorrectly loosely rudely swiftlycourageously loudly sadly tenderly madly safely mortally selfishly mysteriously 140

cruelly neatly sensibly tensely thoughtfullydaringly nervously seriously tightly truthfullydeliberately noisily sharply unexpectedly victoriouslydoubtfully obediently shyly violently vivaciouslyeagerly openly silentlyeasily painfully sleepilyelegantly patiently slowlyenormously perfectly smoothlyenthusiasticallyequallyeventuallyexactlySOURCE: http://www.englishclub.com/vocabulary/adverbs-manner.htmTASK 6 Controlled PracticeChoose the best word to complete each sentence. 1. The worker walked (careful, carefully) on the platform. 2. The man painted the room (skillful, skilfully). 3. Tomas does not really work (hard, hardly). 4. Sometimes, he arrives (late, lately) for work. 5. He is walking too (fast, fastly). 6. Mara works (hardly, the hardest) in the cannery. 7. The farmers have to finish their work (quick, quickly). 8. They have to speak (quiet, quietly) or else the other crew members would be disturbed. 9. It was raining too (hard, hardly) that work was cancelled. 10. It is important to work (seriously, serious) on tasks assigned to you. 141

TASK 7 Writeshop A. Revise your narrative paragraph in Module 2 Task 9 Lesson 1 (Finding Others’ Greatness) and incorporate adverbs of manner as you deem necessary. B. Assess your output using the Output Satisfaction Worksheet found below. Output Satisfaction Worksheet I am most satisfied with… I am least satisfied with… I am having problems with… I can do better by…X YOUR FINAL TASK TASK 8 Six Words, One Story Watch this video and summarize its main idea in six words. Use this URL to access the video on the Internet: http://www.worldbank.org/en/news/vid- eo/2013/09/13/creating-more-and-better-jobs-in-the-philippines-views-from- the-man-on-the-street. Write your answer in your notebook. 142

MY TREASURETASK 9 My Revised Thoughts Trace the development in your thinking. Use the graphic organizer below to jot down your initial and final perspective concerning other people’s circum-stances. Do this in your notebook. 143

LESSON 3FEELING FOR OTHERS N YOUR JOURNEY We gain a lot of insights from the experiences of other people. Our lives become richer and more meaningful because of what we can learn from them. At this point, you will be exposed to opportunities wherein you will try to put yourself in other people’s shoes and imagine yourself undergoing their struggles and predicaments. As the lesson develops, think of the question, “Why do you need to understand the importance of empathy, fairness, and justice in dealing with others?” The target concepts and themes are clearly presented in the selections to be explored in this lesson. They gravitate around the core and will help develop your language and literary skills further. YOUR OBJECTIVES In your attempt to develop valuing others and their circumstances, you are to be guided by the following to: • get information from various print media like periodicals • anticipate the points that will be made based on the speaker’s purpose • agree or disagree with the ideas presented in the material viewed • give the appropriate communicative styles for consultative situations • analyze literature as a means of valuing other people and their various cir- cumstances in life • express appreciation for sensory images used • distinguish the features present in poetry and in prose • use the correct production of sounds in English such as diphthongs and • use adverbs in narration 144

YOUR INITIAL TASKSTask 1 Scrutinize and SpeculateStudy the picture featuring the movie, The Hunger Games. Based on the picture,tell briefly what you think the story is all about.Task 2 Possible SentencesWrite five possible sentences that will capture the essence of this week’s lesson.Use two words from the list below in each sentence.adverbs poetrycommunication periodicalsprose consultativesounds consonantsensory value Possible Sentences for Lesson 3 – Feeling for Others Name of Topic Word Box 145

_____ 1. _______________________________________________ __________________________________________________ _______________________________________________________2. _______________________________________________ __________________________________________________ _______________________________________________________ 3. ______________________________________________ __________________________________________________ _______________________________________________________ 4. _______________________________________________ __________________________________________________ _______________________________________________________ 5. _______________________________________________ __________________________________________________ __________________________________________________Task 3 Piece by PieceI. Fill in the boxes with the missing letters to come up with the word being defined. Write the whole word in your notebook.Column A Column B1. b e ed - smiled very happily - held tightly2. c u g - noisy and active - end without being renewed3. o s t e r u s - delicately, in a lady-like fashion4. l a e5. d i n t y 146

