MODULE 2:

LESSON 3
BEING SENSITIVE
TO OTHERS
“WE CANNOT BE MORE
SENSITIVE TO PLEASURE
WITHOUT BEING MORE
SENSITIVE TO PAIN.”
– ALAN WATTS
Y
O
U
R
TASK 1: PICTURES TALK
I
N LOOK AT THE PHOTOS BELOW.
I
T WHAT DO THEY REVEAL ABOUT
I
A
L
MEN, WOMEN, AND CHILDREN?
T WRITE YOUR ANSWERS IN YOUR
A
S
K
NOTEBOOK.
S
1. WITH YOUR PARTNER, DESCRIBE EACH
PICTURE. WHAT DO THEY REVEAL ABOUT
MEN AND WOMEN?
2. SHOULD WOMEN ALWAYS BE PICTURED AS
DOING HOUSEHOLD CHORES AND MEN AS
WARRIORS? WHY?
TASK 2: MIND YOUR WORD
FIND OUT THE MESSAGE
CONVEYED BY THE COMIC STRIP
AND BE READY TO SHARE YOUR
IDEAS IN CLASS.
1. DISCUSSION POINTS: 1. WHAT IS THE
CHARACTER IN THE COMIC STRIP
PREJUDICED/BIASED FOR? AGAINST?
2. WHAT COULD BE THE REASON FOR THE
PREJUDICE/BIAS?
3. IS IT RIGHT TO HAVE PREJUDICES OR BIASES?
4. CAN YOU THINK OF WORDS THAT YOU COULD ASSOCIATE
WITH PREJUDICE/BIAS? WRITE THEM IN THE WORD WEB
BELOW.
TASK 3: WATCH THAT LABEL
A. HERE’S A VIDEO FEATURING A FILIPINA
ACTRESS WHO CLAIMS THAT IT’S NOT
RIGHT TO PUT A LABEL ON ANYONE.
WATCH IT AND FIND OUT THE LABEL
ATTACHED TO HER. ATTACHED TO HER.
WWW.YOUTUBE.COM/WATCH?V=XYSVCK
FQ8E
1. WHAT IS THE “LABEL” ATTACHED TO THE WOMAN IN THE VIDEO?
2. DO YOU AGREE WITH WHAT THE WOMAN SAID? WHY?
3. WHEN YOU PUT A “LABEL” ON SOMEONE, ARE YOU ALSO BEING
BIASED? EXPLAIN.
4. WHAT ADVICE WOULD YOU GIVE TO THE WOMAN IN THE VIDEO?
5. WHAT COMMENTS DO YOU HEAR FROM OTHER PEOPLE ABOUT
WOMEN IN THE SAME SITUATION AS THE ACTRESS? HOW SHOULD
YOU REACT TO THEM?
B. HAVE YOU HEARD AND SEEN EXAMPLES OF BIAS AROUND YOU? FILL OUT THE
TABLE BELOW FOR MORE EXAMPLES OF BIAS AND PREJUDICE YOU HAVE
EXPERIENCED AROUND YOU. WORK ON IT WITH YOUR PARTNER. IN THE
SECOND COLUMN, WRITE EXAMPLES OF ADVERTISEMENTS AND IN THE LAST
COLUMN, WRITE THE BIAS FOUND IN EACH EXAMPLE.
C. CAN BIASES BE AVOIDED? HOW?
______________________________________
______________________________________
______________________________________
_______________________
TASK 4: BIAS DETECTIVES
SOURCE:
HTTP://WWW.SADKER.ORG/CURRICUL
ARBIAS.HTML ACCORDING TO A
GROUP OF RESEARCHERS THERE ARE
SEVEN FORMS OF BIAS IN
INSTRUCTIONAL MATERIALS.THEY ARE
AS FOLLOWS:
1. INVISIBILITY: WHAT YOU DON’T SEE MAKES A LASTING
IMPRESSION
THE MOST FUNDAMENTAL AND OLDEST FORM OF BIAS IN
INSTRUCTIONAL MATERIALS IS THE COMPLETE OR RELATIVE
EXCLUSION OF A GROUP. WITH AN ATTEMPT FOR INCLUSION
AFTER 1960, MANY OF TODAY’S TEXTBOOKS ARE IMPROVED, BUT
FAR FROM PERFECT. WOMEN, THOSE WITH DISABILITIES, GAYS,
AND HOMOSEXUALS CONTINUE TO BE MISSING FROM MANY
OF TODAY’S TEXTS.
2. STEREOTYPING: SHORTCUTS TO BIGOTRY
PERHAPS THE MOST FAMILIAR FORM OF BIAS IS THE
STEREOTYPE, WHICH ASSIGNS A RIGID SET OF
CHARACTERISTICS TO ALL MEMBERS OF A GROUP, AT THE COST
OF INDIVIDUAL ATTRIBUTES AND DIFFERENCES. WHILE
STEREOTYPES CAN BE POSITIVE, THEY ARE MORE OFTEN
NEGATIVE. SOME TYPICAL STEREOTYPES INCLUDE: MEN
PORTRAYED AS ASSERTIVE AND SUCCESSFUL IN THEIR JOBS, BUT
RARELY DISCUSSED AS HUSBANDS OR FATHERS. WOMEN AS
CAREGIVERS.
3. IMBALANCE AND SELECTIVITY: A TALE HALF TOLD
CURRICULUM MAY PERPETUATE BIAS BY PRESENTING ONLY ONE
INTERPRETATION OF AN ISSUE, SITUATION, OR GROUP OF PEOPLE. SUCH
ACCOUNTS SIMPLIFY AND DISTORT COMPLEX ISSUES BY OMITTING
DIFFERENT PERSPECTIVES. A TEXT REPORTS THAT WOMEN WERE “GIVEN”
THE VOTE, BUT DOES NOT DISCUSS THE WORK, SACRIFICES, AND EVEN
PHYSICAL ABUSE SUFFERED BY THE LEADERS OF THE SUFFRAGE
MOVEMENT THAT “WON” THE VOTE. LITERATURE IS DRAWN PRIMARILY
FROM WESTERN, MALE AUTHORS. MATH AND SCIENCE COURSES
TYPICALLY REFERENCE EUROPEAN DISCOVERIES AND FORMULAS.
4. UNREALITY: ROSE COLORED GLASSES
MANY RESEARCHERS HAVE NOTED THE TENDENCY
OF INSTRUCTIONAL MATERIALS TO GLOSS OVER
