@ 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:the speaker or did you feel comfortable being one since you knew that the speech somehow © Activity 6: My Trip Realizing some similarities with Singapore in terms of aspirations and dreams you may want to know more about Singapore by touring the country, Do these activities: A. Given the chance, what things do you usually do before you go on a trip? List these down. B. After you have completed your list, look for @ partner with whom you can compare your list. Decide on which things you think are the most important to consider. Do the thinking tool LAP (List All Priorities). Come up with a new list using the work- sheet below. Complete the statement SING PERSPECTIVE 479 are) Ca en”e 1. What items in your list were the same as your partner's? What were different? 2. How did you come up with your ranking? 3. Did you consider each other's ideas and opinions? Singapore is one of the Asian countries frequently visited by tourists. Why is this 50? What do tourists lke in Singapore? Why is that? Read on and find out. » Activity 7: Unlocking of Difficulty Solve the word puzzle by studying the clues given below. Across: 1. stay, stopover, break 2. generosity, bounty 3. healthy, nourishing, substantial 4. full of life, active, richy 2 Down 4. tactful treatment, skillful approach 2, magnificent, wonderful, superb 3. impressive, high-status, celebrated 4, straps made of strongSINGAPORE SOJOURN By Tammy Mendoza When you're a visitor In this remarkable ‘state, one impression that you will have is that people tend to ask you how many times you've been to Singapore, For the past many years, this Asian dragon has become one of the top tourist draws in Asia. Its vibrant economy has made it arguably the gateway in Southeast Asia, and per- haps, on this account, people have grown quite used to tourists seeing ‘Singapore more often than once, Last September, our group flew to Singapore on the largesse of Singapore Airlines, unquestionably one of the pillars of the impressive success story of the city-state. Cited several times as the best airlineby prestigious international magazines, ‘Singapore Airlines is a showcase re- liability and finesse. And so is the famed Changi Airport. Also the object of interna- tlonal distinction, the modern airport has consistently been voted the world’s best, and It provides an ap- propriate, Interesting Insights of what awalts the Singapore guest. ‘Singapore, like the Changl Alr- port, is a marvel - the fruit of both foresight and careful orchestration. Despite having a land area of only about 650 sq. kms., Singapore has a thriving economy; it has one of the world’s busiest ports, and isconced- ed as Asia’s business and financial center. Singapore by night is a thri ing sight, as we arrived in the Apollo Hotel, there seemed to be so much to look forward to in this sprightly city of surprise, Changi Aiport After a generous breakfast buf- fet we were whisked to the Singapore Science Center. It was here that we viewed a film at Southeast Asia's only Omnimax Theater, where images pro- jected on a dome screen gave us the feeling of being engulfed in the picture Besides the Ominimax Theater, the gapore Science Center also houses a variety of exhibits on the life science, technology discoveries, and aviation. Ea ad 3 Science Center science centre singapore - Google Search fae Oli a:Our next stop was the Night Safarl, Now a popular attraction of Singapore, the Night Safari was prob- ably our best experience. It features over 1000 nocturnal creatures which one can see either by tram or tr Because of the way the park was developed, the creatures can be seen in their natural habitat with out wire harnesses. Fittingly, Singa- pore’s Night Safari received the 1995 Asean Tourism —_ Association {Aseanta) Award for Excellence as the Best New Tourist Attraction in the Asean. Next in line was the Sentosa. Accessible from certain points by MRT (Singapore mass transit sys- tem), bus, or cable car, Sentosa Is- land Is a destination In Itself. World, Volcanoland, Images of Singapore, Fantasy Island, and Cinemania. After a hearty lunch at Timbua Restaurant, where we had our fill of delectable Indonesian cuisine, we spent the afternoon looking around Orchard Road, Singapore's shopping paradise. Along the stretch of Or- chard Road can be found mall upon mall quality merchandise for every mold of shopper. As for the evening, it belonged to a taxi ride and dinner at Clarke Quay, mainly a cluster of stores by a Singa- pore river. The highlight of the visit was a taxi ride, where we were taken on a guided tour of the city to better appreci« ate its history. SSS Sr Clarke Quay Clarke Quay - YourSingapore.com The following day, the group had a splendid time at the Jurong Birdpark which a co-passenger on the taxi ride at Clarke Quay said was his personal choice as the best attraction of Singa- pore. Here we had breakfast with the birds, a quick tour of the aviaries, and a Panorail ride through the park, after which we viewed the International Bird ‘Show at the ampitheater where trained bird showcased their wares. Some of the more memorable sights at the 20.2- hectare Jurong Birdpark were the Pen- guin Parade and the Southeast Asian Birds Aviary.Jurong Birdpark Jurong Bird Park Re- views - Jurong, Singapore Attra‘ ‘TripAdvisor www.tripadvisor.in J x Activity 8: Experience Singapore With hindsight, the Singapore sojourn turned out to be a truly splendid experience for the group, specially for some of us who tried Singapore's night life for more taste of adventure. The thing with Singapore is, it doesn't really matter if you've been there before or not at all. Constantly discovering and ever-changing, Sin- gapore is forever new, and it's never the same way twice. From The Philippine STAR December 10, 1995 Places Description- eo] ay spy e How does the author feel about Singapore? Why do you think tourists keep go- ing back there? If changes occur often in Singapore, how will you describe her people? At this point you have been learning more about Singapore. What about discaver- ing her beginnings? Read on and lea more! fae Oli a: 48x Activity 9: In the Beginning... You have enjoyed reading legends all this time. Legends tell the beginning of things. Just like how other countries got their names, Singapore too has her own story to tell. Read on and find out how Singapore began, evolved and got her name. As you read through the text, try to recall the characteristics of legends. To help you understand the text betler, do the activity below. Directions: Give the meaning of the italicized words using context clues. 1. When the tourist went to his farm, he climbed a knoll to take a good look at the beautiful surroundings. a. stairs b. chair . hill 2. The ground altendant advised the passenger to reduce the things he had in his suitcase for jettisoning; he had exceeded the required weight for his check-in baggage. a. inspection b. donation «. discarding 3. The traveller's goal is to reach the summit of the mountain a. lowest part b. middle part «. highest part 4, The King's subjects obey his rules faithfully. a. Followers b. courses to study ¢. enemies 5. The fan stood in awe when he saw his favorite movie actor. a. fear b. surprise ©. respect What do you think the word “sina” means? Make a guess. You will know about this after reading this selection, THE ‘SINGA’ ‘Sang Nila Utama, an Imaginative and adventurous king was restless by na- ture and wanted to travel to faraway places. He loved hunting wild animals, so when he heard that there were stags in the jungles of Tanjong Bentam, which were not easy to hunt, he was excited and took with him a great fleet of ships to Tan- Jong Bentam. When the king arrived upon the island, he and his subjects had a hunting ‘expedition that lasted several hours, slaying many wild and savage beasts, but no stags. This disappointed the king, for he had a sense of unfulfiliment in his heart.Suddenly, a large stag darted out of the bush in front of Sang Nila Utama, giving the king a shock...but the king drew his silver dagger and hurled it at the stag, on- ly grazing the animal. The stag began to run and the king pursued it (in those days, it was either your feet or nothing). The stag run through the jungle and darted up a knoll. The king followed the stag up the hill, but upon reaching the summit, the stag was nowhere to be seen. There was a large rock, so the king climbed it and looked at the and and the sea spread out around him. In the distance, he saw a stretch of white sand- an island. Sang Nila Utama was fascinated by the sight of the Island. He turned to one of his subjects who had followed him. “What is the name of that island?” The subject looked into the distance and smiled. “That is Temasek, Your Highness.” “Then we are going there.” The king ordered his fleet to set sail and they began on their journey towards the island. Attp://office.microsoft.com Suddenly the once clear blue skies were covered with black clouds, heavy rain poured from them, and strong bursts of wind threatened to tear the ships apart. The ship carrying Sang Nila Utama was In the very eye of the stonn. The crew lowered the sails, started to bail the water from the ship and get most of the cargo for jettisoning. However, an idea came to the king’s head. He remembered a story his grandfather told him of how one of his ancestors became the Sea-King and that his crown was the only thing which belonged to his ancestor. He removed his crown Immediately and threw It Into the sea. All at once, the storm broke. As suddenly as it started, the skies began to clear and the crew gave a shout of joy and set sail once more to the island of Te- masek. When the king stepped upon the island, a creature stepped out of nowhere, and the king and his men were awe-struck by the magnificent creature. It was large and moved with grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the king drew his bow and arrow, the beast stared back at him with golden eyes and let out a deafening roar before leaping into the jungle. SING PERSPECTIVE 485 are) Ca en”“What sort of animal was that?”, the king asked. Awise old man stepped forth. Ihave seen animals in portraits from the Far West. Perhaps this Is a ‘singa’ but I wonder how he got all the way here.” “This must be a great place If It breeds such a beautiful animal. Let us live here...here In the Island of Singapura.” i http:/foffice microsoft.com (Singa- The word ‘singa’ is actually the Malay word for “lion”. Therefore Singapore is sometimes referred to as the “Lion City.”) Who was Sang Nila Utama? Tell something about the setting of the story. What are the important details in the story? Accomplish the charts below. y Activity 10: Character Analysis Pyramid Identify major traits and information of the main character of the story using the pyramid below. Physical Appearance Character’s Role Character’ Problems/Challenges character_trait_chart.pd? Now that you know Sang Nila Utama, visualize the impertant events in the story by ac- ‘complishing the next activity.x Activity 11: Story Board Draw the events of the story on the story board. Record them in correct order. 