6. p e u l n ly - with unreasonable irritation7. o t e r - a contest in which tickets are dis-8. p a a h e n l tributed or sold; the winning ticket or tickets are selected in a chance drawing a - equipmentJoos in his book Five Clocks states that a consultative style is typically a dia-logue, though formal enough that words are chosen with some care. Businesstransactions, doctor-patient conversations, and the like are usually consultativein nature.II. Choose the most appropriate word in Column B to be used in a consultative communication style as a replacement for each word in Column A.Column A Column BBEAMCLING grin laugh smirk smileBOISTEROUS grip claspDAINTILY hug embrace rowdy uproarious deftly elegantly loud rollicking equipment lightly softlyPARAPHERNALIA gear machinery regalia 147

YOUR TEXTUse the URL below to independently access the audio recording of The Lotteryin the Internet.http://www.mrcoia.com/school/sound/lottery.mp3(audio of The Lottery)Task 4 Make a Mind MovieRead the story, The Lottery, silently as you listen to its audio recording. Thenclose your eyes and visualize the story. How does the setting look like? Draw what you have visualized on a separate sheet of paper. Indicate theparagraph number/s of the lines from the text you are sketching. Follow theformat provided below. Visualization Sketches Sketch 1 The line from the text that I am sketching is on paragraph ________. Sketch 2 The line from the text that I am sketching is on paragraph ________. 148

The Lottery by Shirley Jackson(1) The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th, but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o’clock in the morning and still be through in time to allow the villagers to get home for noon dinner.(2) The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tend- ed to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix—the villagers pronounced this name “Dellacroy”—eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at the boys, and the very small children rolled in the dust or clung to the hands of their older brothers or sisters.(3) Soon the men began to gather, surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother’s grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.(4) The lottery was conducted—as were the square dances, the teen club, the Halloween program—by Mr. Summers, who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal 149

business, and people were sorry for him because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. “Little late today, folks. ” The postmaster, Mr. Graves, followed him, carrying a three-legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool, and when Mr. Summers said, “Some of you fellows want to give me a hand?” there was a hesitation before two men. Mr. Martin and his oldest son, Baxter, came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.(5) The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything being done. The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.(6) Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers’ coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put way, sometimes one place, sometimes another; it had spent one year in Mr. Graves’s barn and another year underfoot in 150

the post office; and sometimes it was set on a shelf in the Martin grocery and left there. There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up–of heads of families, heads of households in each family, members of each household in each family. There was the proper swearing-in of Mr. Sum- mers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans, with one hand resting carelessly on the black box, he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.(7) Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. “Clean forgot what day it was,” she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. “Thought my old man was out back stacking wood,” Mrs. Hutchinson went on, “and then I looked out the window and the kids was gone, and then I remembered it was the twenty-seventh and came a-running. ” She dried her hands on her apron, and Mrs. Delacroix said, “You’re in time, though. They’re still talking away up there.”(8) Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through: two or three people said, in voices just loud enough to be heard across the crowd, “Here comes your, Missus, Hutchinson,” and “Bill, she made it after all. ” Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully. “Thought we were going to have to get on without you, Tessie.” Mrs. Hutchinson said, grinning, “Wouldn’t have 151

me leave m’dishes in the sink, now, would you, Joe?” and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson’s arrival.(9) “Well, now. ” Mr. Summers said soberly, “guess we better get started, get this over with, so’s we can go back to work. Anybody ain’t here?”(10) “Dunbar, ” several people said. “Dunbar. Dunbar.”(11) Mr. Summers consulted his list. “Clyde Dunbar, ” he said. “That’s right. He’s broke his leg, hasn’t he? Who’s drawing for him?”(12) “Me. I guess,” a woman said, and Mr. Summers turned to look at her. “Wife draws for her husband,” Mr. Summers said. “Don’t you have a grown boy to do it for you, Janey?” Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.(13) “Horace’s not but sixteen yet,” Mrs. Dunbar said regretfully. “Guess I gotta fill in for the old man this year.”(14) “Right. ” Mr. Summers said. He made a note on the list he was holding. Then he asked, “Watson boy drawing this year?”(15) A tall boy in the crowd raised his hand. “Here,” he said. “I’m drawing for my mother and me. ” He blinked his eyes nervously and ducked his head as several voices in the crowd said things like “Good fellow, lack. ” and “Glad to see your mother’s got a man to do it. “(16) “Well,” Mr. Summers said, “guess that’s everyone. Old Man Warner make it?”(17) “Here,” a voice said, and Mr. Summers nodded.(18) A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. “All ready?” he called. “Now, I’ll read the names–heads of families first–and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?”(19) The people had done it so many times that they only half listened to the directions: most of them were quiet, wetting their lips, not looking around. Then Mr. Summers raised one hand high and said, “Adams. ” A 152

