English 8 Noting Cultural Differences

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
SECOND YEAR ENGLISH

Discovering Philippine and Afro-Asian Literature
Module 1 Noting Cultural Differences
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Written, edited and produced by Basic Education Assistance for Mindanao, March 2009
SECOND YEAR ENGLISH
DISCOVERING PHILIPPINE AND AFRO-ASIAN LITERATURE
MODULE 1 NOTING CULTURAL DIFFERENCES
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 10
Basic Education Curriculum Competencies

Year 8 English: Noting Cultural Differences
• Listening
• Identify prosodic features stress, and intonation features as carriers of meaning that may
aid or interfere in the delivery of the message in stories and informative texts
• Note prosodic features (e.g. stress, intonation, pauses) and rate of speech as carriers
of meaning
• Identify changes in meaning signaled by stress, intonation and juncture
• Speaking
• Give a short, informative talk using appropriate registers to suit the intended audience
and variation in intonation and stress for emphasis and contrast
• Use stress, intonation and juncture to signal changes in meaning
• Reading
• Adjust and vary reading speed based on one’s purpose for reading and the type of
materials read
• Use different reading styles to suit the text and one’s purpose for reading
• Writing
• Call attention to school events and drives

• Write slogan
• Literature
• Assess the Asian identity as presented in Asian literature

• Assess one's self in the light of what makes an Asian
• Identify one's self with other people through literature and note cultural differences so
as to get to the heart of problems arising from them
Objectives
• Determine the distinct features of the Filipino culture.
• Evaluate Filipino traditions and beliefs.
• Identify the meaning of words through context clues.
• Construct meaning while reading and interacting with the text.
• Identify prosodic features (intonation) as carrier of meaning.
• Exploring Asian traditions as presented in the literature.
• Compare and contrast Asian cultures.
• Give a short informative talk.
Basic Education Assistance for Mindanao

Learning Guide, March 2009 3
SECOND YEAR ENGLISH
• Make a poster-slogan expressing unity among cultural diversities.
Essential concepts, knowledge and understandings targeted

• The main purpose of an informative speech is to deliver the information or message clearly
to the audience. An informative speaker is responsible for researching on the topic and
delivers a detailed presentation in a very clear and concise manner.
• Intonation is the pattern of variation in pitch during a spoken utterance.
• Intonation conveys differences of expressive meaning, indicating the speaker's attitude

(e.g. surprise, doubt, etc...)
Specific vocabulary introduced

• ebb - to become or cause to become less
• famine - severe hunger or starvation
• chaos - disorder / confusion
• migrated - to move from one country and settle in another
• chant - to sing or intone to a chant (chant a prayer)
• deities - god/goddess
• peasants - people who produce food for the land
• reluctant - unwilling
• slumber - to sleep
• monastery - local community or residence of a religious order; such as order of the monks
Opportunities for Integration

• Social Studies
• Values Education
Activities in this Learning Guide

Activity 1: Looking Through
Multiple Intelligences
• Verbal/Linguistic
• Interpersonal
Skill
• Observation and recall of information
Activity 2: Traditions and Beliefs
• Intrapersonal
• Interpersonal

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Skills
• Verify the value of evidence
Activity 3: Context Clues
Skills
• Grasp meaning
Activity 4: My Thai Cat
Skills
• Understanding information
Text Type
• Narrative
Activity 5: Connecting With The Text
• Logical/Mathematical
• Visual/Spatial
• Musical/Rhythmic
Skills
• Understanding information
• Mastery of subject matter
Activity 6: Intonation and Meaning
Skill
• Mastery of subject matter
Activity 7: Exploring Traditions
• Body/Kinaesthetic
Skill
• Translate knowledge into new context

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Activity 8: Knowing and Sharing Others' Culture
Multiple Intelligence
Skill
• Knowledge of dates events, places
Text Type
• Information Report
Activity 9: Noting Cultural Differences
• Logical/Mathematical
Skill
• Compare and discriminate between ideas
Activity 10: Celebrating Unity in Diversity
• Visual/Spatial
Skill
• Use old ideas to create new ones
Key Assessment Strategies

• Peer Assessment Checklist
• Observation Checklist
• Open-Ended Questions
• Rubrics
• Written Outputs
• Performance (simulation)
• Product (poster-slogan)

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.

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1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
The Filipino culture is unique and very colorful. Our thoughts and the way we behave in
the society has been molded by the traditions and beliefs handed down to us by our great
great grandparents from generations to generations.
In this stage, students will recall through experiences and observations the colorful culture
of the Filipinos. And despite this distinctive culture, the Filipinos have much in common
with other peoples in the world, especially our Asian neighbors.
Strategy
Think-Ink-Pare-Share (TIPS) is an activity that allows groups to reach consensus.
Materials
• Student Activity 1 “Looking Through” on page 18
• Peer Assessment on page 19
Activity 1 “Looking Through”

1. Distribute to each student Activity 1 “Looking Through” on page 18. Or you may
ask the students to make their own copy of the activity sheet.
2. Explain clearly the instructions.
3. Give them enough time to do instructions 1 to 5 of the activity.
4. Draw on the board a big circle with spokes all over. See diagram below:
FILIPINO
5. Call a volunteer from each group to share their common answers.

