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    English Book 1st Quarter

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    English Book 1st Quarter

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    Cortez del Airam
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    ENGLISH 6

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    English Book 1st quarter

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    ENGLISH 6

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    89 views88 pages

    English Book 1st Quarter

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    Cortez del Airam
    ENGLISH 6

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    jons esse 4 Protectors of Freedom 2. Music Makers 3° The Simple and True 4° Kind Masters 5 Joy Givers rT What is your role in school and at home? qyentoles ye ey ve to the roles by which yor 1 “Be attentive 10 4 Vang Ve ‘or ultimately, yo, 7 choose them well, F 9, YOW Will been vhatover you identify yourself to be.» w ~ David Charles Manner, Everyone has a role to play in this world we live in—protectors of freedom, music makers, joy givers, and many other roles. In this unit, you will listen to and read stories, poems, and informa: tional texts about the roles People play in this world. You will develoy further many language skills and leam to use them for different type of oral and written communication. Lesson 1 | Protectors of Freedom Photo courtesy of Rabosaje, CC BY-SA 3.0 t Freedom is a nation’s cherished possession. Many men and wom- en have sacrificed their lives to gain freedom for their country. In this lesson, you will listen to a poem and read another poem about freedom. You will also engage in many language learning activities which you will need for communication purposes. » LISTEN Listening to a Poem After more than three hundred years of being oppressed by the Span- iards, Filipinos finally fought and offered their lives for freedom, However, when they were battling against the Spaniards, the Americans entered. These newcomers would also snatch that freedom Filipinos were longing for. Listen as your teacher reads an excerpt of the poem “The Battle of Manila Bay” by Procopio Solidum. Be able to answer the questions about it, The poem narrates the Spanish-American War in Manila Bay, “We should not depend on one man; we should depend on all of us. All of us are expandable in the cause for freedom and therefore I say stand up now and be a leader, and when all of us are leaders, we will expedite the cause for freedom.” = Ninoy Aquino Those who love freedom with responsibility tend to fight boldly for it Loa + Note details ina poem listened to + Analyze sound devices in a text heard Relate an experience appropriate to the occasion + Read with automaticity sixth level high-frequency words Self-correct when reading * Infer meaning of idiomatic expressions using context clues (synonyms/antonyms) a | 3 ‘Talk About These om 1. Who were talking in the poem? 2, What was the old man telling the child in the poem? poet ae 3. How did the old man describe the night when he went out to fish? ‘After fishing, what did the old man see as he was paddling + analyze a poem ge home? Describe the old man's reaction. with four oF more ne 5. What happened the next morning after the night of peace? (rhymes, sound 6. How did the poem end? Who won the battle? devices, imagery. and 7. Why do you think the old man shared the story of the battle figurative language) of Manila Bay with the boy? acer 8 Why were Filipinos willing to die for their freedom? information from various sources (Glossary) Listening for Sound Devices Listen as your teacher reads the following lines from the poem + Compose clear and followi “The Battle of Manila Bay” by Procopio Solidum. coherent sentences using appropriate grammatical 4. Twas ten and thirty years ago structure— Pluralization of 2. And O the night was dark and still, regular and irregular As sill as it could be; nouns That | could hear the seagulls saying: + Spell specific content “O happiest are the frag’ words related to literature "Next morn | heard the sound + Spell words with Of roaring guns inside the bay ‘suffixes 7 % beamsasreissaa What did you notice about the sounds of the words? Are there a line, | repeated sounds? What are those? wee-stanza poem ; Prsceienttay ‘What word was used to express a kind of sound? Why do you think the poet used such words? How do the sounds affect the poem? sound devices, also known as musical devices, to meaning, and mood of their poems. Some the following: repetition of consonant or vowel sounds n of vowel sounds:typically with create internal rhyming within Listen once again as your teacher rereads the lines. This time, listen to the musical qualities the words create in the poem. Identify the sound devices used. Exercise Listen as your teacher reads excerpts from poems. Identify the sound devices used in each text. Write Al for alliteration, As for assonance, and © for onomatopoeia. eo ORAL LANGUAGE PRACTICE Talking About One’s Tasks as a Filipino In his speech “I Am a Filipino,” Carlos P. Romulo says that a Filipino has two tasks— 1. he has to meet his responsibility to the past; and 2. _ he has to perform his obligation to the future. Do you believe that you must share in these tasks? How? When sharing your thoughts or ideas with others, especially in a group, you must observe courtesy at all times. Here are some tips that you can follow. 1. Use courteous language always. Please, Thank you. Pardon me. Excuse me. You're welcome. — Could you please. . Attend intently to what the speaker is saying. Listen with respect. Wait patiently for your turn to speak Haye an open mind about the ideas and criticism of others. Rwn Exercise Join a group of four classmates. Share with each other your ideas about the two tasks of a Filipino. Cite your real-life experiences. *.) READ ) HIGH-FREQUENCY WORDS: heard, cry, freedom, all } WORD POWER: frenzied, leas, vales, sire, huskers, strain Do you think Filipinos value their freedom? Why do you say so? You will learn how much our ancestors valued their freedom through the poem you are about to read. ‘the cry awoke Balintawak, ‘And the echoes answered back: “Freedom!” [All the four winds listened long ‘To the shrieking of that songs Every poet struck his lyre With those burning notes of fire. ‘All the women knelt to pray In their hearts that frenzied lay. Even the children and the old Took to arms and shouted bold, “Freedom!” Theard it from the planters in the vales, heard it from the traders tying bales. heard it where the fishers strike their sails [heard it from the huskers ‘neath the trees; Theard it from the divers of the seas, heard it from the pounders of the leas. All the people raised the cry, Fearing not to bleed or die; Alll the tombs of slaves and sire Broke to voice that great desire, Up to the mountain, down the plain, 1) Louder louder rang the train, & 6. 