English Grade 10 Part 1

• Use the following rubric as your guide.• Criteria 5 4 3 2 1 TOTALFocus (concentrates on a specific topic that is clear,significant, and supportable)Teamwork (manifests coordination and collaborationamong the panelists to clarify the topic at hand)Persuasive Techniques (uses logical and emotionalappeals; avoids fallacies)Clarity of ideas (clearly presents reasons, facts, andopinion as supports)Response to questions asked (thinks before speaking;presents relevant ideas; clearly uses evidences; givesreasons)Language Convention (uses simple, direct, concise, andclear expressions free from errors; articulate responsesclearly)Total Legend: Rating – Description 5 - Excellent 4 - Very Impressive 3 - Impressive 2 - Convincing 1 - Beginning Formula = F + T + P T + C + R + L = Total / 6 = 6MY TREASURE The Magic Five• Reflect on how you performed in this lesson, and make a plan on how to improve your language communication skills. Use the following sentence starters: 1. The new concepts / skills I learned from this lesson are _______________ __________________________________________________________ 2. The skill/s I must improve is/are _________________________________ __________________________________________________________ 3. The following are the steps I can take to improve ___________________ __________________________________________________________ 4. ______________________________ help me achieve my target for this lesson. 5. I expect to be a _____________________________________________ __________________________________________________________.• On your journal, quickly write these essential points or post them on the facebook wall or twitter.• Encourage others to make comments on the posted material for words of encouragement. 91

Module 1Lesson 6______________________________________________________________ Turning Challenges to OpportunitiesYOUR JOURNEY Have you ever been asked by someone to choose between a perfect worldfilled with joys and devoid of troubles or conflicts or a world full of pains but with lotsof choices as cures? You know that you can’t escape troubles, conflicts, and painsas challenges you have to face. How do you face these struggles or challenges ofdifferent kinds? Perhaps, you have tried a lot of ways to win over them like whenyou face situations too difficult or too painful to handle, you have to adjust to protectyourself from a perceived threat. That’s great! How do challenges affect you? It’s true that challenges can be frightening, butthey can be turned into opportunities for you to discover more about yourself, others,and the world. Apparently, this is the right time for you to start with it since in thislesson, you are to demonstrate how to turn challenges to opportunities.YOUR OBJECTIVESFor this lesson, you are expected to: • compare new insights with previous learning • draw generalizations and conclusions from the materials viewed • use denotation and connotation to clarify meanings of words • appraise literature as a way of expressing and resolving one’s personal conflicts • state the effect of a literary piece in one’s value system • use appropriate modals to express simple futurity and willingness • determine the effectiveness of argument, how to use support, and clarify the stand of the speaker • employ the techniques in public speaking to convey ideas • write a short persuasive text using persuasive techniques Be reminded that your expected output is to present a short but powerful persuasive essay on turning challenges to opportunities. The rating of the persuasive essay should be based on the following criteria: focus/content, persuasive techniques used, development/ organization, clarity of ideas, emphasis, language mechanics, and convention. 92

YOUR INITIAL TASKSTask 1 I Always Connect Game • Form three groups. • Think about ways to win over challenges. • In ten minutes, list all the possible ways that you know in order to win over challenges. • Draw lots to know which group will respond first. • Allot ten seconds for each step. Other groups may steal if the first try isn’t correct. • Give 5 points for each correct answer. • Repeat the process until the last entry is given. • Declare the group with the most number of points as the winner. • Check the responses against the list of ways to win over challenges (inside the box). Ways to Win Over Challenges Admit mistakes Face the conflict Emphasize one’s positive traits Use struggles as opportunities Use temporary solutions Make personal adjustments • Rank the ways to win over challenges in their order of importance before answering these questions. 1. Which of the enumerated ways of winning over challenges have you practiced already? 2. Were you successful in doing so? Prove your point. • Share your responses with your classmates.Task 2 VIEW AND MAKE GENERALIZATION • View the drawing, or the video clip of “One-Armed Young Lady and a One- Legged Young Man” (a very unique and unequalled ballet performance) and see how it relates to challenges and opportunities. • Use the details of the drawing and the video clip’s clues to get an idea on how one can turn challenges to opportunities. 93

• Look closely at the drawing and reflect on what it implies by answering these questions: Does it remind you of something or someone you’ve heard or met in real life? What does this drawing suggest about challenges and opportunities? Which details in the drawing show the importance of turning challenges to opportunities? What questions about turning challenges to opportunities do you still have in mind?Task 3 THREE IN CONTROL• Form triads, and list down at least three questions about challenges and opportunities that you hope to be answered in this lesson.• Take turns in sharing these questions, and find out what these questions have in common.• Check them against this essential question: How do I turn challenges to opportunities?Task 4 MAPPING THE TARGETS• Using the essential question as a focal point, make a map by listing what you expect and hope to learn in this lesson. MAP OF MY TARGETS What I ______________________________ to learn.Expect Hope You are now ready for the next phase of the lesson.YOUR TEXT Perhaps you have experienced facing a problem which seemed to have nosolution at all. How did you resolve the problem? Did someone give you helpfuladvice? Read, “From The Analects” by Confucius, as translated by Arthur Waley for youto find out how these questions are to be answered. 94

From the Analects by Confucius translated by Arthur Waley The Master said, “To learn and at due times to repeat what one has learnt, isthat not after all a pleasure? Those friends should come to one from afar, is this notafter all delightful? To remain unsoured even though one’s merits are unrecognized byothers is that not after all what is expected of a gentleman?” The Master said, “A young man’s duty is to behave well to his parents at homeand to his elders abroad, to be cautious in giving promises and punctual in givingthem, to have kindly feelings towards everyone, but seek the intimacy of good. If, whenall that is done, he has any energy to spare, and then let him study the polite arts.” The Master said, “The good man does not grieve that other people do notrecognize his merits. His only anxiety is lest he should fail to recognize theirs.” The Master said, “He who rules by moral force is like the Pole star, whichremains in its place where all the lesser stars do homage to it.” The Master said, “If out of three hundred songs I had to take one phrase tocover all my teaching, I would say, Let there be no evil in your thoughts.” The Master said, “Govern the people by regulations, keep order among themby chastisements, and they will flee from you, and lose all self-respect. Govern themby moral force, keep order among them by ritual, they will keep their self-respect andcome to you of their own accord.” Meng Wu Po asked about the treatment of parents. The Master said, “Behave insuch a way that your father and mother have no anxiety about you, except concerningyour health.” The Master said, “A gentleman can see a question from all sides without bias.The small man is biased and can see a question only from one side.” The Master said, “You, shall I teach you what knowledge is? When you knowa thing, to recognize that you know it, and when you do not know a thing, to recognizethat you do not know it. That is knowledge.” The Master said, “High office filled by men of narrow views, ritual performedwithout reverence, the forms of mourning observed without grief—these are things Icannot bear to see!” The Master said, “In the presence of a good man, think all the time how youmay learn to equal him. In the presence of a bad man, turn your gaze within!” The Master said, “In old days, a man kept hold on his words, fearing thedisgrace that would ensue should he himself fail to keep pace with them.” The Master said, “A gentleman covets the reputation of being slow in word butprompt in deed.” 95

