English Grade 10 Part 1

Questions of Fact are those which ask you to answer whether or not something is. These questions are always answered with either “Yes” or “No” and then you must construct paragraphs to support the facts. Example: Is the wall blue? (Yes or No, and then your evidence) Questions of Value address the relative merit (goodness or badness) of something. Here you are usually asked to choose between things, ideas, beliefs, or actions and explain why you did so. Example: Which is more valuable, love or money? (Which and then why?) Questions of Policy ask the writer to explain what they would do. The key word in these topics is usually “should” as in “what should we do...?” The question asks the writer to make a plan of action to solve some sort of problem. The answer is a breakdown of the plan and a justification that it fixes the problem. Example: What should be done to combat the drug problem? (Plan and justify.) http://www.keithmurphy.info/1102/question.htm B. Formulate your own! Form five groups then formulate your own claims of fact, policy, and value based on your chosen topic from the list provided. Use the organizer below to present your claims. List of To1p.i cRs esolving Conflicts 1. Res2o. lviUngniCtyoinnfliDctisversity 2. Uni3ty. inHDairvmerosnityizing Relationship with Others 3. Har4m. onRizeicnoggRneizlaintiognIsnhteiprpweitrhsoOnthael rCs onvergence 4. Rec5o. gnBizrindggiInngtetrhperGsoanpal Convergence 5. Bridging the Gap 135

TOPIC ________________________________________Claim of Fact Claim of Policy Claim of ValueYOUR FINAL TASKTask 13 Express Yourself! Intonation matters! Do you know that intonation affects the meaning of asentence? Intonation – the sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said Juncture – the manner in which words come together and a connection is made Stress – accent, the relative prominence of a syllable or musical note Pitch – the property of sound with variation in frequency of vibration 136

Below are the commonly used expressions. These are necessary words to berespected and accepted. A. Form a group and perform the intonation activities for oral fluency.Group 1 Say “Hello” in the following situations: • to a friend • to a friend you haven’t seen for a year • to your teacher • to a six-month old baby • to someone you found doing something they shouldn’t • to someone you’re not sure is still on the other end of the phoneGroup 2 Say “How are you?” in the following situations: • to someone you meet for the first time • to someone you haven’t seen for 3 years • to someone who just recovered from sickness • to someone who has recently lost a member of the familyGroup 3 Say “Thank you” to the following people: • someone who helped you carry your bag • someone who gave you a present • someone who opened the door for you • your boss for allowing you to take a leave Group 4 Say “Please” in the following situations: • when you’re requesting for something • when you make an order • when you are offering something • when you give a command Group 5 Say “Excuse me” in the following situations: • when you want to interrupt in a conversation • when you want to clarify something • when you are correcting someone • when you want to get a person’s name • when you’re asking for directions 137

Performance RubricExcellent Good Fair Poor Unacceptable(5 points) (4 points) (3 points) (2 points) (1 point)A perfect A
perfect A
perfect
 A
perfect
 A
perfectcenter of center
of
 center
of
 center
of
 center
of
pitch, stress, pitch, stress, pitch, stress,juncture, and pitch, stress, pitch, stress, and junctureintonation are juncture, and does
NOT
maintained juncture, and juncture, and intonation are
 occur inALL of the maintained
 differenttime in intonation intonation OCCASIONALLY situations.different are
 are
 Students
situations. maintained
 maintained
 in different haveNo tendency MOST
of
 SOMETIMES situations.
 little
sense
of
towards Students intonation.
sharping or the time in different sharp
or
flatting note. situations.
 flat
 in different Student
 situations.
 tends
to
 consistently Students
 sharp
or
 tend
to
 flat
 with sharp
or
 some
 flat
in
 throughout
 moments
of extreme
 their
vocal
 perfect
 range
at
 pitch.

 registers
or
 times.

 
 vocal
 “breaks.”
It’s your turn!This time say the following statements correctly and determine if you are going to usea rising or a falling intonation. 1. It’s unbelievable! 2. That’s great! 3. Oh, sure I will. 4. You must be kidding! 5. Really? That’s good! 6. Don’t worry, I understand. 7. You shouldn’t have. 8. I think I will. 9. Keep it up! 10. It’s okay. 138

Task 14 NEWS WRITING AND REPORTING NEWS What makes a good news story? Brainstorm the characteristics of a good news story with a partner (3 minutes).Key Components of a Good News Story • Attention-getting headline • A strong lead containing 5 Ws and H (who, what, when, where, why, and how) • Use of quotes • Real facts (truth and accuracy matter) • A strong summary • Organization of the news (presenting information from most to least important)What makes a story newsworthy? Some key elements when considering “newsworthiness” are: • Timing:  If it happened today, it’s news, if it happened last week, it’s not; with 24-hour news access, “breaking” news is important. • Significance: How many people are affected? • Proximity:  The closer a story hits home, the more newsworthy it is. • Prominence: When famous people are affected, the story matters (i.e., car accident involving your family vs. a car accident involving the President). • Human Interest: Because these stories are based on emotional appeal, they are meant to be amusing or to generate empathy or other emotions. They often appear in special sections of the newspaper or at the end of the newscast as a “feel good” story or to draw attention to something particularly amusing, quirky, or off-beat. http://www.pbs.org/now/classroom/lessonplan-05.html A. News.. News… News… Bring a newspaper. With your partner, evaluate one article from the newspaper if it contains the key components of a good story. Is the article a good news story? Explain. B. Write a News With a partner, write a news story on resolving conflicts that happened in your school or community. Fill up the chart to help in writing the first paragraph or the lead. 139

Who is/are involved?How did it Whathappen? happened? Why did it When did it happen? happen?Title of the News Where did itLead happen?Other DetailsSummaryOrganize the information of your news story from the most important to the least.Then, rewrite the final news story on a short bond paper. 140

C. Report News What makes a story clear, audible, and understandable?Tips on Presenting Your News • Use an introduction. Make sure these sentences are easy to understand and should be delivered no longer than 20 seconds. • Check if you are saying the names of people and places correctly. • When you read your introduction, speak clearly and be enthusiastic. • You can emphasize important words by pausing before you say them or saying them a little louder. Mark these words on your script so you won’t forget. • Speak in a normal voice. You don’t have to shout and you shouldn’t whisper. • Stand or sit up straight. Be natural. Try not to move too much or it will distract your audience. • Practice with the camera and microphone to get used to what it feels like to present a news. • Have fun and enjoy yourself! http://splashlive.abc.net.au/res/mtn/sr/w5/TSS-5.1.pdf 1. Practice to Polish With a small group, practice reporting and presenting the news story written. Follow the tips on presenting a news report. 2. Present Your News With the rest of the class, present your news report with ease and confidence. Be guided with the rubrics on the next page for a successful news report presentation. Note: The outstanding news presentation will be uploaded in YouTube. 141

Oral News Report Rubric Very Good Good Fair Poor Topic Choice Topic is of high Topic is of Appropriate Inappropriate interest and topicContent educational interest to topic value; teaches Incomplete,Voice and new ideas and audience; reports fewManner information. details, too brief, teaches some disorganized orEye Contact confusing new information. Difficult to hearOn Time or understand;Audience Highly detailed; Reports all the Reports seems well organized; basic facts in an some of the unprepared shows a strong organized way basic facts or has body understanding movement of the topic which significantly Loud, clear, and Loud, clear, with Varies from distracts relaxed with few some pauses to loud and listeners pauses; well gather thoughts; clear to Little or no eye difficult to contact with the prepared seems well audience prepared; understand; Not ready until following week somewhat seems Does not listen nor participate nervous prepared; in discussions may have some nervous and distracting behavior Consistent eye Eye contact Sometimes contact with mainly with looks at the many members the teacher or audience; of the audience; one member of often looks rarely looks at the audience; at notes or notes occasionally elsewhere refers to notes Ready on One day late Two days late assigned date Listens Listens and Listens but attentively & participates doesn’t participates in participate discussions 142