man disengaged himself from the crowd and came forward. “Hi. Steve. ” Mr. Summers said, and Mr. Adams said. “Hi, Joe.”(20) They grinned at one another humorlessly and nervously. Then Mr. Ad- ams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd, where he stood a little apart from his family, not looking down at his hand.(21) “Allen,” Mr. Summers said.“Anderson… Bentham. ”(22) “Seems like there’s no time at all between lotteries any more. ” Mrs. Dela- croix said to Mrs. Graves in the back row.(23) “Seems like we got through with the last one only last week. ”(24) “Time sure goes fast” Mrs. Graves said.(25) “Clark… Delacroix. ”(26) “There goes my old man. ” Mrs. Delacroix said. She held her breath while her husband went forward.(27) “Dunbar,” Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said. “Go on, Janey,” and another said, “There she goes. ”(28) “We’re next,” Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hand, turning them over and over nervously. Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.(29) “Harburt… Hutchinson. ”(30) “Get up there, Bill,” Mrs. Hutchinson said, and the people near her laughed.(31) “Jones. ”(32) “They do say,” Mr. Adams said to Old Man Warner, who stood next to him, “that over in the north village they’re talking of giving up the lottery.”(33) Old Man Warner snorted. “Pack of crazy fools,” he said. “Listening to the young folks, nothing’s good enough for them. Next thing you know, they’ll 153

be wanting to go back to living in caves, nobody work any more, live hat way for a while. Used to be a saying about Lottery in June, corn be heavy soon. ‘ First thing you know, we’d all be eating stewed chickweed and acorns. There’s always been a lottery,” he added petulantly. “Bad enough to see young Joe Summers up there joking with everybody.”(34) “Some places have already quit lotteries,” Mrs. Adams said.(35) “Nothing but trouble in that,” Old Man Warner said stoutly. “Pack of young fools.”(36) “Martin. ” And Bobby Martin watched his father go forward. “Overdyke… Percy.”(37) “I wish they’d hurry,” Mrs. Dunbar said to her older son. “I wish they’d hurry.”(38) “They’re almost through,” her son said.(39) “You get ready to run tell Dad,” Mrs. Dunbar said.(40) Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, “Warner. “(41) “Seventy-seventh year I been in the lottery,” Old Man Warner said as he went through the crowd. “Seventy-seventh time.”(42) “Watson.” The tall boy came awkwardly through the crowd. Someone said, “Don’t be nervous, Jack,” and Mr. Summers said, “Take your time, son.”(43) “Zanini.”(44) After that, there was a long pause, a breathless pause, until Mr. Summers, holding his slip of paper in the air, said, “All right, fellows. ” For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saving. “Who is it?,” “Who’s got it?,” “Is it the Dunbars?,” “Is it the Watsons?” Then the voices began to say, “It’s Hutchinson. It’s Bill,” “Bill Hutchinson’s got it.”(45) “Go tell your father,” Mrs. Dunbar said to her older son.(46) People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly, Tessie Hutchinson shouted to Mr. Summers. “You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair!” 154

(47) “Be a good sport, Tessie,” Mrs. Delacroix called, and Mrs. Graves said, “All of us took the same chance. ”(48) “Shut up, Tessie,” Bill Hutchinson said.(49) “Well, everyone,” Mr. Summers said, “that was done pretty fast, and now we’ve got to be hurrying a little more to get done in time. ” He consulted his next list. “Bill,” he said, “you draw for the Hutchinson family. You got any other households in the Hutchinsons?” “There’s Don and Eva,” Mrs. Hutchinson yelled. “Make them take their chance!” “Daughters draw with their husbands’ families, Tessie,” Mr. Summers said gently. “You know that as well as anyone else. ”(50) “It wasn’t fair,” Tessie said.(51) “I guess not, Joe,” Bill Hutchinson said regretfully. “My daughter draws with her husband’s family; that’s only fair. And I’ve got no other family except the kids. ”(52) “Then, as far as drawing for families is concerned, it’s you,” Mr. Summers said in explanation, “and as far as drawing for households is concerned, that’s you, too. Right?”(53) “Right,” Bill Hutchinson said.(54) “How many kids, Bill?” Mr. Summers asked formally.(55) “Three,” Bill Hutchinson said.(56) “There’s Bill, Jr., and Nancy, and little Dave. And Tessie and me.”(57) “All right, then,” Mr. Summers said. “Harry, you got their tickets back?”(58) Mr. Graves nodded and held up the slips of paper. “Put them in the box, then,” Mr. Summers directed. “Take Bill’s and put it in. ”(59) “I think we ought to start over,” Mrs. Hutchinson said, as quietly as she could. “I tell you it wasn’t fair. You didn’t give him time enough to choose. Everybody saw that.”(60) Mr. Graves had selected the five slips and put them in the box, and he dropped all the papers but those onto the ground, where the breeze caught them and lifted them off. 155