UNPLEASANT FACTS AND EVENTS IN OUR HISTORY.
ANOTHER EXAMPLE IS THE NOTION THAT
TECHNOLOGY WILL RESOLVE PERSISTENT SOCIAL
PROBLEMS.
5. FRAGMENTATION AND ISOLATION: THE PARTS ARE LESS THAN THE
WHOLE
FRAGMENTATION EMERGES WHEN A GROUP IS PHYSICALLY OR
VISUALLY ISOLATED IN THE TEXT. OFTEN, RACIAL AND ETHNIC
GROUP MEMBERS ARE DEPICTED AS INTERACTING ONLY WITH
PERSONS LIKE THEMSELVES, ISOLATED FROM OTHER CULTURAL
COMMUNITIES. WHILE THIS FORM OF BIAS MAY BE LESS DAMAGING
THAN OMISSION OR STEREOTYPES, FRAGMENTATION AND
ISOLATION PRESENT NON-DOMINANT GROUPS AS PERIPHERAL
MEMBERS OF SOCIETY.
6.LINGUISTIC BIAS: WORDS COUNT
LANGUAGE CAN BE A POWERFUL CONVEYOR OF BIAS,
IN BOTH BLATANT AND SUBTLE FORMS. LINGUISTIC BIAS
CAN IMPACT RACE/ETHNICITY, GENDER, ACCENTS, AGE,
(DIS)ABILITY, AND SEXUAL ORIENTATION. SUCH WORDS AS
FOREFATHERS, MANKIND, AND BUSINESSMAN SERVE TO
DENY THE CONTRIBUTIONS (EVEN THE EXISTENCE) OF
FEMALES.
7. COSMETIC BIAS: “SHINY” COVERS
THE RELATIVELY NEW COSMETIC BIAS SUGGESTS THAT A TEXT IS BIAS
FREE, BUT BEYOND THE ATTRACTIVE COVERS, PHOTOS, OR POSTERS, BIAS
PERSISTS. AN EXAMPLE IS A SCIENCE TEXTBOOK THAT FEATURES A
GLOSSY PULLOUT OF FEMALE SCIENTISTS BUT INCLUDES PRECIOUS
LITTLE NARRATIVE OF THE SCIENTIFIC CONTRIBUTIONS OF WOMEN.
PRETEND THAT YOU ARE A GROUP OF DETECTIVES. USING THE SEVEN
FORMS OF BIAS DISCUSSED HERE, REVIEW YOUR SCHOOL’S ENGLISH
REFERENCE BOOKS/TEXTBOOKS AND IDENTIFY IF IT HAS ANY OF THOSE
FORMS OF BIASES. WRITE THE TITLE OF THE BOOK AND PUT A CHECK
MARK ON THE FORM OF BIAS YOU HAVE DISCOVERED IN THE BOOK(S).
THIS TIME, SUGGEST
WAYS ON HOW TO
AVOID THESE BIASES IN
YOUR ENGLISH
TEXTBOOK.
____________________
____________________
____________________
____________________
____________________
____________________
______
Y TASK 5: LOVE IS EVERYWHERE
O
U
A. BEING SENSITIVE TO OTHERS IS ONE
WAY OF SHOWING LOVE AND CONCERN.
R WHOSE LOVE STORY DO YOU CONSIDER
SPECIAL AND WORTH EMULATING? HERE
T ARE PHOTOS FROM SOME ROMANTIC
E FILMS. MATCH THE DESCRIPTION OF THE
X CHARACTERS IN THE MOVIE TO THE
T PHOTOS.
DANIELLE, THE ONLY DAUGHTER OF A
DECEASED FRENCH NOBLEMAN, IS
MADE A SERVANT BY HER
STEPMOTHER. SHE ALSO HAS TWO
STEPSISTERS, ONE QUITE KIND BUT
THE OTHER ONE REALLY TERRIBLE.
STILL, DANIELLE GROWS UP TO BE A
HAPPY AND STRONG-WILLED YOUNG
LADY, AND ONE DAY HER PATH
CROSSES THAT OF HANDSOME PRINCE
HENRY, WHO HAS FALLEN IN LOVE
WITH HER. DESPITE SOME TROUBLES,
DANIELLE AND THE PRINCE END UP
TOGETHER WITH THE HELP OF THE
NICE LEONARDO DA VINCI.
REBELLIOUS HIGH SCHOOL STUDENT
LANDON CARTER IS THREATENED WITH
EXPULSION UNLESS HE PERFORMS IN
THE DRAMA CLUB’S SPRING MUSICAL.
AT THIS FUNCTION, HE IS FORCED TO
INTERACT WITH QUIET JAMIE SULLIVAN
WHO HAS HELPED HIM WITH HIS LINES.
DURING THE PLAY, JAMIE SURPRISES
LANDON AND THE ENTIRE AUDIENCE
WITH HER BEAUTY AND VOICE. WHILE
THEIR FRIENDSHIP AND ADMIRATION
FOR EACH OTHER GROWS DEEPER,
JAMIE’S CANCER GETS WORSE.
IN 1912 SOUTHAMPTON, 17-YEAR-
OLD FIRSTCLASS PASSENGER ROSE
DEWITT BUKATER WHO IS
ENGAGED TO BE MARRIED AGAINST
HER WILL PLANS TO JUMP OFF THE
SHIP. JACK DAWSON, A PENNILESS
ARTIST, CONVINCES HER NOT TO.
THIS INCIDENT STARTED THEIR
FRIENDSHIP WHICH LATER ON
DEVELOPS INTO A ROMANTIC LOVE
AFFAIR.
B. CAN YOU NAME OTHER MOVIES THAT SPEAK OF GREAT LOVE?
GIRLS, IN THE FUTURE WHEN A MAN COURTS YOU, HOW WOULD
YOU WANT HIM TO DO IT?
BOYS, HOW DO YOU PLAN TO WIN THE HEART OF YOUR LADYLOVE
SOMEDAY? • LIST DOWN WHAT YOU DREAM OF IN A COURTSHIP.
_______________________________________________________
_______________________________________________________
_______________________________________________________
• READ ABOUT THE COURTSHIP DURING THE MIDDLE-AGES.
COMPARE IT WITH YOUR “IDEAL” COURTSHIP.
