@ Introduction and Focus Questions ave you ever wondered how is to see different nationalities all in one place? How will you differentiate a Filipino from the rest? How will you know if someone is a Korean, Japanese, or a Chinese when all of them look the same? In this module, you will find out about Afro-Asian people. How are they similar or different from one another? You will also discover that although they are of different races, in many ways, you are like them as they are like you. In the process, you will ask yourself, how is it possible that people do not know ‘one another and yet they are related? Is it possible that you have the same ancestors or blood lines, no matter how remote they are? Is it possible to be united even when @ Content Standard The leamer demonstrates understanding of how Afro-Asian Literature and other text types equip him/her with communication skills that lead to embracing diverse cultural heritage. @ Performance Standard The leamer performs an interactive human exhibit of Afro-Asian literary characters. @ Lessons and Coverage In this module, your learning will be maximized as you take the following lessons: Lesson 1 — Literature as Communication: Literary Folio Lesson 2 — Business Communication: Letter of Application Lesson 3 — Academic Communication: Writing Annotation Lesson 4 — Global Communication: Informative Speech ‘Specifically for Module 4, you will learn the following: Point out the role of literature in enabling one to grow in personhood. Determine what makes a text literary. Achieve sentence fluency in written outputs. Analyze a recorded choral interpretation of a literary text focusing on the theme “Changing Perspectives.” Leaming Module for English - Grade 8+ Produce an e4iterary folio which focuses on the theme, “Changing Perspectives.” + Write a letter of application and the accompanying documents (e.g. resume). «Use the transactional and interactional functions of language in letters of appeal, inquiry, among others. + Define words from context and through word analysis (prefix, roots, and suffixes). + Abstract information from the different text types by noting explicit and implicit signals used by the writer. «Use fixed expressions for business writing. + Read different text types including informational texts + Artive at the meaning of structurally complex and ambiguous sentences by separating kemel sentences from modification structures and expansions. + Analyze, choose, and synthesize information from varied sources. «Achieve brevity in writing. * Show respect for intellectual property rights by acknowledging citations made in reports and researches. + Compile an annotated bibliography of sources for an informative speech. * Use appropriate devices for emphasis. + Write meaningful expanded sentences. + Listen critically to speeches, + Write an informative speech based on the theme “Changing Perspectives.” @ Module Map Here is a simple map of the above lessons you will cover:@ Pre-Assessment Let’s find out how much you already know about this module. Read the text, Towards One Asia. Afterwards, click on the letter that you think best answers the question. Please answer alll items. After taking this short test, you will see your score. Take note of the items that you are not able to answer correctly and look for the right answer as you go through this module. READING TEXT #1 Towards One Asia From: Prototype Lesson Plans in English ll pp. 412-413 Department of Education Towards One Asia Historic changes in Asia brought dramatic and sometimes tragic events in the quest for a peaceful and independent life. Even today, in the international relations of the states in the multi-faceted Asian continent, we see the interaction, interlacing, and clashing of diverse factors — historical, political, socio-economic, cultural and psychological. We are aware of the complex problems which the Asian people have inherited fram both the distant and the recent past, Among these are the gaps in the levels of economic development of the various countries on the continent, the dependent status of many of them in the system of the world’s capitalist economy, territorial disputes, religious contradictions, ethnic differences, among others. These complicated problems become more acute because af acts of subversion of forces hostile to the peace and freedom of Asian nations. As a result, instability still prevails in the Asian region. There are several forces in Asia which firmly uphold the cause of peace. These are the growing movement of peacs-oving, anti-war, and anti-nuclear forces belonging to the progressive parties and public organizations of practically every country in the region. These forces are in the vanguard of intensifying the struggle for peace and stability in the Asian continent. However different their approaches to existing problems may be, the Asian nations are linked by common historical destinies and vital interests. They are coping with these tasks in some similar ways. This is precisely the reason that dictates the necessity of cooperation and gaad neighborly relations. It is then necessary for Asian countries to actively participate in the social, economic, and other fields on a bilateral and multilateral basis. These could be in education and skills training in agricultural and industrial development. Such goodmneighbor cooperation is an effective way of improving the international climate in Asia. This situation in Asia and the adjoining countries urgently requires that the Asian countries evalve politics aimed at averting the threat of nuclear way and achieving peaceful SING PERSPECTIVE 435 are) rnsolution to all issues. This is a choice that Asian can and must make. These joint efforts could bring about an all-Asian forum to consider the complex issues concerning security and cooperation among the Asian nations. 1. If "One Asia” were written in verse, what would it be? It is a/an text A. literary B. nomiiterary C. Informational D. instructional 2. Ifthe reading text is informational il would A. give clear directions or steps in doing activities. B. be rich in opinions and reactions C. be accompanied with pictures. D. provide the facts needed to describe and discuss the topic or subject. 