The Master said, “In old days, men studied for the sake of self-improvement;nowadays men study to impress other people.” The Master said, “A gentleman is ashamed to let his words outrun his deeds.” The Master said, “He who will not worry about what is far off will soon findsomething worse than worry close at hand.” The Master said, “To demand much from oneself and little from others is theway (for a ruler) to banish discontent.”Task 5 SMALL GROUP DIFFERENTIATED ACTIVITIES FOR THE STAKES • Form small groups of eight (8), and work on your assigned task. • Remember to share your ideas, thoughts, and experiences with the class.Group 1 Meaningful Search Analects are literary extracts or selected passages from literary or philosophicalworks especially from a published collection. They share a lot of qualities with othermeaningful pieces of writing, so expect to find words which are rich in meaning. • Look for difficult words from the selection. • List all of them, and give their denotative (specific, dictionary) meaning. • Give also the connotative (suggested idea and feelings or overtone) meaning for each word. • Remember that connotative meaning is very important in persuasive writing. Connotation or shades of meaning can be positive or negative. Choose at least five words in the selection which have strong connotation. • On your paper, copy the table as shown below and fill it out with appropriate entries.Difficult Words Denotative Connonative Words with Meaning Meaning Strong loss of self-respect Connotatione.g. 1. disgrace dishonor 2. 3. 4. etc.Group 2 Theme Connection 1. Try this: Are there key phrases/sentences from “The Analects” of Confucius that say something about people’s challenges and opportunities? 96

• On your paper, copy the figures as shown below and list these words/ groups of words that suggest challenges and opportunities.CHALLENGES OPPORTUNITIES• Point out which of these challenges and opportunities you have already encountered, then share their effects in your life. Copy the figure as shown and fill it out with entries called for. Encountered Effects of Challenges EfaafenncddtsOOoppfppCoohrrttauulnnleiittniieegssesChallenges and OCpEhpanlcoleornutgunetnesirteaiednds Opportunities• Assign one member of the group to pose as a speaker persuading others to agree with your ideas.• Be open to comments and suggestions on how to enhance a persuasive speech.Group 3 Taking a Stand - For or Against • Consider the argument presented in the selection “From the Analects” by Confucius. • Use the following questions as your guide: 1. What is the selection trying to persuade you to think or do? 2. What evidence does Confucius use to support his position? 3. Which passages argue for or against the use of challenges as opportunities?Write these passages in the following table: Against For 97

4. Can they be used effectively as supports or examples in a persuasive speech? Remember that a persuasive speech presents evidences or examples as supports in order to move people to action or to make them agree/disagree with your stand or belief. • Play the role of a speaker persuading others to agree with you. • Be open to comments and suggestions on how to enhance a persuasive speech.Group 4 Thinking It Through • Use the following questions as your guide: 1. What kind of conflict / challenge is reflected in the statement below? “In the presence of a good man, think all the time how you may learn to equal him. In the presence of a bad man, turn your gaze within!” 2. Does a good man only think of himself or other people? 3. What other values are highlighted in the selection? 4. Why is it important to learn how to practice them? 5. Consider the stand of the Master regarding practicing moral values. Do they serve as opportunities for us to prove we can really face and overcome our challenges? 6. Do you think humility would help in solving today’s problems? Explain how it can be an effective solution to each problem. • Assign one member of the group to pose as a speaker persuading others to agree with your ideas. • Be open to comments and suggestions on how to enhance a persuasive speech.Group 5 Taking Challenges as Opportunities • Look for interesting words or group of words that express the possibility of turning challenges to opportunities. • Use the following questions as your guide. 1. Which passages reveal something about turning challenges to opportunities? 2. Which of the passages provide the most valuable insight? 3. How do you feel about these passages? 4. Considering today’s context, what can we possibly do to turn these challenges to opportunities? • Cite a true-to-life situation that exemplifies the possibility of turning a challenge to an opportunity. • Plot your responses in the table. • Assign one member of the group to pose as a speaker persuading others to agree with your ideas. • Be open to comments and suggestions on how to enhance a persuasive speech. 98

Passages from “The Analects” that revealTurning Feelings The Most Feelings Turning aChallenges to Evoked Valuable Evoked Challenge toOpportunities Insight an OpportunityGroup 6 Enduring Experiences Discuss your answer to these questions. 1. What have you learned from Confucius’ “The Analects” that made you see yourself in another light? 2. How would you react to the situation described by the Master if you were one of these persons (gentleman, young man, good man, worrier, ruler)? 3. Assign one member of the group to play the role of a speaker persuading others to agree with your ideas. 4. Be open to comments and suggestions on how to enhance a persuasive speech.Group 7 Making Personal Adjustments Focus on the entries in the box, and discuss the answer to the questions after it. maintain flexibility take stock of oneself periodically discuss yourself with a friend confide to an older person view yourself objectively make an inventory of yourself (positive, negative emotional traits and habits) understand your basic skills capitalize on your strengths or good points. 1. Which of the suggested ways to turn challenges to opportunities in the box are found in the selection? 2. Do all of these ways stay the same over a period of time? • Talk about how these can help solve today’s problems. • Assign one member of the group to play the role of a speaker persuading others. • Give comments and suggestions on how to enhance a persuasive speech. 99

Task 6 LANGUAGE PATROL A. Like a Disciple Read this short parable and answer the questions after it. From Zen Parables: The Thief Who Became a Disciple translated by Paul Reps One evening as Shichiri Kojun was reciting sutras, a thief with a sharp sword entered, demanding either his money or his life. Shichiri told him, “Do not disturb me. You may find the money in that drawer.” Then he resumed his recitation. A little while afterward, he stopped and called: “Don’t take it all. I will need some to pay the taxes with tomorrow.” The intruder gathered up most of the money and started to leave. “Thank a person when you receive a gift,” Shichiri added. The man thanked him and made off. A few days afterward, the fellow was caught and confessed, among others, the offense against Shichiri. When Shichiri was called as a witness, he said, “This man is no thief, at least as far as I’m concerned. I gave him the money and he thanked me for it.” After he had finished his prison term, the man went to Shichiri and became his disciple. 1. Who faced the challenge? 2. What was the challenge? 3. How did the character win over his challenge? 4. How is poetic justice (good triumphs over evil ) used in the selection? 5. What did the thief learn from the experience? 6. What do you find surprising in these two responses of Shichiri to the thief? a. “Do not disturb me. You may find the money in that drawer.” b. “Don’t take it all. I will need some to pay the taxes with tomorrow.” 7. Do they exemplify the importance of taking challenges as opportunities? Explain. B. Looking Ahead Reread the following statements lifted from “The Analects” and “Zen Parables: The Thief Who Became a Disciple,” then consider how the underlined words are used. 1. “Don’t take it all. I will need some to pay the taxes with tomorrow.” 2. “His only anxiety is lest he should fail to recognize theirs.” 3. I would say, “Let there be no evil in your thoughts.” 4. “They will keep their self-respect and come to you of their own accord.” 5. “You, shall I teach you what knowledge is?” 100