 CHIVALRY AND ROMANTIC IDEALS (MIDDLE AGES, 1100-1500)
THE KNIGHTS AND TROUBADOURS (TRAVELING POETS AND
MUSICIANS) OF MEDIEVAL TIMES OPENED DOORS, PULLED OUT CHAIRS,
AND LET THEIR LADYLOVES ORDER FIRST. THESE MEN KNEW THEIR
LADIES WANTS AND DESIRES, IT ALWAYS CAME FIRST AND FOREMOST IN
LOVE; WINNING LADIES’ HEARTS WAS THEIR ULTIMATE GOAL. WEALTHY
KNIGHTS WON WOMEN’S HANDS THROUGH BRAVE DEEDS, WHILE THE
POETS WON THEM OVER THROUGH THEIR USE OF WORDS AND SONGS.
THESE IDEAS WERE INSPIRED BY “COURTLY LOVE,” WHICH WAS A HIGHLY
IDEALIZED AND EXTRAVAGANT FORBIDDEN AFFAIR (MOSTLY AMONG
THE NOBLE CLASS) WHOSE CORE BELIEFS WERE THE SUPERIORITY OF THE
LADY, THE INSTABILITY OF DESIRE, AND THE ENNOBLING POWER OF
LOVE.
 • WHEN ONE IS IN LOVE, ONE HAS THE TENDENCY TO BE BIASED.
NAME AN INCIDENT WHEN YOU DID SOMETHING IN THE NAME OF
LOVE.
_______________________________________________________
_______________________________________________________
• HERE ARE POEMS FROM PETRARCH’S CANZONIERE. READ ENJOY
THE RHYME AND RHYTHM, AND DISCOVER THE MESSAGE OF EACH
POEM.
• BEFORE YOU START READING, THINK ABOUT THIS: HOW WOULD
YOU DESCRIBE SOMEONE YOU ARE PASSIONATELY IN LOVE WITH?
 LAURA
Translated by Morris Bishop
SHE USED TO LET HER GOLDEN HAIR FLY FREE
FOR THE WIND TO TOY AND TANGLE AND
MOLEST;
HER EYES WERE BRIGHTER THAN THE
RADIANT WEST.
(SELDOM THEY SHINE SO NOW.) I USED TO SEE
PITY LOOK OUT OF THOSE DEEP EYES ON ME.
(“IT WAS FALSE PITY,” YOU WOULD NOW
PROTEST)
I HAD LOVE’S TINDER HEAPED WITHIN MY
BREAST;
WHAT WONDER THAT THE FLAME BURNED
FURIOUSLY?
SHE DID NOT WALK IN ANY MORTAL WAY,
BUT WITH ANGELIC PROGRESS; WHEN SHE
SPOKE,
UNEARTHLY VOICES SANG IN UNISON.
SHE SEEMED DIVINE AMONG THE DREARY
FOLK
OF EARTH.YOU SAY SHE IS NOT SO TODAY?
WELL, THOUGH THE BOW’S UNBENT, THE
WOUND BLEEDS ON.
 THE WHITE DOE TRANSLATED
BY ANNA MARIA ARMI
A PURE-WHITE DOE IN AN EMERALD GLADE AROUND HER LOVELY NECK “DO NOT
APPEARED TO ME, WITH TWO ANTLERS OF TOUCH ME,”
GOLD,
WAS WRITTEN WITH TOPAZ AND
BETWEEN TWO STREAMS, UNDER A LAUREL’S DIAMOND STONE,
SHADE,
“MY CAESAR’S WILL HAS BEEN TO MAKE ME
AT SUNRISE, IN THE SEASON’S BITTER COLD.
FREE.”
HER SIGHT WAS SO SUAVELY MERCILESS
ALREADY TOWARD NOON HAD CLIMBED
THAT I LEFT WORK TO FOLLOW HER AT LEISURE, THE SUN,
LIKE THE MISER WHO LOOKING FOR HIS MY WEARY EYES WERE NOT SATED TO SEE,
TREASURE
WHEN I FELL IN THE STREAM AND SHE WAS
SWEETENS WITH THAT DELIGHT HIS
BITTERNESS. GONE.
 THE WHITE DOE TRANSLATED
BY ANNA MARIA ARMI
A PURE-WHITE DOE IN AN EMERALD GLADE AROUND HER LOVELY NECK “DO NOT
APPEARED TO ME, WITH TWO ANTLERS OF TOUCH ME,”
GOLD,
WAS WRITTEN WITH TOPAZ AND
BETWEEN TWO STREAMS, UNDER A LAUREL’S DIAMOND STONE,
SHADE,
“MY CAESAR’S WILL HAS BEEN TO MAKE ME
AT SUNRISE, IN THE SEASON’S BITTER COLD.
FREE.”
HER SIGHT WAS SO SUAVELY MERCILESS
ALREADY TOWARD NOON HAD CLIMBED
THAT I LEFT WORK TO FOLLOW HER AT LEISURE, THE SUN,
LIKE THE MISER WHO LOOKING FOR HIS MY WEARY EYES WERE NOT SATED TO SEE,
TREASURE
WHEN I FELL IN THE STREAM AND SHE WAS
SWEETENS WITH THAT DELIGHT HIS
BITTERNESS. GONE.
 SPRING TRANSLATED
BY MORRIS BISHOP
ZEPHYR RETURNS, AND SCATTERS EVERYWHERE BUT TO ME ONLY HEAVY SIGHS RETURN
NEW FLOWERS AND GRASS, AND COMPANY FOR HER WHO CARRIED IN HER LITTLE
DOES BRING, HAND
PROCNE AND PHILOMEL, IN SWEET DESPAIR, MY HEART’S KEY TO HER HEAVENLY
SOJOURN,
AND ALL THE TENDER COLORS OF THE SPRING.
THE BIRDS SING LOUD ABOVE THE
NEVER WERE FIELDS SO GLAD, NOR SKIES SO FLOWERING LAND;
FAIR,
LADIES ARE GRACIOUS NOW – WHERE
AND JOVE EXULTS IN VENUS PROSPERING. DESERTS BURN
LOVE IS IN ALL THE WATER, EARTH AND AIR, THE BEASTS STILL PROWL ON THE
UNGREENING SAND.
AND LOVE POSSESSES EVERY LIVING THING.
TASK 6:THINK ABOUT THE POEMS