7 8, 9. Are the revolts during the Spanish times similar to the rallies of today? Why do people go to the streets and demonstrate? Do you think going to the streets will yield good results? If there is an important issue in your school or community, will you join a rally if your student council asks you to join? Why? Oral Reading Fluency Practice Get a partner. Read the poem “Cry Freedom” aloud to each other. Do not hesitate to correct yourself when reading. Using Context Clues You have leamed that an idiom is a phrase or expression that has a different meaning from the regular meanings of the words in it. You can get the meaning of an idiom by using is used. These other words and phrases are the other words or phrases in the sentence wher called context clues. Read the idioms and sentences in the box below. strain every nerve | | had to strain every nerve to win that trophy. | tried very hard but the other player proved to be unbeatable. strain for an effect Strain for effect by practicing your speaking lines harder. Keep your audience excited by your performance, strain at the leash My brother is straining at the leash to get the job. He really has to work very hard What does each idiom mean? What context clues helped you get the meaning of the idiom? Independent Practice Find a context clue to the meaning of each italicized idiom and write it on your paper. Opposite it, write SYN if the clue is a synonym and ANT if antonym. a. We can watch the musical play for free, My uncle who mans the ticket booth is buying us two tickets. z too. “Freedom isn't free” according to the Americans. They are thankful for the service of the military for defending their personal freedom. On my graduation day, Father gave me a blank check to spend the next day riding as many rides as | could with a good sum of money. | wish to follow in my mother's footsteps. She is a doctor and | would like to be one, That bike costs an arm and a leg. | just have enough savings for a less expensive but durable one. ¥y using the Internet. Mind the disadvantages, 6. You wath may be harmful and unhealthy. ae et tic Even difficult times will lead to better days. Every cloud has a silver 7 sme mountain maybe once «ive aon nthe ht @ arty hespare Aperow and then .s not sit on the fence when a problem needs 9. My friend is a decisive person. He doe: to be resolved. gree on what play to stage. 10. May we meet eye to eye and finally at Using Suffixes to Infer the Meaning of Words Go over the following commonly used noun-forming suffixes and their meanings, You can get the meaning of many words by putting together the meanings of their roots and suffixes. Examples TU} -ship, having the features or quality of kinship, leadership, ism magnetism -dom having the features or quality of freedom, kingdom -ness the condition of being greatness, emptiness ~ion, tion, | result of an act or process completion, creation, -sion decision hood state of being sisterhood, childhood -ment state or act of doing treatment, employment eer, -ist person who uses, produces, puppeteer, scientist, -er, -or, ar | handles, or is associated with the | discoverer, inventor, i referent of the base word beggar, musician, “an [inlaataas technician Can you point out the root of each word in the column for examples? Independent Practice Infer the meaning of each italicized word. The first number had been done for you. 1. The priest and preacher — one who preaches 2. Possession or ownership 3. The joys of motherhood 4. The town beautician 5. Amuttiplication table 6. The cooperation of the village people 7. The officials in the government 8. The nationalism of the Filipino people 9. Capitalization of proper nouns 0 10. The friendliness of the blacksmith Analyzing the Elements of Poetry Poems are pieces of writing in which words are arranged in separate lines that often have @ repeated rhythm and sometimes rhyme. They convey emotions, ideas, and experiences in a vivid and creative way. Poets use sound devices, imagery, and figurative language. 1. Rhyme. This refers to the repetition of ending sounds between words. They can affect the way you feel about the topic, tone, and meaning of the poem. a. End rhymes “Oh the boyhood’s painless play, Sleep that wakes in laughing day.” b. Internal rhymes Example: “Trace her face, Grace” Rhythm. It refers to the flow of words within each line and stanza. It is the “music” that the poem creates. ‘Sound devices. These are devices that emphasize the sounds in literary pieces of writing, The most commonly used sound devices are the following: Alliteration. This is the repetition or quick succession of the same initial Consonant or vowel sounds in words, creating an element of “fun” to the piece of writing, Examples: “Thheard it from the traders tying bales.” from “Cry Freedom” by Aurelio S. Alvero. “Once upon a midnight dreary, While I pondered, weak and weary,” from “The Raven” by Edgar Allan Poe a _Assonance. This is the repetition of a vowel sound in words within a Senteng, _ or phrase. Examples: “Let the love of country blossom. In your hearts, yes, in your bosom, Let the flames that we have nurtured ‘Warm the broken, daunted souls.” {rom *Love of Country" by Andres Bonifacio Stand on the span of a black bamboo bridge Consonance. This is the repetition of consonant sounds at the end ot in the middle of words. Examples: “He clasps the crag with crooked hands Close to the sun in lonely hands Ringed with azure world he stands.” {rom “The Eagle” by Alfred Lord Tennyson Imagery. This refers to the author’s use of descriptive and figurative language to create “mental images” that readers and listeners experience. These “pictures” appeal to the senses—touch, smell, taste, hearing, and sight. Images make you experience things vividly. a. Sight “Where the whitest lilies blow, Where the freshest berries grow Where the ground-nut trails its vine.” b. Hearing “In the fields children were screaming, As cows and carabaos went mooing.” c. Smell 5. Figurative language. This refers to the use of words or expressions which meanings are different from their literal interpretations. The following are some figures of speech: 1. Simite. It is the clear and direct comparison between two things that are basically not alike. It uses “like” or “as.” I wandered lonely as a cloud that floats on high o'er vales and hills.” from “Daffodils” by Wiliam Wordsworth Metaphor. It is a comparison of two different things without the use of “like” nor "as." Her lovely voice was music to my ears Her fragrant pink hanky was a carpet to my tears.” 3.__Personification. An inanimate object is treated as though it were a person “For eschewing books and tasks, Nature answers all he asks.” from “The Barefoot Boy” Guided Practice Read each passage. Determine the sound device used. Write on your paper AS for assonance, AL for alliteration, CO for consonance, and ON for onomatopoeia. “Arise and scour the land! Shed once again your willing blood. “Yes, the molave builds seven thousands bridges in blood!” from “Like the Molave” by Rafael Zulueta da Costs “Why does the sea sob so, Mother, As it breaks on the rocky shore?” from “The Sea” by Natividad Marquez “Each building will be a hill, All sharps made soun\ from “By Morning,” Anonymous “That squeaking door will always squeak, For, prithee, don’t you see?” from “Mr. Nobody,” Anonymous “ try present ines from the po poe! nt in the following lines pe per. ry a ST ae els = paper, an. a stemonts) of crne Vitae blackeeth” O9 YOU ve onguede , or B tor urate sprosang strut te vethy stands: Tr wo sox out, for rom ' ‘ his bellows blow; 3. inging the village bell, Like @ sexton ri ; 44. theounds to him lke her mother's Voice, ‘ is hard, rough hand he wipes 5. And with his ‘Atear out of his eyes. Using the Glossary The glossary isa part of most textbooks and nonfiction books. It is usually found in the ast part of a book. The glossary gives the meaning, syllabication, part of speech, and pronunciation of difficult words found in the book. The words are arranged in alphabetical order. Independent Practice ‘Study these sample entries in a glossary. Answer the questions that follow. airship n. a very large aircraft that does not have wings but that has a body filled with gas so that it floats and that is driven through the air by engines amenity n. a useful feature of a building or place antelope 7. an animal in Africa and Asia that looks