Form a triad, and answer the following questions. 1. What do the italicized words have in common? 2. Where are they positioned in the sentences? a. Which of them indicates simple futurity and obligation? b. Which of them expresses: simple futurity and willingness? invitation or past possibility? future possibilities mixed with doubt and uncertainty and used in reported speech for past time? 3. What do we call these expressions? 4. How do they help in communicating messages or lesson in life? C. Using Modals Remember that modals are used as auxiliary or helping verbs with special functions. • Shall indicates simple futurity and obligation. • Should expresses past obligation. • Will expresses simple futurity and willingness. • Would expresses invitation or past possibility. • Might is used in reported speech for past time. • May expresses future possibilities mixed with doubt and uncertainty. Pair up and take turns in answering these questions. Remember to use modals. 1. Which passages from “The Analects” and from “Zen Parables: The Thief Who Became a Disciple” respond to the needs of our time? 2. Which passages show that they hold peoples’ heritage or bedrock of enduring virtues like the propaganda (promotion, advertising)? 3. Which details from the passages make a powerful impression on you? 4. What connections can you make between the selections and your world? D. Alter ego • Pretend that you are a very successful person. Who are you pretending to be? You were invited to speak on your views on the possibility of turning challenges to opportunities. Inspire your audience by citing true-to-life experiences. Remember to use logical and emotional appeal as your persuasive strategies. Use modals whenever necessary. • Be open to comments and suggestions. Getting involved in real-life tasks will surely give you hands-on, and minds-onactivities to enrich your understanding of how to win over challenges. 101

YOUR DISCOVERY TASKS Focusing on your target to become a healthy and developed young adult, youmust capitalize on your strengths and capabilities to direct challenges to opportunitiesat all costs. With these in mind, you have to form four big groups and complete thefollowing tasks.Task 7 SMALL GROUP DIFFERENTIATED ACTIVITIES LEADING TO COMPLETIONGroup 1 In Another Dimension • Imagine Confucius was with you and he advised you to make changes in your life. From what you have learned, how would you heed his advice? • Explain how your perceptions have changed and what you plan to do. Remember to use logical and emotional appeal as your persuasive strategies. Use modals whenever necessary. • Assign one member of the group to play the role of a speaker persuading others to agree with your ideas. • Give comments and suggestions on how to enhance a persuasive speech.Group 2 Spotlight to Follow Up • Think of someone who really inspired you to turn challenges to opportunities. • Explain how he/she influenced your way of thinking, your decision, and your philosophy in life. • Relate him/her to an object/plant/animal. What could symbolize him/her? Explain. • Assign one member of the group to play the role of a speaker persuading others. • Give comments and suggestions on how to enhance a persuasive speech.Group 3 Connecting to Today • Recall a selection that highlights the importance of turning challenges to opportunities in order to preserve honor, humility, and other positive attitudes. • Think of how the literary character (lead or support) would respond to the pressing news about the regression in practicing positive values like self-respect, respect for others, and humility that results in crimes and evil happenings. • Choose one news about an issue that stands out. • Role play how the character might respond to the news. • Give comments and suggestions on how to enhance a persuasive speech. 102

Group 4 Inner Speech • Think of a problem you have and consider turning this challenge to opportunity. • Use it as your argument. • State your opinion clearly. • Talk about the reasons why it is important to consider this problem as an opportunity. • Give examples to support your argument. • Use logical or emotional appeal for your audience to believe you. • End your speech by a strong position statement that restates your stand and calls your audience to action. • Assign one member of the group to play the role of a speaker persuading others. • Give comments and suggestions on how to enhance a persuasive speech. You’ve finished the enabling activities/tasks at this point. Think how you canapply or demonstrate your understanding of these ideas and concepts, literary andlanguage communication skills. Do you find them valuable? What will you do next?Here’s your challenge!YOUR FINAL TASK Now, you are ready on your major task for this lesson. With your classmates,you will create a short but powerful persuasive essay. First, let’s have this one.Task 8 LIFE SKILLS CONNECTION A. Preparation for My Target Read the following essay, and answer the questions after it. Practice and Uphold Positive Attitude by Lee Em I strongly believe that we must come together to practice and uphold positive attitudes toward work, life, and challenges. This should be done from initial impulse to completion like what we observe in a myth. From the presentation of the target, problem, test, and stakes up to conclusion, the character in a myth displays and exemplifies these positive attitudes. Remember the saying, “The best measure of a man is not what he says he can do but what he does.” This is absolutely true. Let us recall what happened between the Master and the thief in “Zen Parables.” The thief who was then a man who followed a crooked path in life turned otherwise because he learned from the Master what it takes to be a man. He was treated with respect and trust by the Master so he opted to follow the Master’s path. Again this exemplifies the maxim, “Respect begets respect.” 103

He decided to be Shichiri’s disciple. He was inspired by Shichiri who lived a life of truth and a life full of positivism. He had practiced it in dealing with other people without discrimination. The Master was able to model what it takes to respect, trust, and show love to other people. This is a positive attitude that we must put into action whoever we are, wherever we are, and whenever necessary. Doubtlessly, this will make our lives better. There is a strong possibility that this can make this world a better place to live in after all. This is an opportune time for us to practice it. Don’t think otherwise, come on! So what are we waiting for? Let’s give it a try! Questions: 1. What three basic parts are clearly presented in the essay? 2. How are these parts organized? 3. What does each part contain? 4. Does the essay try to influence you to accept an idea, or adopt a point of view or perform an action? 5. What is the writer trying to persuade you to think or do? 6. Does the writer use strong and relevant evidences to support claim? Prove your point. 7. Is the purpose stated clearly? Prove your point. 8. Is persuasive language used? Cite parts to support your contention. 9. Which kind of appeal (emotion, reason, morale) does the writer use? Prove your point. 10. Is her argument logical? Explain. 11. Does she convince you to accept her position? 12. What evidence does the writer use to support her opinion? 13. What kind of essay is this?Remember, you have everything you need to come up with a persuasive essay. Foryou to make it as the best, follow some steps.Here’s how you can write a short but powerful persuasive essay.Now try this. B. A Call Up for Order Box Game • Form three big groups, and assign at least three representatives from each group before you read the nine entries in the box. • Determine their correct order in a persuasive text. • Draw lots to know which group will respond first. • Allot ten seconds for each step. Another group may steal if the first try isn’t correct. • Give 5 points for each correct answer. • Repeat the process until the last entry is given. • Declare the group with the most number of points as the winner. 104

___Addressing the Audience___Adding Supports (reasons, examples)___Choosing a Subject___Clarifying Your Purpose___Drafting___Revising and Polishing___Sharing through the EQS___Using interesting question, quotation, and anecdote for introduction• Check your responses against the following steps. C. Steps in Writing Persuasive Essay 1. Choosing a subject • Recall the myths, legends, or tales you have read. • Decide which of these myths, legends, or tales has the most interesting way of presenting how to deal with personal challenges. • Choose from the myths, legends, or tales, a god or a character who has the most interesting role/way in facing personal challenge. Recall and quote lines/passages from the stories, essays, or poems that influenced your understanding about life’s meaning. • Use the character as your subject. • Write a single sentence that states your opinion about your subject. 2. Addressing the audience you are trying to persuade 3. Clarifying your purposeD. Drafting 1. Watch out for special expressions or opinion signals. • Remember to use these words to emphasize points and reveal personal judgment or viewpoint terms that signal opinion.think believe should foragainst reason feel mustfor example furthermore always in additionmost likely undoubtedly definitely rememberexactly fortunately best worstall none none everybody2. Add an interesting question, quotation, or an anecdote for the introduction.3. Use reasons, examples as supports • Jot down all reasons (at least six) why you think the character has the most interesting role. • Write how the elements of the myth, tale, or legend or the qualities of the character/god show the lasting appeal and use them as 105