IN YOUR GROUP, ANSWER THE

QUESTIONS ABOUT THE THREE
POEMS. IN YOUR GROUP, ANSWER
THE QUESTIONS ABOUT THE
THREE POEMS.
LAURA
1. IN THE POEM “LAURA,” HOW WAS LAURA DESCRIBED BY THE
SPEAKER?
2. IN LAURA’S “PRESENT AND PAST,” WHAT ARE THE COMMON
DETAILS THE SPEAKER REMEMBERS ABOUT LAURA?
3. HOW DOES LAURA SEEM TO HAVE CHANGED?
4. THOUGH YEARS PASSED,WHAT ASPECTS IN THE POEM “LAURA”
REMAIN UNCHANGED?
THE WHITE DOE
1. WHAT DETAILS IN THE “THE WHITE DOE” TELL ABOUT TIME AND
SEASON?
2. WHAT IS A DOE?
3. . HOW IS THE DOE DESCRIBED IN THE POEM?
4. TO WHOM IS THE “WHITE DOE” COMPARED IN THE POEM?
5. WHAT EMOTION DOES THE LAST STANZA EVOKE IN YOU?
THE WHITE DOE
1. WHAT DETAILS IN THE “THE WHITE DOE” TELL ABOUT TIME AND
SEASON?
2. WHAT IS A DOE?
3. . HOW IS THE DOE DESCRIBED IN THE POEM?
4. TO WHOM IS THE “WHITE DOE” COMPARED IN THE POEM?
5. WHAT EMOTION DOES THE LAST STANZA EVOKE IN YOU?
SPRING
1. “SPRING” IS WRITTEN AFTER LAURA’S DEATH. WHAT DOES THE
SPEAKER EMPHASIZE ABOUT THE SPRING?
2. WHAT MAKES THE SPEAKER DESCRIBE DIFFERENTLY THE SPRINGTIME
SCENE?
3. WHAT DOES THE ENDING OF THE POEM REVEAL ABOUT THE
SPEAKER?
4. WHO IS REFERRED TO IN THE THREE POEMS?
5. PETRARCH WAS A FOURTEENTH-CENTURY WRITER. IN HIS POEMS,
WHAT ARE THE SITUATIONS OR FEELINGS THAT YOU COULD RELATE
TO? ON THE OTHER HAND, IN WHAT WAYS ARE THE SITUATIONS OR
FEELINGS IN THE POEM OUTDATED?
TASK 7:FIGURE OUT THE MEANING

UNDERSTAND THE POEM BETTER BY

ANALYZING THE LANGUAGE OF
POETRY. THINK ABOUT THE ANSWERS
TO THE FOLLOWING QUESTIONS
FIRST. THEN, WITH A PARTNER, DISCUSS
YOUR ANSWERS BEFORE SHARING IT
WITH THE WHOLE GROUP.
1. WHAT IMAGE/S DID PETRARCH USE TO COMPARE LAURA?
2. HOW DID PETRARCH DESCRIBE HIS FEELINGS WHEN LAURA DIED?
3. WHAT KIND OF LANGUAGE IS USED BY POETS AND WRITERS IN
DESCRIBING PERSONS OR THEIR FEELINGS DRAMATICALLY?
4. WHAT IS THE MEANING AND EFFECT OF THE FOLLOWING LINES
FOUND IN THE POEMS: “SWEET DESPAIR” (SPRING) AND “SUAVELY
MERCILESS” (THE WHITE DOE). IN ADDITION, HOW DOES THE
MEANING OF “SUAVELY MERCILESS” CONNECT WITH LINES 7 TO 8 OF
THE POEM “THE WHITE DOE”?
5. WHAT KIND OF LANGUAGE IS USED BY POETS AND WRITERS IN
FORMING CONTRADICTION THAT OFTEN EXPRESSES CONFLICTING
FEELINGS?
6. WHAT KIND OF POEM ARE THE PETRARCH’S THREE POEMS?
1. WHAT IMAGE/S DID PETRARCH USE TO COMPARE LAURA?
2. HOW DID PETRARCH DESCRIBE HIS FEELINGS WHEN LAURA DIED?
3. WHAT KIND OF LANGUAGE IS USED BY POETS AND WRITERS IN
DESCRIBING PERSONS OR THEIR FEELINGS DRAMATICALLY?
4. WHAT IS THE MEANING AND EFFECT OF THE FOLLOWING LINES
FOUND IN THE POEMS: “SWEET DESPAIR” (SPRING) AND “SUAVELY
MERCILESS” (THE WHITE DOE). IN ADDITION, HOW DOES THE
MEANING OF “SUAVELY MERCILESS” CONNECT WITH LINES 7 TO 8 OF
THE POEM “THE WHITE DOE”?
5. WHAT KIND OF LANGUAGE IS USED BY POETS AND WRITERS IN
FORMING CONTRADICTION THAT OFTEN EXPRESSES CONFLICTING
FEELINGS?
6. WHAT KIND OF POEM ARE THE PETRARCH’S THREE POEMS?
TASK 8:SOUND THE SONNET

