Myeshaena C.

Marcial September 26, 2019

EDUC 107 T.T.H 7:30-9:00 AM
Activity No. 16
Conceptualization

GRADE 9, SECOND QUARTER MODULE 1

Lesson 1: Compare and contrast similar information presented in different texts.
The following texts are taken from the Grade 9 Learner’s Material: A Journey Through Anglo-American
Literature.

Aud Lang Syne Lyrics I Think Continually of Those Who Were Truly Great
English Version Stephen Spender

Should old acquaintance be forgot I think continually of those who were truly great. Who,
And never brought to mind? from the womb, remembered the soul’s history.
Should old acquaintance be forgot, Through corridors of light where the hours are suns;
endless and singing. Whose lovely ambition was that
And auld lang syne?
their lips, still touched with fire, should tell of the Spirit
clothed from head to foot in song, and who hoarded
For ault lang syne, my dear, from the Spring branches the desire falling across their
For auld lang syne, bodies like blossoms.
We’ll take a cup of kindness yet,
For auld lang syne. What is precious is never to forget the essential delight
of the blood drawn from ageless springs. Breaking
And surely you’ll buy your pint cup! through rocks in worlds before our earth. Never to deny
its pleasure in the morning simple light nor its grave
And surely I’ll buy mine!
evening demand for love.
And we’ll take a cup o’ kindness yet,
Never to allow gradually the traffic to smother, with
For auld lang syne. noise and fog the flowering of the spirit.

We two gave run about the slopes, Near the snow, near the sun, in the highest fields, see
And picked the daisies fine; how these names are feted by the waving grass and by
But we’ve wandered many a weary foot, the streamers of white cloud and whispers of wind in
Since auld lang syne. the listening sky. The names of those who in their lives
fought for life, who wore at their hearts the fire’s
center.
We two have paddled in the stream,
From morning sun till dine
Born of the sun they traveled a short while towards the
But seas between us broad have roared sun, and left the vivid air singed with their honor.
Since auld lang syne.

And there’s a hand my trusty friend!

And give us hand o’thine!
And we’ll take a right good-will draught,
For auld lang syne.

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
 To compare and contrast two pieces of writing ,one should ask some of the following questions
(The Writing Center, n.d.): What do they depict? What is their tone or mood? What were their tone?
What were they created for? What themes fo they address? In doing this, one can use techniques like
drawing Venn diagrams or charts, or simply write them down on paragraph form.

Below is an exaple of contrasting and comparing similarities of the two texts:

Similarities

The two texts are dramatic poems that involve the concept of “greatness” in that Auld Lang Syne
celebrates he greatness of the people we love and I Think Continually of Those Who Were Truly Great
is one that commends the greatness of creative geniues and visionaries and heroes in history who left a
mark in the world.

Both texts use figurative language. The first text uses metaphor in the phrase “cup of kindness” to present
the idea of how drinking with old friends can bring one back to a less problematic time of innocence and
gaiety of the heart, as well as personification in “the seas between us broad have roared”, indicating that
there has been a great gap between them throughout youth and old age. The second text is abound with
personification such as “…the Spirit clothed from head to foot in song…” which refers to a feeling of
elation and inspiration.

Differences

Only the second text talks about what endures through time as can be understood in the lines, “see how
these names are feted by the waving grass,” and “…they traveled a short while towards the sun, and left
the vivid air signed with their honor.” The poem clearly states how people who have done great will be
honored and immortalized by nature itself (nature here refers to the connection of each person to the
natural order of culture and history of men). The first poem on the other hand does not talk about what
endures through time as its whole theme is recounting memories of old friends, and memories can only
be alive as long as there is someone to remember them.

Another difference is that only Auld Lang Syne is marked with vivid imagery, such as in the lines, “we two
have paddled in the stream, from morning sun till dine” and “we two gave run about the slopes, and
picked the daisies fine”. These narrations can be easily imagined in the mind because they are regular

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
human actions that can be done by anyone. On the other hand, I Think Continually of Those Who Were
Truly Great makes use of several abstract imageries such as, “the essential delight of the blood drawn
from ageless springs” and “from the Spring branches the desire falling across their bodies like blossoms”.
These cannot be imagined unless treated with poetic interpretation because human experience does not
encompass these abstractions.