1. Starts here! NAILS What events did you include in your story board? Did you observe the chronological se- quence? I'm sure you did. That was good! @ riggs 1. If you were Sang Nila Utama, would you throw away your crown to the sea? 2. Why do you think the king decided to live in Singapore? Would you have done the wa 3. What is the importance of legends, myths, and other literary genres you have ek i ees 4. How would you relate the legend “The Singa” to what Singapore was and what she has become? Fill out the diagram below. Activity 12: Think It Over% Activity 13: One in Vision and Mission From the message of Prime Minister Lee Hsien Loong from the listening text, you could tell that Asian countries have certain similarities in their concerns or issues that shape their vision for their respective countries. Can you identify these? Form five groups and fill out the circles inside the funnel with areas of concern similar with our country and other Asian countries. Tell something about each. Present your work to the class. Progressive Singapore MAGNIFICENT ASIA 2 1. What countries did you include in your worksheet? Why? 2. What problems and issues were mentioned? 3. Do you find Minister Lee's plans and actions applicable to other Asian countries? @ In this section, you have gained important information about Singapore, You were able to relate to her vision as a country. Just like any other Asian countries including the Philippines, each country dreams only the best ‘or her people. At this point, ask yourself how much of your initial ideas are found in the discuss'on? Which ideas are different and need revision? Now, let's go deeper by moving on to the next. REFLECT AND UNDERSTAND Activity 14: For Old Times’ Sake Watch this documentary film about old pictures of Singapore. How much of these have changed today? Write your observations on the worksheet below. Film Clip A Observation LogPeople Things Places @ Observe old photos in your family album. Do you see some resemblance? What are these? B._ Imagine how things have changed today. Are you thankful that you were not born during those days? Or are you the sentimental type who sees beauty of the past? Write something about this then compare your work with your classmates. Your ideas might be different from your classmates, remember to respect each other's views. e How did you address your differences in your views and opinions? Did you take tums in listening and speaking? What realizations can you draw from this activity? @ How do you deal with change? Do you treat them positively or otherwise? Why? Read an excerpt of an editorial to help you shape up your altitude about change, Go through the vocabulary build up exercise first. fae Oli 489 a:P A word can consist of a root only, a root with a prefix, a root with a suffix, or a root with both a prefix and a suffix. Regardless of how many parts there are, they always appear in this order: prefix, root, suffix. http:/highered.mearaw-hill.com/sites/dl/free/0073123587/380570/1Word.pdf WORD PARTS. MEANING MY DEFINITION prefix distressing root word~ Suffix: prefix: colonial root word- Surin prefix: Enclave root word ‘suffix prefix expatriates root word Suffix: prafixe subsequently root word Sufix: prefix proposing root word Sufix: Define the words using structural analysis using the table below. On sites of Cultural Interchange By Toh Hsien Min fy Esttoral The uncertainties of living out came up again over a casual dinner one Friday night. Rui, the Portuguese bloke who used to occupy the room | now do, came by for dinner with me and my housemate, as he was finally leaving Singapore for good. ‘Among expats, as among New Yorkers, it's probably not unusual for the topic of rental property to come up. Somehow it did, and Rui slipped in a casual, “As you know, this place is gaing to be demolished in two years’ time anyway.What a shock! I had only been staying in one of the most extraordinary apart- ments in Singapore for half a year, and to hear that it wouldn't be for very much long- er... the thought was just too distressing. Even if, or maybe because, | hadn't found the flat; the flat found me, Rui had posted an notice on a social email list to announce that he was returning to Portugal, therefore his half-share in a rented colonial walk-up in the Mount Sophia area was coming available. A month later, as | was due to visit my opti- cian al Peace Centre, | thought it the easiest thing to just drop by and view the place, as much for a lark as anything else. Lives change in minutes. Mine broke from its trajectory when | saw the beautiful white fagade, with the bold *1930" imprinted on the top. It could only have been a colo- nial apartment that could have had that effect on me; charm distils through age, but the colonial British architects also knew, perhaps better than our contemporary ones, how to build for the tropics. I noted the high ceilings that gave a sense of space and kept the apartment cool, old frosted glass windows set in beige-painted wood frames, and 4 col lection of distinctively peninsular spiral staircases. Two huge bedrooms, one huge living room in a chinoiserie yellow, a functional kitchen, a balcony that lets light and air in, and a huge apen rooftop complated the tour. I was haoked Over the next months, | would discover complete other sides to Singapore. Selegie boasts an abundance of life. There are numerous good food places, such as the legendary Rochor Beancurd, a sushi bar that opens up to 4am on weekend nights, some 24-hour eating places, and plenty of choices for coffee (especially given my fussi- ness on that score). A traffic junction keeps everything in place. On the one side, there is the feel of a Chinese working-class area, with Chinese DVD shops, aquariums, Chi- nese coffeeshops, photocopying shops and a number of karaoke bars, spilling from Paradiz Centre onto Prinsep Street. A few hundred yards east, the flavour changes completely. Little India starts al the next junction east, and Indian temples, textile shops, grocers, curry houses and coffeeshops are numerous. On Sundays, Indian la- bourers thrang the area, touiching the walls at Tekka market. North of the same junc- tion, the Sophia Road extends through to the back of the Istana, an enclave of expatri- ates living in a collection of colonial houses and modem condominiums. So it was partly good news to read in the Straits Times, earlier this month, that the URA are proposing to conserve the area, including the building | now live in. | may still have to move aut, as the scheduled work is — as | subsequently found aut — not demolition but a renovation, but its nice to know Singapore continues to retain a little bit ofits heritage. QLRS Vol. 2 No. 4 Jul 2003 Comprehension Check: Puta check ( //)on the line before each statement that is true. Correct the ones which are not. 1. The editor has to move out of the place he is renting. 2. He likes the idea of moving out. 3. The place he is occupying is modem and has sophisticated facilities. 4, The apartment is not the only one to be renovated. 5. Different businesses will be established. SING PERSPECTIVE rt} are) Ca en”____ 5. Different businesses will be established. 6. All old business establishments will be demolished. ___.7. Improved traffic is also one of the projects. ___ 8. The establishments that will rise will be exclusively for Singaporeans. ___ 9. There is a strong proposal to conserve the area. 10. The editor is happy about the change that will take place. How do you react to changes? Are you like our Singaporean brothers who are resili- ent to change? What positive, negative and interesting issues can change bring? Do the thinking too! PIN (point out Positive, Interesting, and Negative issues.) Qe 2. Which positive issues can we adopt/practice in the country? 1. What have you discovered from the chart? 3. Which negative issues can be transformed into positive? 4. Which interesting issues can be both or be either positive or negative? Why do you say 80? 492© Activity 16: Go for the Change A Make your own list of the things you want to change in your community. Consult people in your place. Start with your family, friends, and elders in the community. Re- member to consider their suggestions and advice. You may use the table below. Let them read your proposals and let them put a check mark (1) if they agree and (X) if they don't. Let them sign the sheet. Parents | Friends | Elders Twant to propose changes in gl ale] sy} o ‘Advice/Suggestions B. Group yourselves into 5 and make a dialog about the flow of your conversation when asking for data from a friend, a family member, and a barangay offical, Friend Family Member Barangay Offici 2 1. Do you see some distinctions in the way your conversation flowed with the people you had consulted? 2, Which conversation did you find more casual and ordinary? 3. Which required a formal, straightforward and concise expressions? Note that communication to be effective requires you to take inlo consideration your purpase and yaur audience. Careful choice of words and expressions is an im- portant factor. In this sense, you are using both the transactional and interactional functions of language. SING PERSPECTIVE 493 are) Ca en”P Transactional Lanquage is used to send messages with content. It has a clear objective when asking for Information, for a refund, or making a complaint. Interactional Language is used to establish and maintain various sorts of social relationship. It involves shorter turns, simpler and more predictable language; it and can have a measurable result. Xx ’ Activity 17: Picto-nalysis Analyze the pictures and tell whether the people are engaged in transactional or interactional function of communication. Give reasons for your answers. Accomplish the table below. {change the pictures)TRANSACTIONAL/ PICTURE | INTERACTIONAL REASON / PROOFS Based on your answers, can you give your own idea on how transactional con-Activity 18: Get Down to Business Go back to Activity 16 and finalize your list. You will need this when you write a letter of request. There are things that you should remember in writing this kind of a let- ter. What are these? Go to the library and research on how to write the business letters, kinds, and forms, Have one sample letter for each kind. Fill out the organizer below. Then report this in the class. D) Kinds of Business Letters according to FORM Purpose: a fanctuations | Expressions | Form 1 used used Style B. Looking at the sample letters, compare you them with the friendly letters you once wrote before. What are differences and similarities? Accomplish the activity below busines friendly Bieter ‘letter more formal use of the language? What lelter makes use of transactional language? interactional language? Let this be your guide for your drafts in writing business letters. You will do this in the next phase of this lesson. To realize how significant this activity is, bear in mind that we have objectives to achieve in line with understanding the culture of aur Asian brothers especially that of Singapore's. e What conclusion can you draw from the comparison? Which letter requires aAt this point, let us find reasons why change seems to be happening all the time Singapore that her people nave become so used to it. Study the poem “Bumboat Cruise on the Singapore River” by Miriam Wei Wei Lo. Activity 19: Boat Ahoy! Have you ridden a boat? How did it go? Fill out the diagram below with the things that you associate it with. Share this with your classmates especially with those who have not experienced riding a boat. My Boat Ride 1, What are your bases for the association? Are they based on your experiences. ‘or on those you have previously heard or read? 2, Tell something about this boat ride experience or share your expectations if you have not had one yet. Activity 20; Unlocking of Difficulties Determine the meaning of the Italicized words using context clues. 