(61) “Listen, everybody,” Mrs. Hutchinson was saying to the people around her.(62) “Ready, Bill?” Mr. Summers asked, and Bill Hutchinson, with one quick glance around at his wife and children, nodded.(63) “Remember,” Mr. Summers said, “take the slips and keep them folded until each person has taken one. Harry, you help little Dave. ” Mr. Graves took the hand of the little boy, who came willingly with him up to the box. “Take a paper out of the box, Davy,” Mr. Summers said. Davy put his hand into the box and laughed. “Take just one paper. ” Mr. Summers said. “Harry, you hold it for him. ” Mr. Graves took the child’s hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.(64) “Nancy next,” Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward switching her skirt, and took a slip daintily from the box “Bill, Jr. ,” Mr. Summers said, and Billy, his face red and his feet overlarge, near knocked the box over as he got a paper out. “Tessie,” Mr. Summers said. She hesitated for a minute, looking around defiantly, and then set her lips and went up to the box. She snatched a paper out and held it behind her.(65) “Bill,” Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.(66) The crowd was quiet. A girl whispered, “I hope it’s not Nancy,” and the sound of the whisper reached the edges of the crowd.(67) “It’s not the way it used to be,” Old Man Warner said clearly. “People ain’t the way they used to be.”(68) “All right,” Mr. Summers said. “Open the papers. Harry, you open little Dave’s.”(69) Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill, Jr., opened theirs at the same time, and both beamed and laughed, turning around to the crowd and holding their slips of paper above their heads.(70) “Tessie,” Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank. 156

(71) “It’s Tessie,” Mr. Summers said, and his voice was hushed. “Show us her paper, Bill. ”(72) Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.(73) “All right, folks,” Mr. Summers said. “Let’s finish quickly. ”(74) Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. “Come on,” she said. “Hurry up. ”(75) Mrs. Dunbar had small stones in both hands, and she said, gasping for breath. “I can’t run at all. You’ll have to go ahead and I’ll catch up with you.”(76) The children had stones already. And someone gave little Davy Hutchinson a few pebbles.(77) Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. “It isn’t fair,” she said. A stone hit her on the side of the head. Old Man Warner was saying, “Come on, come on, everyone. ” Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.(78) “It isn’t fair, it isn’t right,” Mrs. Hutchinson screamed, and then they were upon her. Task 5 Share Your Mind Movies In small groups, discuss your mental pictures of the story, The Lottery. De- scribe the setting, the characters, and the important events in the story. 157

Task 6 Picking Out Optical IllusionsIn small groups, identify the sensory images in the story, The Lottery. Explainhow these images help make the story realistic.Source: http://www.wayland.k12.ma.us/UserFiles/Servers/Server_1036352/File/Curric-ulum/Units%20of%20Study/Unit%20of%20Study%20-%20Sensory%20Images.pdfYOUR DISCOVERY TASKSTask 7 Prose in ProcessListen as your teacher gives you additional inputs about the elements of prose. Identify the elements of the short story that you have read by filling in thegraphic organizer below. Copy the table in your notebook and write your answersthere. Elements of ProseSetting:Plot: 158

Conflict: Characters: Point of View: Theme:Listen as your teacher gives you information about periodicals. A vast amount of information can be gleaned from online periodicals. Readthe news article showing a journalist’s feelings regarding his mother’s death.Then accomplish the activity that follows. Goodbyes and Grief in Real Time by Brian Stelter Published: July 31, 2013 Scott Simon’s first Twitter message about his mother, dated July 16, squeezed a universal story involving heartbreak and humor into 21 words. He wrote: “Mother called: ‘I can’t talk. I’m surrounded by handsome men.’ Emergency surgery. If you can hold a thought for her now ... ” The ellipsis hinted that he’d have more to say later, and he did. “We never stop learning from our mothers, do we?” he asked on July 25. By then his mother, Patricia Lyons Simon Newman, 84, had spent several nights in the intensive care unit of a Chicago-area hospital. And Twitter users around the world were getting to know her, thanks to the short bursts of commentary by Mr. Simon, the host of “Weekend Edition Saturday” on NPR. The tweets captured the attention of a significant portion of the so- cial-media world for days. 159