like a deer, has homs pointing up and back, and runs very fast Artifieial aq not natural or real aromatic adj. having a pleasant and distis at making things by hand? CHECK YOUR GRAMMAR Using the Plural Form of Regular Nouns A noun is a name of a person, place, or thing. You can recognize a noun by its forms. A noun has a singular form and a plural form. The plural of most regular nouns is formed by adding -s or -es to their singular form Study the following pluralization rules: 1. Add_-s to the singular form of most nouns. Examples: oppressor — oppressors generation — generations ideal — ideals effort — efforts 2. Add -es to nouns ending in -s, -ss, -z, -ch, -sh, and -». Examples bus — buses glass — glasses fox — foxes quiz— quizzes brush ~ brushes branch — branches 3. If anoun ends in -for -fe, change fto v and add -es or -s. Examples: elf—elves leaf — leaves life — lives wife — wives Some exceptions are: roof — roofs belief — beliefs safe — safes chef — chefs: clifff— cliffs chief — chiefs Ifa noun ends in -y after a consonant, change y to i and add -es. Examples: country — countries city —cities opportunity — opportunities theory — theories Ifa noun ends in -y after a vowel, simply add -s to the singular form. Examples: toy — toys turkey — turkeys Add -es to some nouns ending in 9 after a consonant. valley — valleys survey — surveys Examples: hero — heroes Potato — potatoes echo — echoes tomato — tomatoes ing i a vowel: ly add -s to other nouns ending in’? after 7. Simpl Econ igloo igloos io — radio are neni Usi piano — pianos for REMEMBER + Nouns can indicate number. + Singular nouns name one pet + Plural nouns name more than one pet + Most plural nouns are formed by adding -$ Or son, place, or thing: son, place, of thing ~es to their singular form. Guided Practice < Complete each sentence with the correct singular or plural form of the noun in Parenthese, Write your answers on your paper. 1. Mulfiple (echo) of the cry for freedom were heard all over the place, 2. All four (corner) of the land were awakened. 3. Every (poet) has his or her thoughts to write. 4. Many (Filipino) heard the cry for freedom. 5. The whole (country) and its people rose to fight for freedom. Independent Practice ‘A Write the plural forms of these nouns. Choose six (6) plural nouns and use them in yoy own sentences. Write your answers on your paper. 1. handkerchief 7. tax 2. knife 8. strawberry a splash 9. principle é aa 10. computer a xy 11. fairy device 12. a euler Nouns and use them Using the Plural Form of Irregular Nouns Regular nouns form their plural by adding -s and -es to their singular form. Some nouns form their plural in different ways. These nouns are called irregular nouns ead eos 1. Same singular and plural forms doer—deer equipment - equipment sheep — sheep _ furniture — furniture 2. Plural in form, but are singular billiards “The Netherlands 3. Different singular and plural forms ‘child — children goose ~ geese | ox ~ oxen louse - lice 4. Always plural in form when used pants pliers pincers trousers __jeans scissors 5. Letters, figures, and signs add -s ReiAs 208/208, or-'s C'siCs OwOs 6. Compound nouns add -s to the more brother-in-law — brother-in-law or most important word major-general ~ major-generals 7. Some foreign nouns have the same cactus — cacti oasis — oases plural form as in the original language | basis—bases __ bacterium — bacteria 8. Some foreign nouns use both English | atrium —atriums — atria and foreign plurals formula — formulas — formulae REMEMBER Irregular nouns form their plural in different ways. There are rules to follow in forming their plurals. Independent Practice A. Give the plural form of these nouns. Write your answers on your paper. 1. medium 6. index 41. formula 2. 1990 7. _ blacksmith ae 3. tooth 8. dragonfly 43. equipment 4, tuna 9. passerby 14. trout 5. cactus 10. ox 15. basis B. Use the plural of the noun in parentheses to complete each sentence. hool were honored last week. de 2, 3, 4. 5. The outstanding (alumnus) of our scl They are young (man) and (woman) who Their (class adviser) and teachers were very proud of them. Two of them served as (editor-in-chief) of our school paper. They always had straight (A) in English during their time. excel in medicine and education. rr WRITE IT DOWN Spelling Literary Terms ‘Read the words in the box below. Study the spelling of these terms related to literature. Use the Pronounce-Look-Write. Check (PLWC) method. Try it. 1. Pronounce the word slowly. Listen to the sounds. Look if you are not sure of its pronunciation. 2. te at the word. Find outfit is spelled differently than it sounds. Are there letters that give you some trouble? Spell the word to yourself, then close your eyes ang visualize the word. me 3. Write the word several times. Sound it out to yourself as you write it. Then, cover ‘your paper and write the word from memory. 4. Check your work. Compare your spelling with the correct one. If you made any mistakes, practice writing the word correctly. up the word in the dictionary Exercise On your paper, write down the words that your teacher dictates. Spelling Words with Suffixes The following words all have suffixes. Study the spelling of these words. Use the Pronounce-Look-Write-Check (PLWC) method. Writing a Three-stanza Poem Poetry is a literary form that emphasizes the interaction between the sound and the se A poem is divi anpoem is divided into lines of verse. The grouping of lines is called stanza. Making use of ‘ye fs one way of creating a sense of musicality between lines of verse he fercer is a rhyme scheme composed of a three-line stanza bearing a single rhyme. Look at the example below. Freedom means everything on this our land: {sit something you can buy from a mall so grand? Oris it something you can spend wishfully at your command? Whaat is the tercet about? You are going to compose a three-line poem using the tercet as your rhyme scheme. The following steps will guide you 1. Prewrite. Think about the theme or big idea in this lesson. You may complete the list of related ideas in this graphic organizer. MOR Sioa Stanza 1 freedom on this land buy it from a mall so grand ‘spend at your command Write your first draft on a piece of paper. Arrange your ideas in the form of a poem. Revise. Go over your first draft. Reorder words and phrases if you need to. Be guided by the Revising Checklist. Revising Checklist Is my rhyming scheme correct? Is there a sense of rhythm created while | read my poem aloud? Are there literary devices used such as figures of speech, sound, and imagery? Does the idea of each conform to the theme of the poem? Do | observe correct spelling, proper capitalization, and right punctuation? Write the final draft. Write your poem on a clean sheet of paper. You may sketch or illustrate the message of your poem. ; Share. Show and read your poem aloud in class or post it on your English Bulletin Board. 4. a Luna? How about the 2 VIEW IT Freedom Is... a 1 Have you watched the highly acclaimed historical film He a Enea biographical film José Rizal? What do you think were iit purpose passa OK er ? do Mere successful in achievi ; i watching them? Do you sink the HI ge historical films? Ca say that film viewing me ad freedomicunkeroos foi fox? hearts of the Filipinos? Why? Jeamning a part of history by wal tive way to awaken us Filipinos os films do you think captured the ec oxtaken? What tools in filmmaking do you think were enjoy is a very effec Whigh of the scenes in the How were these compelling scenes s! ake the scenes realistic used to capture those? . Lighting is a very important tool in filmmaking, It is used to ms ood or atmosphere of the scene. Lighting sets the mé 1u, Those are scenes from the films you Exercise ‘Study the images your teacher will show yo watched. Then, answer the following questions: How do you think lighting is used in each sce! shadows? What color is the light? Where is the light comin the lighting differ from each scene? What effect does it creat ne? How bright is the light? Are there 1g from? in what angle? How does ite in each scene? 