1. An establishment fooms in Singapore every now and then. a. appears b. grows ©. recede 2. Singaporeans love for eat-all-you-can food is conspicuous for you often see them all around food chains. a, suspicious b. confusing ©. noticeable SING PERSPECTIVE rt ys are) Ca en”3. The man’s manic behavior makes his neighbors avoid him. a. manly b. weird ©. unique 4. Singapore seems to have changes every time that the poet prayed for the bumboat for its present incarnation to continue to exist. a. life b. form ©. appearance 5. The merlion is known for its grotesque and unique design as it one of Singapore's landmarks. a. fantastic b. weird ©. uneven Singaporeans’ resilience to change is truly one of their remarkable traits, How they easily adjust to changes doubled with their creativity, and hard work ars simply the reasons why Singapore is named as Asia's business and financial center. Read on to prove this. (to insert drawingsiilustrations) Bumboat Cruise on the Singapore River By Miriam Wei Wei Lo Rhetoric is what keeps this is/and afloat. Singaporean voice with a strong American accent, barely audible above the drone of the bumboat engine: “Singaporeans are crazy about their food, They are especially fond of all-you-can-eat buffets. Why not do as the locals do and try out one of the buffets at these hotels along the waterfront.” The Swissotel looms. The Grand Copthorne. The Miramar. All glass and upward-sweeping architecture. Why not do as the locals do. Here in this city where conspicuous consumption is an artform. Where white tourists wearing slippers and singlets are tolerated in black-tie establishments, Dollars. Sense. How did | ever live in this place? Sixteen years of my life afloat in this sea of contradictions, of which | was, equally, one; half-white, half-Chinese; the taxi-driver cannot decide if lam a tourist or a local, so he pitches at my husband: “Everything in Singapore is changing all the time.” Strong gestures. Manic conviction. “This is good. We are never bored, Sometimes my customers ask me to take them to a destination, but it is no longer there.”Strong gestures. Manic conviction. “This Is good. We are never bored. Sometimes my customers ask me to take them to a destination, but it is no longer there.” We tighten our grip on two squirming children and pray that the bumboat tour will exist. Nothing short of a miracle this small wooden boat which is taking us now past Boat Quay, in its current incarnation, past the Fullerton Hotel To the mouth of the Singapore river, where the Merlion still astonishes: grotesque and beautiful as a gargoyle. The children begin to chafe at confinement. My daughter wails above the drone of the engine. There’s talk of closing the mouth of the river. New water supply. There's talk of a casino. Heated debate in the Cabinet. Old Lee and Young Lee locked in some Oedipal battle. The swell is bigger out here in the harbour, slapping up spray against the sides of the boat, as if it were waves that kept it afloat, this boat, this island, caught between sinking and swimming, as | am caught now. As if rhetoric mattered. As if this place gives me a name for myself. S X > ~ Activity 21: Quotable Lines Fill out the table below to classify the information given in the poem about the people, places, and business in Singapore. Quote the lines in the poem ta prove your answer. DESCRIPTION PROOF PEOPLE PLACES. BUSINESS PECTIVE1. What impression does the author have of Singapore? 2. How do people feel about the constant changes in their country? 3. What positive traits have they gained out of these changes? 4. Does the author, being a product of a mixture of races feel proud of being raised in Singapore? Prove this. 5. Do we have the same feeling towards our country? Activity 22: Think About Consequences If you get a chance to live with Singaporeans, what will be your expectations? Will there be major adjustments on your part? Do the thinking tool TAC (Think About Gonse- ences). Sum this up with a journal entry. If | get the chance to live in Singapore | (may, might would) Think about how you can show pride in your identity as Filipinos without losing your respect for other cultures. Write about your perspectives about living har- moniously and productively with fellow Asians. 00 CHANGING PERS! 4-12 Leamin‘At this point, go back to the KWL chart in the first part of this module and fill ‘out the missing parts. Change the parts which need revisions, You are now ready for the last phase of this module. Product This part can be termed as “show time!” for this is where you will do things on your own. By this time you will have been equipped with skills you will need to perform tasks de- signed to be applied in real life situations. Let's see how well you can carry out the acti ties. Ms AL Review the research you did on business letters. Using the situation given in Activi- ly 16 wile a letter of request addressed to your barangay caplain. Use the formal below as your guide, Present this to the class. Acti ity 23: Rough Drafts (Contact Information) Name Address Phone Number Email Address rgy, Captain) (Salutation) Dear SING PERSPECTIVE 501 are) Ca en”ES (Body of Request Letter) First Paragraph The first paragraph of your letter should state the reason for writing the letter. Middle Paragraph(s) The next section of your request letter should explain why you needed what you are re~ questing. Final Paragraph Conclude your request letter by thanking the receiver for considering your request. In- chide an expression of expecting a positive response to your request. Give also infor- mation on how you can be reached. (Complimentary Close) (Signature) B. How was your first attempt in writing a business letter? Given a guide, was it diffi. cult? Now, change roles, Pretend that you are the barangay captain. Write a reply to the first letter you had drafted. You may either grant or decline the request. Be reminded of the information you have to include in your letter. You may use other formats of a bu: ness letter you have in your mini research. You will go through peer checking using the rubrics that follow.Layoul/De- | Letterisunat | Letterap- | The letter is eye- | The letter is cre- sign tractive or inap- | pears tobe | catching and at- | atively designed propriate. Text | insufficient. | tractive. Text is_ | with text that is difficult to Text may be | easy to read can easily be read. It does not | difficult to | Grammar, style, | read. Grammar, have proper read. May | and punctuation | style, and pur- grammar or have some | marks used are | pose all excel punctuation grammar | indicative ofa _| lent for a busi- marks fora and or business letter. | ness letter. business letter. | punctuation marks that are indica- tive ofa business Information, | Information is | Some Infor- | Information is __| Information is, Style, Audi- | poorly written, | mation can | well written and | accurate and ence, Form | inaccurate, or | beunder- _| interesting to complete, is cre- incomplete. Im- | stood but | read. atively written, proper formis | are poorly and is cleverly used written, in- presented accurate, or Paris ofthe | Mostpartsare |Mostbus+ | Some business | Letteris com- FusinpsS bak upeRsng- hessletter | letter elements | plete with all re- ter elements | may be missing. | quired elements. Points: 10-12] Vs out of place sols 46 F 13 N @ activities below. What other situations call or writing business letters? You should be aware of these for in no time, you will find yourselves writing them. So you need more practice. Get the opportunity! Do t SING PERSPECTIVE ae} ET 0) a:x Activity 24: More Letters Please... Form five groups and do the following tasks. You will now write business letters based on varied given situations. You will write them using a manila paper or a power point presentation for evaluation later by the class. Take note of the criteria for rating. Make them your guide in writing. Group 1- You are planning to host a feeding program in your school. You lack funds to finance your project. Write a solicitation letter addressed to the PTA. Group 2+ Your teacher in English has asked you to present a One-ActPlay. You need a good sound system and the school AVR to be the venue of your presentation. Write a letter of request to the property custodian. Group 3- You have observed that many of the rest rooms in your school are not functional and need repair. Write a letter of complaint to the principal. Group 4 An intemational students’ association is recruiting members from secondary schools. You wanted to join and participate. Write a letter of intent addressed to the principal. Group 5- The Young Entrepraneurs’ Club would like to put up a stalin the school canteen. Write a business proposal to your principal.3 2 7 0 OUTSTANDING | SATISFACTORY | DEVELOPING | BEGINNING Heading Properly Ticludes return | Date orretum | No heading aligned. address and date | address miss- Includes return | put improperly | ing address and —_| aligned and improperly date aligned Inside Ad- | Properly Includes proper _| Inside address _ | No Inside ad- dress aligned. alignment or is dress Includes proper | proper spacing | present but may spacing from —_| from heading but | be Incomplete. heading and —_| inside address is | Alignment and, instde) incorrectly writ- address is cor | ten, rect proper. Salutation | Proper saluta- | Proper salutation | Improper No salutation tion and punctu- | and spacing. paktation ened ation. Incorrect spacing. Incor- Spacing is €or- | punctuation. rect rect punctuation Body Con- | Mentions the | Mentions the Mentions the | No Body tent problem and | problem but in- | problem but the expresses the | tentions in writ- | purpose and Intentions or —_| ing are not clear. | intention are not purpose clearly. mentioned. Body Proper spacing | Properspacing | Improper spac- | No Body Alignment | between between ing paragraphs, and | paragraphs, but | between proper indenta- | improper inden- | paragraphs and tion tation improper {ornoindenta- | (ornoindenta- | indentation tion tion when using when using block blockstyle) style). Language | Uses words and_| Uses some Expressions __| Lacking of ex- Functions | expressions —_| words and used are inap- | pression that show trans- | phrases but propriate. actional lan- | some are not ap- guage funtions. | propriate for the Closing Proper align- | Properalignment | Inappropriate _| No closing ment but spacing is | closing and and spacing. —_| incorrect. improper spac- Appropriate Appropriate ing Lhttov/okt2.asu.bdilosing closing. and alignment. Range= 1-5-Beginning; 6-11 —Developing; 1246-Sa factory; 17-20 - Outstanding CHANGING PERSPECTIVE esau aclHow did you fare in your writing attempts? Have you been caught up in the same situa tions before? These situations can really happen. So get yourself ready for the final task for this lesson, You are going ‘o write an application letter, but first you should know how to make a ‘A. Suff the internet and look for sample resumes. Find out the following: 1. What pieces of information should be included in the resumes? 2. How are the pieces of information arranged? 3. What formats can you use in writing resumes? Share your mini research with the class B. Below are sample resumes. Choose one and change the entries with yours. Be reminded that this is an important document and you are required to write true and correct information.