MY TREASURE I like to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to find common ground.http://www.brainyquote.com/quotes/quotes/t/tdjakes488835.html#d25Glhr T. D. JakesKtcfXArKH.99Summing up what I learned in my journey through this lesson: I learned that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ I realized that _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ I promise to _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 143

Module 2LESSON 2______________________________________________________________ Building TiesYOUR JOURNEY Conflicts happen everywhere. It happens in the family, among friends, in theclassroom, or around the corporate conference table. The good news is that it doesn’thave to damage family relationships, friendships, or business deals. Knowing howto resolve conflict, wherever it happens, creates confidence and eases pressure andstress. Building ties is one of the best ways in resolving conflicts. There must be aconnection between and among people even in this diverse world. Remember that wedo not find the meaning of life by ourselves alone - we find it with other people. “We cannot live only for ourselves. A thousand fibers connect us with our fellowmen; and among those fibers, as sympathetic threads, our actions run as causes, andthey come back to us as effects.” - Herman MelvilleYOUR OBJECTIVESFor you to follow the trail of your valuable journey, you have to: • present information using tables, graphs, and maps • assess whether the speaker’s purpose is achieved or not • assess the effectiveness of the ideas presented in the material viewed taking into account its purpose • explain how the elements specific to a selection build its theme • explain how the elements specific to a genre help in developing the theme of the selections • use the correct sound of English when delivering impromptu and extemporaneous speeches • observe correct grammar in making definitions • use patterns and techniques of developing an argumentative claim Be reminded that at the end of this lesson, you are expected to deliver an extemporaneous speech. 144

YOUR INITIAL TASKSTask 1 WHAT DO YOU PERCEIVE? Observe this picture by paying attention to its details. What is the person trying to do? Do you think he’s doing the right thing? Discuss with a partner. If you were the person in the picture, would you do the same thing? Explain your answer.Task 2 LISTEN AND IMAGINEAre you a dreamer? Do you keep your dreams only to yourself? Or do you shareyour dreams with others? A. Before you listen to the song “Imagine” by John Lennon, complete its lyrics by filling-out the lines with the correct word using the pictures below as clues. 145

by:ImJoahngLibneyneInmJoonhangLiennenon ImaIgminaegtinherteh’esrneo’shneoahvena ven  It’s eIta’ssyeaifsyoiuf ytoryu try No hNeollhbeellobweluosw  us  AboAvebouvseounslyo1n.l)y 1_._)_________ ImaIgminaegainllethaell tpheeopeleo ple  LivinLgivfinogr tfoodratoyday ImaIgminaegtinherteh’esrneo’scnoouncotruienst ries  It isnIt’tishna’trdhatorddtoo  do  NothNinogthtinogkitlol okrilldoier fdoier  for  AndAnnodrneoligrieolnigtiono too  ImaIgminaegainllethaell tpheeopeleo ple  LivinLgivliinfeg ilnife2.in) _2_.)_________ YouYmouaymsaayysI’amy aI’m3.a) _3_.)_________ But BI’mut nI’mot nthoet tohnelyo4n.l)y_4_.)_________ I hoIpheospoemseodmaeydyaoyu’yllojuo’ilnl juosin  us  AndAtnhde t5h.e) _5_.)_______w_i_ll wbeillabse6a.)s_6_.)__________ ImaIgminaegninoepnoosspeossieosnssi ons  I woInwdoenr difeyroiuf ycoaun can  No nNeoendefeodr gforeregdreoerd7o.)r_7_.)_________ A 8.A) _8_.)_______o_f_moafnm  an  ImaIgminaegainllethaell tpheeopeleo ple  ShaSrihnagrainllgthaell t9h.e) _9_.)_________ YouYmouaymsaayysI’amy aI’m10a.)1_0_.)_________ But BI’mut nI’mot nthoet tohnelyo1n1ly.)11_._)_________ I hoIpheospoemseodmaeydyaoyu’yllojuo’ilnl juosin  us  AndAtnhde t1h2e.)12_._)_______w_i_ll wlivilel laivse1a3s.)13_._)_________B. Check your answers with a partner while you listen to the song.C. Listen to the song for the second time and try to understand its message. Go over the words with the whole class.D. Analyze the questions provided then answer them. 146

Questions Answer1. What does the title mean?2. What is Lennon’s vision of peace? Give examples.3. What is your vision of peace? Is it the same with the author? Explain.4. What do you wish for?5. What are you afraid of?6. What kind of world will it be if we all live in peace?E. With your group, interpret the message of the song through a painting or drawing. Make your output colorful and creative.Task 3 READ TO LEAD A. KWL Before you read the speech of Lourdes R. Quisumbing entitled “Values Education for Human Solidarity,” accomplish the first two columns of the chart on what you know and what you want to know about the topic. K W L(What I know) (What I want to know) (What I learned)B. What’s the Word? Supply the correct letters to complete the missing word based on the meaning. The first and last letters are given as clues.1. lI cc belonging to the essential nature of a thing 147

2. I e very important3. h n r s regarded as belonging fundamentally to all persons 4. e s rules of behavior based on ideas about what is morally good and bad5. p e an unfair feeling of dislike for a person or group because of race, sex, religion, etc. VALUES EDUCATION for HUMAN SOLIDARITY Lourdes R. Quisumbing President, Asia-Pacific Network for International Education and Values Education Former Secretary of Education, Philippines First and foremost, human solidarity is founded on mutual respect of eachother’s uniqueness, and a deep sense of appreciation of our common humanity - thatwe are individuals with intrinsic self-worth, and that we are sisters and brothers withinone human family inhabiting planet EARTH, our home and our heritage. While new trends, particularly globalization, link cultures ever more closelyand enrich the interaction among them, they may also be detrimental to our culturaldiversity and cultural pluralism. Thus, the need for mutual respect becomes all themore imperative. Dialogue between cultures appears to be one of the fundamentalcultural and political challenges for the world today. It is an essential condition ofpeaceful coexistence (International Conference on Cultural Policies for Development,Stockholm, Sweden, 1998). Thus, “To learn how to avoid cultural diversity resulting to the clash of culturesbut rather to intercultural harmony and peace,” is a challenge to us, peace educators(Our Creative Diversity, de Cuellar’s World Commission on Culture and DevelopmentReport to UNESCO, 1995). One cannot underestimate the role of education for international and interculturalunderstanding, which consists not merely in knowing more about different peoples andtheir cultures - their geography, history, economy, government, value-systems - butmore in understanding and gaining insight into the factors and motivations underlyingtheir behavior and appreciating their cultural patterns, traditions, customs, values, andbeliefs. Human solidarity is likewise fostered by the realization and strengthening ofthe ties that bind us together in our common humanity: our human nature and thehuman condition, our common habitat and destiny, our universally-shared values. 148