Mr. Simon wrote on Monday morning that “her passing might comeany moment,” and that evening it did, when she died after being treatedfor cancer. Borrowing from Romeo and Juliet, he wrote, “She will make theface of heaven shine so fine that all the world will be in love with night,”and then stopped tweeting for half a day. “When I began to tweet, I had almost no thought that this was goingto be my mother’s deathbed,” Mr. Simon said in a telephone interview onWednesday, after the outpouring of emotion — his Twitter audience’s aswell as his own — had made national headlines. His mother, he said, hadoriginally gone into the hospital for a blood test. “As it got more serious, she was just so marvelously entertaining andinsightful,” he said. “I found it irresistible.” In the past he might have done that through a book or a recorded seg-ment for his radio program. (Mr. Simon commented on the deaths of hisfather and stepfather in his 2000 memoir, “Home and Away.”) But theInternet enabled him to celebrate his mother and mourn her in real time,creating the sense this week that an online community was collectivelygrieving with him. The online reactions were overwhelmingly positive; some people thankedMr. Simon for letting them get to know Ms. Newman and described what shehad in common with their own mothers. A smattering of online comments,he said, were critical, suggesting that sharing such intimate moments wasinappropriate. “Exploiting his mother’s last days for ratings and fame,” readone comment accompanying an ABC News article about Mr. Simon’s tweets. “Social media is most poignant when it gives us a window on stories thatwould otherwise go untold,” said Burt Herman, a co-founder of Storify, anInternet company that markets what it calls social storytelling tools. “Thestories can be voyeuristic, like a couple fighting at a Burger King. But attheir best, these stories give us a deeply personal view into life’s inflectionpoints, whether it’s a revolution abroad or an intimate moment between amother and son.” Mr. Simon said he wanted people to know that “I wasn’t holding mymother in my arms and tweeting with my free hand.” He added: “As you may know, an incurable illness like this is a lot likewar. There are moments of panic and anxiety, separated by hours of tedium.” Sometimes Ms. Newman gave Mr. Simon, and by extension some of his1.2 million Twitter followers, a reason to smile or chuckle: “Believe me,” shetold him on Saturday, “those great deathbed speeches are written ahead of 160

time.” Sometimes, she seemed to want Mr. Simon to share bits of advice. On Sunday, he encapsulated this thought from his mother: “Listen to peo- ple in their 80s. They have looked across the street at death for a decade.” Mr. Simon resumed posting to Twitter on Tuesday; he jocularly recounted how the couple who run a cremation service call themselves “posthealth professionals.” During the interview on Wednesday he cried while express- ing thanks for the “love and support and prayers” from people. He said he had given precisely no thought to the societal implications of sharing his mother’s life and death. But others have. “We have reached a point in the way we think about our lives where our stories of struggle and loss feel like they no longer belong solely to us,” said Joe Lambert, founder of the Center for Digital Storytelling in Berkeley, Calif. Being able to broadcast them, on Twitter or elsewhere online, “feels like a gift to those grieving in our families, our communities and as far as a tweet might reach.” A version of this article appeared in print on August 1, 2013, on page C1 of the New York edition with the headline: Goodbyes And Grief In Real Time. Source: http://www.nytimes.com/2013/08/01/business/media/goodbyes-and- grief-in-real-time.html?ref=deathanddying&_r=0Task 8 Browsing Through JournalsIdentify the main idea of the article and its supporting details by filling in thespider map below. Do this on a separate sheet of paper. 161

Task 9 Tipping the Scale Copy the Venn Diagram below and use it to compare and contrast the views about death as presented in the two selections that you have read earlier. Task 10 Conversing in Verse Pay attention to your teacher as he/she shares information about the ele- ments of poetry. Read the poem below and analyze its poetic elements. Accomplish the activity that follows. Death, Be Not Proud by John Donne Death, be not proud, though some have called thee Mighty and dreadful, for thou art not so; For those whom thou think’st thou dost overthrow Die not, poor Death, nor yet canst thou kill me. From rest and sleep, which but thy pictures be, Much pleasure; then from thee much more must flow, And soonest our best men with thee do go, Rest of their bones, and soul’s delivery. Thou art slave to fate, chance, kings, and desperate men, And dost with poison, war, and sickness dwell, And poppy or charms can make us sleep as well And better than thy stroke; why swell’st thou then? One short sleep past, we wake eternally And death shall be no more; Death, thou shalt die.Source: http://www.poetryfoundation.org/poem/173363 162