6. Write these answers in the different spokes of the wheel for quick reference.
7. Process the activity by:
✔encouraging students to react whether these responses are distinct attributes
of a Filipino

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✔asking them if they are proud or not of being a Filipino
Formative Assessment
Ask students to look for a pair.
Distribute to each student Peer-Assessment Checklist on page 19 and let them do the
assessment task honestly.
Roundup
To summarize learning in this stage, ask the students to share an experience relating a
distinct identity of a Filipino.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
In this stage, students will identify how traditions and beliefs have affected our behavior
in the society and how other countries see us as a people. Students will also determine
whether these Filipino traditions and beliefs are still relevant in this present time.
Strategy
Chart is a graphic used to organize thoughts and ideas.
Materials
• Student Activity 2 “Traditions and Beliefs” on page 20
• Observation Checklist on page 21
Activity 2 “Traditions and Beliefs”

1. Divide the class into five groups. Let them choose a leader, a secretary, a reporter
and the rest will be members.
2. Distribute to each group Student Activity 2 “Traditions and Beliefs” on page 20.
3. Inform students of the criteria for the activity. Please refer to Assessment 2
Observation Checklist on page 21. Or let the class decide of the criteria for the
activity.
4. Let the students do the activity collaboratively.
5. Call a representative from each group to share their groups' output.
6. Process the activity by asking the following questions:
•Give some well-known superstitious beliefs associated with natural
phenomenon such as solar eclipses, comets, etc...
•In what ways do superstitious beliefs affect society?
•Which traditions in our country should be discarded and retained? Why? Why
not?
Assessment 2 Observation Checklist on page 21.

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Roundup
To summarize learning in this stage, call volunteer students to share a story relating
superstitious beliefs that their parents or grandparents have shared with them or traditions
that they have observed or your family is still observing. And what do they think of them?
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, students will read the story, “My Thai Cat” by Pratoomratha Zeng. This story
reveals traditions and beliefs of our Asian neighbor, Thailand. The story is about the
superstitious belief of the Thai people in using a cat, as a Rain Queen, as they pray to their
gods for rain. As students read, they will be taken to a world both strangely different and
similar to their environment.
In this stage, students will also learn the importance of proper intonation as one of the
factors which affects meaning.
Strategies
Strategic Reading is a reading strategy where readers actively construct meaning as they
read and interact with the text. They set purposes for reading, select methods of
accomplishing these purposes, monitor and repair their own comprehension as they read,
and evaluate the completed task. A strategic reader constructs, examines, and extends
meaning before, during, and after reading for a variety of texts.
Context Clues are words and phrases in a sentence which help you reason out the meaning
of an unfamiliar word. Oftentimes you can figure out the meaning of new or unfamiliar
words by paying attention to the surrounding language.
Question-Answer-Relationship is a strategy to help students realize that the answers they
seek are related to the type of question that is asked; it encourages them to be strategic
about their search for answers based on an awareness of what different types of questions
look for. Even more important is understanding where the answer will come from.
(Raphael, 1982 created Question-Answer Relationships)
Chart is a strategy used to show relationships between and among ideas in an organized
visual form.
Materials
• Student Activity 3 “Context Clues” on page 22
• Teacher Resource Material 1 on page 23
• Reading Text “My Thai Cat” on page 24
• Student Activity 5A “Question-Answer Relationship Chart” on page 27
• Student Activity 5B “Chanting” on page 28
• Student Activity 5C “Road Map” on page 29
• Student Activity 5D “Traditions and Beliefs” on page 30
• Assessment 3 Rubric for “Connecting With the Text” on page 33
• Student Activity sheet 6 “Intonation Changes Meaning” on page 34

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Activity 3 Pre-Reading “Context Clues”

1. Distribute to each group Student Activity 3 “Context Clues” page 22.
3. Let them do the activity.
4. Ask a representative from each group to share their group's output.
5. Call volunteer students to use the words in another sentence.
Activity 4 During Reading “My Thai Cat..”
1. Post on the board an enlarged copy of Teacher Resource Material 1 on page 23.
2. Call students to answer the following questions:
✔What do you see in the picture?
✔What do you think the story is all about? Why do you think so?
✔What do you think is the title of the story?
✔Post the motive question: Why do you think the rain ceremony succeeded?
3. Distribute to each student, the reading text, “My Thai Cat” on page 24 and let
them read the text silently.
4. Discuss with the students answers to the motive question.
Activity 5 Post Reading “Connecting With the Text”
1. Divide the class into eight groups. Let them choose a leader and a reporter.
2. Let each group pick one of the following tasks below. Two groups can have the
same task.
Task 1. Discuss the story among your group and answer the questions in Student
Activity 5A “Question-Answer Relationship Chart” on page 27.
Task 2. Make a chant that will really move Varuna, the God of Rain, to grant the
people their plea. Please refer to Student Activity 5B “Chants” on page 28.
Task 3. Road Map. Complete the road map by illustrating and describing each
event during the Brahmo-Buddhist ceremony. Please refer to Student Activity 5C
“Road Map” on page 29.
Task 4. List the traditions and superstitious beliefs in the story which is true to the
Filipinos. Please refer to Student Activity 5D “Traditions and Beliefs” on page 30.
3. Let the class decide on the criteria for the activity. Or you may use Assessment 3
on page 33, to assess the participation of the groups.
4. Let them do the activity.
5. Call reporters in each group to share their group's output.
6. Process the activity by asking the students these questions:
•Why did the people believe in the Rain Queen?
•Why do you think the rain ceremony succeeded?
•What lesson did you learn from the story?