Indeed, there are VALUES which transcend the barriers of culture, race, gender, andcreed; of social class, economic status, or political persuasions, because such valuesare rooted in our common humanity. They are our common treasures, our “birthright”(They could form the core of a new global ethics). The articulation of human rights has set for the modern world a “commonstandard of morality,” and an appreciation of individual moral claims that are regardedas “universal, inviolable and inalienable.” (Antonio J. Ledesma, S.J. “Forging a Cultureof Peace: Hope for Coming Generations, 1998). They are our basic human rights andfundamental freedoms: the worth and dignity of the human person, our innate humangoodness, our capacity for love and compassion, the sacredness of our person andidentity; the right to truth and justice, the freedom to choose and decide for oneself, tobelieve, to love and to act freely according to one’s values and convictions; freedomfrom ignorance, fear, prejudices poverty, cruelty and abuses; the right to peace,happiness and development. “We have but one world, or none at all;” words from Jerry and Pat Mische,founders of GEA, Global Education Associates, when they came in the early 80s andfounded the PCGE, Phil. Council for Global Education. I can hear them now and feeltheir presence among many of us. Their messages of global solidarity, global spirituality,and our common humanity, our interconnectednesss (and interrelationships) witheach other and with our planet Earth and beyond, reaching the future generations,shall remain with us forever. “We either work together to build the EARTH or perishtogether with it.” We have only one home, one body of waters, one atmosphere, oneenvironment. We live under one sky. What happens in one place, affects all the rest. “Humankind has for the first time, the sophistication to build its future, not onthe illusion of a one-sided, ill-conceived ideology, but on a set of universal valueswhich we all share, even if their optimal balance differs from people to people, fromreligion to religion and from individual to individual, and when there is great respectfor such differences (de Cuellar, Creative Diversity, World Commission on Culture andDevelopment Report to UNESCO, 1995). This calls for a paradigm shift in our educational philosophy and practice.Instead of a rigid and compartmentalized knowledge-based curriculum, we shouldadopt a more holistic view of education which aims at the development of the facultiesand powers of the whole person – cognitive, affective, emotional, aesthetic, volitional,behavioral; a teaching-learning approach which does not stop at knowledge andinformation at developing skills and competence, but proceeds to understanding andgaining insights, that educates the heart and the emotions and develops the ability tochoose freely and to value, to make decisions and to translate knowledge and valuesinto action. The heart of education is the education of the heart. But by values education we do not mean merely teaching about valuesbut rather learning how to value, how to bring knowledge into the deeper level ofunderstandings and insights; into the affective realm of our feelings and emotions, ourcherished choices and priorities into loving and appreciating, and how to internalizeand translate them into our behavior. Truly, values education is a holistic process anda total learning experience. 149

In closing, I wish to quote Jacques Delors speaking at the UN Conference onEnvironment, Rio de Janeiro, 1992: “The world is our village: if one house catches fire, the roofs over all our headsare immediately at risk. If anyone of us tries to start rebuilding, his efforts will be purelysymbolic. Solidarity has to be the order of the day: each of us must bear his own shareof the general responsibility.” He continues to say: “We need a global ethics to guide usin solving global issues, in strengthening our global interdependence and solidarity.” The issues have been raised and the challenges presented in many a forum,but our answers and our plans have yet to galvanize into a determined and collectiveaction. In the last analysis, it is not in knowing alone, but in valuing and caring deeply;not in merely planning but in willing strongly TOGETHER that we can make thingshappen. http://www.humiliationstudies.org/documents/QuisumbingSolidarity.pdfAccomplish the last column in the KWL chart. What did you learn after reading thespeech? C. TWOgether! Work with a partner and list down the important words or phrases from the speech that may be related to Human Solidarity. Human Solidarity Why do you think are these words necessary to build a harmonious relationship?Share your answer with the rest of the class. 150

D. My Point of View With your group, brainstorm and discuss about the important statements included in the speech. Develop your chosen lines into a five-sentence paragraph expressing your belief and disbelief of the statement. Deliver the five-sentence paragraph by group with conviction. The heart of The world is our village.education is theeducation of the heart.We have but one world TOGETHER we can or none at all. make things happen.Task 4 I WANT A PIZZA! What values and qualities must people possess to attain harmony andsolidarity? Discuss with a partner and write these values on the slices of the pizza.Explain to the rest of the class why you came up with such values. 151

YOUR TEXTR RTask 5. R2 ead oland“The Song of Roland” is an epic poem and, as such, deals with the heroic deeds ofgreat men. It was written in the Medieval Period A. D. 450-1300The Emperor Charlemagne, so the Ganelon decided that, as he had to go,900-year old French epic poem, he would start at once. After he had been given a letter by Charlemagne,The Song of Roland, relates, has he girded on his sword, and mounteddriven the Saracens from Spain. It is his horse. His knights had been saddened by his rage at the Court, foronly in Saragosa that King Marsilion they honoured him, and offered to gostill rules. He sends a message to with him. But he waved them away.Charlemagne, falsely promisingthat he will become a Christian if “Your Emperor now has a vastonly the Emperor will leave Spain. Empire. Why does he wantBut Charlemagne does not trust him Spain as well?” asked Blancardinand decides an envoy must go to when the two men are resting.the king. His valiant nephew Roland “Is he never satisfied?” “Never,”offers to go, so does Roland’s friend answered Count Ganelon. “He isOliver. Charlemagne refuses, so ill-advised by the French, then?”Roland suggests his step-father, said Blancadrin cunningly, forCount Ganelon, who becomes there was more of a questionengaged and accuses Roland of than a statement in the mannertrying to bring out his death. But he he spoke. There was silence foraccepts the Emperor’s command a moment, then Ganelon replied.and prepares to go.Count Ganelon rode furiously to “It is the Emperor’s nephewcatch up with King Marsilion’smessenger, Blancadrin, who had Roland who gives himleft Charlemagne’s court before him. advice,” said Ganelon bitterly.When he found him, the two rode “I remember a day whenalong talking carefully to test outeach other’s loyalty. Charlemagne was resting and Roland arrived hot and dusty from battle. Roland plucked an apple and said to the Emperor: “Take it, Sire. I give it you as I give you all the crowns I have taken from kings all over the earth.” 152

When they arrived at Saragosa, Blancadrin brought Count Ganelon before King Marsilion, saying: “Sire, the Emperor Charlemagne gave us no message, but sent back with us Count Ganelon to give you his answer.” “Let the Count speak then,” replied the willy ruler of Saragosa.As a result of their conversation, Instead of handling over his letter,the two men plotted how theymight be rid of Roland, for Count Ganelon insolently said:Ganelon had convinced his “Sire, my Emperor says, that ifcompanion that if Roland were you become a Christian you shalldead, the French would desert have half of Spain. If not you willCharlemagne, who was now old be taken, and carried to Aix andand feeble. shamefully put to death.” The King raised a javelin he had in his hand. His courtiers held him back, while Ganelon retreated to a tree and put his hand on his sword. He spoke again. “You wrong me. Half Spain is yours if you turn Christian the other half he will give to Count Roland!” Oliver continued: “Sound your horn and you shall never marry my sister Aude, your betrothed.” Roland was dismayed, but up rode ArchbishopThe rearguard of Turpin and saidCharlemagne’s Army,led by Count Roland, “Let Rolandhad been treacherouslyattacked by King blow the horn.Marsilion’s Saracens It is too late, forat the urging of thetraitor Ganelon, who Charlemagne ishated Roland. With thebattle going against the too far away. Heoutnumbered French,Roland decided to will come andsound his horn for help, find us all deadbut his friend Oliverrode up and said: “Do and see how wenot sound it. Beforethe battle it would have held the Pass.been prudent: now itwould be the act of a And he will burycoward.” us.” 153