GRADE 9, SECOND QUARTER MODULE 1

Lesson 2: Shift from one listening strategy to another based on topic, purpose, and level of
difficulty of the argumentative or persuasive text.

There are three main types of listening skills according to SkillsYouNeed (n.d.)

Information listening or listening to learn is done with concentration or conscious effort to understand
a speech. When we listen to learn, we are taking in new information and facts but we are not yet criticizing
or analyzing. This listening skill is often accompanied by note-taking as a way of recording key
information.

Critical Listening or listening to evaluate and analyze is done to evaluate or scrutinize what is being
said. It is more active than information listening as it involves problem solving and making decisions about
an opinion. This listening skill allows the listener to align received information to current knowledge and
make judgment accordingly. In this type of listening skill, questions like “what is the main argument being
presented?” and “what is the speaker trying to say?” are asked.

Empathic listening or listening to understand feeling and emotion is done to attempt to understand the
feelings and emotions of the speaker. It is a way of connecting with a person through understanding his
point of view.

There are 9 active listening strategies according to Palmer (2014)

Before- Listening Strategies

1. Connect. This is thinking about what one already knows about the topic. It helps in connecting
information heard to what one already knows about the topic.
Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
2. Predict. This is making guesses about what one may learn after listening. This helps the brain focus
on a learning goal.
3. Talk About New Words. This is done if there is a pre-selection of new vocabulary words or terms. The
listener should be marking these words and should be gathering its meaning.
During-Listening Strategies
4. Listen for answers. Listeners must turn the titles of an assigned topic to a question. Listening to get
answers will keep the mind more active and alert.
5. Take Notes. Outlining, layering, or even creating charts will help the listener to remember ideas.
6.Re-listen. When ideas are hard, a listener can backtrack or re-listen to a line to clear up confusion.
After-listening Strategies
7. Respond. A listener must discuss what he has learned by asking questions like “what do I agree or
disagree on?” or “what parts do I like best?”
8. Summarize. To ensure that the topic has been understood, a listener must summarize to himself the
content of what he has listened to.
9. Extend. A listener needs to read and listen to other sources for additional information in order to make
the learned topic more meaningful.

Employing these listening skills and strategies will allow the listener to answer the following questions
from Task 6 of the Grade 9 Learner’s Material: A Journey Through Anglo-American Literature:

(These questions are based on the YouTube videos “Everybody Can Be Great, Martin Luther King, Jr,
and “Oprah Winfrey March on Washington Speech: Winfrey Asks Washington ‘How Will the Dream Live
On?’” and answers are based on the context of those videos.)

First Video
Speaker: Martin Luther King, Jr.
Topic: The definition of greatness.
Purpose: To tell people that they can be great as long as they can serve.
Audience: His congregation.
Signposts and Keywords: greatness, servant, serve, heart full of grace, soul generated by love
Main idea: Service is the true meaning of greatness.

Second Video
Speaker: Oprah Winfrey

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
Topic: How to keep the legacy of Martin Luther King, Jr. alive for the African-American people’s civil and
economic rights in America.
Purpose: To inspire African-American people with Martin Luther King, Jr.’s ideals.
Audience: African-American people attending the March on Washington.
Signposts and Keywords: freedom, how will the dream live on, injustice, a life of service, courage
Main Idea: Social Injustice and Inequality for the Blacks must be continually fought against through
walking the courageous path of Martin Luther King, Jr.

1.) Who was Martin Luther King Jr.?