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Direct Skills Instruction

Activity 6 “Intonation and Meaning”
1. Distribute Student Activity 6 “Intonation and Meaning” on page 34. Or you may ask
the students to make their own activity sheet.
3. Instruct the students to be very keen and particular with the intonation used –
rising/falling and be able to determine the attitude of the speaker as he/she
expressed his/her intended meaning.
4. Instruct them to write their answers in the appropriate columns of their activity
sheet.
5. Read the utterances below with the desired intonation. Students will listen
carefully and answer their activity sheet.
a. “Son, no one is going to kill your cat.” (falling - certainty)
b. “My cat as a sacrifice is a great honor for our family?” (rising - sarcasm)
c. “My cat as a sacrifice is a great honor to our family.” (falling - pride)
d. “She was not impressed by the demonstration.” (rising - frustration)
e. “She was not impressed by the demonstration.” (falling - anger)
f. “Give us rain so that we can make sacred water?” (rising)
g. “Let them have all the white rice.” (falling)
h. “O, let us have rain.” (falling)
I. “People laid cakes on the narrow streets as rituals?” (rising)
j. “Rain or no rain. I don't care!” (falling)
6. Process the activity by doing the following:
✔ ask the students to compare the second column and the third column of the
activity sheet
✔ ask the students why is it that the attitude of the speaker vary even if the
statements are the same in terms of grammatical construction
✔ ask the students to share their ideas about how intonation reveal the attitude
of the speaker and his intended meaning
Note: You may use Teacher Resource Material 2 on page 31 to help you process the
answers of the students and to provide you with more information about intonation.
Outputs for Activity 3 “Context Clues” can be checked objectively.
Use Assessment 3 Rubric for “Connecting With the Text” on page 33.
Roundup
To summarize learning in this stage, ask the students to share a significant human
experience they can relate with the story. This can be given as a written assignment and can
be shared to the class the next day.

SECOND YEAR ENGLISH
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
Exploring other countries is one way of understanding other people. In this stage, students
will simulate traditions and beliefs of the Thai people as presented in the story. This is also
a good opportunity for teachers to check whether students can make use of proper
intonation as one of the important factors in conveying meaning in real life communication
situations.
Strategy
Simulation is a strategy of using natural activities to take on a role play for the purpose of
exploring real-life situations.
Materials
• props needed
• Assessment 4 Checklist for “Exploring Traditions” on page 35
Activity 7 “Exploring Traditions”

1. Divide the class into ten groups.
2. Explain the mechanics for the activity.
✔Each group will choose a stage director and the rest of the members will be the
performers/props.
✔The group Director will assign a role for each. Others can be used as props.
They must act their part.
✔The speaking scenes should clearly use intonation as carrier of meaning that may
aid or interfere in the delivery of the message.
✔Performers will do the scene in 2 minutes.
Then the director will say FREEZE! And all performers will freeze in a gesture
which will convey the central message.
✔Present to them the criteria for the group presentation on page 35 or let the
class decide.
3. Let each group choose one of the following traditions and superstitious beliefs to
be presented.
Scenes in the story:
Situation 1. Role play the Brahmo-Buddhist Rain Ceremony
Situation 2. Role play the tradition of killing the chicken during the Annual
trut-Chine ritual
Situation 3. Create a situation which shows where the father is the absolute
authority of the house
Situation 4. Role play the situation of the people in Muang Village without rain
for three months
4. Give them enough time to rehearse/practice.
5. Presentation.

SECOND YEAR ENGLISH
Use Assessment 4 Checklist for “Exploring Traditions” on page 35.
Roundup
To summarize learning in this stage, make a debriefing of the activity. Ask the students what
worked well and what didn't. Solicit suggestions on how they can improve next time.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
Students have learned some of Thailand's traditions and beliefs through literature. In this
stage, students will research on other Asian countries' culture – their traditions and beliefs.
However, it is not enough for them to keep the information they have researched, they
will share these information through an Informative Talk where students will be given the
opportunity to practice and apply in real life the importance of intonation as it conveys
meaning. Other activities in this stage also allow students to determine similarities and
differences among Asian countries in terms of culture, tradition and beliefs.
Strategies
Informative Speech is used to deliver information or message clearly to the audience. An
informative speaker is responsible for researching on the topic and present a detailed
presentation in a very clear and concise manner.
3-Way Venn Diagram is a graphic organizer used to identify similarities and different
among three ideas.
Materials
• Assessment 5 Criteria for the Informative Talk on page 36
• Student Activity 9 “Noting Cultural Differences” on page 37
• Assessment 6 Checklist for “Noting Cultural Differences” on page 38
Activity 8 “Knowing and Sharing Others' Culture”

1. Ask each student to do a research on one Asian country (Japan, China, Philippines,
Malaysia, India, Vietnam, Saudi Arabia, Lebanon, Israel, etc...). Encourage them to
make a comprehensive research about the country's description of people,
religion, culture, beliefs , traditions, and other features distinct of that country.
2. Give them enough time to do the research in the library.
3. Ask them make a write-up about the country they have researched. The
information will be delivered (informative Speech) to the class.
4. Make a short discussion with the students on how to prepare their write-up for the
Informative Talk.