The great horn call reached Emperor Charlemagne and all his company. “Roland calls!” cried Charlemagne. “He must be in battle.” One of his nobles, the Duke of Nalmon, sighed deeply. “That horn, that long, long call, is blown by a brave but desperate man, with all his remaining strength,” he said grimly. “Count Roland must need our aid.”So Roland blew his great The traitor Ganelonhorn Olifant. He gave approached the Emperorone long blast. The veins and sneered. “You arestood out on his brow growing old and childish,but he blew on and the Roland is probably huntingsound of his horn echoed and blowing to show his skill.through the mountain No Saracen would dare fightpass and carried far away. him. Let us ride on. France is near.” “You are wrong,” said Namion. “It is a call of agony.” Charlemagne, convinced that Ganelon had betrayed Roland, ordered his master cook to guard Ganelon as he would a murderer. So, Ganelon was chained and put upon a packhouse in greatest dishonor, with cooks to guard him. The master cook, whose name was Besgun, took his post.Charlemagne Meanwhile, Emperorbelieved Namion. Charlemagne and his menHe ordered his men sped on their way to rescueto answer the call Roland. There was angerwith trumphets, to in Charlemagne’s heart,tell Roland he was anger and fear that he mightreturning. His men be too late. He ordered hisprepared for battle trumpetors to keep blowingthen galloped back still, so that Roland and histhe way they had men might hear the blastscome eager to fight. and be given hope. 154

Count Roland was the last man Roland had thought himself aloneleft alive of all the valiant French on the battlefield, but suddenly somewho had held the pass againstthe Saracens. Soon the Emperor Saracens rushed by, and one heCharlemagne and the rest of the thought dead, rose up and tried toarmy would return, summoned by steal his sword. He felled him with hisa mighty blast on Roland’s horn, horn, smashing the rim.but it would be too late. All theycould do would be to bury the deadand mourn them and see that thetraitor Ganelon was punished, for itwas he who had betrayed Rolandand his men to King Marsilion andhis Saracen hosts. Too late the Emperor arrives on the battlefield. The Saracens had fled, butNow Roland’s strength was at not one Frenchmanan end. He tried to shatter hisgreat sword on a rock so that was left alive. While “Look, my Lord,” cried Dukeno-one else should use it, but Damion, one of his nobles.failed. Falling down, he raised Charlemagne stood in “Beyond, there is a cloud of dusthis battle glove to heaven and proud grief, his fighting where the Saracens are flying. Letprayed. Then he fell back dead. men gathered around us ride them down, showing them no mercy.” Charlemagne rode on. him, eager to avenge Roland. 155

Charlemagne arrived in triumph, but treated Count Thierry, a friend ofMarsilion’s widow with great courtesy. Then Roland’s, challenged Pinabelhe returned to France where Ganelon and felled him with his lance.was tried. By law, if Ganelon could find a So Ganelon paid the penalty for his crimes. Then Charlemagnechampion who could defeat any challenger set off for the wars again,in single combat, he would be spared. One but without Roland, who nowPinabel agreed to help the traitor. belonged to legend and song. Back in his palace, Marsilion lay dying, with his weeping queen beside him. Behind her were some of those warriors who had attacked the French, but failed to vanquish them. Outside were the broken Saracen survivors.http://bearalley.blogspot.com/2011/03/song-of-roland-part-3.htmlTask 6 UNDERSTANDING THE SONG OF ROLAND A. Describe the following characters in the epic. Roland Charlemagne GanelonB. Answer the following questions and discuss with a partner. 1. What are the characteristics of the ideal knight according to “The Song of Roland”? 2. Why was Ganelon very angry at Roland? 3. How do you feel about King Charlemagne? Is he a wise king? Explain. 156

4. How do you feel about Roland? Why does he not sound the Olifant to call King Charlemagne’s army for help at the very beginning?Why do you think so? 5. What causes the death of Roland? C. Reader’s Response Think of a time when you, like Roland, were reluctant to ask for help as he was during the attack. What part did pride play in your hesitancy? Did you now regret not turning to someone for help? Share this experience with your group.Task 7 Understanding the Theme The theme of a work of literature is the insight it gives into life. “The Song of Roland” may be considered an epic which deals with the theme of betrayal. Within the confines of medieval society, betrayal of one’s lord or vassal was considered the greatest violation of the feudal code. With your group, think of a situation when betrayal happens in our society.Then discuss with your group the best solution for this, emphasizing how to build ties.Present this through a short dramatization. Rubrics Message------------------ 40%Acting --------------------- 30%Dialogue ----------------- 20%Teamwork --------------- 10% _______ 100%YOUR DISCOVERY TASK Have you experienced presenting an argument? Was it successful? Here are some techniques on how to develop your argument. Developing an Argument When you develop your argument, you are confirming your own position andbuilding your case. Use empirical evidence, such as facts and statistics to supportyour claims. Appeal to your audience’s rational and logical thinking. Argue using yourevidence and research. Your list of strengths and weaknesses can help you develop your argument. 157

Techniques on Appealing to Your Readers The success of your argument depends on your skill in convincing your readerthrough sound reasoning, persuasion, and evidence. There are three fundamentaltypes of appeal in presenting an argument: reason, ethics, and emotion. Write Your Conclusion Your conclusion should state your conviction strongly. Review your main pointsand tell your audience what action you would like them to take; address and resolvethe main points in your introduction. Basic Components of an Argument • The claim (typically answers the question: “What do I think?”) • The reasons (typically answer the question: “Why do I think so?”) • The evidence (typically answers the question: “How do I know this is the case?”) Suggested Organization for a Classic Argument 1. Introduction: Give the context and background of your issue. Establish the style, tone, and significance of your issue. 2. State Your Case: Clarify your issue here. Give any necessary background for understanding the issues. Define important terms or conditions here. 3. Proposition: State your central proposition. Be sure that your hook presents an issue that is open to debate. Present the subtopics or supportive points to forecast your argument for your reader. 4. Refutation: Analyze the opposition’s argument and summarize it; refute or address the points; point out faulty reasoning and inappropriate appeals. 5. Substantiation and Proof: Present and develop your own case. Carefully plan your disclosure; avoid logical fallacies. Rely primarily on reasoning for your appeal and use emotional appeals carefully; use examples, facts, experts, and statistics. Develop your argument using the appropriate prose strategy, e.g., causal analysis, comparison, analogies, or definitions. 6. Conclusion: Conclude with conviction. Review your main points and state your claims strongly. Make a strong plea for action, or invite your readers to refute your argument. http://www.umuc.edu/writingcenter/onlineguide/chapter8-09.cfm 158

Task 8 GIVE YOUR STAND! With your group, present an argument on this issue. Be able to follow the tipsgiven. Is global solidarity possible?YOUR FINAL TASKTask 9 SAY YOUR PIECE! A. Speak Up! There are times when we are asked to say a few words about a topic we have no intention of speaking about. Has this ever happened to you? Exte mpora neous is espe cially Im promptu, derived from a Latin phrase applied to an unmemorized speech meaning “in readiness,” is applied to agiven from notes or an outline. speech given, a poem recited, or a song sung without advance notice or warning. Here are some tips you can use the next time you are called to speakextemporaneously or to make an impromptu speech. 1. Decide quickly what your one message will be. 2. Do not try to memorize what you will say. 3. Start off strong and with confidence.  4. Decide on your transitions from one point to the other.  5. Maintain eye contact with the audience. 6. Occasionally throw in an off-the-cuff remark.  7. Finally, have a good conclusion. B. YouTube Sensation! With your group, watch a sample of impromptu or extemporaneous speeches in YouTube. Take note of what makes the speaker deliver his/her speech well. Here are some of the websites: http://www.youtube.com/watch?v=Vp4gBmjsH74 http://www.youtube.com/watch?v=xGfukDMuhdQ http://www.youtube.com/watch?v=bh6xvg_rEUI 159

Below is a checklist for a well-delivered speech. Check YES if you observed it in thevideo and NO if not. OBSERVATION YES NO1. The speaker showed confidence.2. The speaker maintained good posture and eye contact.3. The speaker conveyed his/her ideas well.4. The speaker gave an interesting introduction.5. The speaker gave a good conclusion.6. The speaker used facial expressions and proper gestures.7. The speaker had good pronunciation and maintained a well- modulated voice.C. Stand and Deliver!Choose one quote given by famous authors and deliver a five-minute extemporaneousspeech. Follow the tips given to deliver your speech successfully.“Let’s create an integrated globalcommunity where we have sharedbenefits and responsibilities and wedon’t fight because of our differences.”- Bill Clinton“When we have inner peace, we can beat peace with those around us. When ourcommunity is in a state of peace, it can sharethat peace with neighboring communities.” - The Dalai Lama“We have all known the long loneliness andwe have learned that the only solution islove and that love comes with community.” - Dorothy Day160

“With all my heart I believe that the world’s present system of sovereign nations can only lead to barbarism, war and inhumanity, and that only world law can assure progress towards a civilized peaceful community.”  - Albert Einstein http://www.betterworld.net/quotes/community-quotes.htm Extemporaneous Evaluation Rubrics Fair Good Very Good Excellent Points (1 point) (2 points) (3 points)Topic (4 points) Topic is too Topic could Topic is challenging be more appropriate for Topic is or too easy challenging speaker’s age challenging for speaker’s for speaker’s and skill level. for speaker’s age and skill age and skill age and skill level. level. level.Subject Not enough Adequate In-depth Full subjectKnowledge information knowledgeand is presented of subject is knowledge knowledgeCoverage to judge demonstrated. of subject is (more than speaker’s demonstrated. required). knowledge. .Organization Speech is Speech Speech shows Speech unorganized. follows a logical skill and shows progression. creativity in a strong organization. structure and structure enhances effect of speech. 161

Voice Volume, Voice and Voice and Volume, pronunciation, language are language are tone, timing, or vocal adequate for skillful and inflection, variation the delivery of effective. needs the speech. and improvement. language are used to enhance speech.Manner and Appearance, Appearance Appearance AppearanceAppearance and and body and mannerisms mannerisms are presented are language, mannerisms with business presented like conduct with a or gestures are and style. professional demeanor need appropriate. and personal style. improvement.Closing Closing is Closing is Closing is Closing is missing or clear and well-organized creative and unclear. organized. and effective. contributes to a unified and cohesive presentation.Effectiveness More practice Audience Effort is shown Multiple is needed interest is to maintain maintained. to enhance techniques audience interest. audience are used to interest and artfully and involvement. successfully create audience interest. https://www.google.com.ph/webhp?source=search_app&gfe_ rd=cr&ei=v6W6U768O8zLkAXRhIDACQ&gws_rd=ssl#q=impromptu+evaluation+rubricComments: ___________________________ Scoring: Total Points:____________________________________________ 18-28 Points – Gold_____________________________________ 11-17 Points – Blue_____________________________________ Below 10 Points - Red_____________________________________ 18 points minimum to advance to next level / competition_____________________________________ 162

MY TREASURE Underneath We’re All the Same He prayed--it wasn’t my religion. He ate--it wasn’t what I ate. He spoke--it wasn’t my language. He dressed--it wasn’t what I wore. He took my hand--it wasn’t the color of mine. But when he laughed--it was how I laughed, and When he cried--it was how I cried. Amy Maddox, I6 years old Franklin Community H.S. Spring. 1995 We can learn to see each other and see ourselves in each other andrecognize that human beings are more alike than we are unalike. – Maya Angelou Make a pledge by completing the statement below. My ResolutionIn the past, I have been intolerant of other people’s _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now that I have learned the value of tolerance, I will become _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 163

Module 2LESSON 3______________________________________________________________ Being Sensitive to OthersYOUR JOURNEY“We cannot be more sensitive to pleasure without being more sensitive to pain.” – Alan Watts Being sensitive to others meansunderstanding their joy, their pain, their situation,and where they are coming from. The test of oursensitivity then is when we understand other peoplewithout bias or prejudice. Let the activities here helpyou develop a caring attitude for others. This week’s lesson tells about one man’sundying devotion to his muse and other historicaltrivia during the age of rebirth – the Renaissance.Our featured literary piece is a poem rich in poeticelements. You will also get the chance to understand more about bias that thrives inour society. Using correct grammar in making definitions and acknowledging citationsin preparing a bibliography will help you effectively deliver an impromptu speech at theend of the lesson.YOUR OBJECTIVES For this lesson, here are the objectives to help you as you go through thedifferent activities. • scan for needed information • evaluate listening texts in terms of accuracy, validity, adequacy, and relevance • detect bias and prejudice in the material viewed • give technical and operational definitions • explain how the elements specific to a genre contribute to the theme of a particular literary selection • explain the literary devices used • use the correct sound of English when delivering impromptu speech • use words and expressions that affirm or negate • acknowledge citations by preparing a bibliography 164

YOUR INITIAL TASKS Let’s begin your lesson by working on the activities provided here.Task 1 PICTURES TALK Look at the photos below. What do they reveal about men, women, andchildren? Write your answers in your notebook. A. B. C. 1. With your partner, describe each picture. What do they reveal about men and women? 2. Should women always be pictured as doing household chores and men as warriors? Why?Task 2 MIND YOUR WORD Find out the message conveyed by the comic strip and be ready to share yourideas in class. 165

Discussion Points: 1. What is the character in the comic strip prejudiced/biased for? against? 2. What could be the reason for the prejudice/bias? 3. Is it right to have prejudices or biases? 4. Can you think of words that you could associate with prejudice/bias? Write them in the word web below.Prejudice BiasTask 3 WATCH THAT LABEL A. Here’s a video featuring a Filipina actress who claims that it’s not right to put a label on anyone. Watch it and find out the label attached to her. www.youtube.com/watch?v=xYsvcKfq8E 1. What is the “label” attached to the woman in the video? 2. Do you agree with what the woman said? Why? 3. When you put a “label” on someone, are you also being biased? Explain. 4. What advice would you give to the woman in the video? 5. What comments do you hear from other people about women in the same situation as the actress? How should you react to them?B. Have you heard and seen examples of bias around you? Fill out the table below for more examples of bias and prejudice you have experienced around you. Work on it with your partner. In the second column, write examples of advertisements and in the last column, write the bias found in each example. Examples Biased on…AdvertisementsC. Can biases be avoided? How? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 166

Task 4 BIAS DETECTIVES Source: http://www.sadker.org/curricularbias.htmlAccording to a group of researchers there are Seven Forms of Bias in InstructionalMaterials.They are as follows:1. Invisibility: What You Don’t See Makes a Lasting Impression The most fundamental and oldest form of bias in instructional materials is thecomplete or relative exclusion of a group. With an attempt for inclusion after 1960,many of today’s textbooks are improved, but far from perfect. Women, those withdisabilities, gays, and homosexuals continue to be missing from many of today’s texts.2. Stereotyping: Shortcuts to Bigotry Perhaps the most familiar form of bias is the stereotype, which assigns a rigidset of characteristics to all members of a group, at the cost of individual attributes anddifferences. While stereotypes can be positive, they are more often negative. Sometypical stereotypes include: Men portrayed as assertive and successful in their jobs,but rarely discussed as husbands or fathers. Women as caregivers.3. Imbalance and Selectivity: A Tale Half Told Curriculum may perpetuate bias by presenting only one interpretation of anissue, situation, or group of people. Such accounts simplify and distort complex issuesby omitting different perspectives. A text reports that women were “given” the vote, but does not discuss the work,sacrifices, and even physical abuse suffered by the leaders of the suffrage movementthat “won” the vote. Literature is drawn primarily from western, male authors. Math andScience courses typically reference European discoveries and formulas.4. Unreality: Rose Colored Glasses Many researchers have noted the tendency of instructional materials to glossover unpleasant facts and events in our history. Another example is the notion thattechnology will resolve persistent social problems.5. Fragmentation and Isolation: The Parts Are Less than the Whole Fragmentation emerges when a group is physically or visually isolated in thetext. Often, racial and ethnic group members are depicted as interacting only withpersons like themselves, isolated from other cultural communities. While this form ofbias may be less damaging than omission or stereotypes, fragmentation and isolationpresent non-dominant groups as peripheral members of society. 167

6. Linguistic Bias: Words Count Language can be a powerful conveyor of bias, in both blatant and subtle forms.Linguistic bias can impact race/ethnicity, gender, accents, age, (dis)ability, and sexualorientation. Such words as forefathers, mankind, and businessman serve to deny thecontributions (even the existence) of females.7. Cosmetic Bias: “Shiny” covers The relatively new cosmetic bias suggests that a text is bias free, but beyond theattractive covers, photos, or posters, bias persists. An example is a science textbookthat features a glossy pullout of female scientists but includes precious little narrativeof the scientific contributions of women. Pretend that you are a group of detectives. Using the seven forms of biasdiscussed here, review your school’s English reference books/textbooks and identifyif it has any of those forms of biases. Write the title of the book and put a check markon the form of bias you have discovered in the book(s).Title Invisibility Stereo- Selectivity Unreality Fragmentation Linguistic Cosmeticof the typing Bias BiasBook 168

This time, suggest ways on how to avoid these biases in your English textbook.______________________________________________________________________________________________________________________________________________________________________________________YOUR TEXTTask 5 LOVE IS EVERYWHEREA. Being sensitive to others is one way of showing love and concern. Whose love story do you consider special and worth emulating? Here are photos fromsome romantic films. Match the description of the characters in the movie tothe photos. Danielle, the only daughter of a deceased French nobleman, is made a servant by her stepmother. She also has two stepsisters, one quite kind but the other one really terrible. Still, Danielle grows up to be a happy and strong-willed young lady, and one day her path crosses that of handsome Prince Henry, who has fallen in love with her. Despite some troubles, Danielle and the Prince end up together with the help of the nice Leonardo da Vinci. Rebellious high school student Landon Carter is threatened with expulsion unless he performs in the drama club’s spring musical. At this function, he is forced to interact with quiet Jamie Sullivan who has helped him with his lines. During the play, Jamie surprises Landon and the entire audience with her beauty and voice. While their friendship and admiration for each other grows deeper, Jamie’s cancer gets worse. In 1912 Southampton, 17-year-old first- class passenger Rose DeWitt Bukater who is engaged to be married against her will plans to jump off the ship. Jack Dawson, a penniless artist, convinces her not to. This incident started their friendship which later on develops into a romantic love affair. 169

B. Can you name other movies that speak of great love? Girls, in the future when a man courts you, how would you want him to do it? Boys, how do you plan to win the heart of your ladylove someday? • List down what you dream of in a courtship. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ • Read about the courtship during the middle-ages. Compare it with your “ideal” courtship. Chivalry and Romantic Ideals (Middle Ages, 1100-1500) The knights and troubadours (traveling poets and musicians) of medieval timesopened doors, pulled out chairs, and let their ladyloves order first. These men knewtheir ladies wants and desires, it always came first and foremost in love; winning ladies’hearts was their ultimate goal. Wealthy knights won women’s hands through brave deeds, while the poets wonthem over through their use of words and songs. These ideas were inspired by “courtlylove,” which was a highly idealized and extravagant forbidden affair (mostly amongthe noble class) whose core beliefs were the superiority of the lady, the instability ofdesire, and the ennobling power of love.See more at: http://www.match.com/magazine/article/12357/#sthash.GSRJcl6o.dpuf • When one is in love, one has the tendency to be biased. Name an incident when you did something in the name of love. _____________________________________________________________ _____________________________________________________________ a n Itali aLnopveoeht ansabmeeedn Farraonucne dscuos Pfreo tmrarthche cv eelreybbraetg eindnhinisgl.o Dveurfionrgh tihsefo1r4etv hecremnutus rey-, Lgraeuartae tshtrIotaulgiahn apcooellteoc ftitohneo1f4 pthoecmenst cuaryllebdy “sC eattninzgona iepraet.t”eTrn hefoEr nlygrli icshpoceatllrey .d him t he This w as als o the t ime wh en pe ople we re sta rting to reconn ect th eir relation ship w ith God and oth er men and w omen b rought a bout b y the re discove ry of the classics . This p eriod is called the Reb irth or the Renaissance. 170

• Here are poems from Petrarch’s Canzoniere. Read enjoy the rhyme and rhythm, and discover the message of each poem.• Before you start reading, think about this: How would you describe someone you are passionately in love with? LAURA Translated by Morris Bishop She used to let her golden hair fly free For the wind to toy and tangle and molest; Her eyes were brighter than the radiant west. (Seldom they shine so now.) I used to see Pity look out of those deep eyes on me. (“It was false pity,” you would now protest) I had love’s tinder heaped within my breast; What wonder that the flame burned furiously? She did not walk in any mortal way, But with angelic progress; when she spoke, Unearthly voices sang in unison. She seemed divine among the dreary folk Of earth. You say she is not so today? Well, though the bow’s unbent, the wound bleeds on. The White Doe Translated by Anna Maria Armi A pure-white doe in an emerald glade Appeared to me, with two antlers of gold, Between two streams, under a laurel’s shade, 171

At sunrise, in the season’s bitter cold. Her sight was so suavely merciless That I left work to follow her at leisure, Like the miser who looking for his treasure Sweetens with that delight his bitterness. Around her lovely neck “Do not touch me,” Was written with topaz and diamond stone, “My Caesar’s will has been to make me free.” Already toward noon had climbed the sun, My weary eyes were not sated to see, When I fell in the stream and she was gone. Spring Translated by Morris Bishop Zephyr returns, and scatters everywhere New flowers and grass, and company does bring, Procne and Philomel, in sweet despair, And all the tender colors of the Spring. Never were fields so glad, nor skies so fair, And Jove exults in Venus prospering. Love is in all the water, earth and air, And love possesses every living thing. 172

But to me only heavy sighs return For her who carried in her little hand My heart’s key to her heavenly sojourn, The birds sing loud above the flowering land; Ladies are gracious now – Where deserts burn The beasts still prowl on the ungreening sand.Task 6 THINK ABOUT THE POEMS In your group, answer the questions about the three poems. Laura 1. In the poem “Laura,” how was Laura described by the speaker? 2. In Laura’s “present and past,” what are the common details the speaker remembers about Laura? 3. How does Laura seem to have changed? 4. Though years passed,what aspects in the poem “Laura” remain unchanged? The White Doe 1. What details in the “The White Doe” tell about time and season? 2. What is a doe? 3. How is the doe described in the poem? 4. To whom is the “white doe” compared in the poem? 5. What emotion does the last stanza evoke in you? Spring 1. “Spring” is written after Laura’s death. What does the speaker emphasize about the spring? 2. What makes the speaker describe differently the springtime scene? 3. What does the ending of the poem reveal about the speaker? 4. Who is referred to in the three poems? 5. Petrarch was a fourteenth-century writer. In his poems, what are the situations or feelings that you could relate to? On the other hand, in what ways are the situations or feelings in the poem outdated? 173

Task 7 FIGURE OUT THE MEANING Understand the poem better by analyzing the language of poetry. Think aboutthe answers to the following questions first. Then, with a partner, discuss your answersbefore sharing it with the whole group. 1. What image/s did Petrarch use to compare Laura? 2. How did Petrarch describe his feelings when Laura died? 3. What kind of language is used by poets and writers in describing persons or their feelings dramatically? 4. What is the meaning and effect of the following lines found in the poems: “sweet despair” (Spring) and “suavely merciless” (The White Doe). In addition, how does the meaning of “suavely merciless” connect with lines 7 to 8 of the poem “The White Doe”? 5. What kind of language is used by poets and writers in forming contradiction that often expresses conflicting feelings? 6. What kind of poem are the Petrarch’s three poems?Task 8 SOUND THE SONNET A. Go through the poem “The White Doe” again. This time focus on the structure of the poem. Poems are said to have rhyme and rhythm. Let’s find out the rhyme scheme of this poem. The White Doe Translated by Anna Maria ArmiA pure-white doe in an emerald glade aAppeared to me, with two antlers of gold, bBetween two streams, under a laurel’s shade, aAt sunrise, in the season’s bitter cold. bHer sight was so suavely merciless cThat I left work to follow her at leisure, dLike the miser who looking for his treasure dSweetens with that delight his bitterness. c 174

Around her lovely neck “Do not touch me” eWas written with topaz and diamond stone, f“My Caesar’s will has been to make me free.” eAlready toward noon had climbed the sun, fMy weary eyes were not sated to see, eWhen I fell in the stream and she was gone. f1. How many lines are there in the poem?2. How many lines are there in the first two stanzas?3. How about in the third and fourth stanzas, how many lines are there?4. Study the rhyme scheme. What is the basis of the rhyme scheme?5. How does rhyme and rhythm contribute to the message of the poem? B. Here are sonnets by Petrarch and Shakespeare, respectively. Identify the rhyme schemes of each sonnet and compare and contrast them with each other.Sprin gTranslated by Morris BishopZephyr returns, and scatters everywhereNew flowers and grass, and company doesbring,Procne and Philomel, in sweet despair,And all the tender colors of the Spring.Never were fields so glad, nor skies so fair,And Jove exults in Venus prospering.Love is in all the water, earth and air,And love possesses every living thing.But to me only heavy sighs returnFor her who carried in her little handMy heart’s key to her heavenly sojourn, 175

The birds sing loud above the floweringland;Ladies are gracious now – where desertsburnThe beasts still prowl on the ungreeningsand.Sonnet XVIIIWilliam ShakespeareShall I compare thee to a summer’s day?Thou art more lovely and more temperate:Rough winds do shake the darling buds ofMay,And summer’s lease hath all too short adate:Sometime too hot the eye of heaven shines,And often is his gold complexion dimmed,And every fair from fair sometime declines,By chance, or nature’s changing courseuntrimmed:But thy eternal summer shall not fade,Nor lose possession of that fair thou ow’st,Nor shall death brag thou wander’st in hisshade,When in eternal lines to time thou grow’st,So long as men can breathe, or eyes cansee,So long lives this, and this gives life to thee. 176

Task 9 DISTINCT SONNETS You have read examples of one type of lyric poem-the sonnet. After reading thetwo poems, what similarities and differences did you notice? Petrarchan ShakespeareanDiscussion Points: 1. How does the rhyme scheme in Petrarch’s sonnet differ from Shakespeare’s? 2. What does the rhyme scheme do in the sonnet? 3. Do the words that rhyme in the sonnet relate to the theme of the poem? How? 4. Aside from sonnets, where else can we use the “rhyme scheme”?Task 10 TICKLE YOUR FANCY Imagine how Petrarch’s Laura was like. In your group, work on the task that willbe assigned by your teacher. Group 1 - Based on Petrarch’s description of Laura, draw her image on short bond paper with a dedication addressed to Petrarch. Group 2 - Choose a song that best describes the love Petrarch has for Laura. Group 3 - Prepare and perform a “rap” intended for courtship. Group 4 - Pretend you are Petrarch with undying love for Laura and write a love letter to her. Group 5 - Deliver a short speech addressed to your beloved who has died without saying farewell to you. 177

YOUR DISCOVERY TASKSTask 11 LISTEN TO A POINT Listen as your teacher reads a report from http://www.rappler.com/move-ph/42214-ph-male-female-inequalities accessed on July 2014 about male and femaleequalities in the country. Take note of information that will help you decide whether thenews report is valid, accurate, relevant, and with adequate information.Let’s talk about the news article you just listened to. 1. What is the news article about? 2. What is the source of the news? Is it a valid source? 3. What data about male and female equality in health and survival, education, economic participation, and politics were mentioned? 4. Will you consider this news accurate? Why? 5. How important is this news to your life? 6. Does the article have all the necessary details that you would need to be well informed on the issue? What other data do you need?Task 12 AGREE OR DISAGREE Listen to news articles that will be read by your teacher. On the space provided,write your response to the article. Write the word agree if you think the article is valid,accurate, reliable, and with adequate information, and disagree if you think otherwise. 1. __________ 2. __________ 3. __________ What made you decide on your answers? How do you define: valid, reliable,accurate, and adequate? ________________________________________________________ ________________________________________________________ ________________________________________________________Task 13 READ FOR INFO Scan the given texts and advertisement. Based on your working definition,decide whether or not the content of the article or advertisement is valid, accurate,relevant and with adequate information. Copy the column in your notebook and puta check mark under the column heading that corresponds to your answer. Supportyour answer with proof from the given articles/advertisement. 178

ARTICLES Valid With Accurate Relevant Adequate2013 Manila Social GoodSummit Information The Social Good Summitis an annual, global eventthat brings together moversand shakers to discuss howtechnology and social mediacan be used for social good.For 2013, the summit focusedon how to use social media tohelp prepare for, respond to,and minimize the impact ofdisasters. Listed below are keycontent from the summit: http://www.rappler.com/move- ph/42214-ph-male-female- inequalitiesExplain your answer. ARTICLES Valid With Accurate Relevant Adequate The 2008 NationalDemographic and Health InformationSurvey (NDHS) revealed thatone in five women aged 15-49 has experienced physicalviolence since age 15; 14.4percent of married womenhave experienced physicalabuse from their husbands; andmore than one-third (37%) ofseparated or widowed womenhave experienced physicalviolence, implying that domesticviolence could be the reason forseparation or annulment. http://pcw.gov.ph/statistics/201405/ statistics-violence-against-filipino- women Explain your a nswer. 179