————————— saract adcronx: [ ew I Phone: I _Datare Saimeraa | oui1 2 3 4 DEVELOPING | SATISFACTORY coop EXCELLENT Return —_|- Return address is | -Return address is |-Return address is |-Retum address is Address & | missing. missing Jcomplete & accu- [complete Date -Date is missing. |-Dateis there but rate. & accurate -40r more format is incorrect, |-Date is complete & |-Date is complete spelling -3 spelling, positioned correctly. |& positioned cor- capitalization, or capitalization, or —_|-1-2 spelling, rectly. punctuation errors. [punctuation errors, |C2Pitalization, or | No spelling punctuation errors | capitalization, or punctuation errors, Inside -inside address is |-inside address is |-inside address is | -Inside address is Address | missing, missing an infor- complete & accu- | complete & accu- & Saluta-_|- Salutation is miss- | mation. rate. rate. tion ing. -Salutation is Salutation is -Salutation is - Subject line is | inappropriate, Jaopropriate but appropriate & missing, -Subject line incomplete. Jcomplete. -More than 3 information is, A subjectline | - A subject line spelling misleading. needed needed capitalization, or 3 spelling, Jor added correctly. or added correctly. punctuation errors. | capitalization, or |-1 -2 spelling, - No spelling, punctuation errors, | capitalization, or | capitalization, or punctuation errors, | punctuation errors, Content [No organization —_|-Organization is not |-Organizationis | -Oraanization is Organiza- pattem is apparent. | appropriate to the Jaopropriate tothe | appropriate to the tion -Paraaraph order |iler’s purpose. | writer's ourpose, _| writer's purpose. [does not follow sug- |-Paraaraph order's | Paragraph order _|- Paragraph order gested format. close to the close to the follows the ideal -Messagehas _ideal output. ideal output output missing or incorrect |-Two pieces of -One piece of -Message is com- information tobe information are information is miss- |plete ineffective in meet- |rmissing or incorrect, Jing or incorrect. and correct ing the writer's goal, Closing, |More than two piec- [Two pieces of infor- [One iece of infor- [Closing is appro Signature, |e of information | mation are mation is missing | priate, & fare missing or missing or inaccu- Jor inaccurate. -Written & typed other End inaccurate rate. signatures are Matter present. - Reference initials ee Jenclosure reminder are included if needed 508 CHANGING SPECTIVE Ce en Exe eae!Word Word choice is | Word choice is_| Word choice is _ | Word choice is, Choice | Inappropriate in| inappropriate | mostly appropriate for the entire parts | for audience. | appropriate for | audience of the letter. Transactional | audience. “Transactional language func language func- tion is not evi- tion is evident. dent. Sentence | -Two sentence -Two sentence | -Some variation | -Complete sen- Fluency —_| fragments. fragments. in sentence tences & Me- Message is -Message is length. One of varying chanics there, but there, but not fragment. length. underdeveloped, | clearly stated | -Paragraph divi | -Paragraph divi ~ Awkward para- | -Awkward para- | sions sions graph graph are somewhat _| are effective. construction construction effective. = Number of clouds clouds -Main purpose of | paragraphs fits the message. | the message. | the message is | suggested for- -56 spelling, | -3-4 spelling, _| clear. mat. capitalization, or | capitalization, | -1-2 spelling, - Main purpose punctuation er | OF capitalization, or | of the rors. punctuation er- | punctuation er- | message is = 56 grammar & | Fors. rors. clear. usage errors -3-4 grammar | -1-2 grammar & | -No spelling, & usage capitalization, or usage errors. | errors punctuation er- rors. -Grammar & usage are correct. ‘Source: http://rubistar.4teachers.org 7/6/03 Range =19-24-D; 1318-8; 7-12-G; 16-B Glossary Application letter- a formal written request for something such as a job, or admission to a school or callege Business letter - a formal type of written correspondence which complies with the standard business letter format. They are used for a wide variety of purposes, from re- questing information, applying for a job, lodge a complaint, acknowledge a service, place an order, request information, or reply to a previous letter. Editorial- an articls in a newspaper or magazine that expresses the opinion of its editor ar publisher Folktales- a tale or legend originating among a people and typically becoming part of an ral tradition SING PERSPECTIVE 509 ae} a:Legends- a popullar story handed down from earlier times that tells the origin or beginning of things Myth- A traditional sacred story, typically revolving around the activities of gods and heroes, which purports to explain a natural phenomenon or cultural practice, Range- a scale to determine one's capability on the tasks given. Resume- a written document that contains a summary of your work experience , including positions held at each employer, and your educational background Rubrics- an assessment tool used to measure or evaluate a student's performance-based ‘on the sum of a full range of criteria rather than a single numerical score. Thinking Tools- learning activities that encourage students to develop critical thinking skills to express concepts of ideas References: Website Citations: Cartoon person sitting oa flying rocket. 2012. Retrieved Dec. 3, 2012http:// office.microsoft.com/en-00'/images/results.aspx?qu=cartoons#ai:MC90025 1287| Emery, D. Meaning of legend, myth, folktales. n.d. retrieved Dec, 3, 2012 from hito:// urbanlegends.about.com/od/alassaryia/legend,htm Collins English Dictionary — Complete and Unabridged Nicholsan, J. Meaning of business letter, 1999-2012. retrieved Nov. 2, 2012 from eHow.com http://www.ehow.com/about_5333799_meaning-business- letter. htmlitixzz2 DOINVx6T Catherine McAuley Library. n.d. Definition of thinking tools. retrieved Dec.3, 2012 from Thinking tools. www.sac.sa.edu.au Definition of range. 2003. retrieved Dec. 3, 2012 from range - definition of range by the Free Online Diclionary, Thesaurus and Encyclopedia. www.thefreedictionary.com Definition of rubrics. 2012. Retrieved Dec. 3, 2012 from Rubrics - definition of rubrics by the Free Online Dictionary, Thesaurus and Encyclopedia. w.thefreedictionary.com Definition of legend. 2012. Retrieved Dec. 3, 2012 from Legends - definition of Legends by the Free Online Dictionary, Thesaurus and Encyclopedia. www.thefreedictionary.com Definition of folktale. 2012. Retrieved Dec. 3, 2012 from Folktale - Definition and More from the Free Merriam-Webster Dictionary w.merriamen.wikipedia. Singapore Science Centre 13, Jul 06.JPG. retrieved Nov. 27, 2012 from http://en.wikipedia.org tripadvisor.in, Ducks (divyagandhit0, Dec 2008)Jurong Bird Park. Retrieved Nov. 27, 2112 from http:liwww. woww.aooale. Character Trait Chart. n.d, retrieved Nov. 27, 2012 from httpu/it2.gstatic.com/ images? g=tbn:ANd9GoRReXKIAFoVnFuvomPLUNnWFPp2UIUHVAF_z03IpeL37CvywGQVOwA Elder, J. On Structural Analysis, 2008. Retrieved Nov. 28, 2012 from http: highered.megraw-hill. com/sites/dl/free/0073123587/380570/1_Word. pdf By Toh Hsien Min. On sifes of Cultural Interchange. 4 Jul 2003. Retrieved Oct.30, 2012 fromhttp://www.qlrs.com/editorial.asp?id=318 Richards, J., The Language Teaching Matrix (Readings on Transactional and interactional Use of Lanuage). 1990. Retrieved Oct. 26, 2012 fram http:// books.google.com.ph’ Abhilit,, Two poems about Singapore Posted on Tuesday, December 29, 2009 Retrieved, Oct. 29, 2012 from http:/www.pressrun,netweblog/2009/12/two-poems-about- singapore.html Doyle, A., Application Letter. N.d., Retrieved November 2, 2012 from htto:// jobsearch.about.com/od/jobapplicationletters/a/appletterformat.htm Doyle, A., Resumes, N.d. Retrieved November 2, 2012 from htip://video.about.com/ jobsearch/What-|s-a-CV-or-Curriculum-Vitae-.htm gk12.asu.edu. Rubrics for Business Letters, N.d. Retrieved Nov. 2, 2012 fram http:// gk12.asu.edu/Lessons/Earth%20and%20Space%20Sciences/Experimenting%20with% 20Erosion/BusinessLelterRubric.pdf google.com.ph. Sample Resumes. N.d. retrieves Nov. 22, 2012 from http! www.google.com.ph/search?q=resume- +samples&hi=en&tbo=u&tbm=isch&source=univ&sa=X8ei=IF_BUJPyNKSaiAeq9YDgBw& ved=0CE8QsAQ&biW=13668bih=667 www.dept.ace.vi.edu Sample Rubrics. 7/6/03. Retrieved Nov. 22, 2012 from http:// rubistar.4teachers.org Google Search, Business Letter, 2012. Retrieved Nov.22, 2012 from www.google.com.ph Book Citations: Gil, M./ Gumangan, M., Singapore Sojourn. Literature Through The Ages. Innovative Educational Materials. 2006. Torres, Myrna M., “English for Secondary Schools” (Revised Edition) Second Year,” FNB Educational Inc., 1999. SING PERSPECTIVE | 1 are) Ca en”Lesson 3 Seadonale Gommamalealon Witag Lanoaled Billogrephy @ INTRODUCTION AND FOCUS QUESTIONS Communication is said to be more than speaking or writing, It requires the crea- tion of a common understanding of ideas, desires and observations among people in order tobe effective, Effective communication, consequently, is the key to maintaining good personal relationship with others. It is vital in building linkages with other countries. It is also im- portant in understanding one’s culture and identity. With the theme: Changing Perspective you will be studying Korean cultural val- ues and attitude to enable you to analyze, do critical evaluation and make critical choices to suit different purposes without sacrificing socio cultural values and altitudes. The les- sons and activities found in this module will focus on the following questions: How do 1] express my perspectives while respecting the perspectives of other cultures? What make perspectives credible? OBJECTIVES: In this lesson, you will learn the following: + Listen to note important details and infer characters traits (Listening Comprehension) + Agree/ disagree with statements and observation made about issues affecting the community (Speaking) ‘* Arrive at the meaning of structurally complex and ambiguous sentences by separating kemel sentences from modifications structures and expansions. (Grammar Awareness) «Arrive at meaning of words through contextual clues (Vocabulary Development) + Anticipate information from the different text types by noting explicit and implicit signals used by the writer. (Reading Comprehension) ‘+ Employ varied strategies when summarizing materials read and viewed (Whiting and Composition) + Express feelings and attitude towards different text types.(Atttucle) «Give credence to well thought-out ideas.. (Attitude) CHANGING P| 4-13 1OUTLINE OF THE LESSON Below is the lesson activities map to guide you in Lesson 3, Quarter 4- Academic ‘Communication. Changing Perspectives ‘Academic Communication ‘Gouth Korea) Y How does one’s culture shape one’s identity? Target Competencies t Lesson content L- Listen to note important (petites details and infer characters Activities traits Know. Korean Beliefs and Cul S- Agree/ disagree with Pre-Assessment ture statements and Proud Asians observations made about 1 Am known for... = (Listening/Viewing issues affecting the com- KWL Texts) munity PROCESS GA- Arrive at the meaning Listen/View fable Reading an Informative of structurally complex and || Comprehension Check |] Essay ambiguous sentences by Character Talk separating kernel sentences || Convince Me (Debate) -Informative Texts from structures of modifica- Kemelling sentences (used in varied activities) tion and expansions Trimming Up(Guided) VD- Arrive at meanings of Untangled Thoughts ~ Vocabulary Develop- words through context clues |] (Independent) ment RC- Anticipate information Bibliography (key pts.) . from different text types by Look it Up Speaking Activities noting explicit and implicit UNDERSTANDING signals used by the writer Filipino Youth WC-Emplay varied ‘You Build Me Up Kemel Sentences strategies when Reading ‘summarizing materials read || Comprehension Check and viewed Annotated Biblio.