1. Determine the rhyme scheme of the poem. Copy the graphic organizer in your notebook. Write the last word of each line in the table. Then mark a star next to the words that rhyme. Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 7 Line 8 Line 9 Line 10 Line 11 Line 12 Line 13 Line 14 What is the rhyme scheme of the poem? ______________________________________________________ ______________________________________________________ 2. Describe other elements that appear in the poem. Images and imagery (colorful language, figures of speech) ______________________________________________________ ______________________________________________________ Sound (rhythm, repetition, etc.) ______________________________________________________ ______________________________________________________ Meaning (symbols, etc.) ______________________________________________________ ______________________________________________________ What is the message of the poem? ______________________________________________________ ______________________________________________________Source: http://3.bp.blogspot.com/-QWvjGhr_YhU/TVtpAyt46wI/AAAAAAAAABg/A1QkqjezmT8/s1600/EDRG++604+Ana-lyze+Poetry+jpg.png 163

Task 11 Comparing and Contrasting Poetry and Prose Compare and contrast the elements of poetry and prose. Copy the graphicorganizer in your notebook and write your answers in the table.Poetry Prose Poetry and ProseSource: www.d11.org/.../Unit%20of%20Study%206%20Poetry/Unit%20of%20S...Task 12 Qualifying Matters Study the sentences taken from the story that you have read. Take note ofthe underlined words. Then answer the questions that follow. The people of the village began to gather in the square, between the post office and the bank, around ten o’clock; in some towns there were so many people that the lottery took two days and had to be started on June 20th. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play, and their talk was still of the classroom and the teacher, of books and reprimands. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. Chips of wood, Mr. Summers had argued, had been all very well when the village was tiny, but now that the population was more than three hun- dred and likely to keep on growing, it was necessary to use something that would fit more easily into the black box. 1. What are the underlined words called? 2. What questions do the underlined words answer about the words they describe? 3. How do the underlined words enhance writing? 164

Task 13 Fill in the Gap Complete each numbered sentence with the most appropriate adverb. Usethe adverbs inside the box. Do this in your notebook.usually unequally often overly interchangeablyclosely equally widelymore than two thousand year agoJustice and fairness are (1) __________ related terms that are (2) __________used today (3) __________. While justice (4) __________ has been used with reference to a standard ofrightness, fairness often has been used with regard to an ability to judge withoutreference to one’s feelings or interests; fairness has also been used to refer tothe ability to make judgments that are not (5) __________ general but thatare concrete and specific to a particular case. The most fundamental principle of justice—one that has been (6) __________accepted since it was first defined by Aristotle (7) __________ —is the principlethat “equals should be treated (8) __________ and unequals (9) __________.” Adapted from: Justice and Fairness Developed by Manuel Velasquez, Claire Andre, Thomas Shanks, S.J., and Michael J. Meyer http://www.scu.edu/ethics/practicing/decision/justice.htmlTask 14 Producing Gliding Vowels It is also important that you pay attention to how well you produce sounds inEnglish. Read the text about diphthongs and try to practice the sounds on yourown. Ask your teacher’s guidance as you practice. 165

DIPHTHONGSSource: http://www2.vobs.at/ludescher/pdf%20files/Pronunciation%20exercises.pdf 166

Task 15 Drill It On Deliver the dialogue below with a partner. Make sure to produce the correct sounds. Source: http://www2.vobs.at/ludescher/pdf%20files/Pronunciation%20exercises.pdfX YOUR FINAL TASK Task 16 Creating Catchy Chronicles In groups, choose a story that you like the most and write a brief summary of it. Make your narrative more exciting by describing accurately the actions by using adverbs. 167