1s made for the composition Block for Life! Blocking in film and moving pictures refers to the arrangement ofa scene. Itrefers to the positioning and movements of actors or body language to create effects, importance as to his position and movement? Why do the How is the blacksmith given i m their father? children seem to be a little away fro1 Exercises A. Invite peste) Discuss the importance of blocking B. Reflect ; Aa If your life were a Moving picture, what kind of blocking are you going to do to make it meaningful? ia 18 i TEST YOURSELF A. Complete each sentence with the correct word in the parentheses. Form the correct word ¥ using the appropriate suffix for the sentence. Write your answers on your paper. Our town mayor is Father's (child) friend. Until now their (friend) is very strong, Father's (admire) for his friend's public service has not waned. The town mayor is a true (Christ) in many ways. The local (govern) runs smoothly because of him. Paena B. On your paper, write the sound devices expressed and the words that show them. 6. the booming of cannons from afar 7. _ thinking along the brink of a sinking bridge 8. _ the deafening roar of thunder and the blinding clasps of lightning 9. to measure the azure skies beyond the rising sun 10. _ the increasing ringing of phones and tolling of bells Read the poem excerpt below. Then do as directed on your paper. a These green and sweetly smelling crops, They led in wagons home; And they piled here on mountaintops From mountaineers to roam. from “Tho Hayloft” by Robert Louis Stevenson 11. Copy the line that shows olfactory imagery. 12. Copy the line that shows kinesthetic imagery. D. _On,your paper, write the plural form of each singular noun. Then use the plural noun in a sentence. 13. oppressor 17. major-general 14. life 18. radio 15. _ belief 49. datum 20. fungus 16. opportunity WRAP UP Reflect on the quotation by Ni write sentences on how you can cont jinoy Aquino on page 3. Then, on a whole sheet of paper, tribute to the idea of Love of Country. 49 2 | Music Makers Lesson Music gives a soul to the universe, wings 10 the mind, flight to the imagination and life to everything.” -Plato | ATTY Music makers inspire people in many ways. * Infer the speaker's tone, mood, and purpose Many people in our world have touched our lives through their music. In this lesson, you will listen to the musicality of a poem, talk about your favorite songs, read texts about music, write free verse, and discuss characterization in films. » LISTEN Listening to a Poem * Analyze personification in a text heard + Relate an experience appropriate to the occasion + Read with automaticity sixth-level high- ids an excerpt from the poem “The Bare- frequency/sight words Listen as your teacher rea + Read aloud grade foot Boy” by John Greenleaf Whittier. Whittier was born and raised level appropriate text on a farm where he spent all his life with the hardworking rural poor. Pay attention to the tone and mood of the poem and the poet’s Purpose for writing the poem. with an accuracy rate of 95-10% * Determine tone, mood, and purpose of author Talk About These 1 2 3 What does the excerpt tell about the barefoot boy? ‘What did the boy learn on the farm which could never be Jearned in schools? What did you feel while you listened to the poem? Why do you think the poet titled the poem “The Barefoot Boy”? ‘What do you think was the poet's purpose for writing this poem? Listening for Personification Listen carefully as your teacher rereads the excerpt of the poem “The Barefoot Boy” by John Greenleaf Whittier. Did you note these lines? The tortoise bears his shell The woodchuck digs his cell The ground-mole sinks his well The robin feeds her young The architectural plans of gray homet artisans Nature answers all he asks What activitites do the animals and Nature do in the poem? What can you say about these activities? Why do you think the poet shows that these animals and Nature can do such? Personification is a figure of speech in which animals, inanimate objects, and ideas are given human traits or characteristics. Why do you think poets use personification? What effect does this figure of speech create in their poems? Listen as your teacher recites lines from J. G. Whittier’s two more poems—“Flowers in Winter” and “The Frost Spirit.” List down on your Infer meaning of words using structural analysis (prefixes and roots) Infer meaning of words Using roots and more suffixes ‘Analyze figures of ‘speech (simile and, metaphor) Recognize the tenses of verbs, that is, the Present tense and the past tense Use the present tense and the past tense forms of verbs. correctly in sentence structures Compose clear and coherent sentences using appropriate ‘grammatical structure: aspects of verbs Spell words with suffixes: ‘Spell words related to Music + Compose a haiku Compose a free verse + Describe different forms and conventions of flm and moving pictures (direction) Describe different forms and conventions of film and moving pictures (characterization) ——ae 2 q ORAL LANGUAGE PRACTICE = z Talking About One's Favorite Music Do you have any song you would love to Join a group of four (4) other classmates. 1. The type of music or songs you lov 2. The reasons for your choice 3. Ifyou were a music maker, what sten to or play? a your thoughts on the following eto play of listen to tkind of song would you compose ember to: y, always remember When you participate in a group sharing activity, alway 1. _ observe politeness at all times; 2. _ show tactfulness in listening and reactin Fe 3. show openness to the comments and reactions to others’ ideas; and s to your ideas. ) READ a id, ) HIGH-FREQUENCY WoRDS: soon, after, play, village, could, ' ‘everybody, about, stop, hope, whil 3 worD POWER: transported, harmony, glum, pitch, produced le, meet, better Composers and musicians arrange a musical piece by putting musical notes together. Wha, do you suppose will happen if the notes do not go well together? Read the following story, The Notes of Note-Re Dame ‘Anonymous: Once upon a time, there was a little note sitting alone on a line. There really wasn’t much excite. ment in the note’s life, no one to talk to and no one to play with. That is why we shall call him SOLO. “What a boring place,” Solo sighed. “It’s too quiet around here and there's nothing to do” While Solo was sitting on his line, a fairy appeared. “Hi, Solo, why so glum?” the fairy asked, “Oh, well,” Solo replied, “do you know that you are the first person I’ve seen and talked to in ages? I just feel so alone. I wish life would be more exciting,” “Say no more,” the fairy said. “Your wish will soon come I'll treat you to a pleasant surprise.” The fairy waved her hand. In an instant, eee to the village of Note-Re Dame!” the fairy exclaimed. : ws fy looks lively,” Solo said. His spirits began pickin; ihe oe YOU ike you stay hee," the fairy oa like you. Enjoy yourself. But may find iia true. I feel extra nice today. So, Solo and the fairy were transported to a village. i you a ie eee Re Meeting a lot of other notes out it’s not so Vins, get along with th YX easy living with others, With these words, the , i? ou He dit Se Solo couldn’ Bee ee Idn’t quite understand the fairy’s parting words. Nevertheless, he shrugged it off. Spore