evidence or support. Think about a time when they faced a challenge. What happened? How did you feel about it?• Give reasons to help readers remember your stand.• Use factual and opinion statements.• Summarize your main reasons.• Use the last sentence to further persuade your reader or to agree with you, or invite your readers to action.E. Sharing through the EQS (Encourage, Question, and Suggest)• Pair up and exchange drafts for peer checking.• Emphasize the good points.• Be specific.• Ask for more information when something is not clear.• Use these questions as your guide: What is the writer trying to persuade you to think or do? Is the main point and the writer’s purpose clearly stated? Are there evidences to support the position? Do the evidences convince you to accept the position? Did he/she appeal to your emotion or reason? Are there introduction, body (reasons), and concluding paragraphs? Are there important details/reasons that are missing or points to be deleted?• Use the following rubric as your guide for assessment.Criteria 5 4 321 TotalFocus/Content (states clear position at thebeginning until the end of the work; topiccaptures the reader’s attention)Persuasive Techniques Used (uses strongand effective persuasive techniques and detailssupport the thesis and the stand of the writer)Development/Organization (has strongorganizational plan; has logically arrangedstatements from the most important to the leastimportant or vice versa; develops the topicthoroughly with examples and supports)Clarity of Ideas (presents clear and soundarguments and evidences are authentic)Emphasis (has interesting and attention-grabbing introduction; has strong conclusionthat includes a call to action) 106

Language Mechanics and Convention (displays minor error in spelling, punctuation, grammar and they varied in structure) Total Legend: Rating – Description 5 - Excellent 4 - Very Impressive 3 - Impressive 2 - Convincing 1 - Beginning Formula = F + T + PT + C + R + L = Total / 6 = 6 • Suggest ways on how to make the persuasive essay powerful. F. Revising and Polishing • Add needed information. • Delete unnecessary information. • Clarify the details. • Organize your essay. • Write the final copy of your persuasive essay. G. Publishing Publish your work in any school prompt or send it through email or blog.MY TREASURENow is the right time for you to reflect and focus on the essential points of the lessonthat you: • enjoyed • found helpful • would like to work further on.Keep a record of all of these. • Add your answers to the following questions: 1. What is the most difficult and the most challenging part in this lesson? 2. Write at least 3 possible ways/steps you can adopt for you to deal with. 3. What skill do you hope to strengthen in the next lesson/s? 107

• Complete the chart as shown with entries called for. Essential points in the lesson that Ienjoyed found helpful would like to found most hope to intend to adopt work more on difficult strengthen 108

10 Celebrating Diversity through World Literature English Learner’s Material This book was collaboratively developed and reviewed byeducators from public and private schools, colleges, and/or universities.We encourage teachers and other education stakeholders to emailtheir feedback, comments, and recommendations to the Department ofEducation at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines i

Celebrating Diversity through World Literature – Grade 10English - Learner’s MaterialFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 439-2204, respectively.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhD Development Team of the Learner’s MaterialConsultants: Dr. Edizon A. Fermin and Prof. Marla C. PapangoAuthors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. VillanuevaReviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick TadeoLanguage Editor: Dr. Ma. Antoinette MontealegreProduction Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San DiegoIllustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. GaduenaLayout Artists: Matthew Leysa, Camille Francesca Mondejar, and Jerby MarianoPrinted in the Philippines by REX Book Store, Inc.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054 or 634-1072E-mail Address: [email protected] ii

TABLE OF CONTENTS MOD ULE 2: Establishing Solidarity Lesson 1: Finding Common Ground YOUR JOURNEY YOUR OBJECTIVES Y OUR TINasITkIA1:LWThAaStKYSou See Is What You Get 117 Task 2: Predict and Expect 117 Task 3: Read Me 119 121 Task 4: FYI 123 YOUInRfeTrnEoX–TCanto III – The Vestibule of Hell – The 123 Opportunists by Dante Alighieri 129 Task 5: Think Through 129 130 Task 6: Read and Imagine 131 Task 7: Sense Chart 134 134 Task 8: Applying What You Read 136 Task 9: Making Definitions 139 YOUR DISCOVERY TASKS 145 Task 10: Read to Write 145 Task 11: Identify and Classify 147 Task 12: Have Your Say 151 YOUR FINAL TASK 152 Task 13: Express Yourself 156 Task 14: News Writing and Reporting 157 MY TREASURELesson 2: Building Ties YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: What Do You Perceive Task 2: Listen and Imagine Task 3: Read to Lead Task 4: I Want Pizza YOUR TEXT The Song of Roland Task 5: Read Roland Task 6: Understanding the Song of Roland Task 7: Understanding Theme YOUR DISCOVERY TASK vii

Task 8: Give Your Stand 159 YOUR FINAL TASK 159 Task 9: Say Your Piece MY TREASURE 165 165Lesson 3: Being Sensitive to Others 166 167 YOUR JOURNEY YOUR OBJECTIVES 169 YOUR INITIAL TASKS 173 Task 1: Pictures Talk 173 Task 2: Mind Your World 174 177 Task 3: Watch That Label 177 Task 4: Bias Detectives 178 178 YOUR TEXT 178 From Francisco Petrarch’s, The Canzoniere Featured 180 Sonnets: Laura, The White Doe and Spring 182 188 Task 5: Love Is Everywhere 189 Task 6: Think about the Poems 189 Task 7: Figure the Meaning Task 8: Sound the Sonnet Task 9: Distinct Sonnets Task 10: Tick Your Fancy YOUR DISCOVERY TASKS Task 11: Listen to a Point Task 12: Agree or Disagree Task 13: Read for Info Task 14: Define Those Words Task 15: Bring in the Source Task 16: Write Your Bibliography YOUR FINAL TASKS Task 17: Try Your Passion Task 18: Speak for Keeps MY TREASURE viii

Lesson 4: Empathizing with Others YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Great Names to Name 196 Task 2: Bias Detectives 2 197 198 Task 3: Read for Bias 199 Task 4: Think to Solve 200 207 YOUR TEXT 208 The Decameron’s Federigo’s Falcon 208 by Giovanni Boccaccio 210 215 Task 5: Background Check 217 218 Task 6: Think Tank 221 Task 7: TMT (Tone, Mood, Theme) 222 Task 8: Like the Others 229 230 YOUR DISCOVERY TASKS 231 Task 9: Know Your Heart 231 Task 10: Purpose Galore 232 234 Task 11: To Affirm or to Negate 235 236 Task 12: Affirm or Negate for the Country 236 237 Task 13: Watch for Conventions YOUR FINAL TASKS Task 14: Speak for Keeps MY TREASURELesson 5: Accepting Individual Differences YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Exaggerating the Generals! Task 2: People Are People Task 3: I Am What I Am Task 4: Essential Essence YOUR TEXT The Hunchback of Notre Dame by Victor Hugo Task 5: The Oper-Tech System Task 6: Dare to Answer! Task 7: From the Story, We Differ Task 8: Lookout for the Outlook! Task 9: I Agree…She Doesn’t Task 10: My Motion ix