3. Which of the following choices refers to a kernel sentence? Simple Active Extended Declarative gom> 4. Which of the choices best completes the sentence, “We want to explore a new and destination in Asia?” A. Excite B. Excited C. Exciting D. Excitement 5. What kind of business letter is this excerpt, “Attached is a photocopy of the article, Towards One Asia, which we will be publishing once we receive your permission to print it" from? It is from a letter of . A. Authorization B. Excuse ©. Request D. Complaint 436 Coa6. Asia's transformation is due to its fast growing economy. The underlined expression means, . A. change B. transfer C. location D. position 7. What is the kernel sentence in this statement, “They are coping with these tasks in some similar ways."? A. they are B. they are coping ©. these tasks in some D. tasks is some similar ways 8. Which of the choices will you refer to determine if the reading selection is an informational text? A. Itis accompanied with pictures. B. Itis rich in opinions and reactions C. It gives clear directions or steps in doing activities. D. Ithas all the facts needed to describe and discuss the topic or subject. 9. In order to meet criteria on suitability, the writer must consider__. ‘A. audience and purpose B. length of the text C. format and style D. point of view 10. Which of the following choices refers to plagiarism? ‘A. The paraphrased material uses 80% of the words from the original source and includes a parenthetical citation. B. The words taken from @ source are copied exactly. enclosed in quotation marks, and followed by a credit. C. The writer did not acknowledge the source since only the ideas and not the exact words are used. D. The same requirement was submitted by the student to her two professors for an adjunct project. 11. Which of the follo. A. S-symbol B. bimagery c D. choices is highly reflacted in the reading text? . F- figurative language . T- theme SING PERSPECTIVE 43 are) rn17. 12. Why is it important to achieve brovity in writing? ‘A. Verbose writing is not synonymous with intelligence. B. Big words are not needed to make your sound smart. C. Ideas are better expressed when explained concisely. D. Less is more. . Which of the choices should not be published in a literary folio or magazine? A. poems B. editorial C. photographs D. book review . Business letters are for__. A. banking transactions B. financial business transactions C. transactions in small enterprises or industries D. communications in formal written language involving various purposes . As the editor in chief of your school organ you will write a letter to the principal to send you to an international seminar on journalism. What kind of letter will you be writing? A. Letter of Request B. Letter of Approval C. Letter of Complaint D. Letter of Authorization . As a member of the organizing committee on choral interpretation, what will you look. for in a text which will be used by the competing participants? A. vivid words B. variety of roles C. an enchanting story D. repetitive verse or rhythm The ONE ASEAN Committse has asked you to be a judge of the literary folio ‘competition. Which of the criteria below will you use to determine the folio's depiction of the theme? A. responsive B. engaging ©. concise D. formal18. You have been asked by your teacher to make a report on the historic changes in Asia. When you use a direct quotation from a source, you need to cite the following except the . A. author's name B. page number . year of publication D. publishing company 19. You are a judge in an informative speech delivery contest, which of the criteria would you use to assess the provided information? accurate concise audience-centered ‘meaningful pomp 20. In writing an essay about Asia, which of the following would you use to make your kernel sentence more colorful? ‘A. adjective phrases B. prepositional phrases C. appositive phrases D. noun phrase Lesson | Literature as Communication SING PERSPECTIVE 439 are) rnTo give you an overview of the things you will do in this lesson, pay close attention to the expected skills and the lesson map. In this lesson, you are expected to do the following: '* Point out the role of literature in enabling one to grow in personhood. * Determine what makes a tex! literary. * Achieve sentence fluency in written outouts. '* Analyze a video of a choral interpretation of a literary text focusing on the theme “Changing Perspectives,” '* Produce an e-lterary folio which focuses on the theme, +hanging Perspectives,” In this lesson, you are expected to cover the following: SIFT Method for Analzying Literature i Sentence Sie Fluency Choral Interpretation oe CHANGING PERSPECTIVE ul caLet us begin this lesson by reflecting on what you know so far about Thailand. ‘As we go through life, we encounter people from different walks of life. Interacting with them, we are exposed to various views and different ways of understanding and describing common experiences. This often leads us to ponder on the question, “How do we express our views while respecting other cultures?” Explore answers to this question by engaging in a series of learning experiences in this module. Begin by studying the picture below. .| Activity 1: SOMETHING OLD, SOMETHING NEW Work in pairs. Take tums in explaining what you see in the picture below. 1. How many peers have you encountered whose perspective or view of the picture is different from yours? 2. Have you tried convincing your peer af your view? How did you handle differences in points of view? 3. How do you express your view while respecting others? fae Oli 441 ao£ Activity 2: MY CHANGING PERSPECTIVE Take a look at the meaning of the word, perspective. The definition provides an etymology or history of the word, The definition says that perspective also means “mental outlook over time.” This means that views change through time. In this lesson, you will explore your view or persoective of Africa, her people, culture and heritage. Begin by filling out the first part (INITIAL ANSWER) of the IRF Worksheet. perspective (n) htto/www.etymonline.com/index.hp?term=perspective late 14c., “science of optics," from Old French perspective and directly from Me~ dieval Latin perspectivaars "science of optics," from fem. of perspectivus "of sight, optical" from Latin perspectus “clearly perceived.” pp. of perspicere “inspect, look through, look closely al," from per- "through" (see per) + spocere “look at” (see scope (n.1)). Sense of "art of drawing objects so as to give appearance of distance or depth” is first found 1590s, influenced by Italian prospettiva, an artists’ term. The figurative meaning "mental outlook over time” is first recorded 1762. MY CHANGING PERSPECTIVE (IRF) Initial Answer What is my view of | What does litera- Africa? ture as communica- tion mean? Revised Answer Final Answer END OF KNOW: What you will lam in the next set of sections will also ena- ® ble you to do the lessons and activities which involve gathering data that will enable you to produce an informative paragraph. This will help you better un- derstand traditions and values of selected Afro-Asian countries. Let's find out how others would answer the process questions and compare their ideas with your own. We will start by doing the next activity. 