SECOND YEAR ENGLISH
Informative Speech
The main purpose of an informative speech is to deliver the

information or message clearly to the audience. An informative
speaker is responsible for researching on the topic and delivers a
detailed presentation in a very clear and concise manner.
An informative speech should contain useful information that is

unique for the audience and draws their attention towards the
speech.
An informative speech is divided into three parts:
1. First, a brief introduction of the topic. It also sets the tone of the
entire speech. It should be brief and to the point.
2. Body of the speech should include all the details. Strategic
organization helps increase the clarity and effectiveness of your
speech. The body contains the bulk of information and needs to be
organized.
3. Conclusion should draw the meaning for the informative speech
and include the message to be delivered within the conclusion part
of the speech.
5. Inform them of the criteria for the activity on page 36. The class may decide on
the number of minutes; depending on the number of your students in the class.
6. Let the students present their Informative Talk. Inform other students to take note
of the important information heard. This is in preparation for the next activity.
Activity 9 “Noting Cultural Differences”
1. Divide the class into six groups. Let them choose a leader and a reporter.
2. Post on the board an enlarged copy of Student Activity 9 “Noting Cultural
Differences” on page 37.
3. Ask the groups to identify the similarities and differences among three Asian
countries (Japan, China, Philippines, Malaysia, India, Vietnam, Saudi Arabia,
Lebanon, Israel, etc...) using the important information listened to during the
Informative Talk.
4. Inform them of the criteria for the activity on page 38.
5. Call the reporter from each group to share their group's output.
6. Process the activity asking the students this question: What is the value of getting
to know other country's culture and traditions?
Use Assessment 5 Criteria for the Informative Talk on page 36.
Use Assessment 6 Checklist for “Noting Cultural Differences” on page 38.

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Roundup
To summarize learning in this stage, ask the students to identify what is common among
Asians in terms of physical attributes, culture, traditions, beliefs, etc...?
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
“We do not live only for ourselves but also for others.” We want to live harmoniously
among other peoples in the world despite our cultural differences. In this stage, students
will make a poster-slogan to express their ideas on how Asian countries could celebrate
unity despite cultural diversities.
Strategies
Poster is any large printed paper which includes textual and graphic elements designed to
be both eye-catching and convey a message.
Slogan is a word or phrase used to express a characteristic position or stand or a goal to be
achieved.
Materials
• I whole cartolina
• coloring materials
• drawing materials
• Assessment 7 Rubric for “Celebrating Unity in Diversity” on page 39
Activity 10 “Celebrating Unity in Diversity”

1. Divide the class into groups with five members each.
2. Let each group bring out the materials needed for the poster-slogan.
3. Ask the students to make a poster-slogan depicting unity in diversity of cultures.
4. Inform the students of the criteria for the activity on page 39.
5. Let them do the activity cooperatively and collaboratively.
6. After all the groups have finished, the class will decide for a gallery exhibit for the
posters. They may exhibit the posters in the gymnasium or library – any premise of
the school approved by the School Head.
7. Ask each group to make an announcement for the exhibit and be posted in the
corridors of the school premises with of course, the approval of school authorities.
Assessment 7 Rubric for “Celebrating Unity in Diversity” on page 39.
Roundup
To summarize learning, ask the students to share some insights from the activity.

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Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)

The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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STUDENT ACTIVITY 1
“Looking Through”
Instructions:
1.Think about the question written in the first quadrant of the TIPS chart below.
2.Write your answers in the second quadrant of the chart.
3.Look for a pair and share your answers.
4.Write in the third quadrant your common answers.
5.Join another pair. Look for common answers and write them in the fourth
quadrant.
THINK INK
What makes the Filipinos unique (customs,

traditions, beliefs, etc...)?
PAIR SHARE

SECOND YEAR ENGLISH
ASSESSMENT 1
Peer Assessment
Name :_______________________________ Peer Assessor:________________________

Year and Section :_____________________ Date :_______________________________
Instructions:
1.Rate honestly your peer during the “Looking Through” activity.
2.Provide comments for the improvement of your pair for future activities.
CRITERIA
1. He/she expressed his/her

reasons clearly.
2. He/she was able to take

note of my answers in
his/her activity sheet.
3. He/she was fluent in the

use of the English language
in expressing his/her
thoughts and ideas.
4. He/she respected the ideas

of others.
Suggestions for Improvement:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

SECOND YEAR ENGLISH
STUDENT ACTIVITY 2
Traditions and Beliefs
Directions:
1.Study carefully the chart below.
2.In the first column are some superstitious beliefs and traditions of Filipinos.
3.Complete the chart below with the information required.
4.Work collaboratively and cooperatively.
5.Be ready to share your groups' output.
SUPERSTITIOUS BELIEFS Effect on Effect on Desirable Undesirable Reasons
AND TRADITIONS Individual Social
✔ ✔
Behavior Behavior
Solar eclipses are bad

omen, punishment for
sins.
Close family ties
When someone arrives

from a travel, one should
bring Pasalubong for the
family and friends
Spirits disfavor on
insubordination with the
family; quarrels between
in-laws also stir the
wrath.
The wind can be called

by whistling. So, during
harvest months, farmers
call the wind for a good
harvest.