Valid Accurate Relevant AdequateDiscussion Points: 1. What information did you get from the given articles and advertisement? 2. Do they give enough information on the topic? 3. What makes an article or an advertisement adequate, valid, accurate, and reliable? Explain your answer.Task 14 DEFINE THOSE WORDS! A. You were able to give reasons for deciding whether an article has valid, accurate, reliable, and adequate information. Based on your answers to the previous tasks, how do you define those terms? With a partner, be able to define them by completing the sentences below: 1. An article is valid when it _______________________________________ ___________________________________________________________ ___________________________________________________________ 2. Reliability of the article’s content means ___________________________ ___________________________________________________________ ___________________________________________________________ 3. We can say that what we read is accurate when______________________ ___________________________________________________________ ___________________________________________________________ 4. Adequate information calls for __________________________________ ___________________________________________________________ ___________________________________________________________ 180

B. You did well in defining terms like valid, accurate, reliable, and adequate. What helped you in defining them? Let’s try looking at these examples and find out how else we can write sentences that define. 1. The government has passed Republic Act 9710 (Magna Carta for Women) to affirm the role of women in nation building and to ensure the substantive equality of women and men. What is defined in this sentence? How is it defined? 2. “Discrimination Against Women” refers to any gender-based distinction, exclusion, or restriction which has the effect or purpose of impairing or nullifying the recognition, enjoyment, or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil, or any other field. http://www.chanrobles.com/republicacts/republicactno9710.php How is discrimination against women defined? What is the purpose for including the website address? 3. As defined in Republic Act 7610, Child Abuse refers to the maltreatment, whether habitual or not, of the child which includes any of the following: (1) Psychological and physical Abuse, neglect, cruelty, sexual abuse, and emotional maltreatment; (2) Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child as a human being; (3) Unreasonable deprivation of his basic needs for survival, such as food and shelter; or (4) Failure to immediately give medical treatment to an injured child resulting in serious impairment of his growth and development or in his permanent incapacity or death. http://www.lawphil.net/statutes/repacts/ra1992/ra_7610_1992.html What is defined in this item? How is it defined?Discussion Points: 1. What are the ways to define a term within a sentence? 2. What are helpful tips in making definitions? 3. How can your skill in making definitions help you in preparing a technical paper or when preparing for an oral argument? 181

C. This time, give either the operation or technical definition of each of the following terms and concepts. You may use the Internet or your books for the definitions. Be sure to include your source.Words to Be Defined Operational Technical Definition Source DefinitionLovePopulationGlobal WarmingGovernmentRevenuesTask 15 BRING IN THE SOURCE A. Whether in speaking or in writing, you need to cite your source when stating facts. At the end of the quarter, you will present an argumentative speech and it’s important that you build your argument with facts and support all your claims with accurate, reliable, valid, and adequate facts. But how do you make attributions and recognize your source on paper? Work on the exercises that follow to know more about citing your sources. 1. Go over Task 11. Copy the Internet website found in the two items defined. Before the Internet website address or the URL, write first the topic and after the URL, write the date when the material was accessed. ________________,_________________________, ___________ Title of the topic website address or URL date2. Why is it important to acknowledge the source in your speech or in your paper?B. Here are some more reminders in constructing simple bibliography for different types of materials. • Each entry should end with a period. • Italics may be substituted by underlining. • The final document should be double spaced and in alphabetical order by the first word of the entry. • There are several formats for a paper particularly for the bibliography. Formats differ depending on the purpose. Go over the sample types of bibliography and be able to distinguish one from the other. 182

1. Below are standard formats and examples for basic bibliographic information recommended by the American Psychological Association (APA). For more information on the APA format, see http://www.apastyle.org. Format Format ExamplesExamplesBooks Author’s last name, Allen, T. (1974).  Vanishing Wildlife first initial. (Publication of North America. Washington, D.C.: date). Book title. Additional National Geographic Society. information. City of Boorstin, D. (1992).  The creators: publication: Publishing A History of the Heroes of the company. Imagination. New York: Random House.Encyclopedia Author’s last name, Bergmann, P. G. (1993). Relativity. & Dictionary first initial. (Date). In  The New Encyclopedia Title of Article. Title of Britannica  (Vol. 26, pp. 501-508). Encyclopedia (Volume, Chicago: Encyclopedia Britannica. pages). City of publication: Publishing company. Merriam-Webster’s Collegiate Dictionary  (10th ed.). (1993). Springfield, MA: Merriam-Webster. Pettingill, O. S., Jr. (1980). Falcon and Falconry.  World Book Encyclopedia. (pp. 150-155). Chicago: World Book.Magazine & Author’s last name, first Harlow, H. F. (1983). FundamentalsN e w s p a p e r initial. (Publication date). for preparing psychology journal Article title. Periodical title, articles.  Journal of Comparative andArticles volume number (issue Physiological Psychology, 55, 893- 896. number if available), inclusive pages.  Note: Do not enclose the Henry, W.A., III. (1990,April 9). Making title in quotation marks. Put the grade in today’s schools. Time, a period after the title. If a 135, 28-31. periodical includes a volume number, italicize it and then give the page range (in regular type) without “pp.”. Kalette, D. (1986, July 21). California If the periodical does not town counts town to big quake. USA Today, 9, p. A1. use volume numbers, as in newspapers, use p. or pp. for page numbers.  Note: Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. 183

Website or Online periodical: Devitt, T. (2001, August 2). LightningWebpage Author’s name. (Date injures four at music festival. The of publication). Title of Why? Files. Retrieved January article. Title of Periodical, 23, 2002, from http://whyfiles. volume number, Retrieved org/137lightning/index.html month day, year, from full URL Dove, R. (1998). Lady freedom among us. The Electronic Text Online document: Center. Retrieved June 19, 1998, Author’s name. (Date of from Alderman Library, University publication). Title of work. of Virginia website: http://etext.lib. Retrieved month day, year, v i r g i n i a . e d u / s u b j e c t s / a f a m . h t m l  from full URL  Fredrickson, B. L. (2000, March Note: When citing 7). Cultivating positive emotions Internet sources, refer to optimize health and well- to the specific website being.  Prevention & Treatment, 3, document. If a document Article 0001a. Retrieved November is undated, use “n.d.” 20, 2000, from http://journals.apa.org/ (for no date) immediately prevention/volume3/pre0030001a. after the document title. html Break a lengthy URL that goes to another line GVU’s 8th WWW user survey. (n.d.). after a slash or before a Retrieved August 8, 2000, from http:// period. Continually check www.cc.gatech.edu/gvu/usersurveys/ your references to online survey1997-10/ documents. There is no period following a URL.  Note: If you cannot find some of this information, cite what is available. Note: If a document is Health Canada. (2002, February). The Safety of Genetically Modified Food contained within a large Crops. Retrieved March 22, 2005, and complex website from http://www.hc-sc.gc.ca/english/ (such as that for a protection/biologics_genetics/gen_ mod_foods/genmodebk.html university or a government agency), identify the host organization and the relevant program or department before giving the URL for the document itself. Precede the URL with a colon.Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_examples.shtml 184