442 CoaYour goal in this section is to leam and understand communication in the context of literature. While going through the series of activities on literature and language, continue to think of the question,“How do | express my Perspectives while respecting other cultures: .| Activity 3: AUDIO-VISUAL EXPERIENCE Click the link below to access the youtube video file of the poem, Telephone Conversation hitto://www. youtube.com/watch ?v=YFRHZL30leM Cited) & READING TEXT #2 Telephone Conversation Wole Soyinka /Nigeria The price seemed reasonable, location Indifferent. The landlady swore she lived Off premises. Nothing remained But self-confession. "Madam," | wamed, 5 "Ihate a wasted journey—I am African.” Silence. Silenced transmission of Pressurized good-breeding. Voice, when it came, Lipstick coated, lang goldalled Cigarette-halder piped. Caught | was, foully. 10 "HOW DARK"... .| had not misheard . . . “ARE YOU LIGHT OR VERY DARK?" Button B. Button A. Stench Of rancid breath of public hide-and-speak. Red booth.Red pillar-box.Red double-tiered Omnibus squelching tar. It was reall Shamed 15 By ilkmannered silence, surrender Pushed dumbfoundment ta beg simplification Considerate she was, varying the emphasis— “ARE YOU DARK? OR VERY LIGHT?" Revelation came. “You mean—like plain or milk chocolate?" 20 Her assent was clinical, crushing in its light Impersonality. Rapidly, wavelength adjusted, PECTIVEI chose. “West African sepia’—and as an afterthought, “Down in my passport.” Silence for spectroscopic Flight of fancy, til ruthfulness clanged her accent 25 Hard on the mouthpiece. “WHAT'S THAT?” conceding, “DON'T KNOW WHAT THAT IS." ‘Like brunette.” “THAT'S DARK, ISN'T IT?" “Not altogether. Facially, | am brunette, but madam, you should see The rest of me. Palm of my hand, soles of my feet 30 Are a peroxide blonde. Friction, caused— Foolishly, madam—by sitting down, has tumed My bottom raven black—One moment madam!"—sensing Her receiver rearing on the thunderclap ‘About my ears—"Madam," I pleaded, “wouldn't you rather 35 See for yourself?” Qe PROCESS QUESTIONS: 1. What point of view is used in the poem? Why does the author use this point of view? 2. What is the attitude of the landlady towards the speaker in the poem? What is the speaker's reaction towards this? 4. What message does the poem convey? s .| Activity 4: LITERATURE AS COMMUNICATION Writers communicate their ideas in varied ways. Some write stories while others articulate their perspectives through verses or poems. According to AngelikiCoconi, ‘Literary communication is the contact between the author and the reader. The writer sends a message through his text and the audience receives it. The text comes to life and serves its Purpose only when it communicates with the reader. * Determine how the poets, Wole Soyinka and David Diopconvey their respective message (0 their readers through the use of literary tools. Fill out the Poetry Analysis Concept Map found below: 444 CoaSIFT Method for Analyzing Literature S- SYMBOL An object, person, or place that has meaning within itself but stands for some- thing else in the context of the story |- IMAGERY When an image is evoked through the use of really descriptive language F— FIGURATIVE LAN- GUAGE Includes (but is not limited to) simile, metaphor, hyper- ole, repetition, alteration, ‘among others T—TONE AND THEME Tone is the attitude and author takes on the subject he/she is viriting about Theme = Plot + Tone Source: feachingchan- nel.org Access the video, Analyze Literature Critically Using the SIFT Method, through this website: httos voww.teachinachannel.ora/ videos/sift-method-analyze- literature A. Poetry Analysis Table (SIFT) Telephone SIFT ep Africa Conversation ‘Symbol Imagery Figurative Language Tone and Theme 1. What does the table reveal about the two paems? 2. How does the SIFT method help you determine the 3. similarities and differences between the two poems? 4. Has the activity helped you realize literature as 5. communication? SING PERSPECTIVE 445 are) rnB. Summarize your insights concoming literature as communication. Use the box below. C, Make the presentation of your insights more creative through Werdle.com. Y Click the link, http:/www.wordle.neticreate Y Copy and paste your insights to the box. Click Go and then Submit. Y Import a print screen of your generated wordle to the box found below. ‘SAMPLE WORDLE write _.° receives audience perspectives comesW riters CORtaCEA ngelila communication poems ideas readerfeerve Lie communicates a erarytext CeON articulate author: ‘writer qpurpestinessage sen orlsterzes Communicate Aceording Life"ey® YOUR WORDLEActivity 5: WORD MORPH Have you ever wondered how words are formed? For instance, what is the word, reasonable, a combination of? The price seemed reasonable... The word reasonable which means "in accordance with reason" is formed by adding the suffix able to the root word reason. The process of adding an affix such as a prefix or suffix to a base word is called word derivation, ‘Complete the statements below with the suitable word, 4. His (reveal) caught her off guard, 2. He was wailing for the landiady's (concede) of his request. 3. The landlady’s newest {acquire) is displayed on the table. @ extend your knowledge! Have fun forming new words by doing the interactive exercise on this website: Click this link: http:/www.quia.com/pop/430333.htm. Answer the items and get immediate feedback. As you go through the exercises, answer the following questions: ‘* What score did you get? * How are words farmed? ‘+ How does knowledge of word origins help you understand word meaning? SING PERSPECTIVE rVys are) rn.