SECOND YEAR ENGLISH
ASSESSMENT 2
Observation Checklist
LEADER Helps members to Makes sure Is a process who TOTAL
focus on the task everyone has the makes suggestions on
chance to talk how to proceed
MEMBER Opens to share Cooperates with Respects the ideas of

his/her ideas the other members others
SECRETARY Puts information Writes information Respects the group's

on the chart to clearly and legibly decision
create group
memory
REPORTER Explains their Speaks clearly with Cooperates during the

group's output confidence discussion
clearly

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STUDENT ACTIVITY 3
Context Clues
Directions:
1.Read the following sentences below and determine the meaning of the underlined words
through context clues.
2.Write your answers on the appropriate column of the chart.
SENTENCES CLUE WORDS MEANING
1. Because it didn't rain for three

months, the river was at the
lowest ebb.
2. The famine caused the death

of thousands of people in the
country.
3. There was chaos in the whole

village when a big poisonous
snake was discovered lurking
inside the tunnel.
4. Many of the Filipinos migrated

to other countries because of the
financial crises in the country.
5. We used to chant along the

road so as not to feel tired while
walking from home to school.
6. Many of the ancient Filipinos,

pray to deities for fertility and
good harvests.
7. Many of the peasants tilled the

lands of their lords from dusk till
dawn with only a little pay.
8. I was reluctant lend my book

because she doesn't take care of
other people's things.
9. The cat was in great slumber

after chasing the tiny mouse. He
did not even ate the supper
prepared for him.
10. We will go the monastery to

say our sacred prayers.

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TEACHER RESOURCE MATERIAL 1

SECOND YEAR ENGLISH
Reading Text
My Thai Cat
by: Pratoomratha Zeng
Sii Sward was our Thai or Siamese cat in my hometown Muang, a northern village in Thailand.
She was a gift from my father's friend to me when I was five years old. She had piercing blue eyes and
delicate brown fur which she constantly cleaned with her tongue. I was completely devoted to her. She
was also very popular with my entire family, and later was to be well known in the whole district.
During the drought in 1925, our Sii was a heroine, she had a great honor of being elected Rain
Queen. We had been without rain for three months that summer. It was hot and dry. Our public well was
reduced to mud; the river was at the lowest ebb. The grass and tress were as dry as tinder. Many of the
buffaloes and farm animals on our farms died of heat, so we took the remainder to be fed far away on
the bank of the river Moon in the north. It seemed as if farming that year would be impossible. We were
on the verge of chaos and famine. Already there were reports of forest fires in the other districts.
Families from other villages had migrated southwest seeking for new places for farming.
Every day the villagers gathered in the village Buddhist temple praying for rain. All day long the
Buddhist priests chanted the sacred ritual for water from the sky. All the farmers were worried and
thought only of rain, rain, rain.
Then someone suggested that we
perform the old Brahmo-Buddhist rain ceremony
called the Nang Maaw, the queen of the cats.
This ceremony has been performed by the
peasants since time immemorial.
No exact date can be given when the
ceremony asking for the rain started. In
Brahmansiam, Varuna, or the god of rain, must
be pleased, Varuna was the god or guardian
spirit of the sea, water, or rain. He was one of the
oldest Vedic deities, a personification of the all
investing sky, the marker and upholder of heaven
and earth. It is said that once Varuna who was
very militaristic appeared in the form of a female
cat to fight a demon. He won the battle and this
continued to give to the world rain and prosperity.
Whether the Thai farmers knew the story
of Varuna or do not know. All they thought during that time might be only to please Varuna, the god of
rain.
One day, an old lady and her friends came to my father and begged him to help my father
approached me and my cat seriously. He patted Sii Sward's head gently and said to me, “Ali Noo (my
little mouse), the villagers have asked us to help in the ceremony asking for the rain. I promised them to
use our cat – your Sii Sward.”
I was stunned. How could they use my cat to get rain? I thought of those chickens, that Chinese
killed and boiled during their annual trut-Chine, the Chinese ritual days for sacrificing to and honoring
the memory of their ancestors. To have my cat killed and boiled like a chicken! Oh, no.
I almost shouted to protest. “Oh no, father, I cannot let anyone kill my Sii Sward. Rain or no rain,
I don't care.”
In the Thai family, the father is the sole absolute authority of the house; to deny his wish is sinful
and inexcusable. My father however, was a very understanding man. He looked at me coldly and said
calmly, “Son, no one is going to kill Sii Sward. Instead of doing that, and because our cat is the most