A. GO THROUGH THE POEM “THE

WHITE DOE” AGAIN. THIS TIME FOCUS
ON THE STRUCTURE OF THE POEM.
POEMS ARE SAID TO HAVE RHYME AND
RHYTHM. LET’S FIND OUT THE RHYME
SCHEME OF THIS POEM.
1. HOW MANY LINES ARE THERE IN THE POEM?
2. HOW MANY LINES ARE THERE IN THE FIRST TWO STANZAS?
3. HOW ABOUT IN THE THIRD AND FOURTH STANZAS, HOW MANY
LINES ARE THERE?
4. STUDY THE RHYME SCHEME. WHAT IS THE BASIS OF THE RHYME
SCHEME?
5. HOW DOES RHYME AND RHYTHM CONTRIBUTE TO THE
MESSAGE OF THE POEM?
B. HERE ARE SONNETS BY PETRARCH AND SHAKESPEARE, RESPECTIVELY. IDENTIFY THE RHYME
SCHEMES OF EACH SONNET AND COMPARE AND CONTRAST THEM WITH EACH OTHER.
TASK 9: DISTINCT SONNET

YOU HAVE READ EXAMPLES OF ONE

TYPE OF LYRIC POEM-THE SONNET.
AFTER READING THE TWO POEMS,
WHAT SIMILARITIES AND
DIFFERENCES DID YOU NOTICE?
1. HOW DOES THE RHYME SCHEME IN PETRARCH’S SONNET DIFFER
FROM SHAKESPEARE’S?
2. WHAT DOES THE RHYME SCHEME DO IN THE SONNET?
3. DO THE WORDS THAT RHYME IN THE SONNET RELATE TO THE
THEME OF THE POEM? HOW?
4. . ASIDE FROM SONNETS, WHERE ELSE CAN WE USE THE “RHYME
SCHEME”?
TASK 10: TICKLE YOUR FANCY

IMAGINE HOW PETRARCH’S

LAURA WAS LIKE. IN YOUR
GROUP, WORK ON THE TASK
THAT WILL BE ASSIGNED BY
YOUR TEACHER.
GROUP 1 - BASED ON PETRARCH’S DESCRIPTION OF LAURA, DRAW
HER IMAGE ON SHORT BOND PAPER WITH A DEDICATION
ADDRESSED TO PETRARCH.
GROUP 2 - CHOOSE A SONG THAT BEST DESCRIBES THE LOVE
PETRARCH HAS FOR LAURA.
GROUP 3 - PREPARE AND PERFORM A “RAP” INTENDED FOR
COURTSHIP.
GROUP 4 - PRETEND YOU ARE PETRARCH WITH UNDYING LOVE FOR
LAURA AND WRITE A LOVE LETTER TO HER.
GROUP 5 - DELIVER A SHORT SPEECH ADDRESSED TO YOUR BELOVED
WHO HAS DIED WITHOUT SAYING FAREWELL TO YOU.
TASK 11: LISTEN TO A POINT
LISTEN AS YOUR TEACHER READS A REPORT FROM
HTTP://WWW.RAPPLER.COM/MOVEPH/42214-PH-
MALE-FEMALE-INEQUALITIES ACCESSED ON JULY 2014
ABOUT MALE AND FEMALE EQUALITIES IN THE
COUNTRY. TAKE NOTE OF INFORMATION THAT WILL
HELP YOU DECIDE WHETHER THE NEWS REPORT IS
VALID, ACCURATE, RELEVANT, AND WITH ADEQUATE
INFORMATION.
1. WHAT IS THE NEWS ARTICLE ABOUT?
2. WHAT IS THE SOURCE OF THE NEWS? IS IT A VALID SOURCE?
3. WHAT DATA ABOUT MALE AND FEMALE EQUALITY IN HEALTH
AND SURVIVAL, EDUCATION, ECONOMIC PARTICIPATION, AND
POLITICS WERE MENTIONED?
4. WILL YOU CONSIDER THIS NEWS ACCURATE? WHY?
5. HOW IMPORTANT IS THIS NEWS TO YOUR LIFE?
6. DOES THE ARTICLE HAVE ALL THE NECESSARY DETAILS THAT YOU
WOULD NEED TO BE WELL INFORMED ON THE ISSUE? WHAT
OTHER DATA DO YOU NEED?
TASK 12: AGREE OR DISAGREE