| Activity 6: MAKING CONNECTIONS You have read about Africa and its people. Find the commonalities land differences between Africans and Filipinos by reading the choral interpretation text found below. READING TEXT #3 The Anatomy of a Filipino By: Prof. Felix Bautista All: Ilike to think that | am a Filipino, that lam as Good, a Filipino as Anyone. Girls: My heart thrills, when, | Hear, the National anthem, being played. Boys: And my Blood Rises, when, | see our flag, Fluttering in the breeze. All: And Yet, find myself asking, How Filipino Am |, Really? Boys: My First Name is American. Girls: My Last Name Is Chinese. Boys: When I' am with Girffiends or more correctly, when, I'am with my Friends, who happen to be girls-| talk to them in English, Girls: If they are thirsty, | buy them, a Bottle BICR of American coke. Boys: If they are hungry, | treat them, to an All: Rightly or wrongly, whether we Italian Pizza pie. like it or not, we are the end prod- All: And when Ihave the money, | give them ucts, of our history a real Chinese Lauria Boy (solo): Considering all these, considering fortunately or unfortunately, our his~ my taste, for many things foreign, what right tory is a co-mingling, of polyglot in- do I have, to call myself, a Filipino? fluences. Girls (solo): Should | not call myself, a culture orphan? The illegitimate child of many wc races? All: Rightly or wrongly, whether we like it or not, we are the end products of our history. Fortunately or unfortunately, our history is a co-mingling, of polyglot influences. Boys: Malayan and Chinese. Girls: Spanish and British. Boys: American and Japanese. All: This is historic fact we cannot ignore, a cultural reality we cannat escape, for to believe otherwise is to indulge in fantasy. Boy (solo): I must confess, | am an extremely confused, and Bewildered young man. Wherever am, whatever | may be doing, | am Bombarded, on all sides, by people who want, me to search for my national identity.All: Tell me the Language | speak should be replaced by Filipino. They urge me to do away with things foreign to act and think, and buy Filipino. Girl (solo): Even in art, lam getting bothered and Bewildered All: The Writer should use Filipino, as his medium, the nationalists cry. Boys: The Painter should use his genius in portraying themes purely Filipino, they demand Girls: The Composer should exploit endless Possibilities of the haunting kundiman, they insist. All: All these sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili. Boys: Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint with the juice of the Duhat? Girls: And must he draw picture of topless Muslim women or Igorot warriors in G-String? All: And if the composer desert the kundiman, and he writes song faithful to the spirit of the Youths of today, does he become Unfilipino? We are what we are today, because of our History. Boys: In our veins pulses blood with traces of Chinese and Spanish and American, but It does not stop being Filipino, because of these. Girls: Our culture is tinged with foreign influences, but it has become rich thereby. All: This mingling, in fact, could speed us on the road, to national greatness. Look at ‘America, it is a great country, and yet itis the melting pot of Italian, and German, British, and French, of Irish and Swedish. Boy (solo); Filipinism, after all, is in the heart. Al: If that heart beats faster, because the Philippines is making progress, if it fils with compassion because its people are suffering, then it belongs to a true Filipino; and it throbs with pride in our past, if it pulses with awareness of the present, if it beats with a faith in the future, then we could ask for nothing more; all other things are Unimportant. Boys: | have an American First Name. Girls: And Ihave, a Chinese Last Name. All: And lam proud, very, very proud, - because underneath these names beals a Filipino heart. e PROCESS QUESTIONS: 1. According to the text, how does a Filipino feel whenever s/he hears the national anthem being sung or sees the national flag? 2. What is the anatomy of a Filipino? Use the table below to write down your answers. Table A Culture Name History Arts SING PERSPECTIVE 449 are) rn3. What perspectives of being a Filipino does the writer provide? Is there a change in these perspectives in the latter part of the text? Can this be observed in the other reading text? Plot this using the table found. Cite lines from the reading texts to prove your answer Table B: PLOTTING CHANGES IN PERSPECTIVE Changing ‘African The Anatomy of a Filipino Perspectives David Dio Prof. Felix Bautista INITIAL FINAL 4, What should be considered in choosing a text for choral interpretation? What makes this text suitable in terms of its message, musicality and ability to stimulate imagination? Table C: The Anatomy of a Filipino By: Prof. Felix Bautista What message does it express? Is it valuable? Ts there a sense of musicality in the selection? How does the writ- er achieve this? Does the text stimulate imagina- tion? How? 450 CoaActivity 7: LIGHTS, CAMERA, ACTION! There are many ways to communicate a certain message. One of these is through the language of the camera. As you view and listen to a video of a choric interpretation of “The Anatomy of a Filipino” by Professor Felix Bautista, pay particular attention to how the message is conveyed through certain shots. Before you do that, gear up by being familiar with the terms found below. A. Film Grammar B. Visual literacy Exercise Using what you have leamed about the basic camera shots, analyze this video and determine if there is variety of shots, Use the grid below to capture your observation. * Click this link: hitp://www.youtube.com/waich? v= ZUuV5oyGRe&feature=related © Watch the video and make a tally of the shots used. Camera Shot Types | Tally of Shots Analysis Extreme Wide Shots Wide Shots Medium Shots Medium Close Ups Close Ups Extreme Close Ups PECTIVE royPROCESS QUESTIONS: 1. Are different shots used in making the video? 