SECOND YEAR ENGLISH
beautiful and cleanest of the cats in the village, she was elected by the people to be the Rain Queen of
our district. This is a great honor to her and to our family.”
I was reluctant to consent until my father said, “We can take Sii Sward back home as soon as
the ceremony is over.”
that evening there was an announcement from the temple ground by the older leader of the
village that there would be a Nang Maaw ceremony starting in the afternoon of the following day.
Next morning everyone in the village went to the temple ground. The women were dressed in
their bright blue skirts, Pha Sin, and white blouses, and the men in their white trousers and the Kui
Heng shirts. Children of all ages put on their new clean clothes; they walked along with their parents. To
artists built up a big bamboo cage and the people fastened flowers and leaves to it and dressed it up
until it looked like a miniature castle.
At noon time, my cat, Sii Sward had her usual lunch of dry mudfish and rice, then, my father
gave me the great honor of carrying her to the temple ground. Some old ladies brushed and sprayed
sweet native perfume upon her proud head. Sii Sward protested vehemently; she struggled to get away,
and I had to put her into the adorned cage. However, once inside the cage, she became calm and
serene as befitted her role and soon curled up in silent slumber. Buddhist priests came to sprinkle
sacred water on her, but Sii Sward slept on.
In spite of the heat and the sun that day, people packed into the monastery to see Sii Sward,
the Rain Queen, and to pray for rain. They carried the cage into the big Vihara, our best and most
beautiful temple; and then the priests chanted a sacred prayer in front of the image of Lord Buddha, Pra
Kantharaj (the image of Lord Buddha asking for rain). Sacred water was sprinkled onto poor Sii Sward
as a high priest lit a candle near the cage and chanted long moaning prayers in the sacred pali tongue.
In the mid-afternoon, the sun was so hot that the villagers took refuge under the shade of the
big mango and Po trees on the temple ground. A group of people began to chant the Nang Maaw song,
softly at first, then louder and louder until everyone seemed to shout. Long native drums, Taphone,
began to beat in chorus. People started to dance while chanting the song:
Oh mother cat, Please give us rain from the sky
So that we can make sacred water
We need silver for the mother cat
We need fish and we need honey
If we do not get it, we will be ruined.
Don't let the widow down to sell her children.
Let them have all the white rice
To have pleasure, we need gold and silver
We want to buy bananas
We need provisions for the priests and the people
Let us see the lightning and let us have rains
O, let us have rain.
It was the most impressive ceremony and made me feel warm and confident of the queen's
powers.
Sii Sward still slept peacefully in her adorned cage. Cool as a cucumber, she ignored the noise
and the chanting until two men came to her miniature castle and lifted it to their shoulders, then led the
people out of the temple. A procession was formed; two drummers with Taphone drums led the crowd.
They beat the drums incessantly as the people chanted and made a lot of noise. After the drummers

SECOND YEAR ENGLISH
there were a group of dancers in the Thai theatrical style. They danced in front of the cage as if to
perform the show for the Queen of Rain;
The procession moved toward the market place. There was a large crowd following the
procession; all of them chanted the Nang Maaw. On the narrow street people laid cakes and water
which the pedestrians ate after Sii Sward passed. Some people gave the two men who carried the Rain
Queen some rice wine. Both of them toasted the queen and drank the wine happily. These foods and
drinks were to impress the Queen of Rain that ours was a land of plenty, and that the goddess of rain
must give us water so that abundance of life would be preserved.
Sii Sward slept all the way; she was not impressed by the demonstration. Before we entered the
open market place there was so much noise; someone fired many big firecrackers. A few women who
were traders in power and perfume approached the cage and poured cups of sweet-smelling perfume
and flowers onto the poor Rain Queen. The noise of frantic shouting, of chanting, of firecrackers, and
that perfumed water proved too much for the poor Sii Sward. More water and perfume were poured and
splashed into the cage. Sii Sward stood up, her blue eyes starring at the culprits. Her brown and
smooth hair was soaking wet. She began to cry and tried to find the way to escape in vain.
Seeing the whole condition going from bad to worse, I was almost crying asking father to rescue
the poor cat. However, father said that everything would be all right. After a while, everyone seemed to
be satisfied giving the Rain Queen perfumes; they stopped the noises completely as if to listen to the
tormented noise of the Rain Queen. At that moment, Sii Sward stopped crying, too. She was soaking
wet and trembling with fear.
People chanted softly as they led the procession back to the monastery, even the drummers
and the two men who ten minutes ago were chanting frantically now calmed down. Sii Sward continued
crying on the way back to the temples as if her heart would break. I was helpless but I followed the
procession closely to the monastery.
When we reached the Vihara, the men placed the cage in front of the temple, and then all of
them went into the Vihara to pray for the rain goddess again. At this moment, I saw the opportunity to
help my poor Sii Sward. Having seen the last person enter the temple, I took Sii Sward out of the cage
and ran home with her.
At nine o'clock that same night, it was pitch dark. Sii Sward now calmed herself down and
seemed to forget the whole event in the day time. She lay down under my bed and slept soundly. My
parents have not yet returned from the temple ground; they joined the neighbors praying for rain in the
monastery. I still wondered about the whole procession in the day time, but I was too tired and did not
know when I was fast asleep.
When the people came back from the temple ground at eleven o'clock there was still no sign of
rain. Someone came into my room to see Sii Sward, but seeing us asleep went out quickly. It must have
been about three o'clock in the morning, when a sound like a train running and a big hurricane was
heard. Later there was a strong sound of thunder over the mountains, and a fer minutes later, a shower,
a real tropical shower came down. Everyone in the village got up from bed. We were happy. The
farmers started at once to their farms. It rained for three days, and three nights and it seemed as if the
showers would never stop until the water in the sky would be gone. Our crops were saved.
But Sii Sward ignored the whole rain. She slept happily the whole three days. Farmers and
families dropped down to see her afterward. They patted her delicate fur and left dry fish and meat for
her, her favorite food. That year the farmers though that Sii Sward saved their crops and their families.
Sii Sward was a heroine.
Source: English Communicating II

SECOND YEAR ENGLISH
STUDENT ACTIVITY 5A
“Question-Answer Relationship Chart”
TASK 1.
1. Study carefully the activity sheet. If you have clarifications, ask your teacher for
assistance.
2. Read the story “The Kite-Maker” by Rustin Bond.
3. Answer collaboratively the questions in the activity sheet.
Right There. Think and Search.
The answer is in the text, and if we pointed at it, we'd say The answer is in the text, but you might have to look in
it's "right there!" several different sentences to find it.
What is the title of the story? Who is the author? Why did the people believe in a Rain Queen?
Where did the story happen?
Who are the characters?
Give the effects of three rainless months in the
village?
Author and You. On My Own.
The answer is not in the text, and in fact you don't

The answer is not in the text, but you still need even have to have read the text to be able to
information that the author has given you, combined with answer it.
what you already know, in order to respond to this type
of question.
What do you think is the author's purpose in Do people nowadays still believe in superstitions
writing the story? and practices? Why? Why not?