LISTEN TO NEWS ARTICLES THAT

WILL BE READ BY YOUR
TEACHER. ON THE SPACE
PROVIDED, WRITE YOUR
RESPONSE TO THE ARTICLE
1. __________
2. __________
3. __________
WHAT MADE YOU DECIDE ON YOUR ANSWERS? HOW DO YOU
DEFINE:VALID, RELIABLE, ACCURATE, AND ADEQUATE?
_______________________________________________________
_______________________________________________________
_________________________________________________
TASK 13: READ FOR INFO
SCAN THE GIVEN TEXTS AND ADVERTISEMENT. BASED
ON YOUR WORKING DEFINITION, DECIDE WHETHER
OR NOT THE CONTENT OF THE ARTICLE OR
ADVERTISEMENT IS VALID, ACCURATE, RELEVANT AND
WITH ADEQUATE INFORMATION. COPY THE
COLUMN IN YOUR NOTEBOOK AND PUT A CHECK
MARK UNDER THE COLUMN HEADING THAT
CORRESPONDS TO YOUR ANSWER. SUPPORT YOUR
ANSWER WITH PROOF FROM THE GIVEN
ARTICLES/ADVERTISEMENT.
DISCUSSION POINTS:
1. WHAT INFORMATION DID YOU GET FROM THE GIVEN ARTICLES
AND ADVERTISEMENT?
2. DO THEY GIVE ENOUGH INFORMATION ON THE TOPIC?
3. WHAT MAKES AN ARTICLE OR AN ADVERTISEMENT ADEQUATE,
VALID, ACCURATE, AND RELIABLE?
TASK 14: DEFINE THOSE WORDS
A.YOU WERE ABLE TO GIVE REASONS FOR
DECIDING WHETHER AN ARTICLE HAS
VALID, ACCURATE, RELIABLE, AND
ADEQUATE INFORMATION. BASED ON
YOUR ANSWERS TO THE PREVIOUS TASKS,
HOW DO YOU DEFINE THOSE TERMS? WITH
A PARTNER, BE ABLE TO DEFINE THEM BY
COMPLETING THE SENTENCES BELOW:
1. AN ARTICLE IS VALID WHEN IT
_______________________________________
___________________________________________________________
___________________________________________________________
2. RELIABILITY OF THE ARTICLE’S CONTENT MEANS
___________________________
___________________________________________________________
___________________________________________________________
3. WE CAN SAY THAT WHAT WE READ IS ACCURATE
WHEN______________________
___________________________________________________________
___________________________________________________________
4. ADEQUATE INFORMATION CALLS FOR
__________________________________
___________________________________________________________
___________________________________________________________
B.YOU DID WELL IN DEFINING TERMS LIKE VALID, ACCURATE,
RELIABLE, AND ADEQUATE. WHAT HELPED YOU IN DEFINING THEM?
LET’S TRY LOOKING AT THESE EXAMPLES AND FIND OUT HOW ELSE
WE CAN WRITE SENTENCES THAT DEFINE.
1. THE GOVERNMENT HAS PASSED REPUBLIC ACT 9710 (MAGNA
CARTA FOR WOMEN) TO AFFIRM THE ROLE OF WOMEN IN NATION
BUILDING AND TO ENSURE THE SUBSTANTIVE EQUALITY OF
WOMEN AND MEN.
WHAT IS DEFINED IN THIS SENTENCE? HOW IS IT DEFINED?
 2. “DISCRIMINATION AGAINST WOMEN” REFERS TO ANY GENDER-
BASED DISTINCTION, EXCLUSION, OR RESTRICTION WHICH HAS
THE EFFECT OR PURPOSE OF IMPAIRING OR NULLIFYING THE
RECOGNITION, ENJOYMENT, OR EXERCISE BY WOMEN, IRRESPECTIVE
OF THEIR MARITAL STATUS, ON A BASIS OF EQUALITY OF MEN AND
WOMEN, OF HUMAN RIGHTS AND FUNDAMENTAL FREEDOMS IN
THE POLITICAL, ECONOMIC, SOCIAL, CULTURAL, CIVIL, OR ANY
OTHER FIELD.
HTTP://WWW.CHANROBLES.COM/REPUBLICACTS/REPUBLICACTNO9
710.PHP
HOW IS DISCRIMINATION AGAINST WOMEN DEFINED? WHAT IS THE
PURPOSE FOR INCLUDING THE WEBSITE ADDRESS?
 3. AS DEFINED IN REPUBLIC ACT 7610, CHILD ABUSE REFERS TO THE
MALTREATMENT, WHETHER HABITUAL OR NOT, OF THE CHILD WHICH
INCLUDES ANY OF THE FOLLOWING: (1) PSYCHOLOGICAL AND
PHYSICAL ABUSE, NEGLECT, CRUELTY, SEXUAL ABUSE, AND EMOTIONAL