Task 11: The Explicits and Otherwise 238 239 Task 12: The Legal Cite 242 243 YOUR DISCOVERY TASKS Task 13: Varying Groups 248 248 YO UR FINAL TASKS of Wits 248 Task 14: The Battle 249 MY TREASURE 249 253 253 Lesson 6: Embodying Solidarity 254 YYYOOOUUURRR JOURNEY 257 OBJECTIVES 257 INITIAL TASKS 258 Task 1: Overdoing the Generals! Task 2: Solid during the Odds Task 3: Making E-Sense YOUR TEXT The Three Musketeers by Alexander Dumas Task 4: I Mean Task 5: From Cover to Cover Task 6: Time for a Check-up! Task 7: Literary Value Task 8: Whip It! Task 9: Agree or Disagree YYOO UU RR DISCOVERY TASKS Task 10: The Team in Theme FINAL TASKS Task 11: Weigh In! MY TREASURE x

Establishing Solidarity 109

PRE-TEST MODULE 2Generel Directions: Read carefully each item and follow directions as indicated. Writethe letter of the most appropriate answer on your answer sheet.1-2. dentify from the statements the best examples of unsupported generalization and exaggeration. A. Differences in principles foretell chaotic relationship. B. She cried a bucketful of tears when her pet dog passed away. C. The sun rises in the East and sets in the West. D. A family is an entity where no one should be left behind.3-4. What are the two sides in the Oxford-Oregon debate? A. Rebuttal B. Affirmative C. Proposition D. Negative5-6. Identify the two aims of a debate program. A. To enhance the students’ intellectual abilities B. To enhance the students’ social/communicative skills C. To enhance students’ locational skills D. To enhance students’ writing skills7-11. Identify five affirmative expressions from the statements below. A. No doubt about B. Pardon me, but… C. You have a good point, however… D. I have nothing against it E. Definitely F. That is indeed great G. Certainly12-13. From the choices given above, identify two special expressions in negation. 14. This type of citation uses the author’s last name and the year of publication A. parenthetical citation B. LMA citation C. in-text citation D. paragraph-number citation15. This type of citation uses the author’s last name, the year of publication, and the page number A. parenthetical citation B. LMA citation C. in-text citation D. paragraph-number citation 110

16. This type of speech persuades others through logical reasoning and analysis. A. impromptu speech B. roast speech C. extemporaneous speech D. argumentative speech “Then you will have the artesian well here right away,” he said. He ordered the area commander to get pipes and pumps from the armed forces supply depot, and demanded they should be brought to the spot immediately. He asked the army to bring in bulldozer, troops, and trainees for labor and also organize the civilians.17. The text implicitly stated that President Ramon Magsaysay was ________. A. a man of disguise B. a man of principle C. a man of values D. a man of action18. The statement, “Then you will have the artesian well here right away” as directly stated in the text is a/an A. explicit information B. implicit information C. general information D. firsthand information 19. The purpose of the author in writing the text is to _____. A. inform B. entertain C. persuade D. expose With a deep sigh, Dulce drifted towards the window. In the fading light she could barely see the figure riding up the path. As soon as he sprang from his horse and strode to the front door, Dulce knew it was Lance. Quickly she thrust the letter she had been reading into her dress pocket. The door to the drawing room swung open. “What have you done with our son?” Lance bellowed, his face distorted with rage. “He is in a safe place,” Dulce replied, and with a sudden movement, she yanked at the bell cord to summon the servant.20. At the beginning of the passage, the mood is ______. A. eerie B. energetic C. quiet D. romantic 111

21. At the end of the passage, the mood is ______. A. tense B. humorous C. mysterious D. calm22. From the passage, it could be implied that A. Dulce and Lance are having disagreement over their son. B. Dulce favors her son’s action. C. Lance doesn’t approve of his wife’s decision. D. All of the above23. The author of the passage wants us to think that ______. A. a mother knows what is best for her son B. a conflict normally occurs at home C. people vary in disposition D. Lance is very protective of his son24. The author’s purpose in writing the passage is to ______. A. tell a story about husband and wife B. make people realize about the importance of communication C. describe the setting within the family D. none of the above The lines below were taken from the narrative poem, “The Walam Olum” byDelaware Indian. Choose the graphical representation that best explains the text. 112

25. “At first, in that place, at all times, above the earth,” On the earth, [was] an extended fog, and there the great Manito was.26. At first, forever, lost in space, everywhere, the great Manito was. He made the extended land and the sky. He made the sun, the moon, and the stars.27. He made them all to move evenly, Then the wind blew violently, and it cleared, and the water flowed off far and strong. And groups of islands grew newly, and there remained Here is a comic strip. Be able to determine the bias reflected in it. Then, answerthe questions that follow.28. To whom is the bias directed in this comic strip? A. boys B. girls C. both boys and girls D. adult girls29. What is the meaning reflected in this comic strip? A. It assumes that all the girls have difficulty with Math B. It assumes that some girls have difficulty with Math C. It assumes that only girls who are studying have difficulty with Math D. It assumes that boys and girls have difficulty with Math30. When you are asked to define the weight of an object in terms of the number that appears when that object is placed on a weighing scale, you are actually defining the term _______ A. Operationally B. Technically C. Lexically D. Contextually 113

Directions: Here are lines from the poem “Three Words of Strength.” Read the poemcarefully and answer the questions that follow. Put thou the shadow from thy brow, No night but hath its morn. Know this: God rules the host of heaven, The inhabitants of earth. Not love alone for one. But man, as man thy brothers call, And scatter like a circling sun, Thy charities on all.31. What is the underlying theme of the poem? A. God loves everyone. B. God loves those who are suffering. C. God loves those who help themselves. D. God loves those who know how to love in return.32. What elements in the poem helped you in determining its theme? A. Each stanza has a meaning that relates to each other. B. Persona in the poem speaks about the message. C. Rhyme and rhythm add to the culmination of the theme. D. Symbolism in the poem relates with each other to create a unified theme.Directions: Read one of the entries in “Anne Frank’s Diary,” then, be able to determinethe literary device present in one of her journal entries. Tuesday, 7th March, 1944 Dear Kitty, I don’t think of all the misery, but of the beauty that still remains. This is one of the things that Mummy and I are so entirely different about. Her counsel when one feels melancholy is: “Think of all the misery in the world and be thankful you are not sharing in it!” My advice is: “Go outside, to the fields, enjoy nature and the sunshine, go out and try to recapture happiness in yourself and in God. Think of all the beauty that’s still left in and around you and be happy!” I don’t see how Mummy’s idea can be right, because then how are you supposed to behave if you go through the misery yourself? Then you are lost. On the contrary, I’ve found that there is always some beauty left – in nature, sunshine, freedom, in yourself; these can all help you. Look at these things, then you find yourself again, and God, and then you regain your balance. And whoever is happy will make others happy, too. He who has courage and faith will never perish in misery! Yours, Anne 114

33. After reading the diary entry, what feeling or mood is conveyed by the author? A. Optimism B. Bitterness C. Pessimism D. Determination34. How does the author send the message to her readers? A. By citing philosophical context in presenting her ideas B. By sharing her personal belief and comparing it with another C. By giving examples of other people’s experiences D. By opposing the views of other people The author, Anne Frank, was a 13-year-old Jewish girl who chronicled her experiences in a secret attic during the Second World War. She’s a Jew who was among those hunted by the Nazi during the Holocaust – systematic killing of about six million Jews. The diary was found by friends and given to her father after her death in a concentration camp.35. Given this information about the author and based on the author’s diary entry, what do you think is the author’s purpose in writing her diary? A. To strengthen her faith in God and to unify her family B. To communicate her thoughts with friends, family, and the government C. To keep her occupied during the times that she and her family were hiding D. To share her thoughts and feelings about the strength of the human spirit and God’s goodness36. “Animals have emotions and personalities.” How would you show politeness even though you disagree on the issue? A. ”You’re wrong!” B. “I respect you for that, but I do not agree with you.” C. “You talk nonsense.” D. “That is outrageous!”37. Do not compare yourself to others for there will always be lesser and greater persons than you are - Desiderata. Take your stand and affirm with the statement. A. “That’s absolutely correct!” B. “I respect you for that, but…” C. “No doubt about it” D. Both A and C38-41. Arrange the steps on how we plan and draft a speech. A. Identify your audience. B. Consider how to grab your listeners’ attention. C. Find support for your position. D. Clarify your position. E. Decide how to present your arguments.Directions: (42-50) Compose an argumentative essay employing different techniques(e.g., analogy, comparison and contrast, definition and analysis) 115

Module 2LESSON 1______________________________________________________________ Finding Common GroundsYOUR JOURNEY Have you had conflicts with others? How did you feel about it? What did youdo? There must have been times when you jump into a solution without knowingand analyzing the cause of misunderstanding we have with others. Searching forsignals which may be subtle is a way of recognizing the root of the conflicts anddisagreements. “I think in most relationships that have problems, there’s fault on both sides.And in order for it to work, there has to be some common ground that’s shared. Andit’s not just one person making amends.” - Steve CarellYOUR OBJECTIVESFor you to follow the path of your journey, you have to: • assess the effectiveness of the ideas presented in the material viewed, taking into account its purpose • switch from one listening strategy to another to extract meaning from the listening text • transcode information from linear to non-linear texts and vice versa • explain illustrations from linear to non-linear texts and vice versa • give technical and operational definitions • express appreciation for sensory images used • observe correct grammar in making definitions • employ appropriate pitch, stress, juncture, intonation, in oral delivery • identify parts and features of argumentative essays • formulate claims of fact, policy, and value Be reminded that at the end of the module, you are expected to deliver an argumentative speech emphasizing how to resolve conflicts among individuals or groups. Your final output in this lesson is to present a news report. 116

YOUR INITIAL TASKSTask 1 WHAT YOU SEE IS WHAT YOU GET!Observe the picture below and identify details that symbolize the things to considerin resolving conflicts. Do you think the persons in the picture are trying to makeamends to resolve a conflict? Discuss with a partner.Task 2 PREDICT AND EXPECT A. You will listen to a song entitled “Common Ground” by Kodaline. Predict words or phrases that you expect to hear from the song through its title. Write your answer in the box. Do this in your notebook. 117

B. Listen to the song, then check the words or phrases you listed. COMMON GROUND by Kodaline It's easy to win, It's harder to lose To admit that you're wrong When you've got something to prove. You said it was easy I tell you they are wrong. So get busy learning, are you already gone? People will tell you What you want to hear But the people who know you well Can make it all clear. Life isn’t easy, You got to be strong. So get busy learning, Are you already gone? And all will be forgotten And we all fall apart, Yeah all will be forgotten But the common ground, It’s a good place to start. Sure all will be forgotten, Yeah we will all be forgotten, fall apart. We will all be forgotten, But common ground, Is a good place to start. Common ground is a good place to start. 118

C. Pencil In While listening to the song for the second time, sketch in the box an object you visualize in the song. Explain and discuss with a partner afterwards. D. What’s in the song? ANSWERS Analyze and answer. QUESTIONS1. What is the song all about?2. How did you feel while listening to the song?3. What advice is given in the song? Do you agree with it? Why/Why not?4. Would you follow the advice given? Why or why not?5. Explain what is emphasized in the song.Task 3 READ ME The family is the smallest unit of` society and it is everything. Yet there is nosuch thing as a “perfect family.” Can you recall one unforgettable misunderstanding that happened in yourfamily? How did your family cope with the tension it caused? Read the text about the causes of conflicts in a family. 119

4 Causes of Family Conflict by K. Lee Banks Family harmony provides a sense of belonging and a feeling of security unlike many other types of relationships. When conflict arises, it threatens that security. Whether the disharmony initiates from within the family unit or from external sources, individual family members and the family as a whole can experience a range of negative emotions and consequences. Unresolved conflict may irreparably damage a marriage and the entire family, if family members do not seek help. One major source of family conflict is within the area of finances-specifically, the lack of enough money to pay bills, maintain the mortgage or rent, buy sufficient food and other necessities and have any remaining money for recreation, job or career may contribute to conflict within a family. If a parent’s job keeps him/her away from home most of the time, the spouse at home with the children often feels neglected or overwhelmed. Conversely, if the parent becomes unemployed, this causes its own form of stress and conflict, as finances dwindle and uncertainty sets in about the future. Another cause of family conflict is the inevitable rivalry that occurs between siblings. Children typically seek their parents’ attention and approval, even if this requires tattling on, or sometimes causing harm to a sibling. Whether a child expresses jealousy of a sibling, competes with him/her or teases him/her non-stop, it is destined to cause conflict. Each child deserves an equal amount of parental love and acceptance, yet sometimes a parent may favor one child over another. This merely intensifies the conflict. While mutual agreement on the subject of child discipline is crucial, the lack of consensus opens up another potential area for family conflict. If one parent acts as the “disciplinarian,” the other parent typically becomes the “consoler” to whom the children turn - this often pits one parent against the other. Jokes and movies abound regarding conflict with in-laws (especially mothers-in-law); however, when you actually become involved in disagreements with your in-laws or extended family, it is no laughing matter. While it is preferable to respect your elders-parents and grandparents on both sides equally-this can prove to be challenging. If relatives routinely interfere in your family’s decisions and lifestyle, conflict frequently results. 120

Transcode Me Fill in the diagram with causes of family conflicts. Write a short description of each conflict. Family Conflicts Answer the questions below. 1. From the given conflicts, which of these have you experienced with your family? Why? ______________________________________________________ ______________________________________________________ ______________________________________________________ 2. What did you do to resolve the said conflict in your family? ______________________________________________________ ______________________________________________________ ______________________________________________________Task 4 FYIA. Survey to ConveyConflict situations arise among teenagers on a daily basis. Many times, minor conflictand disagreements can result in violence. Below are common conflict situations among teenagers: 121

CYBERBULLYING• Form a group consisting of 10 members.• Conduct a survey about the common conflict situations in your group.• Ask each member in the group who experienced the conflict. From the responses, rank the conflict from the most number of persons to the least who experienced it.• Graph the results of the survey you conducted in your group.• Write your interpretation of the graph in the box.B. Conflict PreventionOne must consider how to avoid conflicts. Complete the table below by writing waysto prevent each common conflict situation.Conflict Situations PreventionCYBERBULLYING 122

YOUR TEXTTask 5 THINK THROUGHIn the box is a pool of words you will come across in the text. Read each definitionand then choose the defined word from the pool. Write your answer in your notebook. prpirmimoordrdiaial l retrograedtreograde lalmameenntatatitoionn t hrongthrong blaspheme scourge blaspheme scourge omnipotence coil omnipotence coil 1. existing from the beginning 2. a series of loops; spiral 3. an agency or force of unlimited power 4. to speak of or address with irreverence 5. to crowd together in great numbers 6. a crying out in grief 7. to beat as if by blows of a whip 8. being or relating to the rotation of a satellite in a direction opposite to that of the body orbitedTask 6 READ AND IMAGINEHave you ever been to a house of horrors? Have you seen a horror movie? What arethe things that shocked or frightened you? Read the excerpt below from the DivineComedy-Inferno. Note the frightening things Dante wrote to illustrate hell. INFERNO Dante Alighieri translated by John Ciardi 123

CANTO III The Vestibule of Hell The OpportunistsThe Poets pass the Gate of Hell and are immediatelyassailed by cries of anguish. Dante sees the firstof the souls in torment. They are THE OPPORTUNISTS,those souls who in life were neither forgood nor evil but only for themselves. Mixed withthem are those outcasts who took no sides in the Rebellionof the Angels.They are neither in Hell norout of it. Eternally unclassified, they race round andround pursuing a wavering banner that runs foreverbefore them through the dirty air; and as they runthey are pursued, by swarms of wasps and hornets,who sting them and produce a constant flow of bloodand putrid matter which trickles down the bodies ofthe sinners and is feasted upon by loathsome wormsand maggots who coat the ground.The law of Dante’s Hell is the law of symbolicretribution. As they sinned so are they punished. Theytook no sides, therefore they are given no place. Asthey pursued the ever-shifting illusion of their ownadvantage, changing their courses with every changingwind, so they pursue eternally an elusive, evershiftingbanner. As their sin was a darkness, so theymove in darkness. As their own guilty consciencepursued them, so they are pursued by swarms of waspsand hornets. And as their actions were a moral filth,so they run eternally through the filth of worms andmaggots which they themselves feed.Dante recognizes several, among them POPECELESTINE V, but without delaying to speak toany of these souls, the Poets move on to ACHERON,the first of the rivers of Hell. Here the newly arrivedsouls of the damned gather and wait for monstrousCHARON to ferry them over to punishment.Charon recognizes Dante as a living man and angrilyrefuses him passage. Virgil forces Charon toserve them, but Dante swoons with terror, and doesnot reawaken until he is on the other side.I AM THE WAY INTO THE CITY OF WOE.I AM THE WAY TO A FORSAKEN PEOPLE.I AM THE WAY INTO ETERNAL SORROW. 124

SACRED JUSTICE MOVED MY ARCHITECT.5 I WAS RAISED HERE BY DIVINE OMNIPOTENCE, PRIMORDIAL LOVE AND ULTIMATE INTELLECT. ONLY THOSE ELEMENTS TIME CANNOT WEAR WERE MADE BEFORE ME, AND BEYOND TIME I STAND. ABANDON ALL HOPE YE WHO ENTER HERE.10 These mysteries I read cut into stone Above a gate. And turning I said: “Master, What is the meaning of this harsh inscription?” And he then as initiate to novice: “Here must you put by all division of spirit15 And gather your soul against all cowardice. This is the place I told you to expect. Here you shall pass among the fallen people, Souls who have lost the good of intellect.” So saying, he put forth his hand to me,20 And with a gentle and encouraging smile He led me through the gate of mystery. Here sighs and cries and wails coiled and recoiled On the starless air, spilling my soul to tears. A confusion of tongues and monstrous accents toiled25 In pain and anger, voices hoarse and shrill And sounds of blows, all intermingled, raised Tumult and pandemonium that still Whirls on the air forever dirty with it As if a whirlwind sucked at sand. And I,30 Holding my head in horror, cried: “Sweet Spirit, What souls are these who run through this black haze?” And he to me: “These are the nearly soulless Whose lives concluded neither blame nor praise. They are mixed here with that despicable corps35 Of angels who were neither for God nor Satan, But only for themselves. The High Creator Scourged them from Heaven for its perfect beauty, And Hell will not receive them since the wicked Might feel some glory over them.” And I: 125

40 “Master, what gnaws at them so hideously their lamentation stuns the very air?” “They have no hope of death,” he answered me, “and in their blind and unattaining state Their miserable lives have sunk so low45 That they must envy every other fate. No word of them survives their living season. Mercy and Justice deny them even a name. Let us not speak of them: look, and pass on.”50 I saw a banner there upon the mist, Circling and circling, it seemed to scorn all pause. So it ran on, and still behind it pressed A never-ending rout of souls in pain. I had not thought death had undone so many As passed before me in that mournful train.55 And some I knew among them; last of all I recognized the shadow of that soul Who, in his cowardice, made the Great Denial. At once I understood for certain: these Were of that retrograde and faithless crew60 Hateful to God and to His enemies. These wretches never born and never dead Ran naked in a swarm of wasps and hornets That goaded them the more the more they fled, And made their faces stream with bloody gouts65 Of pus and tears that dribbled to their feet To be swallowed there by loathsome worms and maggots. Then looking onward I made out a throng Assembled on the beach of a wide river, Whereupon I turned to him: “Master, I long70 To know what souls these are, and what strange Usage makes them as eager to cross as they seem to be In this infected light.” At which the Sage: 126

“All this shall be made known to you when we stand On the joyless beach of Acheron.” And I75 Cast down my eyes, sensing a reprimand In what he said, and so walked at his side In silence and ashamed until we came Through the dead cavern to that sunless tide. There, steering toward us in an ancient ferry80 Came an old man with white bush of hair, Bellowing: “Woe to you depraved souls! Bury Here and forever all hope of Paradise: I come to lead you to the other shore, Into eternal dark, into fire and ice.85 And you who are living yet, I say begone From these who are dead.” But when he saw me stand Against his violence he began again: “By other windings and by other steerage Shall you cross to that other shore. Not here! Not here!90 A lighter craft than mine must give you passage.” And my Guide to him: “Charon, bite back your spleen: This has been willed where what is willed must be, And is not yours to ask what it may mean.” The steersman of that marsh of ruined souls,95 Who wore a wheel of flame around each eye, Stifled the rage that shook his woolly jowls. But those unmanned and naked spirits there Turned pale with fear and their teeth began to chatter At sound of his crude bellow. In despair100 They blasphemed God, their parents, their time on earth, The race of Adam, and the day and the hour And the place and the seed and the womb that gave them birth. 127

But all together they drew to that grim shore Where all must come who lose the fear of God.105 Weeping and cursing they come for evermore, And demon Charon with eyes like burning coals Herds them in, and with a whistling oar Flails on the stragglers to his wake of souls. As leaves in autumn loosen and stream down110 Until the branch stands bare above its tatters Spread on the rustling ground, so one by one The evil seed of Adam in its Fall Cast themselves, at his signal, from the shore And streamed away like birds who hear their call.115 So they are gone over that shadowy water, And always before they reach the other shore A new noise stirs on this, and new throngs gather. “My son,” the courteous Master said to me, “all who die in the shadow of God’s wrath120 Converge to this from every clime and country. And all pass over eagerly, for here Divine Justice transforms and spurs them so Their dread turns wish: they yearn for what they fear. No soul in Grace comes ever to this crossing;125 Therefore if Charon rages at your presence You will understand the reason for his cursing.” When he had spoken, all the twilight country Shook so violently, the terror of it Bathes me with sweat even in memory: The tear-soaked ground gave out a sigh of wind130 That spewed itself in flame on a red sky, And all my shattered senses left me. Blind, Like one whom sleep comes over in a swoon, I stumbled into darkness and went down. 128

Thinking about the Text 1. What is Virgil’s advice to Dante as spoken at the Gate of Hell? 2. Who are the souls tortured in this Canto? 3. What is Charon’s reaction to Dante’s attempt to cross the river of Acharon? 4. How does Virgil silence Charon?Task 7A SENSE CHART In Canto III, Dante begins his description of Hell, which becomes an assaulton the senses of the readers. As we read his harrowing descriptions of the sounds,sights, and even smells of Hell, we come to share in Dante’s repugnance of the horribleexperience the poet encounters. List the details from the Canto for each sense in its proper column. Topic____________________________________________Eye Ear Hand Lip NoseB. Use your Senses Form 4 groups. Perform the task assigned in your group. 1. Eye Group – Make a poster of what hell looks like based on the text. 2. Ear Group – Record sounds of hell based on the details from the text or use your voice and other materials available in producing the sounds. 3. Hand Group – Show an interpretative dance to reflect the movements of tormented souls. 4. Lip Group – Present a speech choir about doing good to avoid being in hell (based on the text). 129

Task 8 APPLYING WHAT YOU READIn “Canto III” of “Inferno” by Dante, Charon tells the souls to “Bury here and forever allhope of Paradise.” Is hope necessary in resolving conflicts?Explain your answer._________________________________________________________________________________________________________________________________________________________________________________________________________Task 9 MAKING DEFINITIONSDefinitions are a core part of any dictionary. Writing basic definitions requires skill,practice, and sometimes help.Read the basic guidelines to follow when writing a definition: 1. Just the (dictionary) facts • A definition should contain the information about the word and what the word refers to. Do not include usage notes in a definition. Get to the point. Clarity, brevity, and conciseness are better when writing definitions. 2. Avoid complicated terms • Avoid terms that are more complicated or more technical than the term being defined. The purpose of a definition is to clarify meaning. 3. Avoid specific terms • Use conventional English words in explanations whenever possible. The more widespread a term is, the more users will benefit. • Stay away from jargon. Highly technical terms will most likely require a user to look up many terms in the definition just to understand what it says. Although there are cases which involve the use of a technical term in a specialized field, it should be minimal. 4. Avoid circularity • It is not good to define a word with that same word in the definition. Use different terms. • Avoid defining a term solely using etymologically or morphologically related terms. Adverbs are especially prone to being defined by the adjective from which they derive. 130

5. Make it simple • Write with simple grammatical structures rather than complex ones. Place key terms and short explanations near the start of the definition. http://en.wiktionary.org/wiki/Help:Writing_definitions Define Me• Alphabetize the words.• With your group, go over the other unfamiliar words in your main text.• Make definitions of these unfamiliar words by following the guidelines.Word DefinitionYOUR DISCOVERY TASKTask 10 READ TO WRITE! Read an example of an argumentative essay below. Have you ever taken a ride in a public transportation with an aggressive driver?How did you feel? What did you do? Did you argue with the driver? Aggressive Driving Should Be Avoided Aggressive driving is a phenomenon, which has only recently got the publicworried. The National Highway Traffic Safety Council (NHTSC) defines aggressivedriving as the “operation of a motor vehicle in a manner that endangers or is likely toendanger persons or property.” Actions such as running red lights, improper passing,overtaking on the left, improper lane change, failing to yield, improper turns, runningstop signs, tailgaiting, careless driving, and speeding are examples of aggressivedriving. Such actions are dangerous to other road users. Aggressive driving shouldbe avoided because it causes crashes, injuries and fatalities. 131

The first reason why aggressive driving should be avoided is it causes crashes.According to NHTSC, between 78 percent (excessive speed) and 100 percent (improperpassing) of the cases of aggressive driving resulted in traffic crashes and 96 percentof the drivers cited for “following too closely” or tailgaiting caused crashes as a resultof their aggressive driving. Moreover, “running red light,” “improper passing,” and“overtaking on the left” topped other categories of aggressive driving in contributing totraffic crashes. Another reason why aggressive driving should be avoided is it causes injuries.NHTSC states that the percentages of the injuries caused by aggressive driving are,in almost all categories of aggressive driving, above 100 percent. Aggressive driving also causes fatalities. “Overtaking on the left” appears tobe the most important contributing factor in traffic fatalities as it relates to aggressivedriving. “Improper lane change,” “running stop sign,” and “running red light” ranksecond through four in terms of their contribution to traffic fatalities. The above evidence shows that aggressive driving causes crash injuries andfatalities. Hence, aggressive driving should be avoided. Since the opening on theNorth-South Highway, the number of kilometers of roads in the country has increasedby one percent while the number of vehicle miles driven has increased by 35 percent.More cars and more drivers are also on the road leading to more aggressive drivers.http://learnenglishessay.blogspot.com/2011/12/argumentative-essay.html A. Reason Out!Inside the box provided below, give three reasons why aggressive driving should beavoided. Write your explanation opposite the box. ______________ • __________________________________ __________________________________ ___________________________________ ______________ • __________________________________ __________________________________ ___________________________________ ______________ • __________________________________ __________________________________ ___________________________________ 132

B. I Saw the Sign!With your group, create a friendly reminder / signage on motorists’ safety whiledriving. Write it in the box. Present the signage to the rest of the class. What you just read is an example of an argumentative essay. To know moreabout it, read the following details. An argumentative essay tries to change the reader’s mind by convincing thereader to agree with the writer’s point of view.Characteristics of an Argumentative Essay An argumentative essay attempts to be highly persuasive and logical. Itusually assumes that the reader disagrees with the writer, but it should be notedthat the reader is no less intelligent than the writer. Hence, an argumentative essayshould be written objectively and logically. An argumentative essay has the following characteristics: • presents and explains the issue or case • gives reasons and supports these reasons to prove its point • refutes (proves wrong) opposing arguments.Parts 1. Introduction First is the introductory paragraph. It introduces the problem and gives the background information needed for the argument and the thesis statement. 2. Body The body of the essay contains the reasons. Each paragraph talks about one reason. The reason is included in the topic sentence and is supported by details or materials. These supporting materials can be examples, statistics, personal experiences, or quotations. 3. Conclusion The conclusion restates the main claim and gives one or two general statements which exactly summarize the arguments and support the main premise. 133

Task 11 IDENTIFY AND CLASSIFY! From the model argumentative essay, identify its parts by rewriting the essentialstatements in the box. Aggressive Driving Should Be Avoided Introduction: Body: Conclusion: Task 12 HAVE YOUR SAY! Do you have any trouble addressing any topic given to you? What measuresdo you take to overcome your difficulty? A. Examine some sample questions that appeared in essay exams. 1. How do telenovelas affect your life? Discuss. 2. Should the death penalty be imposed? Discuss. 3. Why do many people believe in ghosts? Discuss. All of these are asking for either your opinion or your experience. Remember,your opinion cannot be wrong. The only way you can mess up is to poorly support youropinion. The topics lead to your opinion by asking three specific types of questions:questions of fact, value, and policy. 134