SECOND YEAR ENGLISH
STUDENT ACTIVITY 5B
Chanting
Task 2. Make a chant that will really move the heart of Varuna, the God of the Rain, to
grant the people their plea.

SECOND YEAR ENGLISH
STUDENT ACTIVITY 5D
Road Map
Task 4.
1.Below is a sample road map.
2.Make a road map of the story “My Thai Cat” by illustrating and describing each event
in the story.
3.You may use labels/words if they help make your illustration comprehensive.
4.Be ready to share explain your group's output.
SAMPLE ROAD MAP

SECOND YEAR ENGLISH
STUDENT ACTIVITY 5E
Tradition and Beliefs
Task 5. List the traditions and superstitious beliefs in the story.

Identify which of these are true to the Filipinos.
Traditions and beliefs Check this column Do you REASONS

revealed in the story if these beliefs believe in
and traditions are it?
true to the
Filipinos

SECOND YEAR ENGLISH
TEACHER RESOURCE MATERIAL 2

Intonation as Carrier of Meaning
Intonation is the pattern of variation in pitch during a spoken utterance.

Rising-Falling Intonation pattern describes as the rising-
falling intonation or shift is used to signal:
a. statement
b. commands
c. requests
d. information questions
e. statements or questions made specific
when they end in a polysyllable word.
Statement of facts
I will go to the library tomorrow.
She is an intelligent child.
Command
Close the door.
Request
Please keep your trash.
Questions and statement made specific
Who will watch movie tomorrow?
Joan and Jane will.
The rising intonation is used for questions answerable by yes or no.
Are the guests coming tonight?
Is he selling it?
Intonation conveys differences of expressive meaning, indicating the speaker’s attitude (e.g.,
surprise, doubt, astonishment, disbelief, sarcasm).
Using a different pattern typically adds something extra to the question. E.g., falling
intonation on a Yes/No question can be interpreted as abruptness. Rising intonation on a
Wh-question can imply surprise or that you didn't hear the answer the first time and is asking
to have it repeated.
For example: "it's gone" is an assertion when spoken with a drop in pitch at the end, but a
question when spoken with a rise in pitch at the end.

SECOND YEAR ENGLISH
Intonation also signals the grammatical status of an utterance, for instance by showing
relations between clauses or by marking the difference between a simple statement and a
question:
For example: “We are going” is simple assertion that can be changed into a question simply
by reversing its intonation from a falling of pitch to a rising of pitch.
 You're going. (statement)
 You're going? (question)
The normal intonation contours for questions in English use:
 rising pitch for a Yes/No question
 Are you coming today?
 falling pitch for a Wh-question

 When are you coming?
 Where are you going?

SECOND YEAR ENGLISH
ASSESSMENT 3
Rubric for “Connecting With the Text”
CRITERIA EXCEPTIONAL ADMIRABLE ACCEPTABLE TOTAL
3 2 1
All students Most of the Only one or two

participated students actively persons in the
Group
actively. participated in group
Participation
the activity. participated in
the activity.
Responsibility for Responsibility is Exclusive

task is shared shared by most reliance on one
Shared
evenly to all group members. person.
Responsibility
members.
Excellent Students showed Little

listening and adeptness in interaction; very
leadership skills interacting lively brief
Quality of exhibited. discussion conversations;
Interaction Students centered on task. some students
reflected were
awareness of disinterested or
other's views and distracted. No
opinions in their effort was made
discussions. to assign roles to
members.
Each student is Students are No effort was

assigned a clearly assigned roles made to assign
Roles Within
defined role; but were not roles to
the Group
group members consistently members.
performed roles adhered to.
effectively.

SECOND YEAR ENGLISH
STUDENT ACTIVITY 6
Intonation and Meaning
Instructions:
1.Listen carefully to your teacher as she reads sentences to you.
2.Be particular with the intonation used – rising or falling.
3.Determine the attitude of the speaker as conveyed by the intonation
used.
UTTERANCES INTONATION USED ATTITUDE OF THE

SPEAKER/MEANING
CONVEYED
Son, no one is going to kill your

cat.
My cat as a sacrifice is a great

honor to our family.
My cat as a sacrifice is a great

honor to my family.
She was not impressed by the

demonstration.
She was not impressed by the

demonstration.
Give us rain so that we can make

sacred water.
Let them have all the white rice.
O, let us have rain.
People laid cakes on the narrow

streets as ritual.
Rain or no rain. I don't care.