MALTREATMENT; (2) ANY ACT BY DEEDS OR WORDS WHICH DEBASES,
DEGRADES, OR DEMEANS THE INTRINSIC WORTH AND DIGNITY OF A
CHILD AS A HUMAN BEING; (3) UNREASONABLE DEPRIVATION OF HIS
BASIC NEEDS FOR SURVIVAL, SUCH AS FOOD AND SHELTER; OR (4)
FAILURE TO IMMEDIATELY GIVE MEDICAL TREATMENT TO AN INJURED
CHILD RESULTING IN SERIOUS IMPAIRMENT OF HIS GROWTH AND
DEVELOPMENT OR IN HIS PERMANENT INCAPACITY OR DEATH.
HTTP://WWW.LAWPHIL.NET/STATUTES/REPACTS/RA1992/RA_7610_1992.HT
ML
WHAT IS DEFINED IN THIS ITEM? HOW IS IT DEFINED?
1. WHAT ARE THE WAYS TO DEFINE A TERM WITHIN A
SENTENCE?
2. WHAT ARE HELPFUL TIPS IN MAKING DEFINITIONS?
3. HOW CAN YOUR SKILL IN MAKING DEFINITIONS HELP
YOU IN PREPARING A TECHNICAL PAPER OR WHEN
PREPARING FOR AN ORAL ARGUMENT?
C. THIS TIME, GIVE EITHER THE OPERATION OR TECHNICAL DEFINITION OF
EACH OF THE FOLLOWING TERMS AND CONCEPTS.YOU MAY USE THE
INTERNET OR YOUR BOOKS FOR THE DEFINITIONS. BE SURE TO INCLUDE YOUR
SOURCE.
TASK 15: BRING IN THE SOURCE
A. WHETHER IN SPEAKING OR IN WRITING, YOU NEED TO
CITE YOUR SOURCE WHEN STATING FACTS. AT THE END OF
THE QUARTER,YOU WILL PRESENT AN ARGUMENTATIVE
SPEECH AND IT’S IMPORTANT THAT YOU BUILD YOUR
ARGUMENT WITH FACTS AND SUPPORT ALL YOUR CLAIMS
WITH ACCURATE, RELIABLE,VALID, AND ADEQUATE FACTS.
BUT HOW DO YOU MAKE ATTRIBUTIONS AND RECOGNIZE
YOUR SOURCE ON PAPER? WORK ON THE EXERCISES THAT
FOLLOW TO KNOW MORE ABOUT CITING YOUR SOURCES.
1. GO OVER TASK 11. COPY THE INTERNET WEBSITE
FOUND IN THE TWO ITEMS DEFINED. BEFORE THE
INTERNET WEBSITE ADDRESS OR THE URL, WRITE FIRST
THE TOPIC AND AFTER THE URL, WRITE THE DATE WHEN
THE MATERIAL WAS ACCESSED.
___________,____________________, ___________
TITLE OF THE TOPIC WEBSITE ADDRESS OR URL DATE
2. WHY IS IT IMPORTANT TO ACKNOWLEDGE THE SOURCE
IN YOUR SPEECH OR IN YOUR PAPER?
B. HERE ARE SOME MORE REMINDERS IN CONSTRUCTING
SIMPLE BIBLIOGRAPHY FOR DIFFERENT TYPES OF MATERIALS.
• EACH ENTRY SHOULD END WITH A PERIOD.
• ITALICS MAY BE SUBSTITUTED BY UNDERLINING.
• THE FINAL DOCUMENT SHOULD BE DOUBLE SPACED AND IN
ALPHABETICAL ORDER BY THE FIRST WORD OF THE ENTRY.
• THERE ARE SEVERAL FORMATS FOR A PAPER PARTICULARLY
FOR THE BIBLIOGRAPHY. FORMATS DIFFER DEPENDING ON THE
PURPOSE. GO OVER THE SAMPLE TYPES OF BIBLIOGRAPHY AND
BE ABLE TO DISTINGUISH ONE FROM THE OTHER.
1. WHAT IS APA? MLA?
2. HOW ARE BIBLIOGRAPHIES WRITTEN?
3. HOW IS APA DIFFERENT FROM MLA?
4. WHICH STYLE IS PREDOMINANTLY USED IN THE FIELD
OF RESEARCH?
C. WITH YOUR PARTNER, GO THROUGH THE BIBLIOGRAPHY
PAGE OF YOUR ENGLISH LM. LIST DOWN AT LEAST ONE WORK
CITED/BIBLIOGRAPHY FROM A BOOK, INTERNET, MAGAZINE, OR
ENCYCLOPEDIA. COPY IN YOUR NOTEBOOK AND IDENTIFY
WHETHER THE ENTRIES ARE IN APA OR MLA FORMAT. SHARE
YOUR ANSWERS TO THE CLASS.
___________________________________
___________________________________
___________________________________
D. WHEN YOU RESEARCH AND GET NOTES FROM YOUR
SOURCE, YOU ARE ANNOTATING. AN ANNOTATION IS A
COMMENT, EXPLANATION ATTACHED TO A TEXT, IMAGE, OR
OTHER DATA. OFTEN, ANNOTATIONS REFER TO A SPECIFIC PART
OF THE ORIGINAL DATA.
DISCUSSION POINTS:
1. WHAT HAVE YOU NOTICED IN THE THREE STYLES OF
ANNOTATING A SOURCE?
2. IN WHAT WAY ARE THEY SIMILAR? DIFFERENT?
3. WHICH STYLE WOULD YOU WANT TO USE? WHY?
4. HOW CAN THIS HELP IN GATHERING YOUR REFERENCES
OR NOTES?
5. HOW CAN YOUR SKILL IN RESEARCH HELP YOU PREPARE
FOR YOUR SPEECH?
TASK 16: WRITE YOUR BIBLIOGRAPHY