Martin Luther King Jr. was a social-rights activist whose ideals inspired African-American people
to march for their economic and civil rights. He is also a Baptist minister who inspired greatness
by instilling to his people the importance of service through love.
2.) According to him, who has the potential to be great?
Everyone can be great as long as they have the willingness to offer their service to humanity.
3.) How does Oprah Winfrey pay tribute to the greatness of Martin Luther King, Jr.?
Throughout her speech, she commended King’s unwavering ideals towards freedom and justice
that allowed for the oppression of the Blacks to be stopped. She quoted King’s “let freedom reign”
and “injustice anywhere is a threat to justice everywhere”. She also recalled the progress they
have made from that same march 50 years ago to where they are at that present day.

4.) How does she persuade her audience to take the path towards greatness?
She reminds people to reaffirm their commitment to King’s ideals of freedom, justice, and equal
opportunity. She emphasizes King’s notion of greatness being attainable by everyone so long as
they can serve. She tells the audience to walk the courageous path that King has forged.
5.) How do the Signposts and Keywords aide you in determining the main idea of the speech?
With words such as freedom, inequality, service, and greatness, we know that the speaker/s is/are
talking about fighting against oppression through helping lift up one another. Chunking information
into smaller parts like these help the brain process the information with more ease.
6.) How do these details aide you in comprehending the speech better?
The details aid by giving context clues as to what the speech is all about. Although the listener
has never heard about the Washington March before, he can tell that Winfrey’s speech is indeed
about it by reading into the keywords and phrases that already have meaning in his mind.

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
GRADE 9, SECOND QUARTER MODULE 1
Lesson 3: Establish connections of events and how these lead to the ending of a material.

The text below will be used for this objective. This was taken from task 8 of Grade 9 Learner’s Material:
A Journey Through Anglo-American Literature.

Good Deed
I learned about the joy of helping others when I was in kindergarten. One of my classmates had forgotten
his snack, so he had nothing to eat during recess. Nobody wanted to share with him because we were
all very hungry and it was really his own fault that he would have to go without. That day my mother had
packed my favorite treat: a chocolate and peanut butter cup. I wanted it all for myself, but my mother had
often told me that I should share, so I broke my chocolate and peanut butter cup in half and gave my
forgetful classmate one half. He nearly fell over in surprise. Then he smiled the biggest smile I had ever
seem and I suddenly felt the greatest happiness I had ever felt. After that, I always looked for chances to
help people, because it always made them and me feel good.

There are three parts of a paragraph (Oklahoma City Community College, n.d.):

The topic sentence states what the paragraph is going to be about. It is the controlling idea of a
paragraph as it limits the topic to one specific topic. A good formula for this part of the paragraph is a
specific subject + a specific feeling or attitude = good topic sentence.
The topic sentence for the text above is I learned about the joy of helping others when I was in
kindergarten. The subject was the narrator and the feeling or attitude was joy. By reading this, we
can already tell that the writer will relate his experience of helping someone when he or she was
in kindergarten.

The body is the main part of the paragraph which supports the topic sentence by including specific
details. All sentences in this part must have details that will explain more clearly or make the whole text
more interesting.
The writer began his narration by introducing the person whom he has helped: his classmate who
had forgotten his snack. He took this introduction further by adding an interesting fact that will
make the reader sympathize with his classmate: nobody wanted to share with him… it was his

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
 own fault he would have to go without. The narrator then developed his story by stating how he
came to help this classmate in need: his mother had packed his favorite snack and was reminded
to always share, and so his initial selfish reaction of wanting all the food for himself was defeated.
Finally, the narrator stated the actual event of helping: I broke my chocolate and peanut butter
cup in half and gave my forgetful classmate one half. Another interesting fact was added to elicit
a feeling of joy from the readers and that is that his classmate gave the biggest smile he, the
narrator, narrator had ever seen, and that this made him feel the greatest happiness he had ever
felt.

The concluding sentence comes after all the details have been stated in the body of the paragraph.
This part takes the reader back to the main topic of the text.
The concluding sentence is: After that, I always looked for chances to help people, because it
always made them and me feel good. This is related to the topic sentence which also talked about the
joy of helping others, except this time it adds that the joy is not only experienced by the beneficiary but
by the benefactor as well.

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html

SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019

from https://www.skillsyouneed.com/ips/listening-types.html

The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/