Task 17 Sum It Up! Share with the rest of the class the narrative you have written in Task 16.Observe the following guidelines in delivering your oral summaries. Rubrics for the Oral Summary Having Difficulty Developing Consistently (1 pt.) (2 pts.) Evident (3 pts.)Story Elements The student The student The student provided all the did not provide provided some important in- formation from enough important important in- the story such as characters, set- information from formation from ting, main events, problem, and the story such as the story such as solution. characters, set- characters, set- ting, main events, ting, main events, problem, and problem, and solution. solution.Sequence of Events The student did Some of the The story was not put the events events are in the retold in a very into a logical or- correct order. It sequential order. der. The story did was a little diffi- It was easy to not make sense. cult to understand understand the the story. story.Oral Language The student gave The student gave The student gave too many details some details all details summa- and retold the summarizing the rizing the story. story as opposed story. The student The student spoke to summarizing it. spoke clearly most clearly the entire The student did of the time. time. not speak clearly.Source: http://www.rcampus.com/rubricshowc.cfm?code=K523W3&sp=yes& MY TREASURETask 18 Revisiting the Possible Sentences Take a look once again at the sentences that you have formulated in Task2. Determine whether the sentences that you have made indeed captured whathas been tackled in this week’s lesson. Revise the sentences which didn’t capturewhat has been tackled. 168

LESSON 4SUPPORTING OTHERS’ ADVOCACIES N YOUR JOURNEY Concerned and active citizens of a community usually champion certain pol- icies for the good of society. Their cry for help would be heard more forcibly and acted upon with urgency if they could solicit the support of the greater majority. This is where the support of every individual would count. As the lesson develops think of the question, “How can you support others’ advocacies?” Your understanding of the target concepts and themes can be manifested in your expected output in this lesson, which is: a short commercial/advertisement asking for support for a certain advocacy. Hence, your communication skills are also to be equally honed. YOUR OBJECTIVES You are expected to accomplish the following objectives: • sense the difference between linear and non-linear texts • draw conclusions based on the text listened to • share personal opinion about the ideas presented in the material viewed • determine the vocabulary or jargons expected of a communicative style • analyze literature as a means of valuing other people and their various cir- cumstances in life • determine the tone, mood, technique, and purpose of the author • compose forms of literary writing • identify types and features of short prose • use the appropriate prosodic features of speech (pausing) when delivering lines of a quotation • use fallacies in expressing arguments 169

YOUR INITIAL TASKS TASK 1 Worth Contemplating 1. Watch the video clip about justice. 2. Share with the class your personal opinion about the ideas presented in the video clip.(Video Clip about justice) Source: http://www.youtube.com/watch?v=JDaJa8LansM TASK 2 The First Word 1. Work on the concept of justice (to be written vertically down the side of a page). 2. In small groups, generate a short phrase or sentence that begins with each letter of the word and offers important or key characteristics about the topic. 3. Illustrate your “First Words” for posting around the classroom. Sharing “First Words” will allow students to identify important concepts that may have been left out of their own work. Sample First Word: Sun is the star at the center of the solar system. Orbits are the paths that planets take around the Sun. Lunar eclipses occur when the Moon is blocked by the Earth. Asteroids are big rocks that orbit the Sun. Rings-- the planet Saturn has them Saturn is the sixth planet from the Sun. You can see some planets with your naked eye. Some other planets are: Earth, Venus, Mars, Jupiter, Pluto, and Neptune The Earth is the only planet with life on it. Every year, the Earth orbits the Sun once. Mercury is the planet closest to the Sun. 170

JUSTICESource: Lipton, L., & Wellman, B. (1999). Patterns and practices in the learning-focused class-room. Guilford, Vermont: Pathways Publishing.TASK 3 Learn JargonJargon Expected of a Communicative Style Determine the vocabulary or jargons expected of a communicative style. Intimate Casual Conversational Consultative FrozenTASK 4 Observe Breaks Read the quotation below and share your thoughts about it. “Silence speaks louder than words.” Listen as your teacher gives you valuable input about the importance ofpausing or timing in speaking. 171

II. Deliver the following quotations about supporting or helping others. Observe proper pausing. Incorporate what you have learned in the previous lessons about stress and intonation as well. “My friends and family are my support system. They tell me what I need to hear, not what I want to hear and they are there for me in the good and bad times. Without them I have no idea where I would be and I know that their love for me is what’s keeping my head above the water.” – Kelly Clarkson Source: http://www.brainyquote.com/quotes/quotes/k/kellyclark436800.html “In a relationship each person should support the other; they should lift each other up.” – Taylor Swift Source: http://www.brainyquote.com/quotes/quotes/t/taylorswif414927.html “Be true to yourself, help others, make each day your masterpiece, make friendship a fine art, drink deeply from good books - especially the Bible, build a shelter against a rainy day, give thanks for your blessings and pray for guidance every day.” – John Wooden Source: http://www.brainyquote.com/quotes/quotes/j/johnwooden446989.html “We are all here on earth to help others; what on earth the others are here for I don’t know.” – W. H. Auden Source: http://www.brainyquote.com/quotes/quotes/w/whauden161273.html “Help others and give something back. I guarantee you will discover that while public service improves the lives and the world around you, its greatest reward is the enrichment and new meaning it will bring your own life.” – Arnold Schwarzenegger Source: http://www.brainyquote.com/quotes/quotes/a/arnoldschw167615.html 172

YOUR TEXT Ida B. Wells-Barnett and Her Passion for Justice Lee D. BakerIda B. Wells-Barnett was a fearless anti-lynching crusader, suffragist, women’s rights advocate, journalist, and speaker. She stands as one of our nation’s mostuncompromising leaders and most ardent defenders of democracy. She wasborn in Holly Springs, Mississippi in 1862 and died in Chicago, Illinois in 1931 at the age of sixty-nine. Although enslaved prior to the Civil War, her parents were able to support their seven children because her mother was a “famous” cook and her father was a skilled carpenter. When Ida was only fourteen, a tragic epidemic of Yellow Fever swept through Holly Springs and killed her parents and youngest sibling. Emblematic of the righteousness, responsi- bility, and fortitude that characterized her life, she kept the family together by securing a job teaching. She managed to continue her education by attend- ing nearby Rust College. She eventually moved to Memphis to live with her aunt and help raise her younger sisters. It was in Memphis where she first began to fight (literally) for racial and gender justice. In 1884 she was asked by the conductor of the Chesapeake & Ohio Railroad Company togive up her seat on the train to a white man and ordered her into the smokingor “Jim Crow” car, which was already crowded with other passengers. Despitethe 1875 Civil Rights Act banning discrimination on the basis of race, creed, orcolor, in theaters, hotels, transports, and other public accommodations, severalrailroad companies defied this congressional mandate and racially segregated its passengers. It is important to realize that her defiant act was before Plessy v.Ferguson (1896), the U.S. Supreme Court decision that established the fallacious doctrine of “separate but equal,” which constitutionalized racial segregation.Wells wrote in her autobiography:I refused, saying that the forward car [closest to the locomotive] was a smoker,and as I was in the ladies’ car, I proposed to stay. . . [The conductor] tried todrag me out of the seat, but the moment he caught hold of my arm I fastened 173

my teeth in the back of his hand. I had braced my feet against the seat in frontand was holding to the back, and as he had already been badly bitten he didn’ttry it again by himself. He went forward and got the baggage man and anotherman to help him and of course they succeeded in dragging me out.Wells was forcefully removed from the train and the other passengers--allwhites--applauded. When Wells returned to Memphis, she immediately hiredan attorney to sue the railroad. She won her case in the local circuit courts,but the railroad company appealed to the Supreme Court of Tennessee, andit reversed the lower court’s ruling. This was the first of many struggles Wells engaged, and from that moment forward, she worked tirelessly and fearlesslyto overturn injustices against women and people of color.Her suit against the railroad company also sparked her career as a journalist.Many papers wanted to hear about the experiences of the 25-year-old schoolteacher who stood up against white supremacy. Her writing career blossomedin papers geared to African American and Christian audiences.In 1889 Wells became a partner in the Free Speech and Headlight. The paper wasalso owned by Rev. R. Nightingale-- the pastor of Beale Street Baptist Church.He “counseled” his large congregation to subscribe to the paper and it flourished, allowing her to leave her position as an educator.In 1892 three of her friends were lynched –Thomas Moss, Calvin McDowell, and Henry Stewart. These three men were owners of People’s Grocery Company, andtheir small grocery had taken away customers from competing white businesses.A group of angry white men thought they would “eliminate” the competition sothey attacked People’s grocery, but the owners fought back, shooting one of theattackers. The owners of People’s Grocery were arrested, but a lynch-mob brokeinto the jail, dragged them away from town, and brutally murdered all three.Again, this atrocity galvanized her mettle. She wrote in The Free Speech.The city of Memphis has demonstrated that neither character nor standing availsthe Negro if he dares to protect himself against the white man or become hisrival. There is nothing we can do about the lynching now, as we are outnumberedand without arms. The white mob could help itself to ammunition without pay,but the order is rigidly enforced against the selling of guns to Negroes. Thereis therefore only one thing left to do; save our money and leave a town whichwill neither protect our lives and property, nor give us a fair trial in the courts,but takes us out and murders us in cold blood when accused by white persons.Many people took the advice Wells penned in her paper and left town; othermembers of the Black community organized a boycott of white owned businessto try to stem the terror of lynchings. Her newspaper office was destroyed as a 174