ALMOST ANYTHING YOU DEAL WITH IN

EVERYDAY LIFE HAS ASPECTS THAT ARE
DEBATABLE. AS WITH SCHOOL ISSUES, ANY
TOPIC THAT CALLS FOR CHANGE IS
WORTH RESEARCHING. GATHER THE
FACTS NOW AND DON’T FORGET TO
ACKNOWLEDGE YOUR SOURCE.
DO THE FOLLOWING:
• BRAINSTORM ON A TOPIC THAT YOU FEEL STRONGLY ABOUT. HERE
ARE SOME EXAMPLES:
- WHY VIOLENCE AND SEX ON TV SHOWS IS OKAY (OR NOT); WHY
FREE INTERNET IS A GOOD IDEA (OR BAD);
- - WHY THE WORK WEEK SHOULD BE SHORTER (OR LONGER);
- - WHY ALL STUDENTS SHOULD PARTICIPATE IN EXTRA
CURRICULAR ACTIVITIES (OR NOT);
- WHY ACTORS/ACTRESSES SHOULD BE ELECTED FOR PUBLIC OFFICE
(OR NOT);
- - WHY DEATH PENALTY SHOULD BE REVIVED (OR NOT) OR OTHER
TOPICS THAT ARE IMPORTANT TO YOU.
DO THE FOLLOWING:
• BRAINSTORM ON A TOPIC THAT YOU FEEL STRONGLY ABOUT. HERE
ARE SOME EXAMPLES:
- WHY VIOLENCE AND SEX ON TV SHOWS IS OKAY (OR NOT); WHY
FREE INTERNET IS A GOOD IDEA (OR BAD);
- - WHY THE WORK WEEK SHOULD BE SHORTER (OR LONGER);
- - WHY ALL STUDENTS SHOULD PARTICIPATE IN EXTRA
CURRICULAR ACTIVITIES (OR NOT);
- WHY ACTORS/ACTRESSES SHOULD BE ELECTED FOR PUBLIC OFFICE
(OR NOT);
- - WHY DEATH PENALTY SHOULD BE REVIVED (OR NOT) OR OTHER
TOPICS THAT ARE IMPORTANT TO YOU.
NOW THAT YOU HAVE CHOSEN YOUR MAIN TOPIC, GIVE IT A GOOD
TITLE.
• MAKE AN OUTLINE OF SUBTOPICS THAT YOU WOULD BE NEEDING
TO ARGUE YOUR POINT.
• RESEARCH ON THOSE TOPICS USING THE BOOKS YOU HAVE
BROUGHT (ABOUT YOUR TOPIC) AND BY SEARCHING ON THE
INTERNET.
• USING ¼ INDEX CARDS, WRITE DOWN YOUR ANNOTATIONS TO
SUPPORT YOUR TOPIC OR ARGUMENT AND ON TOP OF IT, WRITE THE
BIBLIOGRAPHY. EACH SUBTOPIC SHOULD HAVE AT LEAST TWO
PARAGRAPH ANNOTATIONS THAT SUPPORT IT.
REMEMBER THAT YOU ARE NOW GATHERING IMPORTANT, RELEVANT,
VALID, ADEQUATE, AND ACCURATE FACTS TO HELP YOU IN
PRESENTING YOUR IMPROMPTU SPEECH AT THE END OF THIS LESSON.
Y
O
U
TASK 17:TRY YOUR PASSION
R
A. FROM THE LIST OF TOPICS GIVEN TO
F
I YOU TO RESEARCH ON, WHICH ONE
N ARE YOU MOST PASSIONATE ABOUT?
A
L TRY TALKING ABOUT YOUR “PASSION”
IN YOUR GROUP. REMEMBER TO DO
T
A THE FOLLOWING:
S
K
a. DECIDE ON WHO WILL SPEAK FIRST.
b. GIVE EACH SPEAKER A MINUTE TO SHARE HIS/HER IDEA.
c. WHILE ONE IS SPEAKING, THE REST OF THE GROUP HAS
TO LISTEN.
d. OBSERVE HOW EACH ONE SHARES HIS/HER IDEA.
e. WRITE DOWN YOUR OBSERVATIONS IN YOUR
NOTEBOOK FOLLOWING WHAT IS ASKED IN THE
COLUMN PROVIDED HERE.
DISCUSSION POINTS:
1. DID YOU ENJOY YOUR ON THE SPOT IDEA-SHARING?
WHY?
2. WHAT MOTIVATED YOU TO LISTEN TO YOUR
CLASSMATES’ SPEECHES?
3. WHAT SUGGESTIONS CAN YOU GIVE TO IMPROVE ONE’S
DELIVERY OF A SPEECH?
TASK 18: SPEAK FOR KEEPS
THIS TIME, WATCH ANOTHER VIDEO WHICH
PRESENTS AN EXAMPLE OF AN IMPROMPTU
SPEECH. AS YOU VIEW IT, LISTEN ATTENTIVELY
TO THE LANGUAGE, WORDS, AND
EXPRESSIONS USED BY THE SPEAKER IN
DELIVERING HIS/HER IMPROMPTU SPEECH.
HTTP://WWW.YOUTUBE.COM/WATCH?V=VP4G
BMJSH74 JULY 13, 2014
A. LET’S ANSWER THE QUESTIONS ABOUT THE VIDEO YOU HAVE SEEN.
1. WHAT WORDS OR EXPRESSIONS IN THE SPEECH MADE AN IMPACT ON
YOU? EXPLAIN.
2. IS IT IMPORTANT TO HAVE THE RIGHT DICTION AND CORRECT USAGE
IN DELIVERING A GET TO KNOW MORE ABOUT DELIVERING
LINES/SPEECHES BY WATCHING THIS “TOASTMASTERS” VIDEO TAKEN
FROM A VIDEO SHARING SITE. BE ABLE TO LIST TIPS IN DELIVERING ON
THE SPOT OR IMPROMPTU SPEECHES. 190 SPEECH? WHY?
3. HOW DOES THE SPEAKER USE THE ENGLISH LANGUAGE IN GETTING
HER MESSAGE ACROSS?
4. WHAT DO YOU LIKE ABOUT THE WAY THE SPEAKER DELIVERED HER
SPEECH?
5. WHAT IMPROVEMENTS WOULD YOU SUGGEST IN DELIVERING THE SAME
SPEECH?
A. HERE IS A SITUATION THAT WILL SERVE AS THE BASIS OF
YOUR SPEECH. FOR THIS ACTIVITY, YOU WILL BE GIVEN
FIVE (5) MINUTES TO PREPARE YOUR SPEECH. WHEN
PREPARING,YOU MAY USE THE PREP STRATEGY (STATE
YOUR POINT, GIVE REASONS, CITE EXAMPLES, AND GO
BACK TO THE POINT) TO GATHER YOUR THOUGHTS.
AS SOON AS YOU ARE READY, DELIVER YOUR SPEECH IN
FRONT OF YOUR GROUPMATES. BE READY TO GATHER
COMMENTS FROM THEM AND DON’T FORGET TO GIVE
YOUR WRITTEN OUTPUT TO YOUR TEACHER.
SCENE:
AFTER JUNIOR HIGH SCHOOL,YOU HAVE DECIDED TO
APPLY FOR WORK. THE COMPANY, “JUST HUMAN,” A LOCAL
TRAVEL AGENCY, IS LOOKING FOR A FRONT DESK OFFICER
WHO WILL TAKE CHARGE OF ACCOMMODATING GUESTS
AND ANSWERING CALLS AND QUERIES FROM CUSTOMERS.
TO GET ACCEPTED,YOU NEED TO INTRODUCE YOURSELF,
SHARE YOUR SKILLS, AND EXPLAIN WHY YOU ARE THE
RIGHT PERSON FOR THE JOB.YOUR DICTION AND USE OF
THE ENGLISH LANGUAGE WILL MAKE YOU GET THE JOB
DISCUSSION POINTS:
1. DO YOU THINK YOU WILL GET ACCEPTED FOR THE JOB?
WHY?
2. WHAT DO YOU SUGGEST/PLAN TO DO TO IMPROVE
YOUR SPEAKING SKILLS?
C. SHOWCASE YOUR SPEECH! THIS TIME, DELIVER YOUR IMPROMPTU SPEECH
FOLLOWING THE INSTRUCTIONS GIVEN HERE.
1. WORK IN YOUR GROUP.
2. . ASK YOUR TEACHER FOR THE SCENARIO/SITUATION YOUR GROUP WILL USE FOR
YOUR SPEECH.
3. . LET YOUR TEACHER READ TO YOU THE SCENARIO/SITUATION.
4. DRAW LOTS ON WHO WILL BE THE FIRST TO SPEAK.
5. THE SPEAKER WILL TALK ABOUT THE GIVEN SITUATION FOR THREE (3) MINUTES.
THE SECOND SPEAKER WILL BEGIN HIS/HER SPEECH BASED ON THE LAST
SENTENCE OF THE FIRST SPEAKER. THE THIRD SPEAKER WILL DO THE SAME AND SO
ON. THIS WILL CONTINUE UNTIL THE LAST SPEAKER HAS DELIVERED HIS/HER
SPEECH.
6. ONCE ALL OF YOU HAVE DELIVERED YOUR SPEECHES, YOUR TEACHER WILL GIVE
HIS/ HER SYNTHESIS.
7. THE PRESENTATION WILL BE DONE ONE GROUP AT A TIME.
MY TREASURE
SHARE YOUR LIFE’S LESSONS A. IT TAKES
PRACTICE AND GENUINE CONCERN FOR
OTHERS TO DEVELOP A SENSITIVE HEART
TOWARDS OTHERS. AS A YOUNG ADULT,
LIST DOWN WAYS BY WHICH YOU CAN
DEVELOP SENSITIVITY TOWARDS OTHERS
AND THE BENEFITS YOU COULD GET FROM
IT.