3. What can be done to improve this video? What is the purpose for each type of shot? ee e-xtend your knowledge! Click this link and know more about making meaning through visual images: http//portals. studentnet.edu.aulliteracy/Minisites/ CEGGSDarlinghurstrevised/viiteracy/meaning.htm ‘Summarize what you have learned by answering the question: How do you make meaning through the use of visuals?“Speech choirs are performance groups that recite speeches in unison, often with elements of choreography and costuming to help bring the speech to life. Much like musical choirs, dynamic — volume — range, expression and accurate coordination of syllables are all important for a successful performance. Speech choirs date back to ancient Greece, where they were an integral part of most plays.” Chris Magyar Elements of a Speech Choir \| Activity 8: SPEAK EASY! ‘As you prepare for your choral interpretation, get to know some important tips and techniques. Take a look at the anatomy of a speech choir in the illustration below. Verbal Expression: Voice: medium (deep voice) Diction, Intonation, Stress and dark (very deep voice) Members: 25-40 participants Content Piece: + Often poems or poetic verses * Prose texts can also be used Non-Verbal Expres- Non-Verbal Expression: sion: Facial Expres- Facial Expression, Gestures sion, Gestures and Body and Body Movement Phato Source: http://kearsneychoir2012.blogspot.com/ fae Oli 45. ao| Activity 9: EXIT SLIP ACTIVITY 9: EXIT SLIP Fill out the table below to capture your learning challenges and successes. Most IMPORTANT EASIEST fact or Most DIFFICULT thing discussed inthis concept to remember Idea to understand session 454 LeaNIelN CoaActivity 10: LANGUAGE IN FOCUS forwards ideas clearly and fluidly { READING TEXT #4 South African social upliftment- win-win tourism. © Chris Marais htto:!/www.southafrica,net/sat/contenven/zalfulkarticle? 1=5890&sn=Delail&pid=4328South-African-social- upliftment Body Shap founder Anita Roddick once said: ‘The majority of usdo not want our holidays to be at someone else's expense, particularly when we go to developing countries. As consumers, we have the right to know the impact that our money and holidays have on people in these destinations.” South Africa, social upliftment projects have been developed that take the thought one step further, and to maximize the benefits that guests bring to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal to find a win-win path that helps redress past inequalities, to support South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. For South Africa, it's a natural match since many of the poorest communities are found in the most scenic surroundings, country's heritage is a natural tourism asset, and South African cultural projects are fascinating. You'll find South African social upliftment projects in the form of tour guides, small township restaurants, community members acquiring equity and training through the generosily of larger operators, rural people trained in conservation issues, and the showcasing of lifestyles. I's a whole shift in tourism and South Africa is pioneering a new way. The benefits on the ground are life -changing for all concemed. One tour operator expressed it this way: ‘Because of tourists’ contributions, we have been able to help people in ways beyond our wildest dreams. We've got these champions all around the world. It started ‘small, but suddenly, there's a real groundswell.’ Read the informational text found below and think about haw the writer BICR South African social upliftment Behind social uplift: ment projects - wheth- er initiated by govern- ment, individuals or corporates - is a con- scious goal. This is to find a new path that can redress past ine- qualities, support South African commu- nity tourism, increase quality of life, and of fer visitors an enrich- Ing experience. DID YOU KNOW? The upliftment of women is a priority in South African poverty projects. wes SING PERSPECTIVE 455 ae} ao@ PROCESS QUESTIONS: 1, What are the different uplifment projects in South Africa? What is the goal of the social upliftment projects in South Africa? Why is tourism the best way to achieve this goal? Has the reading text give you a new way of looking at Africa? What new perspective of Africa does the article provide you? Does the writer forward his ideas clearly? How did he achieve effective communication? Paren ing Sentence Fluency Nk, Achi 2: Do you make your readers slide smoothly or trudge wearly as they move from ‘one sentence fo another? How do you achieve rhythm and flow in your writing? Read the excerpted paragraph below and study the sentences South Africa has social upliftment projects. The government initiated some. Individuals or corporations developed the others. There is a conscious goal. It's to find a win-win path. This is to address inequalities. Support the South African community tourism . Did you trudge wearily while reading the paragraph? Compare the previous one with this: In South Africa, social upliftment projects have been developed that take the thought one step further, and to maximise the benefits that guests bring to our country. Some are initiated by government, others by individuals or corporates. But behind them is a conscious goal: to find a win-win path that helps redress past inequalities, to support South African community tourism, to increase quality of life and in many cases, to offer visitors a deep and enriching tourism experience. For South Africa, it's a natural match since many of the poorest communities are found in the most scenic surroundings. Do the sentences flow smoothly? Are there too many short or long sentences? Do the sentences begin in different ways? Why is it important to vary your sentences structures? chy) CoaAchieve variety in sentence structures, Sentences are made up of one or more clauses. A clause is a group of words containing a subject and a predicate, An independent clause can stand alone as a sentence. A subordinate clause does not have a complete idea thus it is dependent on a main or independent clause. A simple sentence is comprised of a subject and a predicate. An independent clause is considered a simple sentence. The benefits on the ground are life-changing for all concerned. A compound sentence is made up of two or more simple sentences or independent clauses. These structures are joined together by coordinating conjunctions (For, And, Nor, But, Or, Yet, So) or a semicolon. The following conjunctive