SECOND YEAR ENGLISH
ASSESSMENT 4
Checklist for Exploring Traditions
CRITERIA VERY GOOD GOOD FAIR NEEDS
IMPROVEMENT
4 3 2 1
Relates to the
audience clearly.
Provides fluent
rendition to the
scenario.
Role plays scenario

with feelings and
expression.
Varies intonation to
effect meaning.
Demonstrates superior
knowledge of the
character being
portrayed.
Gives scenario the full

range.
Deliver lines with

confidence and
fluency.
Suggestions for improvement:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

SECOND YEAR ENGLISH
ASSESSMENT 5
Criteria for Informative Talk
CRITERIA 5 4 3 2 1 TOTAL
The speaker made the

information clear and
understandable.
Content
The information was
detailed and indicated
thorough research.
Introduction caught the

audience's interest.
Clear statement of
purpose and relevance.
Organization
Detailed body of
information.
Effective and assertive

conclusion.
Voice was loud enough,

expressive,
pronunciation correct,
enunciation clear and
precise.
Delivery pace was

Delivery neither rushed or
dragging.
Eye contact was

consistent.
Excellent posture, poise,

confidence and gestures.

SECOND YEAR ENGLISH
STUDENT ACTIVITY 9
Noting Cultural Differences
Directions:
1. Choose at least three Asian countries from those presented
during the Informative Talk.
2. Using the 3 Venn-Diagram below, identify the similarities
and differences among these countries.
3. Use the information you have noted during the Informative
Talk.
4. Be ready to share your group's output.

SECOND YEAR ENGLISH
ASSESSMENT 6
Checklist for “Noting Cultural Differences”
CRITERIA Very Good Good Fair Poor TOTAL
4 3 2 1
Members understood
clearly the group's task
Members willingly listened to

one another
Members encouraged others

to express opinions and
contribute information
Members worked well

together and performed to its
full potential
There was a strong

leadership in the group
Additional comments for the groups:
Group 1: __________________________________________________________________
Group 2: __________________________________________________________________
Group 3: __________________________________________________________________
Group 4: __________________________________________________________________
Group 5: __________________________________________________________________

SECOND YEAR ENGLISH
ASSESSMENT 7
Rubric for Poster-Slogan
CRITERIA EXCEPTIONAL ADMIRABLE ACCEPTABLE
3 2 1
High quality picture Appropriate Inappropriate

Graphics, pictures or or graphic. Excellent pictures, graphics picture, graphic or
shapes selection of picture or shapes. Pictures shape. Pictures are
and graphics. are clear. fuzzy.
Creative and clear Illustration and Illustration of

Appropriate use of illustration of message of slogan slogan is not clearly
graphics and text to slogan. Slogan is are clear to most illustrated. Message
illustrate slogan
creative and viewers. is unclear.
strongly conveys
the message.
Grammar, spelling, Includes 3-4 Includes more than

Mechanics and punctuation, grammatical errors, 5 grammatical
Grammar capitalization are misspellings, errors, misspellings,
correct. No errors in punctuation errors, punctuation errors,
the text. etc.. etc.
Cooperation of Cooperation among Cooperation among

Cooperative Group members is evident members is evident members is not
Work all the time. sometimes. evident.
The theme is clear, The theme is The theme is

insightful, and somewhat clear and unclear, simplistic,
Theme imaginatively developed conventional,
developed weakly developed

SECOND YEAR ENGLISH
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

SECOND YEAR ENGLISH

Information about this Learning Guide

Basic Education Curriculum Competencies

• Call attention to school events and drives

• Assess the Asian identity as presented in Asian literature

• Evaluate Filipino traditions and beliefs.

• Identify the meaning of words through context clues.

• Construct meaning while reading and interacting with the text.

• Identify prosodic features (intonation) as carrier of meaning.

• Exploring Asian traditions as presented in the literature.

• Compare and contrast Asian cultures.

• Give a short informative talk.

Basic Education Assistance for Mindanao

• Make a poster-slogan expressing unity among cultural diversities.

Essential concepts, knowledge and understandings targeted

• Intonation conveys differences of expressive meaning, indicating the speaker's attitude

Specific vocabulary introduced

• famine - severe hunger or starvation

• chaos - disorder / confusion

• migrated - to move from one country and settle in another

• chant - to sing or intone to a chant (chant a prayer)

• peasants - people who produce food for the land

Opportunities for Integration

Activities in this Learning Guide

Activity 2: Traditions and Beliefs

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Activity 3: Context Clues

Activity 4: My Thai Cat

Activity 5: Connecting With The Text

• Mastery of subject matter

Activity 6: Intonation and Meaning

Activity 7: Exploring Traditions

Basic Education Assistance for Mindanao

Activity 8: Knowing and Sharing Others' Culture

Activity 9: Noting Cultural Differences

Activity 10: Celebrating Unity in Diversity

Key Assessment Strategies

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Basic Education Assistance for Mindanao

1. Activating Prior Learning

Activity 1 “Looking Through”

5. Call a volunteer from each group to share their common answers.

Basic Education Assistance for Mindanao

✔asking them if they are proud or not of being a Filipino

2. Setting the Context

Activity 2 “Traditions and Beliefs”

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Activity 3 Pre-Reading “Context Clues”

✔What do you think is the title of the story?

•Why do you think the rain ceremony succeeded?

•What lesson did you learn from the story?

Basic Education Assistance for Mindanao

Direct Skills Instruction

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4. Check for Understanding of the Topic or Skill

Activity 7 “Exploring Traditions”

Basic Education Assistance for Mindanao

5. Practice and Application

Activity 8 “Knowing and Sharing Others' Culture”

Basic Education Assistance for Mindanao

The main purpose of an informative speech is to deliver the

Name :_______ Peer Assessor: