10 (2, b yy LE De t thy h Wold Literature English Learner’s Material Module 4: Rebuilding Our Societies This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph We value your feedback and recommendations. Department of Education Republic of the Philippines ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Diversity through World Literatere - Grade 10 English - Learner's Material First Edition 2015 ¢ ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, ‘trademarks, etc. ) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors neither represent nor claim ownership over them Only institutions and companies that have entered into an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered into an agreement with FILCOLS must, i they wish to copy, contact the publishers and authors directly ‘Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education ‘Secretary: Br. Armin A, Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learner's Material Consultants: Dr. Edizon A. Fermin and Prof. Marla C, Papango Authors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen 8. Villanueva Reviewers: Ruth Alido, Mara Angelia Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo — Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Sefiires, and Dr. Roderick Tadeo Language Editor: Dr. Ma. Antoinette Montealegre Management Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr, Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San Diego lustrators: Angielyn G. Bariian, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Matthew Leysa, Camille Francesca Mondejar, and Jerby Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: Sth Floor Mabini Bidg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016TABLE OF CONTENTS MODULE 4 Rebuilding Our Societies Lesson 4: Approaching Differences YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASK Task 1: More Fun in the Philippines 408 Task 2: Grounded 409 Task 3: Know Thyself 409 YOUR TEXT The Little Prince by Antoine de St. Exupery Task 4: World Match 410 Task 5: Background Check 410 Task 6: Sensations 414 Task 7: SGDW 415 Task 8: Enigma 415 Task 9: Project Runway 415 YOUR DISCOVERY TASKS Task 10: Silver-tongued 416 B: OPT 417 C: Soundings 418 YOUR FINAL TASK D: Local Treasures 420 MY TREASURE Lesson 2: Bridging Gaps YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Magic Square 423 Task 2: Making Strange 425 Task 3: Picasso 425 YOUR TEXT A Martian Sends a Postcard Home by Craig Raine Task 4: Puzzling 426 Task 5: Infobits 428 Task 6: Mix and Match 429 Task 7: E.T. Phone Home 431 Task 8: Bridge the Gap 432 Task 9: Books or Movies 432 YOUR DISCOVERY TASKS Task 10: Trending 432 B: Hedge of Glory 433 C: Assets and Resources 434 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016D: Interview with Experts 435 E: Interview Time 436 YOUR FINAL TASK F: Write a Cultural Mapping Report 437 MY TREASURE Lesson 3: Transcending Borders YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Static or Dynamic 439 Task 2: Double Matching Type 440 Task 3: In Order 440 YOUR TEXT Les Miserables by Victor Hugo (excerpt) Task 4: K-W-L 441 Task 5: Survey Says 441 Task 6: Flags of Our Fathers 441 Task 7: SGDW 446 Task 8: What's'the Purpose? 4a7 YOUR DISCOVERY TASKS Task 9: Musical Feast 447 Task 10: WWYD 448 Task 11: Pros and Cons 448 Task 12: Cite Seeing 448 Task 13: Documented 452 A: Literature Review 453 YOUR FINAL TASK B: The Matrix 456 My TREASURE Lesson 4: Leaming in the 21st Century YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: My Learning Curve 457 Task 2: Learning in the 21st Century 459 YOUR TEXT Excerpt from Kaffir Boy by Mark Matabane YOUR DISCOVERY TASKS Task 3: Opposing Views 464 Task 4: Portrait of 21st-Century Learners 465 Task 5: Status Update 466 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Task 6: Make a Match! 466 A; Getting Ready to Write 467 B: Cite It Right 468 C: Right Write! an YOUR FINAL TASK Task 7: Writing with Your Heart 472 MY TREASURE Lesson 5: Moving Towards Convergence YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: ASEAN Integration 475 Task 2: Points of View 476 YOUR TEXT The United Fruit Co. by Pablo Neruda YOUR DISCOVERY TASKS Task 3: Think, Feel, Do! 480 Task 4: Rewriting with My Head 481 Task 5: Cite It Right! 482 YOUR FINAL TASK Task 6: Rewriting and Finalizing the Research Report 483 MY TREASURE Lesson 6: Advocating Global Citizenship YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Think Globally, Act Locally 486 Task 2: Wordle It! 486 YOUR TEXT What Does It Mean to be a Global Citizen by Ronald C. Israel YOUR DISCOVERY TASKS Task 3: Think, Share, Act! 492 YOUR FINAL TASK Task 4: Quests in Advocacy 494 MY TREASURE ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016INTRODUCTION This leamer's material is especially designed to provide you with the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21sI-century real life-based skills, This module provides you with meaningful tasks to develop your skills for academic success and the world of work, Itis anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become self- actualizing, productive, and effective participant of the society and the world at large. This learner's material provides a variety of texts, particularly. world literary pieces, that are both relevant and meaningful to your life. It offers opportunities for you to be ‘engaged in varied, interesting, motivating, challenging, meaningful, and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar, and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance, and lead a meaningful life There are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated, challenging, and interesting tasks, Module 1 Overcoming Challenges Module 2 Establishing Solidarity Module 3° Reconciling with Nature Module 4 Rebuilding Our Soci S Each module consists of six lessons, each of which is developed through the following phases: 1. Your Journey — provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives - states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of leaming. 3. Your Initial Tasks — activates your prior knowledge and prepares you for higher-level tasks. ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 20164. Your Text - presents the main reading or literary text and the activities! tasks that lead you to acquire knowledge, make sense of, and construct meaning out of the information and experiences contained therein. 5. Your Discovery Tasks includes activities that will expand, enrich, enhance, and broaden your understanding of the target concepts and skills. 6. Your Final Task — presents the real life-based product or performance task a final output for the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real life-based product or performance task covering the entire module. 7. My Treasure — enables you to express your insights, leaming, and realization on the lesson. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned This learner's material includes formal pre and post assessments in both written response and multiple-choice formats. We hope that through this material, you will be provided with meaningful learning experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century. ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 1 RESPECTING DIFFERENCES YOUR JOURNEY The Philippines is laden with fantastic resources that people have already utilized for their own benefit. The country is gifted with warm and tranquil white sand- beaches of Boracay, delicate chocolate hills in Bohol, the awesome Underground River in Palawan, the breath-taking Banaue Rice Terraces, and the charming island of Camiguin,to name a few. Really, the list goes on and on: Apart from the natural wonders that are discovered and wonders that still need to be explored, our country is blessed with citizens who refuse to give in to despair. Come hell or high water, the Filipinos will brave any challenge or obstacle with faith in God, a heart full of hope and love, and a soul that will always be resilient. You may ask, how diverse is the Philippines? To give a glimpse of how diverse the country is, here are some facts: The Philippines is composed of 7,107 islands, which make the country an archipelago. There are seven major ethnic groups that can be further divided into 183 ethnic and ethnolinguistic groups who speak 176 local languages. Thus, itis expected that differences may sometimes arise among the people. The challenge is how to approach and respect each other's differences to realize a ‘a. common goal. YOUR OBJECTIVES As you go along your journey, you are expected to: + use locational skills to gather information from primary and secondary sources of information + listen to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge + compare and contrast the contents of the materials with outside sources of information in terms of accessibility and effectiveness + get familiar with technical terms in research + explain how the elements specific to a genre contribute to the theme of a particular literary selection + express appreciation for sensory images used + expand ideas using principles of cohesion and coherence + use appropriate language when delivering campaign speeches + observe the language of research, campaigns, and advocacies + develop a questionnaire about a local treasure 407 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Bear in mind that your expected output for this module is to competently present a research report on a relevant sociocultural issue. Also, it is important to take note that in this particular lesson, you are expected to develop a questionnaire about a local treasure. YOUR INITIAL TASKS Task 1 HAVE MORE FUN IN THE PHILIPPINES Complete the concept map by supplying it with information that can be taken from the video clip. Write the key concepts about the topic in the circles and the details about these key concepts in the rectangles. It is very important to closely watch the video Tete dg Philippines 83 Source: its More Fun in the Philippines | DOT Official AVP. Retrieved on June 20, 2014, https:/Amwu, ‘youtube. comiwatch?v=ADNgEHFDYzo. -_e 408 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Processing Questions: 11, After watching the video, did you see how diverse our country really is? 2. What new information did you gather from the video? ‘Task 2 GROUNDED Can you classify and tell whether the materials listed below are primary or secondary sources of information? Write P if the material is primary or S if the material is secondary, 1. Letters and diaries 6. Encyclopedia 2. History textbook 7. Newspaper 3. Government documents 8. Journals 4. Manuscripts 9. Magazine 5. Video tape 10. Artifact Task 3 KNOW THYSELF Complete the statements below by identifying what you already know and what you stil have to know about the topic. 1. Aquestionnaire is 2. Aquestionnaire is important because 3, Aquestionnaire can be created by 409 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR TEXT ‘Task 4 WORD MATCH Match the words under column A with the definitions under column B. Write the letter of the correct answer on your paper. A B 1. tame A. to take a deep audible breath 2. neglect B. no longer wild 3. sigh C. to fail to give the proper care orattention 4, burrow D. a ceremonial act 5. rite E. necessary; important 6. essential F. ahole dug as a living space by small animals G. a pointless star Task 5 BACKGROUND CHECK Answer the anticipation guide to preview the text you are about to read. On the Agree/Disagree column, place (¥) if you agree or (x) if you disagree with the statement.Then, on the page column, write the page number where you find the answer to each statement. Statement Agree/Disagree Page The Fox immediately becomes a friend of the Little Prince The Little Prince is willing to tame the Fox. The Fox instructed the Little Prince about the "rite" that he must perform. The Fox cried when the Little Prince left Once a person tames something, it becomes special. 410 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Below is background information about the author of the text that you are about to read. Go over the information to help you understand the text. Antoine de Saint-Exupery (1900-1944), French writer and aviator. Antoine Marie Jean-Baptiste Roger de Saint-Exupéry was bom in Lyon and educated at the University of Fribourg. He joined the French Air Force in 1921 and became a commercial pilot in 1926. His first two books, Southern Mail (1929; translated 1933) and Night Flight (1931; translated 1932), are novels distinguished by a poetic evocation of the romance and discipline of flying, which requires devotion to duty at the risk of death. His later works, including Wind, Sand and Stars (1939; translated 1939), and Flight to Arras (1942; translated 1942), stress the humanistic philosophy of Saint-Exupéry. His popular children's book The Little Prince (1943; translated 1943) is also read by adults for its allegorical meaning During World War II, Saint-Exupéry rejoined the French Air Force, was shot, escaped to the United States, and later joined the Free French forces. On a reconnaissance mission over southern France in 1944, his plane was lost. The remains of the aircraft were not found until 2004 when scuba divers recovered a tailpiece bearing the serial number of the aircraft Saint-Exupéry was flying, a Lockheed P-38 Lightning. The cause of the crash, which occurred about 5 km (3 mi) off the French coast, between the cities of Marseille and Cassis, is still unknown. Saint-Exupéry's notebooks, collected under the title “Wisdom of the Sands” (1948; translated 1950), were published posthumously. Source:(Antoine de Saint-Exupery. Microsoft Encarta Premium. 2009) The advent of technology and the popularity of social media have proven that the gap between people in the 21st century has almost completely waned. With one search and a simple click on facebook, any user can add and confirm as many friends as one wants. With the convenience that technology brings in making friends, do you think that being a friend and befriending another has become superficial? Read the selection below and embark on the Little Prince's discovery of friendship. The Little Prince Antoine de Saint-Exupery (An excerpt) It was then that the Fox appeared. “Good morning,” said the Fox. “Good morning,” the Little Prince responded politely although when he turned around he saw nothing “I'm right here,” the voice said, “under the apple tree.” “Who are you?” asked the Little Prince, and added, “You're very pretty to look at “I'm a Fox,” the Fox said, att ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016“Come and play with me,” proposed the Little Prince, "'m so unhappy.” “I can't play with you,” the Fox said, ‘I'm not tamed.” “Ah! Please excuse me,” said the Little Prince. But after some thought, he added: ‘What does that mean — ‘tame'?" “You do not live here,” said the Fox, “What is it you're looking for?” “I'm looking for men,” said the Little Prince. “What does that mean — tame?" “Men,” said the Fox, “they've guns, and they hunt. It's very disturbing. They also raise chickens. These are their only interests. Are you looking for chickens” “No," said the Little Prince. “I'm looking for friends. What does that mean — tame?” “It's an act too often neglected,” said the Fox. “It means to establish ties.” “To establish ties?” “Just that,” said the Fox. “To me, you're still nothing more than a little boy who's. just like a hundred thousand other little boys. And |/have no need of you. And you, on your part, have no need of me. To you I'm nothing more than a Fox like a hundred thousand other Foxes. But if you tame me, then we shall need each other. To me, you'll be unique in all the world, To you, | shall be unique in all the world” “'m beginning to understand,” said the Little Prince. “There's a flower...1 think she has tamed me...” “Itis possible,” said the Fox. “On earth one sees all sorts of things.” “Oh, but this is not on the earth!” said the Little Prince. The Fox seemed perplexed, and very curious. “On another planet?” “Yes.” “Are there hunters on that planet?” ihe, ‘Ah, that's interesting! Are there chickens?” shi “Nothing is perfect,” sighed the Fox. But he came back to his idea. “My life's, very monotonous,” he said. “I hunt chickens; men hunt me. All chickens are just alike, and all the men are just alike. And in consequence, | am a little bored. But if you tame me, it'll be as if the sun came to shine on my life. | shall know the sound of a step that'll be different from all the others. Other steps send me hurrying back undemeath the ground. Yours will call me, like music out of my burrow. And then look: you see the rain-fields down yonder? | do not eat bread, Wheat is of no use to me. The wheat fields have nothing to say to me. And that is sad. But you have hair that is the color of gold 412 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Think how wonderful that will be when you have tamed me! The grain, which is also golden, will bring me back the thought of you. And I shall love to listen to the wind in the wheat...” ‘The Fox gazed at the Litlle Prince, fora long time. “Please — tame me!” he said. “| want to, very much,” the Little Prince replied. “But I've not much time. I've friends to discover, and a great many things to understand.” “One only understands the things that one tames,” said the Fox. “Men have no more time to understand anything. They buy things all ready-made at the shops. But there's no shop anywhere where one can buy friendship, and so men have no friends any more. If you want a friend, tame me...” “What must | do, to tame you?” asked the Little Prince: “You must be very patient,” replied the Fox. “Fist you'll sit down at a Little distance from me - like that — in the grass. | shall look at you out of the comer of my eye, and you will say nothing. Words are the source of misunderstandings. But you'll sita little closer to me, every day...” The next day the Little Prince came back. “It would have been better to come back at the same hour,” said the Fox. “If for example, you came at four o'clock in the afternoon, then at three o'clock I shall begin to be happy. | shall feel happier and happier as the hour advances. At four o'clock, | shall be worrying and jumping about. | shall show you how happy ! am! But if you come at just any time, | shall never know at what hour my heart is ready to greet you... One must observe the proper ites...” “What's a rite?” asked the Little Prince “Those also are actions too often neglected,” said the Fox. "They're what make one day different from other days, one hour different from other hours. There's a rite, for example, among my hunters. Every Thursday they dance with the village girls. So, Thursday's @ wonderful day for me! | can take a walk as far as the vineyards. But if the hunters danced at just any time, every day would be like every other day, and | ‘should never have any vacation at all,” So the Little Prince tamed the Fox. And when the hour of his departure drew near — “Ah,” said the Fox, “I shall cry.” “Ws your own fault," said the Little Prince. “I never wished you any sort of harm; but you wanted me to tame you...” “Yes that is so,” said the Fox. “But now you're going to cry!” said the Little Prince. “Yes that is so,” said the Fox. 413 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016“Then, ithas done you no good at all!” “Ithas done me good,” said the Fox, “because of the color of the wheat fields.” And then he added, “Go and look again at the roses. You'll understand now that yours is unique in all the world. Then come back to say goodbye to me, and | will make you a present of a secret.” The Little Prince went away, to look again at the roses. “You're not at all like my rose,” he said. “As yet you are nothing. No one has tamed you, and you have tamed no one. You're like my Fox when | first knew him. He was only a Fox like a hundred thousand other Foxes. But | have made a friend, and now he’s unique in all the world.” And the roses were very much embarrassed. “You're beautiful, but you're empty,” he went on. “One could not die for you. To be sure, an ordinary passerby would think that my rose looked just like you — the rose that belongs to me. But in herself alone she’s, more important than all the hundreds of you other roses: because it is she that | have watered: because it is she that | have put under the glass globe; because it is for her that I've killed the caterpillars (except the two or three we saved to become butterflies); because it is she that | have listened to, when she grumbled, or boasted, or even sometimes when she said nothing. Because she is MY rose." ‘And he went back to meet the Fox. “Goodbye,” he said, ‘Goodbye,” said the Fox. “And now here’s my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye.” “What is essential is invisible to the eye,” the Little Prince repeated, so that he would be sure to remember. “Itis the time you have wasted for yourrose that makes your rose so important.” It is the time | have wasted for my rose —" said the Little Prince so he would be sure to remember, “Men have forgotten this truth,” said the Fox. “But you must not forget it. You become responsible, forever, for what you have tamed. You are responsible for your rose...” “Lam responsible for my rose,” the Little Prince repeated, so that he would be sure to remember. Processing Questions: 1, Who are the characters in the excerpt? Describe each 2, How important is the “rite” or “ritual” of taming in the friendship of the Little Prince and the Fox? 3. Do you think you have tamed another and have been tamed as well? a4 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016‘Task 6 SENSATIONS Describe the Little Prince and the Fox by writing a sentence that would appeal to the senses. Be sure to use words that will create pictures in the minds of your readers. Let the graphic organizer below help you in this activity. fr Ay ‘Smell Hearing Sight Hearing Touch YOUR DISCOVERY TASKS Task 7 SGDW Work with your group and complete the following assigned tasks: Group 1 - Compose an open letter to the different planets that the Little Prince visited. Your letter must focus on how each of these planets may achieve lasting peace. Group 2 = Create a big greeting card with a message promoting respect for differences. Group 3 ~Role play a scenario when the Little Prince met the Fox Group 4 — Write a song about the Little Prince's travel and sing it in front of the class Group 5 = Your group is part of the Student Government and the Little Prince is the president. Design a school program that would foster friendship and camaraderie. Task 8 ENIGMA Your teacher will read to you a text about an important figure in world history. Be sure to take down information about the person's description, traits, and the reasons why he/she is well known. Processing Questions: 4. Who is the person being talked about in the text? 2. How did she start her career as a pilot? 415 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016‘Task 9 PROJECT RUNAWAY Work in groups and create your own graphic organizerto show the developments of Amelia Earhart’s aviation career. Be ready to present your output in class, Task 10 SILVER-TONGUED ‘A. Coherent writing means that the sentences, ideas, and details included blend so ‘smoothly that the readers will have an easy time following what the writer wants to put across. In order to achieve this, the writer must use devices that will help his delivery of thoughts. Study the following cohesive devices: 1. Repetition of a Key Term or Phrase - This helps to focus your ideas and to keep your reader on track. Example: The problem with contemporary art is that it is not easily understood by most people. Contemporary art is deliberately abstract, and that means it leaves the viewer wondering what she is looking al. 2. Synonyms - Synonyms are words that have essentially the same meaning, and they provide some variety in your word choices, helping the reader to stay focused on the idea being discussed. Example: Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of beliefs that are @ very real force in the lives of the people who tell them. 3, Pronouns - This, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously mentioned. Be sure, however, that what you are referring to is clear. Example: When scientific experiments do not work out as expected, they are often considered failures until some other scientist try them again. Those that work out better the second time around are the ones that promise the most rewards. 4. Transitional Words - There are many words in English that cue our readers to relationships between sentences, joining sentences together. Examples of transitional words are however, therefore, in addition, also, but, moreover, again, besides, and then, in addition to, compared with, in comparison with, similarly, again, likewise, nevertheless, instead, granted, certainly, it may be the case, on the contrary, etc. Example: | like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of red and the weather is mild, but | can’t help thinking ahead of the winter and the ice storms that will surely blow through here. In addition, that will be the season of chapped faces, too many layers of clothes to put on, and days when ll have to shovel heaps of snow from my car's windshield. ‘Source: Cohesive Devices. Retrieved on June 21, 2014. Retrieved from hilpihome.ku.edu.trdoregan ‘Writing/Cohesion html 416 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Now you that you know the devices that will make your ideas flow smoothly, you can now complete the following statements by filling in the square brackets with a cohesive device and the blank with details you would need to expand your ideas. 1. The Little Prince tamed the Fox| 2. The most important lesson that | leamed from Saint-Exupery’s story is Sr What insped me about Amela Epmors sory her amon tp 4. If | were Amelia Fara Lwould 5. The Little Prince and Amelia Earharts story are similar in terms of B. OPT In order to successfully complete a research report, you have to develop and limit a good research topic. Your teacher might assign a topic to you, but most of the time your teacher will allow you to select a topic of interest. You have to realize that selecting and limiting a good research topic may not be as easy as it sounds. The research topic must be focused enough to be significant and interesting, and comprehensive enough for you to find adequate information. Listen to yourteacher’s discussion about selecting and limiting a research topic. Then, work with your group and answer the questions in order to identify a good research topic. Use the graphic organizer for your answers. How to Select and Limit a Research Topic 1. Brainstorm for Ideas — What local treasure or heritage in the community would you like to research on? Why does it interest you and what you would you like to know more about it? Do you have an opinion about the local treasure or heritage? 2. Identify the Sources of General Background Information — What sources of information can you use to gather information? Who can help you in providing information about the topic? Can you use the library, magazines, journals, periodicals, or the intemet to collect information? Do you know any organization that can help you in gathering information? 3. Focus on Your Topic ~ What specific area or factor of the local treasure or heritage in the community would you focus your research on? Why did you decide to focus on that specific area or aspect? Who is affected by the topic? ay ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 20164, Make a List of Useful Keywords ~ What are the keywords that you can use to best describe your topic? 5. Be Flexible — What are the considerations or adjustments that you would do if ever there is a need to modify your research topic? 6, Define Your Topic as a Focused Research Question —Whatis the primary question that your research topic wants to answer? 7. Formulate a Thesis Statement — What is the thesis statement of the study that you would like to conduct? ‘Source: How to Limit and Select a Research Topic. Retrieved on June 21, 2014. Retrieved from http:/Mibrary.beu.ac.uk/eamer/writingguides/1.05.htm Now that you have completed the activity, assign a representative to share your output to the class. C, SOUNDINGS Name Date. Class Period. Step-by-Step Process Directions: Write each step in chronological order Then, add specific details about each of thase steps. List materials required hore. 418 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016At this point, you are going to focus on the method that is most commonly associated with survey research questionnaires. Questionnaires need to give you the information that you are looking for. Study the following steps on how to write a questionnaire: How to Develop a Questionnaire for Research 1. Figure out what information you are trying to gather from this survey. What is your main objective in doing the questionnaire? What information do you need from the respondents in order to meet your objectives? Think of questions that will address your objectives. You should not include any question that is not directly useful to your research. 2. Write an introduction for your questionnaire. This should explain a little about your questionnaire: why are you doing it and what is your goal. The introduction, while brief, should engage your target audience. Think about how much time they have, and administer the questionnaire based on that estimate. 3, Use closed questions for questionnaires. A closed question Is one that can be answered with a word or a phrase, This makes it easy for the respondent to give their answer without having to think of an articulate way to word it. Closed questions also make classification of responses easier. 4. Order your questions in a way thatis meaningful and easy to follow. Start with questions that are easy to understand and easy to answer. Opening with harder questions is discouraging and may scare your respondents before they complete your entire survey. Easy questions help encourage your participants to finish answering. The questions should flow in an order that sounds natural and does not skip around too much. 5. Putthe more important questions at the beginning of your questionnaire. Often, participants can lose interest on the latter part of the questionnaire, especially if the survey is rather lengthy. Place more important questions in the first part of the questionnaire, 6. Add a little variety to your questions. While closed questions are best for ease of answering and analyzing purposes, adding in a couple of open-ended questions helps keep respondents from becoming bored. Open-ended questions require respondents to write aut their answers and to include some detail ‘Adapted from: How to develop a questionnaire for research. Retrieved on June 21, 2014, Retieved from http: /yomw. wikihow. com/Develop-a-Questionnaire-for-Research Work with your group to analyze the sample questionnaire that your teacher will be presenting. Identify whether the sample questionnaire follows the guidelines presented above. Identify how it can be improved. Assign one or two representatives to share your group's work. 419 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK D. LOCAL TREASURES Now that your group has identified and limited the research topic as well as studied the guidelines on how to write a good questionnaire, you are now ready to develop your own questionnaire about a local treasure or a heritage in the community. You can use the template below as a model for your questionnaire. Use the rubrics given by your teacher as your guide in completing this activity. Local Treasure Questionnaire This questionnaire is used to help the researchers collect information in order to complete the study (title of your topic). Please answer all the questions by providing the appropriate information. The data will be treated with utmost confidentiality. General Information Name: Year and Section: Address: (Other pertinent information) ‘Questions: (Write as many questions as needed in your questionnaire.) ~J2]2)*]°)9]> Thank you for your time. 420 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016MY TREASURE Memento While taking part in this journey, you found out that you need not look far from home to discover an important treasure. By engaging in the activities included in each lesson, your learning experiences will assist you to further grow in your adventure called education Before moving forward, try to assess your growth by answering the following questions: 1. What new ideas and skills did you find interesting? 2. Which part of the lesson impacts the way you view the experience? 3. What follow-up is needed to further improve your knowledge? 421 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 2 BRIDGING GAPS “lke to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to find common ground.” -T.D. Jakes YOUR JOURNEY The advent of the 2st century showed how small the world is. Italso exposed the idea that we are not simply citizens of our nation but we are part of a bigger, more diverse international community. However, with diversity, we have witnessed. civil strife, conflicts, misunderstandings, and disputes resulting death and destruction. Thus, it is necessary that we try to bridge the gap between nations, cultures, beliefs, and generations. It is essential that we build bridges and find the shared benevolence in all of us YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives: + get vital information from various websites on the internet, + get different viewpoints on various local or global issues + distinguish the important points from the less important ones in any listening text + compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness + get familiar with technical terms used in research + explain how the elements specific to a genre contribute to the theme of a particular literary selection + explain literary devices used + use a variety of informative, persuasive, and argumentative writing techniques show courtesy and politeness when delivering campaign speeches + observe the language of research, campaigns, and advocacies + write a cultural mapping report about a topic of your choice Remember that the final task in this lesson will be for you to write a cultural mapping report about a topic of your choice. Therefore, itis important that you successfully complete all the tasks. [lights reserved. No patof this material may be reproduced or transmitted in any form of by any means = lectronicor mactancal inching photocopying - without wntion permission rom tho DopEd Central Ofica First Editon, 2015 422YOUR INITIAL TASKS Task 1 MAGIC SQUARE: How well do you know these concepts? Select from the numbered statements the best description for each of the concepts. Put the number of your answer in the proper space in the “magic square box.” The sum of the numbers will be the same across each row and down each column. Each correct answer is worth 1 point, and if you find the MAGIC NUMBER, you get an additional 4 points. | Concepts Statements. A Alteration 1. The incidence where an implausible concept or character 5 is brought into the story in order to resolve the conflict Be alhiaicn and to bring about a pleasing solution. ©. Hyperbole 2. Meaning or identity ascribed to\oné)subject by way or D. Irony another. E. Metaphor 3. The use of concepts or ideas that are contradictory to one another, yet, when placed together hold significant F. Metonymy value on several levels. G.Onomatopoeia | 4. Playing” round with words such that the meaning implied by a sentence or word is actually different from H. Oxymoron the literal meaning |, Paradox 5. Afigure of speech whereby the author refers to a subject as Parsanuncatign, matter'Such as a place, event, or literary work by way of a passing reference. K. Simik mile 6. The practice of drawing comparisons between two L. Litotes unrelated and dissimilar things, people, beings, places and concepls. It is marked with words "like" or “as M. Analogy 7. Words whose sounds are close to the sound they are N- Allegory meant to depict, O. Caesura 8. A symbolism device where the meaning of a greater, often abstract, concept is conveyed with the aid of a Abie as Machina! more material object or idea being used as an example. 423 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016oaaeEeona~r7_-"7—_T"_—_~-+_V~<_T~_T{__T-_‘$7-~“_-T‘[~-‘-~5-eerrm"_ 9. Alliterary device wherein the author uses specific words and phrases that exaggerate and overemphasize the basic crux of the statement in order to produce a grander, more noticeable effect 10. The practice of attaching human traits and characteristics to inanimate objects, phenomena, and animals. 11. The practice of not using the formal word for an object or subject and instead referring to it by using another word thal is intricately linked to the formal name ar ward, 12, Involves creating a fracture of sorts within a sentence where the two separate parts are distinguishable from ‘one another yet intrinsically linked to one another. 13. A literary device that helps to establish’ relationship based on similarities between two concepts or ideas. 14. Aliterary device as itallows the author touse contradictory, contrasting concepts placed together in a manner that actually ends up making sense in a strange, and slightly complex manner. 15. A discreet way:of saying something unpleasant without directly using negativity 16. Aliterary device that uses words in quick succession. Itbegins with letters belonging to the same sound group, MAGIC SQUARE BOX A B c D | E F G H Magic Number: 424 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Task 2 MAKING STRANGE GUESS Below are two texts that describe an ordinary object that you might have encountered. Can you guess what is described by drawing the image beside your answer? She's a snow queen wearing her golden-brown gown and her ruby scepter, ruling her frosty kingdom that’s surrounded with ice-cold walls and the shivering dark sea. By Anjoline Cate Z. Pascual Answer: Image: A ballet dancer dressed in a golden-yellow tutu with a chocolate-colored top. She had this blushing red face and her slightly rusty tiara while wearing her favorite nude ballet shoes. She dances gracefully with her white ribbon at the middle of the stage with white curtains. By Anjoline Cate Z. Pascual Answer: Image: Task 3 PICASSO Analyze one of Picasso's most famous paintings. Guess its title and answer the questions that follow. Title: 1. What image is seen in the painting? 2. What is the expression of the image? Explain the details to support your answer. 3. Do you think the painting is an accurate representation of reality? Explain your answer. 425 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016This painting series is regarded as @ thematic continuation of the tragedy depicted in Picasso's epic painting Guernica. By focusing on the image of a woman crying, the artist was no longer painting the effects of the Spanish Civil War directly, but rather referring toa singular universal image of suffering. YOUR TEXT Task 4 PUZZLING Unlock the puzzle by working within your group. Be sure to discuss how you came up with the solution. Also, assign a group member to tell how you arrived at your answers to the puzzle. COUNTING U INEPriendED) =H MO ER MOMENT W AS ee TICKET TICKET Answers Oaeens If you were going to experience everything all over again, do you think you will have a different perception should you have no prior knowledge about it? if you will describe everything as though for the first time, how are you going to picture them? 426 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Read the poem below and try to see how the speaker of the poem creates pictures of the objects that he sees. A Martian Sends a Postcard Home Craig Raine (1979) Caxtons are mechanical birds with many wings and some are treasured for their markings — they cause the eyes to melt or the body to shriek without pain. | have never seen one fly, but sometimes they perch on the hand, Mist is when the sky is tired of flight and rests its soft machine on ground: then the world is dim and bookish like engravings under tissue paper. Rain is when the earth is television. ithas the property of making colours darker. Model T is a room with the lock inside — a key is turned to free the world for movement, so quick there is a film to watch for anything missed. But time is tied to the wrist or kept in a box, ticking with impatience. 427 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016In homes, a haunted apparatus sleeps, that snores when you pick it up. If the ghost cries, they carry it to their lips and soothe it to sleep with sounds. And yet, they wake it up deliberately, by tickling with a finger. Only the young are allowed to suffer openly. Adults go to a punishment room with water but nothing to eat. They lack the door and suffer the.noises alone. No one is exempt and everyone's pain has a different smell Atnight, when all the colours die, they hide in pairs and read about themselves — in colour, with their eyelids shut. 428 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Task 5 INFOBITS Read the background information about the poem and the author. Then, answer the questions that follow. About the poem: This poem seeks to describe human behavior and objects as if they are being seen for the first time by a visiting Martian. Consequently, the tone is detached and objective, but also inquisitive. The ordinary and common place are illuminated by a fresh perspective in thirty-four unrhymed couplets. While the poem is almost like a series of riddles that invite the reader to decipher them, the use of language is original and evocative. About the author: Craig Raine was educated at Oxford. He is a poet, a novelist, and recently the poetry editor of Faber and Faber, and an academic at New College, Oxford, where he is now Professor Emeritus. He is founder and editor of the literary magazine Areté. His first collection of poetry was published in 1978, and he has gone on to produce eleven collections, in addition to two novels and some literary criticisms. What is the first object that the Martian is able to describe? What two forms of weather are mentioned in the poem? How does the Martian describe the forms of weather? What other objects are described by the Martian? How different does the Martian see the objects? Cite some lines from the text to prove your answer. PaeNe Task 6 MIX AND MATCH Identify which of the images appeared in the poem. Extract passages from the poem and write the appropriate passage for each image. Text 429 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016430 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016an OAR es ay YOUR DISCOVERY TASK TASK 7 E.T. PHONE HOME Watch the 1982 American science fiction filmE.T. directed by Steven Spielberg and, in your groups, answer the following questions. You need to assign a representative to share your answers to the class. 1. Choose one word to describe your reaction to the movie. 2. What image from the movie lingers in your mind? 3. How would you describe the film to someone who hasn't seen it? 4. What do you think is the message of the film? 5. Who are the characters in the film? Describe their reactions in meeting and ‘overcoming a problem. 6. What new ideas did you get from the film? 7. Has the film influenced your thinking in terms of overcoming differences? Explain your answer. 431 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Task 8 BRIDGE THE GAP Do the following assigned tasks for your group. Group 1 — Make an outline for a film review of E:T. Write it on manila paper and present it in class. Group 2 ~ Create a piece of artwork that highlights the theme of ET. Group 3 ~ Choose a piece of music that best communicates the theme of ET. Group 4 ~ Choose meaningful dialogues from £7. and write original quotations about friendship based on your chosen lines. Group 5 ~ Role play the first encounter of ET. and Elliot. ‘Task 9 BOOKS OR MOVIES Complete the following tasks by supplying the blanks with the needed information, Tread a text titled written by Then | watched directed by ‘The major similarities of the text and themovieare - The major differences of the text and the movie are | liked the better because 432 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK Task 10 TRENDING A. Listen to your teacher as he/she reads the text “Memo for President P-Noy: The National Artist Award — re-examination needed (an excerpt)" by F. Sionil Jose. Complete the table below while listening to the text. PART 14 Title: ISSUE: MAJOR POINTS MINOR POINTS PERSONAL VIEWPOINTS Select a sociocultural issue that is important in terms of its effect on the people living in your community and on the culture that it preserves and protects. You may also use the issue presented in the text above, if you wish, Afterward, interview people from different age groups and occupations and take note of their personal viewpoints regarding your chosen topic. Use your own graphic organizer and assign a representative to present your output to the class. B, HEDGE OF GLORY Itis often believed that academic writing, particularly scientific writing, is factual and is. used simply to convey facts and information. However, it is now recognized that an important feature of academic writing is the concept of cautious language, often called “hedging.” Hedging is a significant communicative resource for academics since it both confirms the individual's professional persona and represents a critical element in the rhetorical means of gaining acceptance of claims. Hedges allow writers to anticipate possible opposition to claims by expressing statements with precision, caution, and diplomatic deference to the view of colleagues. ‘Source: Hedging in Science Research Articles. Retrieved on June 21, 2014. Retrieved from http://applij.org/content/17/4/433.abstract 433 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Complete the sentences below by underlining the appropriate word from the list. 1, Itcan be [concluded, suggested, proven, estimated] that, for young adult males, the portrayal of alcohol on a television screen might lead to increased alcohol consumption. 2, Which [will, may, musf] have been the case when they entered the laboratory setting alone. 3, Itis not (definite, unlikely, normal] that the characters in the movies are going to lead a sad life 4. In real life, waiting for other's reaction [should, could, may] not be advisable at times. 5, Nevertheless, feedbacks from people [will, would, must] show a reflection of your actions. C. ASSETS AND RESOURCES Cultural mapping refers to a research tool to holistically understand the cultural assets of a place based on the local knowledge of the people (Creativity Network of Canada, 2008). Cultural mapping is gaining more acceptance as an essential planning and economic development too! that helps planners rediscover the wealth of places. Work with your groups and decide on a local heritage that you would like to preserve. Talk about its importanoe, its history, and its influence on your culture. You must also use the internet to gather relevant information about your chosen topic. Use the template to complete this activity. Assign one or two representatives from your group to share your output in class. (intonation rom Cty (~ rtocmation from) Statist, Tourism octal Media Viunorthe NY | Offi, Mansi trary members ofthe Information from other 434 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016D. INTERVIEW WITH EXPERTS Your teacher has invited the Director of Tourism and his staff in your locality. They will give a lecture about the importance of cultural heritage, particularly the ones in your locality. You are to prepare an interview guide for the event. Study the input on the Interview Guide and Interviewing Interview Guide summarizes the content that researchers cover during interviews. At one extreme, it may provide very minimal directions, leading to “less structured” interviews that are designed primarily to explore the participant's own perspective on the research topic. At the other extreme, interview guides may contain elaborate specifications to ensure that the researchers topics of interest are thoroughly covered Interview guides may be unstructured; that ask general questions to draw out the participant's own accounts or maybe highly structured, like the survey questionnaire that identifies both the content and the possible responses to each question. Most qualitative interviewers, those who seek detailed descriptions and explanations of the topic on hand prefer to position themselves between these two extremes by using a semi-structured interview. In that case, the interview guide typically contains a general framework for the interview, but the researcher also has the freedom to pursue the questions in.a different order and to allocate more time to some questions than to others depending on what is most appropriate for discussing the research topic with each individual participant. Interview guides may be questions-based or topic-based. Questions are the more common format for interview guides, so that the expected content ofthe interview is outlined in terms of a series of questions the interviewer intends to ask. In contrast, a topic-based guide consists of a list of areas and issues the interviewer wants to hear about, and these also are often organized in an outline format to make it easier to monitor which topics have already been covered. Interviewing is a conversational practice where knowledge is produced through the interaction between an interviewer and an interviewee or a group of interviewees. Unlike everyday conversations, the research interview is most often carried out to serve the researcher's ends, which are extemal to the conversation itself (e.g., to obtain knowledge about a given topic or some area of human experience). In most cases, research interviewing involves a “one-way dialogue” with the researcher asking questions and the interviewee being cast in the role of respondent. The concrete interaction between the interviewer and the interviewee is just one stage in the process of doing interview research. The interview itself is carried out to enable the researcher to answer one or more of his or her research questions, The interview conversation is introduced by a briefing in which the interviewer defines the situation for the participant and informs him or her about the purpose of the interview. Usually, the interviewer has prepared an interview guide in which the 435 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016research questions are given a form that renders them suitable to be posed directly as interview questions. Most research interviews are audio recorded and then transcribed. Unless the researcher works directly with the audio recording of the interview, it is the transcription rather than the original oral interview conversation that serves as the researcher's primary data source when he or she interprets and analyzes the interview. - The Sage Encyclopedia of Qualitative Research (2003) In your groups, formulate guide questions for the quest speakers regarding the importance of cultural heritage to your locality and to your generation. You must also include questions about how the youth can participate in the campaign, Follow- up questions must be asked whenever necessary. You can use the template below as your guide in writing your guide questions. (Short title about the interview) (Short description of what the interview is about) Guide Questions: 4, (Question) 2. (Question) 3. (Question) 4, (Question) —<—$—<—— 5. (Question) ———$— 436 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016E. INTERVIEW TIME You are now given the chance to interview the Director of Tourism and his staff in your locality. Listen very well to their lecture about the importance of our cultural heritage, particularly the ones in your locality. Note the details that they will mention. After the lecture, you will use your interview guide to get answers to questions that weren't covered in the lecture. YOUR FINAL TASK F. WRITE A CULTURAL MAPPING REPORT After you have collected all the information from the different sources, especially from your interview with the experts, you are now ready to write a cultural mapping report about a local treasure or heritage of your choice. Remember to include the data and facts you've gathered to make your output valid. Use cohesive devices to ensure a smooth flow of writing. Use the rubric given by your teacher to guide you. MY TREASURE Having identified the value of sociocultural treasures through interviewing different personalities and writing about it in your cultural mapping report, the time has come for you to also assess the insights that you have realized in this lesson. Write your responses in the graphic organizer. P (Plus) ™M (Minus) (inquiry Parts of the lesson that are | Parts of the lesson that stil | Parts of the lesson that very helpful need reinforcement need clarification 437 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 3 TRANSCENDING BORDERS YOUR JOURNEY ‘As a citizen of the country and of the world, you play @ great role in the country's growth and improvement. As you've realized in the previous lessons, there will always be diversity across cultures that can make connections dificult to establish. However, itis our uniqueness that makes each of us special. Once you've successfully established connections on the basis of uniqueness, you can transcend, borders, develop understanding, hamess your leadership skills, and become a better person. YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives: + synthesize essential information about a chosen issue + get different viewpoints on various local or global issues + appraise the unity of plot, setting and characterization in a material viewed to achieve the writer's purpose + get familiar with technical terms used in documentary + determine tone, mood, techniques, and purpose of the author + acknowledge sources by preparing a bibliography + demonstrate the appropriate stage stance and behavior when persuading others in a campaign speech + observe the language of research, campaigns, and advocacies + make a literature review matrix in preparation for the research report about a socio-cultural issue. Bear in mind that the final task in this lesson is for you to make a literature review matrix in preparation for the research p report about a sociocultural issue. Thus, it is essential that you complete all the tasks fruitfully. Work well. 438 ‘Al tights coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witan permission from tho DepEd Central Ofice. Fist Edion, 2016