adverbs are also used to combine the parts of a compound sentence: accordingly, also, finally, furthermore, however, hence, moreover, otherwise, therefore, thus. The country’s heritage is a natural tourism asset, and South African cultural projects are fascinating. A sentence that contains an independent clause and a subordinate clause is called a complex sentence. As consumers, we have the right to know the impact that our money and holidays have on people in the destinations. A sentence that has two independent and one or more subordinate clauses is a compound-complex sentence. For South Africa, it's a natural match since many of the poorest communities are found in the most scenic surroundings and many of these African folks need a steady source of income. For South Africa, It’s a natural match since many of the poorest communities are found in the most scenic surroundings and many of these African folks need a steady source of income. SING PERSPECTIVE 457 are) rn+ Varied sentence structure, length, and beginning = Sentence construction enhances meaning * Oral reading is smooth and easy http://www farroutlinks.net/blog/images/sentencefluency2.ipg Use the SENTENCE FLUENCY chart above to analyze the rhythm and flow of Reading Text 3. Identify the kinds of sentences according to structure. Make a tally of the variety of sentences used in the text. In the third column, explain whether or not the writer has achieved sentence fluency. Justify your answer. Kinds of Sentences Frequency of Use Your Analysis Simple Compound Complex Compound-Complex 458 Coa\| Activity 11: THREE MINUTE PAUSE @ ‘Take a breather from the previous activities by doing the following: 4. Summarize Key Point so Far 2. Add Your Own Thoughts Pose Clarifying Questions Activity 12: WRITE IT RIGHT! | You are a member of ONE ASEAN's Exhibits e Committee. Your task is to write a paragraph of how Africa meets the challenges of the 21% century. This short write-up will be featured in the exhibit of nations participating in the intemational conference for the youth. The write-up must be easy to read. Be guided by the scoring rubric found below: 4 3 2 7 * Highlyread- [+ Grammatr|~ Mechanical |» Very hardto able—ajoyto| cally cor- but readable. | read—you share aloud, rectsen- | * Awkward slow down, re SENTENCE |, “Easy going tences moments read, but FLUENCY flow, rhythm, outweigh stil. and cadence, | * variety in smooth, nat |* Does not + Virtuallyeve- | lengthand | ural phras- always make ry sentence structure. ing. sense—is begins differ- + Gangly run- this a sen- ently. = natural, ons or chop- tence + Informational pleasant pysentenc- |* Awkward writing crisp phrasing. es. words and and to the «Repetitive sentences point. beginnings. Adapted from: www. milwaukee.k12.Wwi.us/.../6+Trait+Rubric+fortSentence+Fluency CHANGING PERSPECTIVE 459 Tea oe Roma: aie eee\| Activity 13: PAUSE AND PONDER Go back to the previous section. How many of your initial ideas are found in the discussion? Which ideas are different and need revision? Fill out the REVISED ANSWER boxes. CHANGING PERSPECTIVE (IRF) Sw Initial Answer Revised Answer FRI What is my view of | What does litera- Africa? ture as communi- cation mean? END OF PROCESS: In this section, the discussion was about your perspec- ®s tives concerning Africa and her people and literature as communication Now that you know the important ideas about this topic, let us go deeper by moving on to the next section Your goal in this segment is to apply what you have learned in Refiect and Understand the previous literary and language foci activities. Take a look at the picture below. Is the situation depicted similar to what »| WoleSokinya presents in “Telephone Conversation?” Have you experienced this situation? How would you deal with it? What do you mean te ane et salbler How will you express your perspectives while respective other cultures?Activity 14: INTERCULTURAL DIALOGUE Let us say you are attending the ONE ASEAN Intemational Conference for the youth: You are conversing with other delegates from different African-Asian countries. You do not agree with the viewpoints of your fellow delegate. Write the conversation below, share... lets be happy Disagreeing Politely Think of a topic or issue that you are bound to discuss with the other delegates. Create a dialogue wherein you would be expressing a viewpoint that is different from theirs. Use polite expressions to express disagreements and offer an explanation: * Idisagree because. . © The way I see it.. * Tmagainst it because. * Instead, | think that, . * Imafraid I don't agree with you... * Imafraid I cant agree + Lam afraid I completely disagree with you.” fae Oli ao\| Activity 15: TEXT TO TEXT CONNECTION A. Brainstorm on the commonalities and differences among informational and literary toxts. Use Reading Texts 1 and 4 as your basis, B. Use your notes in A to make a concept map on these two types of texts. Comparing Text Types thenture \ \ } } C. Formulate your generalizations. South African ‘Telephone Social Upliftment Conversation vy. LeaNIelN Coahow to communicate your perspectives to others while respecting their cule = END OF REFLECT AND UNDERSTAND: In this section, you have learned tures. You have likewise leamed about communicating ideas through informa- tional and literary text types, ‘What new realizations have you arrived at? What new connections have you made for yourself? Initial Answer Revised Answer Final Answor What is my view of | What does litera- Africa? ture as communi« cation mean? Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. fae Oli YS} aoTransfer Your goal in this section is to apply your leaming to real life = situations. You will be given a practical task which will demonstrate your understanding. You have learned in the previous segments that literature is a form of communication. How do writers share their work with others? Aside from textbooks and anthologies, where can you read literary works? Take a look at these selected pages from the literary folio called Mitna. Remember to continue to think of the questions you have previously explored: 1. What are the perspectives forwarded in the literary folio? 2. How are these perspectives forwarded with due respect to others or other cultures? contents FOREWORDe PROCESS QUESTIONS: 1. What is a literary foliofmagazine? 