(KPts) |] Bibliography Express feelings and att- I Support tude towards varied text PRODUCT Annotated Bibliography types. Library Talk Give credence to well KWL- Finale thought-out ideas Write Me SS- Engage in systematic Cite Me canduct of research by go- || Annotate It ing through series of TRANSFER GOAL process, SING PERSPECTIVE | 3 are) Coin———SS My Learning Goals and Targets... For you to accomplish the tasks and perform well in the activities in this lesson, write your goals and targets in the box provided below: Literary text types could be a means to understanding other countries culture and practices. Let us begin the module by reflecting on what you know so far about Asian and African Literature, in particular, Korean literature. . « Activity 1: PROUD ASIANS Identify the people in the pictures by matching them with their Identify the people in the pictures by matching them with their names in column B and their nationalities in column C. Draw a line from the picture going to the answer in column B, then another line to your answer in column C, Column A Column B Column c 1. A. Jacky Chan a. Thai 2 B, Mario Maurer b. Filipino ©. Rain c. Chinese D. Sushmita Sen d. Korean E. Sarah Geronimo @. Indiane PROCESS QUESTIONS: a. Are the people in the pictures familiar to you? b, Would you know the industry they belong to? ¢. Do you have any idea about their contributions to the industry? d. Is there something common among them? Activity 2: | AM KNOWN FOR... Pair Work. With the knowledge of Afro-Asian countries and their people leamed from previous lessons, complete the diagram below. What is each country known for? Be able to share your output to the class. 1. 2. 3. Singapore 1 2 3country. How will your knowledge help better understand the diversities of each @ From this activity, you were able to check how much you know about each| culture and bridge the gap in shaping each people's identity? in the next activities you will discover the answers to those questions, as well as to this: How do | express my perspectives while respecting the perspectives of other cul- tures?” Let's move on. Activity 3: K-W-L (Korea and It’s Culture) Group Work. Fill out the K-W-L chart. Present your output in olass. Re- member that you will not be able to accomplish the L column yet. You will go back to this part before the end of this unit. What do I Know about What | Want to Know What | Learned about about You have already listed the topics you want to find out about the focus country. As you go through the entire module, you will ry to clear out ambiguous notions about the country's culture and her people. Ih particular, you will focus on the question: “How does culture shape one’s identity? “ Your goal in this section is to lear and understand key ¢ | concepts regarding Korean literature and their family practices. You will also eam how to simplify sentence structures, as well ‘as, respect others perspectives without compromising your own You may now start. ‘Our family is part of our existence. In fact they are the reason why we work, live and strive in fe. They are the source of our happiness. Korean people, just like Filipinos, give high regard to their family, especially to their parents, CHANGING P| 4-13 1Listen to a Korean fable the teacher will read to you and find out how this fable depicts their belief in marriage. Motive Question: Should parents interfere with their children in the choice _ their partners in life? The Vanity of the Rat http://readerscriticism.blogspot.com/2012/03/vanity-of-rat. htm! . Activity 4: COMPREHENSION CHECK ‘Answer the following questions to check how welll you understood the listening text. What characteristics of a prospective husband does Mr. Rat want for his daughter? Was Mr. Rat's choice of a husband for Rena really the best? Why or Why not? Do the characters in the fable behave somewhat the same as real human beings? Why? Why not? What particular character trait of a Korean family is implicitly revealed in the fable? How is their practice similar/different from the Filipinos? Explain. What does this similarity or difference imply? ene oon SING PERSPECTIVE | 7 are) Coin|: Activity 5: LISTEN TO ME Listen to the lines to be read by you teacher. Write the particular line stat- ed by the characters in the bubble and infer their personality trait by choos- ing from the pool of words in the box. Write your answers on the lines pro- vided below. em Palit Natal | Opportunist Honest Conceited e PROCESS QUESTIONS: 1. What did you abserve in the stated lines? Humble Greedy 2. What does the inference reveal about the characters and Koreans as a whole?~), Activity 6: THEME UP PAIR WORK. Recall your lesson on the elements of a short story where you discuss the element theme. Using your knowledge of the theme, identify the central idea or theme of the story. Write three words related to it and give the situation that implicitly shows it. Be ready to present your output in class. Relevant Words / Situations 1 4 THEME 2 2 PROCESS QUESTIONS: 1. What does the ‘theme’ of the story reveal about Korean culture? 2. Da you see any connection between the theme of the story and the Philippine culture? \ Activity 7; CONVINCE ME! “ay Se y) Consider this statement: Your parents know the right man/woman SE for you to marry. Exchange views with your classmates in a form an informal debate. Your teacher will help you facilitate the activity, People may have opposing views on many things which make them unique from each other. However, diversity in beliefs should never be a hindrance to- wards achieving peace. Respecting each other's views and opinions is the key to unity. In the previous activities you were given an opportunity to exchange ideas with your classmates. This time, you will learn that to be able to make others understand your Point you have to state your ideas clearly. SING PERSPECTIVE | 9 are) Coin‘Awell organized and clearly expressed writing is the key to communicate the message of a text. Thus, it is easier to understand its meaning if long sentences can be broken down into kemel sentences. 2 Study the sentence: Korea's traditional morality has been strongly influenced by Confucianism cen- tered on the family. 1.1. What nouns are used in the sentence? 2.2. What is said about those nouns? 3.3, How many sentences do you think you can construct out of a given sentence? 4.4. If you were able to form two or more sentences out of a given sentence, what would this imply? 5, What do you calll the short sentences that you have formed? li Key points § AKERNEL SENTENCE ssa sentence reduced to its simple or core form. To kernel sentences also means to get the main idea or the topic of the sentence. It is done by getting only the essential parts and dropping the embed- ded structures. fa Activity 8: TRIMMING UP No A CY Construct simple sentences, as you did in the previous example. The si #2 _| first one is done for you. a THE KOREAN WAY OF TEA By Jung Yu-Ran 1. Tea, which is a healthy drink, is so beneficial to the human body that it is used as medicine. a, Tea is healthy drink, b. c 520 CHANGING P| 4-13 12, Tea is a great help in strengthening the body; the most important part of a healthy life a. b. ce 3. The goal of the Way of Tea is to enhance the elegance of drinking tea and also to contribute to a healthy lifestyle, a. b. e 4, The devotion and rules of etiquette that accompany the steeping, drinking and serv- ing of tea, as well as the calm, quiet atmosphere, provide an environment for gain- ing enlightenment. a. b. . 5. Thus, the Way of Tea is to encourage us to cultivate a pure spirit without malice. a. b. ce e PROCESS QUESTIONS: 1. How did you arrive at your answers? 2, What does this imply about kernel sentences? . Activity 9: | UNTANGLED THOUGHTS. Untangle the sentences. Reduce the following sentences to kernel sentences. Write your answers on the space provided below. The Seoul of Music By Alex Femando 1. Traditional Korean Music, despite a tremendous influence form China, is distinctive. 2. On the surface it can be divided into two major categories; Chong-ak, that for the ruling class, and Song-ak, the one for the commoner. 3, Music far the upper class consists of the P’ungnyu, the mast sophisticated type of Korean lyric song, and Sijo, the indigenous Korean popular song. SING PERSPECTIVE 521 are) Coin4, Their present literal meanings denote a man’s state of being at leisure, phy mentally removing himself from the everyday world. 5. When chong-ak is used in the context of classical Korean music, it refers to a type of ensemble music fit for the nobility. ly and, Answers: 1a, statements is avoided. Understanding may be achieved if messages are clear and complexities are clarified You will notice that statements used in the previous exercises also talk about the rich culture of Korea. You can further widen your knowledge about the country by con= ducting some research. In gathering information for a research or an assigned task, itis important to learn. how to annotate and write bibliographies. This is to properly cite your sources of infor- mation, as well as to avoid possible plagiarism. If you are learning how to research properly, then your teacher may have asked you to fill out a bibliography card for each book or reference you select for your project Here is an instruction on how to prepare a bibliography card You have leamed thal effective communication also happens when ambiguity in vn Key points Bibliography A bibliography is a list of the sources you use to get information for your report. It is included at the end of your report, on the last page (or last few pages). In writing a bibliography, you need to note down the following information: the full title, author, place of publication, publisher, and date of publication for each source. yy. CHANGING P| 4-13 1Here is an instruction on how to prepare a bibliography card TTEIIL EZ. Instructions 41 Lay your index card with the lines facing you on your work space. 2 Write the number of the card, and circle it in the top right cor- ner of the card. 3 Skip a line and write the bibliographic information in the APA format: Format magazine article citations in the following way: {Lastname}, {Firstname} ({Publication Year}). {Title of Arti- cle}. {Title of Magazine}, {Volume #}{Issue #}), (Page Range}. Replace items inside the brackets with the details of the article. Italicize the title of the magazine and the volume number. Format book citations in the following way: {Lastname}, {Firstname} ({Publication Year}). {Title of Book}. {Location of Publisher}: (Publisher Name}. Replace items inside the brackets with the details of the book. Italicize the title of the book. Format webpage citations in the following way: {Lastname}, {Firstname} ({Publication Date}). {Title of Webpage}. {Title of Website}. Retrieved from {URL of, Webpage}. Replace items inside the brackets with the details of the webpage italicize the title of the website, 4. Alphabetize the bibliography according to the first word in each entry. Adapted from http:// www.ehow.com/ how_5077022_write- bibliography-cards.html‘Samples: Citation from a Book: Carpio, Rustica C. Crisscrossing Through Afro-Asian Literature. Pasig City. Anvil Publish- ing, Inc. 2006 Citation from a Magazine: Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896. Citation from a Webpage: Devitt, T. (2001, August 2). Lightning injures four at music festival. The Why? Files. Re- | Activity 10: LOOK IT UP Go to the library and list at least five sources where you can find more information about Korea. Prepare your bibliography on a 1/8 index card. Follow the format of the given example. E REFLECT AND UNDERSTAND READING J In the previous lessons you leamed that diversity of Asian countries was not a barrier towards understanding each other's culture. It is about having respect on others’ views while taking a clear stand on your own perspective. Your goal in this section is to take a closer look at some aspects of the topic on Korean beliefs and conducting researches. The revelations you will unveil will strengthen the concepts you have learned from the previous lessons. You may now continu Read the following excerpts from an essay found on page 18 written by a Korean author and find out the answer to the question: Do my beliefs shape my identity? 524 CHANGING P| 4-13 1Activity 11: FILIPINO YOUTH Oral activity: What can you say about the relationship of Today's Filipino youth with their parents? “AIL 'm Luigi Ray. Km 11.yrs ‘old. can say that i'm very close to my parents because | can tell my secrets to them. | ‘also consider them as my best friends. Activity 12: FYOU BUILD ME UP Unlock the meaning of some of the words used in the essay. Choose the meaning of the underline words from the choices in the box. Be able to use them in your own sentences. 2, Already formed opinion before the experience b, Unbelieving, unconvincing ¢. Is likely to happen or begin very soon 4. Compliance fe. Standard or code 1 Putan end g. Prevalence or popularity hh. Cautious behavior i. The relationship of a son/daughter to his/her parents 1, He does not agree with the notion that failure to produce male children is contrary to filial duty. 2, Few students call for the total abrogation of some Korean rituals. 3. They also want to abandon the custom that prescribed “circumspection in penance for sin’( the death of parents was attributed to the sins of the sons and daughters) fae Oli 525 8 4-L———SS 4. Korean students have a preconceived notion that Confucian moral philosophy is absolute. 5. They believe that even if they live on the verge of starvation, they will become just and honest men. 6. Korean student agrees in principle that he should uphold filial duties. 7. Ithhas undergone drastic changes. 8. Another characteristic peculiar ta Korea's traditional moral values conditioned by Confucianism and Buddhism is the predominance of spiritual values over material or physical values. 9. They are very sceptical about formal democracy or sham democracy which brings only hardship. 10, They believe man’s inherent noble spirit is in conformity to rule by virtue and democracy. Write your sentences here: 1 2 9. 10. INTRODUCTION TO THE TEXT Now, let's find out ifthe Korean youth have the same traits as the Filipino youth. Read Kim Tae- Gis essay entitled “The Changing Morals of Korean Students”, Motive Question: Does Korean Students’ Moral shape their identity? Lyd.) CHANGING P| 4-13 1Korean Youth Filipino Youth (Miki Hwang's Facebook Photo) (Jamille Cae Banayos' Facebook Photo) READING TEXT “The Changing Morals of Korean Students” Excerpts It is well known that Korea’s traditional morality has been strongly influenced by Confucianism centered around the family. On the other hand, today’s Korean Student has the preconcsived notion that Confucian moral philosophy is “obsolete” and that the family-first trend should also be drastically revised. However our survay an tha students’ moral views unexpectedly shows that he is conservative and that he is actually not so far away from the traditional moral views of Confucianism as he thinks he is. The Korean student agrees in principle that he should uphold filial duties and he does not dare deny parental merits of his duty to support his parents in their old age. Itis difficult, based on man’s behavior, to conclude that he takes more care of his parents than he does of his wife and children, Thirty years ago the young Korean man not only thought he did but actually he did care for his parents more than his wife and his children, But the actual behavior of today’s young man shows he is not so strictly bound by his moral obligations even though he continues to think he is. fae Oli 527 8 4-LThe Korean college student agrees in principle with filial duty on the one hand but, on the other, he is not blindly devoted to his parents as Confucian morals would dictate. Instead, he believes that impractical elements should be eliminated from the traditional notion of “filial duty.” For instance, the average Korean does not think it is right to sacrifice the free- dom of his children for the sake of filial duty or to abandon an opportunity to study abroad in order to care for his parents, and he does not agree with the unscientific notion that faik ure to produce male children is contrary to filial duty. In the matter of marriage, today's Ko- rean youth trespass the original notion of Confucian filial duty in that they believe that the final decision concerning marriage should be made by the couple involved. Funeral and memorial services for one’s parents and grandparents are extensions of the Confucian concept of filial duty. However, few students call for the total abrogation of such ritual but many favor shortening the traditional three-year period of mouming and abandon- ing the custom that prescribed “circumspection in penance for sins"{the death of parents ‘was traditionally attributed to the sins of sons and daughters). This is interpreted as mean- ing that students reflect common sense that ritual should always befit the social, and partic- ularly the economic realities of society. Another characteristic peculiar to Korea's traditional moral values conditioned by Conf cianism and Buddhism is the predominance of spiritual values over material or physical val- ues, the Korean students seem to have inherited this intact. Most of them believe that it is better to become a man of character replete with knowledge and the virtues than to be- ‘come a technician skilled in one particular field only. They also believe that even if they live on the verge of starvation, they will become just and honest men and that at the same time they treasure such spiritual values as the arts and friendship more than mere material val- ues. Their ideal is the person who lives in poverty but who has knowledge and integrity and not the man who enjoys wealth and power but lacks knowledge and character... Itis probably in sex that Korean students have managed to free themselves completely from the traditional moral code: As the old saying “Boys and girls cannot sit in the same place after they tum seven” indicates. Confucianists were most strict conceming sexual morals. Such a conservative opinion has been maintained according to the letter but it has undergone such drastic changes that in actual practice few take feudalistic sexual morals without question. Some thirty years ago it was commonly considered “bad” for a student to befriend a gir, but few retain such an attitude nowadays... Although the opinions on sexual morals are said to be quite free from tradition they are still conservative in comparison to their Westem counterparts. For instance, Korean stu- dents do not think it is good to have premarital sexual relations. We can draw the conclusion that today's Korean college students does not desire to adhere blindly to the Confucian tradition conceming morals nor does he want to abandon tradition entirely... As for political matters, Korean students appear to have inherited , at least partially the Confucian ideal of rule by virtue and favor, a form of democracy based on the teachings of Mencius... It is thought that the reasons why students still pay respect to the political ideas of Confucius and Mencius is, more often than not, thal they believe man’s inherent noble spirit is in conformity to rule by virtue and democracy. 528 CHANGING PERSPECTIVE Ce aes aulDue to that fact that Confucian political ideology is founded upon feudal society, it is something different from modern democratic ideals, for it allowed good intentioned dictator- ship...They are very skeptical about formal democracy or sham democracy which brings only hardship, ..-lt may be common to all people of all ages that there is a gap between what one thinks and what he actually does, but such gap appears to be unusually wide in the Korea of today. It is indeed, one of the most important tasks people in a new age face to endeav- or to narrow the gap between ideas and actions; in some cases the idea must be changed and in others the action must be geared in another direction; Herein lies the urgent need to establish a new morality with which our actions can be accord. Source: Reading and Writing the Essay by Ramos and Valeros, pages 87-89 ra \« Activity 13: READING COMPREHENSION CHECK 1, What is the essay about? 1. 2. Whyis it entitled the “Changing Morals of Korean Students? 2. 3. What are the Korean college students’ attitude towards the following: a, Filial Duties; b, Belief about Sex; ¢. Spiritual and Material Values; and d, Democracy? 4, Compare Korean beliefs with those of the Filipinos. 5, What is the author's purpose in writing the essay? 6, How do you think these beliefs shape identity? |. Activity 14: P-I-N Group Work. Fill in the arid with the Positive- Interesting-Negative aspects of the Korean morale practices. Be able to share your answers with the class. POSITIVE INTERESTING NEGATIVE SING PERSPECTIVE 529 are) Coine PROCESS QUESTIONS: 1. 1. What can you say about your group's answers? 2. 2.Are all your positive responses applicable to Philippine setting? 3. 3. What conclusions can you draw from your answers? Key points Annotated Bibliography An annotated bibliography is a list of citations to books, arti- cles, and documents. Each citation is followed by a brief descriptive and evaluative paragraphs called annotation. Its purpose is to inform the reader of the relevance, accuracy — and quality of the sources cited Here is a sample of an annotated bibliography: Waite, Linda J., Frances KobrinGoldscheider, and Christina Witsberger. “Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults.” American Sociological Review 51.4 (1986): 541-554. Print. The authors, researchers at the Rand Corporation and Brown Uni= versity, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in stud- ies of young males. Increasing the time away from parents before marry- ing increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows ho significant gender differences in sex role attitudes as a result of non family living, e PROCESS QUESTIONS: 1. 1.What did you notice in the example? 2. 2.Can you differentiate between a bibliography and an annotation? 3. 3. How important are annotated bibliographies to students? 530 CHANGING P| 4-13 1|: Activity 15: | SUPPORT Group Work. With your previous group, look for some readings about your assigned topic. Come up with five annotated bibliographies. You may also use online sources, if they are available. Group 1- Filipino Family Practices Group 2- Fil Group 3- Filipino Beliefs on Religion Group 4- Philippine Politics Group 5- Philippine Customs and Traditions e PROCESS QUESTIONS: 1, 1. How did you feel doing the activity? 2, 2.What did you learn from it? 3, 3.Whatis the importance of writing an annotated bibliography to a stu- dent researcher? 10 Beliefs about Sex Ci daeren eat) a Organization Presentation Presentation was Presentalion was Presentation was very fairy organized not dearly lacked organized and and pretty organized, organization. Poor was easy lo followed. Transitions transitions between folow. Transitons might between group members, Transitions have been slighlly members were and individual between group discontinuous but jumpy or parts. Presentation members were did not take away awkward, lacked order and well planned greatly from the very difficult to and executed overall fallow. leary presentation Ex)Group Presentation Rubric ‘Teamwork Content Visual Aid(s) Screg Tw The group worked very well with each other and the presentation was shared equally among the group members. Group members had a stronghold on the content and content was thoroughly addressed. No mistakes were made with regard to content knowledge. Visual aids used were used effectively throughout presentation. Group members used visual aids as a supplement, not asa crutch, The group worked well with each other and ‘communicated well. Some members patticioated slightly more than others. Most of the group members has a solid understanding of the content. Content missing minor elements or contained minor errors. Visual aids used were somewhat effective, but weren't used consistently thoughout presentaton. zig ad Group communicated relatively well with a few lapses inthe presentation; some students dominated the presentation and others did not participate much, Group members had only a superficial understanding of content, Several mistakes were made during the presentation. Visual aids used did not support verbal presentation. They lacked information, or groups members read from them. re Group did rot work wel together. ‘There were ‘obvious miscommunication sand lapses in the presentation. Group members had little to no understanding of the content addressed in the presentation. Visual aids were not used at allPRODUCT/PERFORMANCE You have discovered a lot about Korean cultures and traditions in the previous lessons. As a Filipino youth, you have gained the advantage of being able to understand the uniqueness of your identity from others. In this final phase of the module, you will be working on a very important task which will complete and support your stand on your distinctive characteristics as a Filipino. Let us now begin... « Activity 16: LIBRARY TALK YZ) GROUP WORK. Look for some readings in 25". | the library that discuss other Afro- Asian £3 countries’ distinct beliefs and practices. a 1 OS Compare and contrast them using the chart Crx7S below. Practices/Beliefs | Africa Burma Malaysia China Japan Moral Values Belief about Sex SING PERSPECTIVE 1} are) CoinRubric for Group Activity No. 17 Group's Name: Task No. Thdleators 7 Zz z a Score Preoaration | Did Tat | Some x good | Student prepare preparation | amount prepared enough wasdone | of beyone level for preparation | of presentation, was done | assessment Visuals There were no [There wore a | There wore | Slugents helpful visuat|few visual} clear ana | created aids alds Interesting | excellent visualaids | visual aids Speaxing and | Od not oox at| Looked at{Lookea at] Heid ‘Audience audience and | audience the audience | attention of Contact was not some of the] and — spoke | tre audience Loudenough |tima ane | clearly and) spoke used soft very voice expressivel ‘Overall Group didnt | Group Group ‘Group understanding | show sufficient | understood | understood | understood ofthe topic understanding |most of the | tho — entiro | tre tradition of the tradition |traditions, | traditions ~— [and values. & valies from | values from | and valuos | trom the theiroutpuis. | theiroutput | from their | output and output presented extra information Teaching Value Did not help Helped otner Helped over Helped other for Other other students | students to | students studonts Students learn about the | learn understand | understand topic something | the topic | tre topic and well enjoy the presentation TOTAL TEACHER COMMENTS Based on the Differentiated Leaming Rubric by Maxine — wwv/.atozteacherstuff.com Answers shall be processed by the teacher and the whole class. EXD) CHANGING Ce eer <2 5e8 iia Exe eae!Activity 17: KWL FINALE Go back to the K-W4. chart and complete the L part. ‘What do I Know What! Want to Know about What have ILeamed about, e PROCESS QUESTIONS: 1 . 1, Were you able to revise and finalize your previous answers? 2. 2’What are the significance of these new knowledge you learned in your life as an Asian youth? | Activity 18: WRITE TIME! sy WY After studying about Afro-Asian countries, did your opinions on their cub Z| tures change or were they strengthened? Explain your answer in two to three paragraphs. Write your answer on a one whole sheet of paper. goo) \ PECTIVE 535« Activity 19: CITE ME! Go back to the library and write at least five bibliography cards of all the sources of information you used in preparing your output in Activity 15. Have one index card per citation. SEE RUBRIC FOR BIBLIOGRAPHY CARDS 3- Excellent Researcher ‘© e included 5 sources ‘© #no apparent historical inaccuracies ‘+ could easily tell the source of information 2- Good Researcher ‘¢ included 3-4 sources «© #few historical inaccuracies '* © could tell with difficulty the source of information '* *contained most relevant information 1» Poor Researcher © sincluded 1-2 sources + contained a lot of historical inaccuracies ‘© could not tell the source information 536 LeaNIelNActivity 20 : ANNOTATE IT! Go back to your output in Activities 15 and 16. Using the information you were able to collect, prepare at least three annotated bibliographies. Make sure you follow the given example. Activity 21 : TRANSFER GOAL Your friend is going to present an informative speech in an ASEAN Youth Summit. To help him out, you are going to give him annotated bibliographies on the theme: “Changing Perspectives". You have to look for reliable sources from the intemet, experts you know and or other RUBRIC: ANNOTATED BIBLIOGRAPHY (Transfer Goal) CATEGORY 5 4 3 2 1 ‘Quantity of | Document | Document | Document | Document | Documentis sources cites the is either | is twoto is four to five | more than (Maximum of ) | Number of | one source | three sources five sources sources |overor —_| sources over or un | over or uns outlined in | under the | overorun- | derthere- | der the the as required | derthere- | quired num- | number of ment. number of | quired num- | ber of required sources. | ber of sources. sources. sources. Quality7 All Most ‘Some Few Title or not Reliability of |sources | sources | sources can | sources cit- | reliable and! Sources cited can | citedcan | beconsid- |edcanbe | or trustwor- be consid- | be consid- | ered reliable | considered | thy sources ered relia- | ered relia- | and/or trust- | reliable and/ | cited ble and/or | ble and/or | worthy. or trustwor- trustwor- | trustwor thy. thy. th Variety of Excallant [Good var- [Adequate | Poor variety | No variety of Sources variety of | ety of variety of | of sources; | sources: sources; | sources; | sources; citestwo | cites only cites more | cites four | cites three | types of one type of than four | types of —_| types of sources. source types of | sources. | sources, sources. CHANGING PERSPECTIVE esau aclCATEGORY 5 4 3 2 1 Writing fluency | Allannota- | Mostan- | Some anno- | Most anno- | All annota- of annotations | tions are | notations | tations are | tations are _| tions are thoughtful, } are well written | lacking in | lacking in complete, | thoughtful, | butsome | complete- | complete~ and well are lacking | ness, ness, written, in complete- | thought, thought, written. ness, and/or writ- | and/or writ. thought, ing quality. | ing quality. and Jor writ. ing quality. ‘APA and Citations | There are | There are | There are | There isi Documentation | 2% format- | a fewfor- | some for | many and/or | tle or no ad- tedcor- | matting | matting er | frequent for- | herence to rectly in J errors in | rorsinthe | matting er | APA format thedocu- | the docu- | document's | rors in the | in the docu- ment ments ci-_| citations. document's | ment tations. citations. EX: } cee GLOSSARY The following are some of the terms you found in the module: Ambiguous - something that is unclear or not easily desoribe Your answers are too ambiguous fo understand. - ‘an explanatory note for a text ‘Annotate some archaic terms to be understood, - to picture in words or describe The museum depicts the lives of the ancient people. Diversity - the condition of having many elements Their art works reflect the diversity of their people, CHANGING PERSPECTIVE eae ere Rosas caneEnsemble two or more people or things that function together as a whole ‘The schoo! choir and the instrumental ensemble were magnificent Implicit - something that is suggested or implied but not ever clearly stated Metaphor is an implicit comparison of two persons or things Inference - is the act or process of deriving logical conclusions from premises known or assumed to be true The inference was that the tournament was her for the taking. Kernel - a small piece or essential portion When you kernel a sentence, you are simplitying it Notion - an opinion or conception The notion of nuclear war has always been a frightening prospect. Perspective - viewooint or the way one looks at something It is necessary to integrate the gender perspectives in existing disciplines Theme - a topic or a recurring idea The theme of the story is vanity. CHANGING PERSPECTIVE eee Mead aeMbographles Citations from Books Bermudez,V-F, Cruz, J.M, San Juan, MA. and Nery, RLF. (2070). English Expressway Il, Quezon City. SD Publication, Inc. Carpio, R.C. (2008) Seoul of Music, Crsserossing Through Afro-Asian Literature, Pasig. Anvil Publishing, Inc. Ramos, M.(1997) Reading and Writing the Essay, Quezon City. Phoenix Publishing House, Inc. Citations from the Web Engle, MC, Blumenthal, A. & Cosgrave,T.(2012, September 25). How To Prepare an Annotated Bibliography. Olin&Uris Library. Retrieved Nov. 15, 2072 from hite:V/olinurs.tibrary.comel.eduiref research/skill28.ntm Geronimo.S (2011, October 14). Sarah G Dubai 2017. Retrieved November 3, 2011 from hited www, fic kr,com/photas/57576666@NO7/6252266849! Harper, D. (2012) Online Etymology Dictionary. Retrieved December 4, 2012 from http:ll woww.etymonline.comlindex.ohp?allowed in fame=0&search=bibliography&searchmade=none Jalal, BH (2011, February 12). The Value of Korean Family. A Window to Discover Dymanic Ko- rea. Retrieved November 14, 2012 from http! kurdishkoreanfriendshipbridae,bloaspot,conv/2011_02_O1_archive,htm| Leigh, V. (nd.) How to Fill Out a Bibliography Card, Retrieved on Nov, 7, 2012 from http// en.wikipedia. ora/wikilFile:Rain Korean Singer.JPG Maxine (n.d.) Differentiated Leaming Rubric. A to Z Teacher Stuff. Retrieved on December 1, 2012 from http/atozteacherstut’ com/oages/1608,sntml Mueller, J, (2012) Authentic Assessment Toolbox. Retrieved December 1, 2012 from http: ifmueller faculty, nactieduftoolbax/alossary, htm#tholistic Tie, RB.(2012,March 6). Vanity of the Rat. Retrieved November 5, 2012 from httpd tedbreadtie,bloaspot,com/2012/03/korean-folk-tale-vanity-of-rat htm] Wikipedia (2012, October 31) Annotated Bibliography. Retrieved December 5, 2012 from en.wilipedia.orgiwiki/Annotated bibliography Wikipedia (n.d) Jackie Chan at 2012 San Diego Comin-con International Retried November 3, 2012 from htipuJlen wikipedia ora/wiki/Jackie Chan 540 CHANGING P| 4-13 1Lesson 4 How are you doing, education rangers? In the previ ‘ous modules you have acquired functional under- standing of select Asian countries which empower you to better appreciate your Asian family. At this point, it is already clear on your part why taking in consideration the per ‘spective of others becomes supplemental in establishing and maintaining good relation- ships. You are now enthused to study the Asian Peninsula: The Arab Emirates and addi- tional concepts about Saudi Arabia. It is expected that at the end of this module you will be able to deliver an informative speech after gathering collectively pieces of information to ‘substantiate your content. ‘As you equip yourself with a broader understanding of global communication, make sure to reflect on the question, “ How does global communication help in ensur- jing peace and goodwill and in establishing better relationships among nations?” Lesson Objectives In this lesson, you will leam the following: Extract specific information from a variety of informational texts (Listening Com- prehension) Express opinions and comments objectively (Oral Language & Fluency) Construct emphatic sentences (Grammar & Structure) Write meaningful expanded sentences. (Writing & Composition) ‘Scout for valuable materials to enrich speech content (Study Strategies) Use rich vocabulary in elocution (Vocabulary) Writs an informative speech based on the theme, “Changing Perspec- tives.” (Writing & Composition) Analyze various strategies (net sources) in delivering a powerful speech to inform (Viewing) Delimit speech content by screening details (Study Strategies) Deliver an informative speech following the conventions (Oral Language & Fluen- cy) SING PERSPECTIVE 541 are) Ciel clLesson Activities Map Global Communication athities Lesson content (LC) infer the functions of utter know ances end respond accordingly . Video Cli UAE) taking into account the context of Emirates-Emeritus ‘seo Clips on UAE/ the situation and the tone used Electronic Terrain Dubai Info-Text © «Differentiated activities (RC) arrive atthe meaning of Status: Super Like structurally complex and ambigu- = « Multimodal tasks fous sentences by separating ker nel sentences from modification PROCESS ‘tional texts structures and expansions © # Process Questions © e Literary and informa- Fourcpronged Ques- (5) éeliver an informative speech tion #« seibased activities following the conventions ‘Three Tap Informative speech ac) Locate and synths Glocalaing the ( 0 fort e ans fa many tet Peninsula The script tialinformation found in any text. oo eit A Stress tt Out ‘The delivery (1) Drew out significant Human Widen One's Perspec- Experiences from a text analyzed te (vopoitferertiate between van- Stretch tour tage points ane viewing Literary Foio (Wo) extract valuable information from various materials REFLECT & UNDER- (Ga) construct meaningful ex- STAND Panded sentences Something to reflect (Ajay the correct treatment of on data and the souncness of re- Insights & Foresights search conclusion Way 0 g0 PRODUCI/ PERFORMANCE 542 CHANGING SPECTIVE Ce een foe EarlMy Learning Goals and Target What do | expect to learn from this module? ACTIVITY |: EMIRATES - EMERITUS List down significant information under each label to find out how well you know your neighboring fed- Jeration of states, the United Arab Emirates LOCATION LANGUAGE & RELIGION ee PRESIDENT & FORMOF GOV- DOMINANT CULTURE ERNMENT SING PERSPECTIVE 543 are) Ciel clfact, write your REACTION or COMMENTS (RC). Tidbits of facts prompt ky hyperlink on the lids all about the U/ shared in each container. Below each pure http://www arablanbusiness.com/videos/ skyserapercenter com/dubslVbur black gols-how oll helped-bulld.vae.gart- 432522, htm » BLACK GOLD: How oil helped to SKYCRAPERS: UAE's iconic bbullé the UAE landmarks Ww ; fe trsousonnw youtube com/waten? tp: Aww godubai com/shei NY) vaszorsvonno ityofgolé.html weseeaevane ‘ Gold and Jewelry Consumption Spirals CHANGING P| 4-14 1 544 Palm Islands in DUBAIOP ACTIVITY 3: INFO-TEXT Group Work. Complete the Round of Information about United Arab Emirates by texting people whom you know may give you precise examples of the items below. The group that completes all the information the fastest with confirmed text messages wins the game Arab phrases Famous UAE personality Islamic Holy Days The activities you have completed crystallize your queries about United Arab Emirates. Do you wish to ponder more about the contributions of UAE to globalization? Then, com- plete the chart below. SING PERSPECTIVE 545 are) Ciel clACTIVITY 4 ; STATUS: SUPER LIKE! Want to know #2 ‘Want to know #2 In the next activities you will discover the answers to the question” How ion help in ensuring peace and goodwill and in It is customary on the part of Arab people to give presents to their visitors. Do we have the same practice as theirs? How do visi- tors regard such practice? Find out in the Arabian text below.‘The Wonder Tree An Arabian Folktale Far out in the desert of Arabia lived a chief called Ali Ben Ahmed and his tribe. Their tents were pitched on the trackless sand where the blaz- ing sun beat down alll day. Month after month, they saw no stranger for the paths of the travelers lay far to the south. One evening, however, little Zuleika, the chief's daughter, ran to her father for she has seen someone riding their way from the south. Ali Ben Ahmed came out of his tent and stood beside his beautiful little daughter. The chief scanned the southern horizon until his eyes found alittle yellow cloud of dust in the far distance. Zuleika danced with delight. She loved visitors who told stories of the wonders which her eyes had never seen. They had talked of cities with great stone houses, of lovely green gardens, of sparkling rivers, and cool blue seas. To the little gil who had lived alll her life in the desert, these sto- ties were marvelous fa All Ben Ahmed called his men to welcome the new comer for the desert Arabs is very hospitable. They bowed their turbaned heads almost to the ground to a low salam as the rider pulled up his sweating mount. The stranger, who was proud and dignified, retumed the salute and said that the great sheik Ben Nedi will visit their tribe the next day. The whole camp bustled with excitement, Ben Nedi was a very great sheik indeed, known far and wide for his power andgoodness, and to have him visit the remote tents of Ali Ben Ahmed was an honor. Every Arab in the ‘camp busied himself in preparing a gift for the coming sheik for it is an Ara- bian custom to give gifts of welcome and hospitality. Only litte Zuleika sat alone and idle. Tears stood in her lovely dark eyes because she had no gift to give the great man who would come the next day. Her mother, busy in the women's tent unrolling a beautiful piece of silk that would be her gift the next day, tried to comfort the child and told her that children are not expected to give gifts. CONC Chan eal eae! 547Only litle Zuleika sat alone and idle, Tears stood in her lovely dark eyes because she had no gift to give the great man who wauld come the next day, Her mother, busy in the women’s tent unrolling a beautiful piece of silk that ‘would be her gift the next day, tried to comfort the child and told her that children are not expected to give gits. Then the shining figure faded away, melting into the misty light like a pale moonbeam. Zuleika ran back to her tent, but she could sleep ttle that night. As soon as dawn broke, she hurried out into the sand to find the gift which she was to give that, day. She came to the well and stopped in amazement. Where yesterday there had been nothing but bare sand, today there was a tal tree, It was straight and bare except the top, where it carried a tuft of branching leaves and a cluster of brownish fruit. Zuleika rushed back to her father's tent and told him everything that had hap- pened. Her father would not believe that there was a tree in the desert until he had seen the tree for himself and tasted its ‘ruts, In the attemoon, the caravan of the great sheik Ben Nedi arrived, Gifts were brought and laid before him — gifts of jewels, of gold, of silk and of beautiful steel swords from Damascus. The great man received them with gratitude and praise. Ali Ben Ahmed smiled then led Ben Nedi to the rock by the well where the date palm grew from tne spot on which Zuleika’s tears had fallen upon the ground and explained how the wonder tree had sprung up miraculously in the night. Upon knowing everything, Ben Nedi softly exclaimed, “Yes, that is the most precious gift of all, for i springs from the desire of the hear.” And sure enough, the date palm spread unti it became the great friend of the desert tribes. As long as tt lifts its stately nead above the sands, the Arabian knows that it will furnish him with food from its fruit, cloth form its fiber and caol shade from its (For ICT rich classrooms you may use the YouTube presentation found in this URL http:/www.youtube.com/watch?v=MWOWSc1hQdyY. 548 CHANGING <2 5e8 iia ee ME GM Bcls Rods aaeneUetsGk),| ACTIVITY 5: Four-Pronged Question Directions: Pay attention to the taped recording and listen intently to the Arabian narrative. As you listen, jot down all the questions that you have in mind regarding the story, Write your questions below. SING PERSPECTIVE are) Ciel cl atl?) POSSIBLE QUESTIONS 1. Why did Zuleika love visitors? 2. Why was the visit of Shiek Ben Nedi a big deal to the tribe of Ali Ben Ahmed? eReNe 3.What was magical about the tree? (Explain your answer) 4.Why was Zuleika’s gift the best of all? 5.Do you like the story? Why? Why not? ACTIVITY 6:THREE TAP Directions: Extract information about the Arabian Culture depicted in the text. Tap the arrow pointing at each tree. Tap 1 category is Geographical Location and Description of the country. Tap 2 category deals with the ways Arabs treat their visitors. Tap 3 represents the political governance in Arabian coun-ACTIVITY 7: GLOCALIZING the PENINSULA Gtocat- relating to the connections or relationships between GLOBAL and local businesses, problems etc: Source:http://www.ldoceonline.com/dictionary/glocal CHANGING PERSPECTIVE ae}— Directions: Search the web for items in UAE which you think will be loved by the Fil pinos. The item may be a food which will satisfy the gustatory sense of the Filipinos, a fashion or an apparel that may have received global recognition or a place known throughout the world. Prepare a list of such items and share your reasons explaining why you think such items will be loved by your fellowmen. 7.b The wonderer Directions: If someone from UAE. comes to visit the Philippines, how cauld you pro- mote “glocalization” by having him/her feast on Filipino food and delicacies, celebrate Philippine Fiestas, rejoice in various livelihood industries and visit historical places. List down at least five things that you would do for the visitor to exclaim how wonder- ful our country is Ly. CHANGING P| 4-14 1ACTIVITY 8 : CULL-TURE Directions: Search for videos clips revealing the various parts of culture in the Philip- pines and in the United Arab Emirates. Complete the similarity, dissimilarity & com- ment chart below: Parts of Culture lippines UAE COMMENTS TLanguage 2.Goverment ‘.Daminant Tradition 4-Prominent Industries THE LANGUAGE CONNECTION >| ACTIVITY 9: STRESS IT OUT