excited about meeting the other village notes Solo saw other not . ; ditersanSth other notes playing. They were patting up some bars. Each of them made crecunds; he noticed. Solo came to them ane offered his help. CMLanKS” the note with a big voice said, “I am DO, and who are you?” eae is Solo and I'm pleased to meet you.” ike you to meet my other friends, too. Thes ihe fs se are RE, MI, FA, LA, TI. Solo, Ae ey ‘How about calling him Sol for short?” aso 'w, Sol was happy. ieee sha He had friends. He felt he belonged to a group. Soon, he joined them The followin; pepeae oui Ne months were the happiest for Sol. After a long while, something happened. aoe ea e to fight. Each note wanted his own sound and pitch to be heard. And they puede let was no harmony among themselves. All they made was noise! Noise! And ; ee ay, a stranger walked into the village. He was so tired. He decided to sit under a big, ‘ree, But after a while, he became so upset. The notes were making a lot of noise, ‘Some rest I can get!” he angrily grumbled to himself. Then the stranger could no longer stand the noise. He approached the little notes. : ction, he said. “Do you realize that for the past hour, all you've been doing,is creating, noise “What about it?” Mi retorted. “And who are you anyway?” “My name is Johann Sebastian Bach. I say, you fellows may have a good thing going if you stop all that noise. Make music instead.” “Music? What is that?” the notes asked. “Well, music is making sounds that are pleasant to hear,” Johann said. “In musi note contributes his part to come up with a melody that has harmony.” each “Harmony?” The notes again looked puzzled. “Yes, in harmony alll the notes get along with one another,” Johann said. “Here, let me show you.” Johann took all the notes by hand and arranged them in a sequence. He asked them to sound off their pitch when he told them to. “Hey! We sound different!” the notes agreed. This was the first time they agreed in a long ting to see who is the best!” Johann said. time! “Ah, that is harmony. You are no longer fight : ced better sounds. We can come up with a “You are all working together. And you have produ little melody that will produce music!” The little notes realized that it was good to have harmony. Of course, they still had petty quarrels once in a while. But Johann was there to remind them. Johann arranged the notes into . The notes learned to skip and dance around the bars. something that produced melody or tun s They made more pleasant sounds. They made music. 2B He mevay. No one Was gresth King together c, beaut in his 0 «told stories of 10VS; D&S Hin of them wor The music told sts OTT hem Was ee yusic- Al music treeren, e268 OF a 2 ie ch of te By bimsel, 01 oO je:r Johann said aS he bade the, posit than he darn In your msi ranNow you can mai everFOO ee ite ‘Now yo jit us,” the notes chimed i farewell some back 10 Visi ore ar Note-Re Dame. Johann "SMuank you, Fohann, and come DOCK. 1 ine notes of NOM to the village n° Soon after that, news spread far oe and musicians came esi pon a we, Other compose! bert Schumann, a ck many times MOF ethoven, Rot come back many Hire, Ludwig van Beethoven siful music were made for aly, 2 men lke Frédérie Chopin re music! Oy W Gui the Johann Brahms all came world to listen to and remember! oar 2, Why? i ict aris .d among the notes? lid a conflict arise between an 2 : - ; a a fo help the notes resolve their conflict? How ai wpa aoe What happened as a result of the harmony among the inhabitant e Village? sa ano doen ti sony busehsan've pplpamn eecienoeOt ourselves? Hoy) Do you believe in the power of music? Why? eS ei) Oral Reading Fluency Practice ; Work with nine other classmates to present a Reader’s Theater of the script your teacher will give you. Choose the role you want to read. Be sure to pronounce the words correctly, c Identifying the Author’s Purpose The story “The Notes of Note-Re Dame” was written by someone anonymous or whose name is not known. What do you suppose was the author’s purpose for writing the story? Why do you think so? Determining the Tone and Mood of a Text What is the story about? What does the author thi i seceiaaeeae aan as a or think or feel about his or her readers? Is te é A ms fae a es ital to the subject of his or her piece of writing and to his cain i eae as bore (admiring, adoring, hopeful, approving, serious, ding, fe eA ‘ anxious, antagonistic, unconcerned), or neutral (direct, What SA the tone ofthe story “The Notes of Note-Re Dame”? wring. can be apne a amosDhee oF the el i can be happiness, exci : Ing you get while reading a piece of excitement, or loneliness, It includes i a descriptors such as amused, 24 S$ — —— ; jubilant, hopeful, grateful, optimistic, pessimistic, discontented, and so on. These may be Positive or negative just like tone words. What is the mood of the story “The Notes of Note-Re Dame"? | REMEMBER Tone and mood seem similar because both deal with emotions and attitudes. They may be related, too. However, they are quite different. | Guided Practice Read each passage from Ben Franklin, Printor's Boy by Augusta Stevenson. Then give the mood and the tone it conveys. Write your answers in your notebook. | 1. *You can write well enough,” said John, “but will your brother print it?" “I'm afraid he won't,” said Ben. “He wants well-known writers so that the paper will sell better.” “Maybe you can persuade him, Ben.” Vil write an article anyway,” said Ben. “I'll write something that will make people laugh. I'll make fun of things that should be made fun of.” Just then some of the writers for the Courant entered the shop. And if James Frank- 2 | lin didn’t read Ben's article out loud! The writers laughed and laughed and James | laughed with them. They stopped for a moment, and they began to laugh again. | | 3. _ Then one day, Ben couldn't keep the secret any longer. Everyone praised his stories so much that he wanted James to know the truth. So he confessed that he had written them. James was flabbergasted. “You!” he exclaimed. “You wrote those stories! You couldn't have! | don't believe it!’ Using Prefixes to Infer the Meaning of Words Read these expressions and note the italicized words. one of those unusual days transport to a village disagree with one another All the italicized words consist of a root word and a prefix. Prefixes are letters or syllables added before the root or base word. A prefix changes the meaning of word. For example, the word unusual has the prefix un- that means “opposite” or “not.” Unusual, therefore, means the opposite of usual or not usual. What prefix does the word transport have? disagree? What meaning does each prefix give to the word? You can get the meaning of some words by putting together the meanings of the root and the prefix. 25 their meaning ed ome more prefixes with Here are ed - ex-president, ex-mayor international, interact misplace, miscall al eet ‘above, too much underweight, underachiever enone 105s, below, or inferior supermoon, supernatural | superior, extra under: super: Guided Practice Go over the words in the box below. Give the meaning of each word ex-wife interschool ex-soldier overconfident ‘miscanry overact supermom underdeveloped interisland underestimate -—«miscalculate underground Using Suffixes to Infer the Meaning of Words Ifyou can identify the root of a word and the suffix and its meaning, you can easily inte, the meaning of an unfamiliar word. The following chart shows more suffixes and their Meanings Read the entries in the chart below. UT) state or quality of democracy, privacy noun | state or quality of magnificence, fragrance | al iy. peur, quality of unity, scarcity state or process of embroidery, aviary Sanitize, minimize dependable, reversible Se Pareaae, datiore re SSS Independent Practice Infer the meaning of each word in the list below. Write your answers on another sheet of paper. 4. pinkish 2. pearly 3. successful 4. national 5. profitable 6. odorous 7. purify 8. brighten 9. acceptance 0. 10. strengthen Analyzing Figures of Speech Simile and Metaphor You learned that figures of speech add color and interest in a piece of writing or in a com- munication. It awakens your imagination so that you can understand much more than the plain words. Two of the basic forms of figurative language are: 1. Simile. This is a figure of speech in which there is a direct comparison between two things that are unlike or different. The comparison is made clear by expressions such as like, as, than, and similar to. The notes were as noisy as the hungry birds in a cage. + They quarreled like little children. ‘What two things in each sentence are directly compared? In what ways are they unlike or different? 2. Metaphor. This is a figure of speech in which there is indirect comparison between two unlike things that are alike in the way they are identified. The forms of the verb | be is usually used in metaphors. Johann Sebastian Bach became an angel to the notes. + Music is the language of the soul. In the first sentence, why is Bach indirectly compared to an angel? Why is music the language of the soul? 21 EEE Guided Practice 4 iia the ‘A. Read these verse and quote excerpts. Pick out the figurative aor e ay ae net ‘otebook in two columns—simlle (i) and metaphor (). deoecuss the moaning of each expression. 4. Poetry is like a mirror It makes beautiful That which is. distorted. : 2. Music is the great writer. ‘An incredible force. ‘Something that people who differ in everything and anything can have in common. from “Just Listen” by Sarah Dessen 3. Music is the moonlight in the gloomy night of life. ~ Friedrich Richter 4, Music is as powerful as a spring of cool water toa thirsty animal. 5. Musici stronger than time and its strength holds you together when nothing else can. = Jennifer Donnelly for each given simile and a simile for each metaphor. B. Create a metaphor Do this on your paper. Example: Music acts like a magic key. (Simile) ‘Music is @ magic key. (Metaphor) joice slime music to my ears. in the wild animals in the forest. ome. $$ vw Qe cen YOUR GRAMMAR Using the Present Tense and the Past Tense of Verbs $ver® isa word that tes actions Sondition, or ti worneihing exe by its form. Verbs may have from three to five forms. Study the You can identify a verb a “rarer There are two verb tenses in English—the present tense and the past tense. The base form and the -s form are present tense forms. The -ed form is a past tense form. The present tense is used to express the following: 1. A habitual action or repeated action in the present The children s/eep peacefully every night. Every little child says a prayer for rain before sleeping. The townsfolk /ook upwards for rain clouds every day. Note that time expressions such as every five years, every Sunday, and weekly are time indicators that signal habitual action General timeless truths such as physical laws or customs EI Niffo causes drought in some areas and rain in others. EI Niffo and drought differ from each other. 3. Apresent condition or state I know the mayor personally. The giant rock /ies in the middle of a wide field. 4, Definitions Drought refers to a long period of dry weather, with little or no rain at all Meteorology deals with the study of the weather. 5. Apresent event or action Father collects the rainwater, then uses it to water the lawn and plants. ‘An action done at the time of speaking I resign from the panel of. “judges. forms ending in -ed, +t form: s have pas! verbs ‘ows that not all ver sh 0 the followin ‘The chart from the previous page > past form © Regular verbs are verbs whose past are sce verbs seve with eon past £2708 Regular Verbs : ms x droop — drooped whistle — whistled ee yeiveted, travelled c are — stared s a sprawl — sprawled stare nl frolic — frolicked cry —cried mae acre rumble — rumbled try — tried end — lent Irregular Verbs y tysothew ay ra - feed — fed sweep — swep! i pete lead — led drink — drank pe ae aatrent build — built seek — sought cost The past tense is used to express the following: St A definite completed action in the pas' a Our country experienced a long drought last year- 2. Ahabitual or repeated action in the past e However, a month ago, it rained almost every day- ii, A condition or situation in the past 3 Mrs. Greywhistle owned a bakery. She seemed to lose hope for rain to come. 4. Anevent with duration in the past. Mrs. Greywhistle managed the shop for 20 years. Her husband tended their farm for almost three decades. The present tense singular or the -s form of verbs go with singular noun subjects and with the subject pronouns he, she, or it. The present tense plural or base form of verbs go with plural noun subjects and with the subject pronouns J, you, we, or they. The past tense form of verbs go with any noun or pronoun subject. Guided Practice Use the simple present tense or simple past tense form of the verb in parentheses to complete each sentence meaningfully. Write your answer on your paper. I (love) Teading stories of hope, resilience, and character. a night, | (finish) reading the book Urban Dreams Published by Hamilton Books. 1 word hope simply (mean) expectation of fulfillment or success. Gabriel (join) an academic contest last year. : He (made) it to the championship round and (win) the trophy. Feona Independent Practice A Your class pites yj ite ed ps ene ants. First, your teacher starts with a sentence about a simple event the teacher's sontensc” Sh® Calls upon the frst pupil to continue. The first pupil repeats. Teacher: Youn: Next, the pupil adds up his or her own sentence, and £0 on. Yesterday, | went to the typhoon victims’ relocation area, Pupil: Yesterd chen, | Went to the typhoon victims’ relocation area. | brought some Packet of noodies. SE ee igs DIZ _Yesionday, | wert tothe typhoon vetinairdioe teeter tall RAE Packet of noodies, | played basketball with the kids, | 8. Work with a partner. Take turns in asking and answering the questions appropriately. J. How do you spend your free time in schoot? 2. Where does your family live? 3. What section do you belong to? 4. Where does your father work? 8. What does the word dream mean to you? 8. How did you spend your Sunday last week? 7. What did you use to play when you were seven years old? 8. How did you find your first travel by air? by water? (if any) Recognizing the Aspects of Verbs Verbs have two tenses: the past tense and the present tense. Verbs also have aspects. Aspect. of verb is the verb form used to indicate completion, duration, or repetition of an action, The four aspects of verbs are the simple, the perfect, the progressive, and the perfect progressive. The chart shows the tense-aspect forms of verbs. eens Perfect eer Cr eetry eee) a Perfect eer sing/sings has/have sung | amiis/are singing | hasihave been singing talk/talks hasihave talked | amlis/are talking | has/have been talking Past sang had sung wasiwere singing | had been singing talked had talked wasiwere talking | had been talking The Simple Aspect Study these sentences. 1. Grandfather still composes songs. 2. He composed a folk song last month. Any verb in the indefinite or simple tense is said to be in the simple aspect. What do the verbs composes and composed express? Which tells about a complete action? a habitual action? un _ ‘The Perfect Aspect see “The perfect aspect is used to express a completed action Freed tae pasdenccs below. They shar the coasbiaadiGn of te eS! tense and the perfect aspect of the verb. Present Perfect 1. Father has been a musician since he was 16. 2. Ihave already watched one of his concerts. 3. He has just performed at the Araneta Coliseum. Past Perfect famous orchestra before 2010. 1. Father had already performed with the ; 0. 2. If Thad trained more seriously, I would have passed the singin audition. ‘The Progressive Aspect The progressive aspect is about an event that is, incomplete or limited. Read these sentences. Present Progressive 1. Father is playing his guitar now. 2. He is teaching music at the Conservatory. 3. My grandparents are living with us. 4. They are leaving us next year. Past Progressive 1. Father was playing his guitar at 7:30 this morning. 2. The boys were dancing when the lights went out 3. Sheila was reading all day long. Independent Practice A. Onyour paper, write down the verb/verb phrase and then indicate its tense-aspect form. Example: | have already heard of Bach, a composer. i “ & WRITE IT Down Spelling Words with Suffixes Study these key rules for addi Note that suffixes may begin -ship). With ae sttixes to root words. Then, do the exercise that follows. "a vowel (-ance, -er, -able) or with a consonant (-less, -ment, Ser ney eras Change y to i before vowel suffixes worry + -er = worrier Carry + -age = carriage _| comply + -ing = complying a ee petore | bounty + ful= bountiful ary + r= drier busy +-ness= business _| dry +-ness 3. Change ie to y tie + -ing = tying tie + less = tieless. lie + -ing = lying lie + -er= liar 4. Ifthe word ends ina ‘employ + -ment= vowel + y, keep the y —_| employment joy + -ous = joyous 5. Drop the silent e before a | hope + -ing = hoping courage + -ous = courageous vowel suffix use + -able = usable notice + -able = noticeable base + -is = basis size + -able = sizeable 6. Keep the e when the agree + -ment = agreement | true + -ly= truly word ends in-e or-ye —_| eye + -ing = eyeing subtle + -ly= subtly and before -ment and-ly | ive + -ly= lively argue + -ment = argument 7. Double the lastletter | suffix in: before a vowel a. — words of one plan + -er= planner syllable ending in a | pot + -ery = pottery vowel + a conso- nant : words = occurrence | prefer + -ence of more than | occur + -ence = occul ‘one ‘syllable ending | forbid +-en= forbidden _| refer + -ee = referee in a vowel + a con- sonant stressed on the last syllable 3 ‘American travel +-or= traveler | re than signal + -ing = signaling words of mo! Sno syllable ending in a vowel + ge @. No change with vowel th words end suffixes wil ¢ new word formed on YOU PAPer. e Idea ate yp i et en , aie oil ous 8. create + -ive 3. ae -al 9. plenty + ful 4. begin +-er 40. scarce + onde 5. regret + -able 11. convert + -i 6. camy+-er 42, statue + -esque Spelling Content-specific Words: Music 1 6 When you come across these terms or words, what crosses your mind? a cappella duet staff beat hymn tune carol orchestra quarternote chorus. pitch solo chord recital quartet Use the PLWC method to study the spelling of the words in the box. Then in your spelling notebook, write down the words that your teacher dictates and uses in sentences. Composing a Haiku A haiku is a form of Japanese poetry. It is composed of three lines with five, seven, and five syllables per line, respectively. The subj i ikus ii cee ane, ae 2 aject or topic of haikus is usually nature or the four What is the haiku about? Exercise Compose your a picture about it 'YagEsted topics below. You may illustrate or draw * rainbow + rain + thunder + orchid mountain meadow + sea waves : + fiver Composing a Free Verse A free verse i $8 poem with rhyme poems do not follow a proper rage me OF Unehymed lines without rhythm to it ree verse the free verse in the box belong Scheme: They use other devices such as alliteration. Read The Garden by Ezra Pound es 8 skein of loose silk blown against a wall 'e walks by the railing of a path in Kensington Gardens, And she is dying piece-meal of a sort of emotional anemia. And round about there is a rabble Of the filthy, sturdy, unkillable infants of the very poor. They shall inherit the earth. In her is the end of breeding Her boredom is exquisite and excessive. She would like some one to speak to her, And is almost afraid that | will commit that indiscretion. What is the poem about? What does it say about the woman’s feelings or emotions? Can you explain the theme of the poem? Write your own free verse. Think about these steps: _ Choose a subject, preferably on music. : Think about a certain point of view to write from—first person or third person. 1 i that relate to your subject. List down key words or images that relate to y‘ ject. a ft. Use devices such as metaphor, simile, or alliteration. draft. Find areas that you can improve or expand, Read your final draft to your seatmate or to a friend. 4, Write your first dra! 5. _ Revise and edit your 6. 35 , ay view IT “ fou can See this gregy i The Spotiarium shear the 4 ord ae, pai fe x eainte, Juan Luna, j, ynen yo" of a fat n. This is the work Filipino at What crosses your mind painting in our National Mus is one of the most seman ren A. Work with twenty classmates. View a larger image of this painting in the Internet, Then discuss the answers to these questions. M If the painting were a moving picture, under what literary genre would you classify it? ters or the actors to portray their roles? What 2. How would you direct the charac emotions would you tell them to express appropriately? [Assign actors and a director to do a role play of the painting. 1. 33 If you were one of the characters or actors in the picture, who would you be? Why? B. Tell It or Show It Characterization refers to the way by which an author or film the or reveals the personality of characters, dint ti of wana or in the moving picture itself, a character’s trait may be TEST YOURSELF A. Formaneww W Word to complete in the parentheses: OTPIet® the sentence. Choose the correct prefix to add to the word bs inter- mis- over. under super- I had to ru hadi 'o rush fo the pay centr to sete our (Ave electric bil fortwo month, eevee i or (principal) in grade school, ed nM ivas (took) me for one of his band members, Vincent Roxas. Vincent Roxas was a ging (nour choo because otis power vie {eshed won several (school) singing competitions and even had gone to national Phonan B. Usi (Waing appropri suffixes for the root/base words in parentheses, form new words that plete the sentences meaningfully. Write your answers on your paper. ty ize al -al -able Beautifully crafted chandeliers (glory) the halls of the building. These chandeliers, | believe, cost a (size) amount of money. People (critic) the ostentatious fixtures and decoration of the townhall. The waste (dispose) system of the town should be improved. Auditors reviewed the (finance) statements of the company. Seaxe 1 C. Complete each sentence with the correct verb form suggested by the tense-aspect in the parentheses. Write your answer on your paper. (simple present) 41. We (play) different musical instruments. (simple past) 12. Our Music teacher (teach) us to play at least one instrument last year. (present perfect) 13. We (perform) in several school programs for the past two years. (past perfect) 14. Aguitarist (coach) me a week before my recital. Right now, | (prepare) for my first performance before an audience. 46. | (study) my song piece when Mother called. (present progressive) 15. (past progressive) D. Onyour paper, write five similes and five metaphors. Fay) WRAP UP Compose a poem which you will sing to the tune of your choice. 37 There is no greatness where there is not simplicity, goodness, ‘and truth = Leo Tolstoy | BIG IDEA There is nothing like valuing the simple and true because these make up the real essence of life. Many people in the world around us play the role of just being simple folks. In this lesson, you will read about such simple folk. You will also further develop your listening, speaking, reading, writing, and viewing skills which will make you effective language learners and skillful language users, * Recall significant details in a narrative poem listened to + Infer the speaker's tone, mood, and purpose * Analyze irony and ieee )) Listen Listening to a Narrative Poem Listen to your teacher read an excerpt fr i sien ee rpt from the narrative poem Note the tone and mood of the poem and find ous the author's purpose in writing the poem. 4 ie Tone is the ee or emotion of the writer, Mood is ieee oe cn ol the story. Purpose refers to the message the Talk About These 1. Who are the of ‘haracters in he story? 2 Describe the ee Setting, Why 3 rus and the Carpenter convince the oysters to join them? aimee ei Why was the Old 0, i W 'yster doubtful about the i th Carpenter's actions? vant ae What happened to the oysters atthe end of the poem? 7. What mood or atmosphere is oreatea in the poem? 8. What is the author's purpose for Writing this poem? Identifying Irony and Hi, yperbole in a Text Heard Listen as your teacher reads Some lines of poems, Nlove you dear, 11 love you Till China and Attica meet, And the river jumps over the mountain And the salmon sing in the street Hil love you till the ocean 's folded and hung up to dry from “As | Walked Out One Evening” by WH. Auden Water, water every where, ‘Nor any drop to drink. from “Rime of the Ancient Mariner” by Samuel Taylor Coleridge Study the first excerpt above, When will the speaker's love end? Locate China and Africa on a world map. Do you think China and Africa will eventually meet? Can ariver jump over a mountain? Have you ever encountered a salmon on the street? Imagine the ocean is folded and hung up to be dried, Would that be possible? In this excerpt, the poet used hyperbole, a figure of speech, to emphasize that his love will never end. Hyperbole is the use of exag- gerated ideas and statements not meant to be taken literally, Go over the second excerpt. Do the lines contradict each other? The lines state that there is water everywhere, yet they do not have a + Evshuele nenreives basen on tow the suthor Sevtenes the setting and te Characters (heroes and viisine) + Reconnize gener 01 spect words + Analyze Sigures of Sp00ch (cure-based ‘uphemisen) + Recognize and vse words with rustle meanings + Practice basic library hile * Compose dear and Coherent sentences sing appropriate grammatical structures: ronoun-reference agreement (number, case, gender) (for indefinite and collective nouns) * Spell words specific to ookinglbaking * Compose a limerick, + Compose a tenine name poem + Describe different forme ‘and conventions of fim and moving pictures (Gialogue and setting) — igure of speech used tg it ont or emphati single drop of water to drink. The poet in this excerpt us Se rnorOus ic ‘express a situation where one idea is contrary toanother ies Prestand the reality of a situation between 1e appearané effect. Irony also shows the difference ‘Study more examples below. I can eat a horse. (Meant Tons of homework (Meaning: Died a thousand times (Meaning: feelings many times) as soft as concrete as clear as mud a rate cop gets reprimanded for illegal parking ¥’s son fails in the language an English teacher The 100% unsinkable voyage in 1912. ‘ship Titanic sank on its maiden Exercise : Listen as your teacher reads excerpts from texts. Identify hyperbole apeumony,Inesch ‘excerpt. Explain their meanings. eg ORAL LANGUAGE PRACTICE Retelling a Narrative Poem Listened To Can you retell the narrative poem “The Walrus and the Carpenter” in your own words? Ifyou can retell it, that means you understand the characters and the plot of the story. Exercise Form a group with fou other Slassmates. Each pupil retells a \ part of the poem you . listened to. Use the Ct Bieserpeetis Oe part of the narrative . —_—— ee « eres » 1-FF MH EREQUENGY Won ey, gigas ete RE en - oa, Slend annoying, puter, compinen dere What do you val tue mos aon life? Read the following selection wi ABHPEE stage play, The Baker's Nei CAST Narrator Woman Manco Capac lan Atahualpa a pac the Baker Mama Ocllo Judge Clerk of the Court SETTING Lima, Peru, hundreds of years ago NARRATOR: On i : MARES Cah sane 280 in the city of Lima, Peru, there lived a hardworking baker named bread and fine pastrine en Mixed his ingredients and kneaded his dough and baked his ONT Pasiries. Every day, he sold these delicious baked goods to the townspeople. Of Liman” question about it. Manco Capac, the Baker, makes the best bread in the city of Lima, Dee ino Capae, the Baker, loved hard work because of the gold it brought him. y, next door to Manco Capac’s bakery, there lived a man named Atahualpa. Atahualpa_ Was very different from the baker. Atahualpa did not like to work night and day. This is not to say that he was lazy. It’s just that Atahualpa took time to enjoy the morning sun and listen to the birds, ATAHUALPA: In my opinion, there’s more to life than working to make lots of gold. It’s also important to enjoy the everyday pleasures that life brings. NARRATOR: Each day, early in the morning, the baker would sit in his yard. He would count the gold pieces he had earned the day before. Soon, the sound of the clinking gold pieces would awaken the baker’s next-door neighbor. ATAHUALPA: Well, | hear Manco Capac counting his gold again. That means it’s time for me to get up. NARRATOR: Often, Mama Ocllo, the Baker’s wife, would greet Atahualpa as he came out into his yard. : ATAHUALPA: It’s a fine day indeed, Mama Ocllo. I’m feeling wonderful. As | was coming down the stairs, I could smell the delicious aroma of freshly baked bread. NARRATOR: The Baker, however, did not take pleasure in this compliment. fits from : comes to my shop to buy my baked goods. Instead, he pro Beene ee aaa Reed AMRIT R/EIBsed oeeaes Maza Oclo, his must stop! my bakery’s a ose. Why, Manco Capac, what are you talking about? a in his doorwa¥> naree- camer Teens happiness on his face? oes) MAMA Octo: "oF cours, | can. Atahualps F of your bread and pastes: ay charge 1 BAKER: He's enjoying these smells wit to provide them! eo MAMA OCLLO: I see your point, et Siig BAKER: I'm not sure, but I will te pierre t! NARRATOR: For severl days the Baker TT et pay BAKER: Why, it’s clear what I must E : wn and began writing up a bi), ‘his neighbor's door. poonuse he enjoys te delicious yy, th st work most of the night in oo ut what can you do? thought. to enjoy the smell ofthese san, his desk. He sat do i er to NARRATOR: The baker hurried over to his desks HEMT NARRATOR: A short time later, the baker st Sound Effect: (knock, knock, knock) ATAHUALPA: Good afternoon, Manco Capac. Won ‘you some of the delicious pastries that I see in your shop. to smell them. BAKER: You admit enjoying the smell of my baked goods! ATAHUALPA: Of course, I admit it gladly! BAKER: Well, it must stop. I’ve supplied you with splendid aromas at no cost to you. Nov, here’s my bill. ATAHUALPA: A bill? Let me see it, NARRATOR: Atahualpa laughed loud and long. Hearing the noise, all the other neighbors ang their children came to ask what had happened. He told them the story and read aloud th baker's bill once again. ; WOMAN: Why, that’s the funniest story I’ve ever heard in my life! MAN; Ha, ha, ha! The baker must be joking! NARRATOR: Soon the whole town of Lima knew of °s bi i : sce

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