2. What should be considered in making a literary folio? 3. What are the elements of a literary folio? Use the checklist below to analyze the folio found in the previous page. Write your comments on the third column. Title of the Literary Indicators Your comments. [Magazine is visually [Cover of magazine is dynamic lappealing, Jand draws one into its pages through its illustrations and cov. Jer lines. Information provid- Information in magazine has no led in magazine is factual errors and is current, up-| laccurate. to-date, and pertinent. information in maga-|Magazine layout is easy to fol- Izine is we low so that finding information is| lorganized. Jsimple and quick. Page num- lbers are visible and there are Ino extended page sections |(such as advertisements) that Imake finding page numbers dif- Magazine Is cultural-|Magazine presents information ly diverse irom many diverse points of lview and cultures; articles are Jculturally diverse so that anyone| lwha reads it can find something thay can relate to and enjoy. Adapted from: Rubric ID: 1248058 htto://rubistar dteachers.org/index.php?screen=ShowRubric&rubric id=12480588 SING PERSPECTIVE V4.) are) rnf \| Activity 18: PRACTISE MAKES PERFECT! P\\ou are mombors ofthe Asin Literati Society's screening committee for the Vv |lterary folio. You are tasked to make a prototype page which features an existing literary text delving on the theme, “Changing Perspectives.” Discuss with a group of young writers the importance of writing a literary text that reflects the theme of the literary folio. Also, explain the importance of using literary tools and techniques that will effectively communicate the theme or message to the intended readers. Tell them that a literary text must be responsive and engaging for it to be accepted for publication. Place the prototype folio page and your written explanation in the box provided below. CTY) CoaActivity 19: WATNED LITERARY FOLIO CONTRIBUTOR! The Asian Literati Society is looking for contributors to their latest volume of literary folio. This folio will be published and distributed during the ONE ASEAN forum. You are tasked to contribute an original literary piece which reflects the theme, "Changing Perspectives.” As you write your original literary piece, reflect on the question: How can | express my views while respecting other cultures?” Inspiring Successful Writers. Photo credit: http://maineberrypatch blogspot, con/2012/05/tos-crew-review-writeshop.html 1 PREWRITING: Organize your thoughts by using the SIFT METHOD. Note that the theme is your first consideration in producing this literary piece Symbol Imagery Figurative Language Theme Changing Perspectives PECTIVEIL WRITING: Write your first draft below I. POST-WRITING AL Pe using the SIFT method. and spelling errors. C. Evaluating: Be guided by the scoring rubric found below: r Review: Exchange your 1* draft with a peer. Critique each other’s work B. Revising and Editing: Revise your work based on your peer's critique. Next, proof-readers go over the printed original several times. Focus on typographical ‘FOutstanding | 3Satisfactory | 2 Developing Wiiter uses vivid | Witer uses vivid Writer uses words words and words and that communicate limited vocabu- phrases that inger | phrases thatlin- clearly, but the lary that does not m —_ oF draw pictures in | ger or draw pic- writing lacks varie- | communicate % _ thereader’s mind, | tures in the read. ty, punch ar fla, | strongly or cap- Band the choice ors ming, Occasionally, the ture the reader's 3 and placement of words are used interest. Jargon 2 the words seems inaccurately or or dliches may be accurate, natural seem overdone present and de- ‘and not forced. ‘ract from the ‘meaning, Theme is clearly | Theme isfaity | The reader must | No theme is stat- zx__| Stated and obvious | obvious tothe | look for the theme | ed, B | tote racer. reader. is not obvious. é$ 6 Allthe poems are | The poems are | Only 1 poem is Poems are not — | relevanttotne | relevantto the | relevantto the _| related to each chosen theme. | chosen theme. | theme. other or toa par- ticular theme, CTY) Coa1g: Coordinate with your peers in order to create an editerary fc magazine out of your individual outputs. Follow these directions: 1. Arrange the pooms created by each member of the class. 2. Finalize the layout of the folio. 3. Use Microsoft Publisher to create the folio. Save it as a PDF file. 4. Click this link, http://www. flashflipbook3d,com/free-e-magazine-creator/index.html, and download the Free E-Magazine creator. This software will easily convert the text file of your literary folio. 5. Send an attachment of the converted file to your teacher's email address. \| Activity 20: LESSON CLOSURE A. The lesson is about |. One key idea is . This is important because . Another key idea is . This matters because = In sum, the lesson SING PERSPECTIVE rvs) are) rnEND OF TRANSFER: In this section, your task is to contribute an original @® work to a literary folio. Reflect on these questions: How did you find the performance task? How did the task help you see the real world use of the topic? LeaNIelN CoaLesson 2 Business Communication Communication is defined as the process of /” Py: sending, giving and exchanging of ideas or f= [-O LIN, aot information thraugh a medium which is. usually language. It serves as a transport link among us 80 it keeps us in touch with people. Imagine if this breaks dawn. What do you think will happen? Effective communication then is an essential part in many areas your life- your studies, future employment, and building relationships. Consider how you get your message across? How do you express your ideas? your needs? Likewise, how do you respond to others’ ideas and needs? Therefore, careful consideration of audience and purpose brings about effective ‘communication and fosters understanding among cultures. This lesson provides opportunities for you to become effective communicators. AS this focuses on the theme: Changing Perspectives, you will be studying reading selections particularly from Singapore that are rich in socio-cultural values and attitude that will help you develop critical thinking skills to evaluate, make wise choices, and formulate fair judgment and decisions. Your communicative competence will be challenged as you write business letters. When you go through the activities, it is important to bear in mind the questions: What does it take to be an effective communicator? How do you express your perspectives while respecting other cultures? What makes perspectives credible? ar In this lesson, you will leam the following Objectives: + Listen for details + Deliver a speech using correct stress for emphasis. ‘Define words from context and through word analysis (prefix, roots, suffixes). + Abstract information from the different text types by noting explicit and implicit signals used by the writer. + Acquire critical thinking skills essential for evaluation, forming judgment, and making decisions. Develop the value of respecting ather's point of view. Use the transactional and interactional functions of language in letters of appeal, inquiry, etc. + Use fixed expressions for business writing. + Write a letter of application and the accompanying documents (e.g. resume). SING PERSPECTIVE 471 are) Ca en”Lesson Map ((uineofthe Lesson) Below is the lesson activities map to guide you in Business Communication. aa PROCESS Recall. Asia's landmarks and beau- Listening: Noted asta tu spots. Speaking: Delivering a speech 2. Tilles of some Asian coun- (stress) tres. == " Reading: Noting details 3. Some of Asians remarkable | | a Character Analysis, Thinking tools lary: Context Clues UNDERSTAND | Film Clip- Observation Diary Thinking Tools PRODUCT — Selections: Review on the research on “Bumboat Cruise on the Business letters- kinds, ‘Singapore River" format. mechanics, ex- Editorial pressions On sites of cultural inter- Drafts on the different kinds of change Business Making Inference Classifying Information Vocabulary: Structural Analysis and Word Association Letters (Group Differenciated Tasks) Research Resume GRASPS. Final Output Structure: Transactional and CHANGING PERSP ae 4-12 Leamin‘My Learning Goals... KNOW Let us begin by finding out how well you know about your Asian neighbors. They may be different in a way but it is important to know your fellow Asians. ACTIVITY 1: IT’S MORE FUN IN ASIA! Identify the country where the following landmarks/beauty spots can be found. The given letters are the clues. nationsonline,org 2 D nationsonline.org fae Oli a:http://en,wikipedia,org/wiki/File:Caves_entranceexit pg wallcoo.nettic.howstuffworks.com How do you feel as you look at these oreath-taking pictures? Do you remember your lessons in your Social Studies class? Which do you want to visit? Why? In the first three quarters, you leamed about these counties. In the selections you took up, you came to know the culture of our Asian neigh- Ss bors that brought about their identities. As you do the next activity, ask yourself why you need to know more about our Asian neighbors. How does effective communication serve as our bridge to them? What does it take to be an efficient commun cator? CHANGING PERSPECTIVE aaa————_—_— SS SS SS =——S=S==== ACTIVITY 2: DEAR ASIANS “S Identify the countries being referred to in the table below and describe the people in terms of traits and characteristcs. Share your answers with a partner and with the whole class, TLE ‘COUNTRY REMARKABLE PEOPLE'S TRAITS/ CHARACTERISTICS Land of the Rising Sun Land of the Morning Calm Birthplace of Islam Pearl of the Orient Seas The Land of Smiles The Subcontinent The Middle Kingdom Now, you know how each country is called and I suppose by now you feel proud for being a Filipino, So, let's learn more about another very interesting country, Look at the picture below. Can you tell what Asian country 's shown in the picture? Write the missing let- http://www. featurepics.com ACTIVITY 3: KWL CHART (4 Fill out the first and the second columns only of this chart. Study the questions under the given topic. ? TOPIC: Singapore How da you see Singapore as one of aur Asian neighbors? What do you know abaut her people? What similarities do Singaporeans have with ather Asian countries including the Philippines?What I Know What I Want to Know What I Learned You have partially filled aut your KWL Chart, Let us find out if you will be able +10 complete it without changing any of what you already have written, PROCESS Your goal in this lesson is to learn and understand key concepts related to this fast growing country by reading selections and listening to texts about her people's values and attitudes and their culture as a whole. We will start by doing the next activ- ity. Are you excited to learn more? I'm sure you are. Activity 4: Questions That Matter Listen to the excerpt from Singapore’s Prime Minister Lee Hsien Loong’s Na- tional Day 2012 Message. Before you do, study the Question Creation Chart ( Chart) then while listening, accomplish the chart by creating questions using one word from the left column and one word from the top row. Form graups af three and answer the questions you have formed. Discuss your answers with the entire class. Question Creation Chart (Q-Chart) 1s Did Can’ Would Will Might Who What Where When How Why Listening Listen to your teacher as she reads Prime Minister Lee Hsien Loong’s National Day 2012 Message. Then, answer the following questions: SING PERSPECTIVE 477 are) Ca en”e 1. What questions have you formed? 2. Are the questions you have formed important that they need to be addressed? 3. Given the chance to meet Prime Minister Lee Hsien Loong, which of the question ‘would you like to ask of him? Why? x Activity 5: Say It Right A copy of the text used in the listening activity will be given to you. Note that the speaker would like his listeners to do something. He wants them to act. How do you think should this speech be delivered? Pick out at least three paragraphs and deliver them in the class, You will be rated based on a set of criteria: Draw a happy face ©) if each indicator below is evident, otherwise, draw a sad face (2) ____Eye contact was evident. ____Exuded confidence, Gestures and facial expression were appropriate. ____ Mastery of the piece was evident. ____Voice projectian was good. _Used emphasis and showed enthusiasm ___ Did not use unnecessary movements and filars such as ah, um, am, etc. __ Rate of speech was good; did not speak too quickly or tao slowly. Pronunciation and articulation were correct. 89 © Outstanding: 67 © Very Satisfactory 45 © Satisfactory: S-below G) Needs Improvement: