All rights reserved.

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 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
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 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without
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 6 $&5('-867,&(029('0<$5&+,7(&7
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And he then as initiate to novice:

“Here must you put by all division of spirit
1 And gather your soul against all cowardice.
This is the place , told you to e[pect.
Here you shall pass among the fallen people,
Souls who have lost the good of intellect.”
So saying, he put forth his hand to me,

0 And with a gentle and encouraging smile He

led me through the gate of mystery.

Here sighs and cries and wails coiled and recoiled On

the starless air, spilling my soul to tears.
A confusion of tongues and monstrous accents toiled

,n pain and anger, voices hoarse and shrill

And sounds of blows, all intermingled, raised
Tumult and pandemonium that still

Whirls on the air forever dirty with it

As if a whirlwind sucNed at sand. And ,,
0 Holding my head in horror, cried: “Sweet Spirit,

What souls are these who run through this blacN ha]e"”
And he to me: “These are the nearly soulless Whose
lives concluded neither blame nor praise.

They are mi[ed here with that despicable corps

Of angels who were neither for *od nor Satan, But
only for themselves. The High Creator

Scourged them from Heaven for its perfect beauty,

And Hell will not receive them since the wicked 0ight
feel some glory over them.” And ,:

“They have no hope of death,” he answered me,

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 “and in their blind and unattaining state Their
miserable lives have sunk so low

No word of them survives their living season.

“All this shall be made known to you when we stand On

the joyless beach of Acheron.” And ,
Cast down my eyes, sensing a reprimand

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2015.
 ,n what he said, and so walked at his side ,n
silence and ashamed until we came Through
the dead cavern to that sunless tide.

There, steering toward us in an ancient ferry

0 Came an old man with white bush of hair, Bellowing:
“Woe to you depraved souls Bury

Here and forever all hope of Paradise: ,

come to lead you to the other shore, ,nto
eternal dark, into ¿re and ice.

And you who are living yet, , say begone From these
who are dead.” But when he saw me stand Against his
violence he began again:

“By other windings and by other steerage

Shall you cross to that other shore. Not here Not here

0 A lighter craft than mine must give you passage.” And

my Guide to him: “Charon, bite back your spleen:
This has been willed where what is willed must be, And
is not yours to ask what it may mean.”

The steersman of that marsh of ruined souls,

Who wore a wheel of Àame around each eye, StiÀed
the rage that shook his woolly jowls.

But those unmanned and naked spirits there

Turned pale with fear and their teeth began to chatter
At sound of his crude bellow. ,n despair

100 They blasphemed God, their parents, their time on earth,

The race of Adam, and the day and the hour
And the place and the seed and the womb that gave them birth.

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 Task 8 APPLYING WHAT YOU READ

,n “Canto ,,,” of “,nferno” by Dante, Charon tells the souls to “Bury here and forever all

10

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 Aggressive driving is a phenomenon, which has only recently got the public

driving as the “operation of a motor vehicle in a manner that endangers or is likely to

endanger persons or property.” Actions such as running red lights, improper passing,
overtaking on the left, improper lane change, failing to yield, improper turns, running

driving. Such actions are dangerous to other road users. Aggressive driving should be
avoided because it causes crashes, injuries and fatalities.

The ¿rst reason why aggressive driving should be avoided is it causes crashes.
According to NHTSC, between percent e[cessive speed and 100 percent improper
passing of the cases of aggressive driving resulted in traf¿c crashes and 6 percent of
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 the drivers cited for “following too closely” or tailgaiting caused crashes as a result of
their aggressive driving. Moreover, “running red light,” “improper passing,” and
“overtaking on the left” topped other categories of aggressive driving in contributing to
traf¿c crashes.

Another reason why aggressive driving should be avoided is it causes injuries.

NHTSC states that the percentages of the injuries caused by aggressive driving are, in
almost all categories of aggressive driving, above 100 percent.

Aggressive driving also causes fatalities. “Overtaking on the left” appears to be the
most important contributing factor in traf¿c fatalities as it relates to aggressive driving.
“,mproper lane change,” “running stop sign,” and “running red light” rank second
through four in terms of their contribution to traf¿c fatalities.

The above evidence shows that aggressive driving causes crash injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the
North-South Highway, the number of kilometers of roads in the country has increased
by one percent while the number of vehicle miles driven has increased by percent.
More cars and more drivers are also on the road leading to more aggressive drivers.

ŚƩƉ͗ͬͬ͗ͬͬ ůĞĂƌŶĞŶŐůŝƐŚĞƐƐĂLJďůŽŐƐƉŽƚ
͘ ͘ ͬ ϮϬϭϭͬϭϮͬĂƌŐƵŵĞŶƚĂƟǀĞͲĞƐƐĂLJŚƚŵů
ĐŽŵ ͘

A. Reason Out!

,n the bo[HV provided below, give three reasons why aggressive driving should be avoided.
Write your e[planation opposite HDFK bo[.

‡ __________________________________
__________________________________
______________ ___________________________________

‡ __________________________________
__________________________________
______________ ___________________________________

‡ __________________________________
__________________________________
______________ ___________________________________

1
B. I Saw the Sign!

With your group, create a friendly reminder / signage on motorists’ safety while driving.
Write it in the bo[.

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 Present the signage to the rest of the class.

What you just read is an e[ample of an argumentative essay. To know more

about it, read the following details.

An argumentative essay tries to change the reader’s mind by convincing the

reader to agree with the writer’s point of view.

Characteristics of an Argumentative Essay

An argumentative essay attempts to be highly persuasive and logical. ,t usually

assumes that the reader disagrees with the writer, but it should be noted that the reader
is no less intelligent than the writer. Hence, an argumentative essay should be written
objectively and logically.
An argumentative essay has the following characteristics:
‡ presents and e[plains the issue or case
‡ gives reasons and supports these reasons to prove its point
‡ refutes proves wrong opposing arguments
Parts

1. Introduction
First is the introductory paragraph. ,t introduces the problem and
gives the background information needed for the argument and the
thesis statement.
2. Body
The body of the essay contains the reasons. Each paragraph
talks about one reason. The reason is included in the topic sentence
and is supported by details or materials. These supporting materials can
be e[amples, statistics, personal e[periences, or quotations.
3. Conclusion
The conclusion restates the main claim and gives one or two
general statements WKDW e[actly summarize the arguments and
support the main premise.

1
Task 11 IDENTIFY AND CLASSIFY!

From the model argumentative essay, identify its parts by rewriting the essential

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 Aggressive Driving Should Be Avoided

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 1

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
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 1 Task 14 NEWS WRITING AND REPORTING

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 newspaper if it contains the key components of a good story.

B. Write a News,WHP
With a partner, write a news story on

paragraph or the lead.

that happened

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 Who
is/are
involved"

How did it What

happen" happened"

Why did it When did it

happen" happen"

Where did it
happen"

Title of the News

Lead

Other Details

Summary

Organize the information of your news story from the most important to the least.
Then, rewrite the ¿nal news story on a short bond paper.

10
C. Report News

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 What makes a story clear, audible,
and understandable"

Tips on Presenting Your News

‡ Use an introduction. Make sure these sentences are easy to understand and
should be delivered no longer than 0 seconds.
‡ Check if you are saying the names of people and places correctly.
‡ When you read your introduction, speak clearly and be enthusiastic.
‡ <ou can emphasize important words by pausing before you say them or saying
them a little louder. Mark these words on your script so you won’t forget.
‡ Speak in a normal voice. <ou don’t have to shout and you shouldn’t whisper.
‡ Stand or sit up straight. Be natural. Try not to move too much or it will distract your
audience.
‡ Practice with the camera and microphone to get used to what it feels like to present
news.
‡ Have fun http://splashlive.abc.net.au/res/mtn/sr/w/TSS-
.1 .pdf

1. Practice to Polish
With a small group, practice reporting and presenting the ZULWWHQnews
VWRU\. Follow the tips on presenting a news report.
2. Present Your News
With the rest of the class, present your news report with ease and
con¿dence. Be guided with the rubrics on the ne[t page for a successful
news report presentation.

Note: The outstanding news presentation will be uploaded in <ouTube.

11
Oral News Report Rubric
Very Good Good Fair Poor

Topic Choice Topic is of high Topic is of Appropriate

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 interest and interest to topic topic educational
audience; value; teaches teaches some new
ideas and new information. information.
Content Highly detailed; Reports all the Reports well organized;
basic facts in an some of the reports few shows a strong
organized way basic facts details, too brief,
understanding disorganized or of the topic confusing
Voice and Loud, clear, and Loud, clear, with Varies from
Manner some pauses to loud and o r understand;
pauses; well gather thoughts; clear to s eems
prepared seems well u nprepared
prepared; understand; o r has body
somewhat seems movement
nervous prepared; W KDW
may have
some distracts
nervous and listeners
distracting behavior
Eye Contact Consistent eye Eye contact Sometimes Little or no eye
contact with mainly with looks at the contact with the many
members the teacher or audience; audience of the
audience; one member of often looks
rarely looks at the audience; at notes or
notes occasionally elsewhere
refers to notes
On Time Ready on One day late Two days Not ready untilWKH
assigned date late following week
Audience Listens Listens and Listens but 1HLWKHU listenV attentively &
participates doesn’t nor participateV
participates in participate in discussions discussions

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 MY TREASURE
I like to see myself as a bridge builder, that is me
building bridges between people, between races,
between cultures, between politics, trying to ¿nd
common ground.
http://www.brainyquote.com/quotes/
quotes/t/tdjakes .html d Glhr
T. D. Jakes
. tcf; Ar. H.

Summing up what , learned in my journey through this lesson:

, learned that
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

, realized that
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

, promise to
_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
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 ImagineImagine
by: John Lennon
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 by John Lennon

,magine there’s no heaven ,magine there’s no heaven

,t’s easy if you try ,t’s
easy if you try No hell
below us No hell below
us
Above us only 1.Above us only 1. ________ ________
,magine all the people ,magine all the people
Living for today Living for today

,magine there’s no countries ,magine there’s no countries

,t isn’t hard to do ,t isn’t hard to do
Nothing to kill or die for Nothing to kill or die for
And no religion too And no religion too
,magine all the people ,magine all the people
Living life in Living life in . ________ . ________

<ou may say <ou may say ,’m a ,’m a . ________ . ________
But But ,’m not the only ,’m not the only . ________ . ________
, hope someday you’ll join us , hope someday you’ll join us
And the And the . ________ will be as 6.. ________ will be as 6. _________ _________

,magine no possessions ,magine no possessions

, wonder if you can , wonder if you can
No need for greed or No need for greed or . ________ . ________
A .A ________ of man . ________ of man
,magine all the people ,magine all the people
Sharing all the Sharing all the . ________. ________

<ou may say <ou may say ,’m a 10.,’m a 10. ________ ________
But But ,’m not the only 11.,’m not the only 11. ________ ________
, hope someday you’ll join us , hope someday you’ll join us
And the 1And the 1. ________ will live as 1. ________ will live as 1. ________. ________

B. Check your answers with a partner while you listen to the song.
C. Listen to the song for the second time and try to understand its message. Go over the
words with the whole class.
D. Analyze the questions provided then answer them.

16

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 B. What’s the Word?
Supply the correct letters to complete the missing word based on the

1. lI cc belonging to the essential nature of a thing

. I e very important

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 . h n r s regarded as belonging
fundamentally to all
persons

. e s rules of behavior based on ideas

about what is morally good and bad
. p e an unfair feeling of dislike for a person
or group because of race, se[, religion,
etc.

VALUES EDUCATION for HUMAN SOLIDARITY

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3UHVLGHQW$VLD3DFL¿F1HWZRUNIRU,QWHUQDWLRQDO(GXFDWLRQDQG9
DOXHV(GXFDWLRQ
) RUPHU6HFUHWDU\RI(GXFDWLRQ3KLOLSSLQHV

First and foremost, human solidarity is founded on mutual respect of each other’s
uniqueness, and a deep sense of appreciation of our common humanity - that we are
individuals with intrinsic self-worth, and that we are sisters and brothers within one
human family inhabiting planet EARTH, our home and our heritage.

While new trends, particularly globalization, link cultures ever more closely and enrich
the interaction among them, they may also be detrimental to our cultural diversity and
cultural pluralism. Thus, the need for mutual respect becomes all the more imperative.
Dialogue between cultures appears to be one of the fundamental cultural and political
challenges for the world today. ,t is an essential condition of peaceful coe[istence
,nternational Conference on Cultural Policies for Development, Stockholm, Sweden, 1.
Thus, “To learn how to avoid cultural diversity resulting to the clash of cultures
but rather to intercultural harmony and peace,” is a challenge to us, peace educators Our
Creative Diversity, de Cuellar’s World Commission on Culture and Development Report
to UNESCO, 1.

One cannot underestimate the role of education for international and intercultural
understanding, which consists not merely in knowing more about different peoples and
their cultures - their geography, history, economy, government, value-systems - but
more in understanding and gaining insight into the factors and motivations underlying
their behavior and appreciating their cultural patterns, traditions, customs, values, and
beliefs.

Human solidarity is likewise fostered by the realization and strengthening of the ties
that bind us together in our common humanity: our human nature and the human
condition, our common habitat and destiny, our universally-shared values.

1
,ndeed, there are 9ALUES which transcend the barriers of culture, race, gender, and
creed; of social class, economic status, or political persuasions, because such values
are rooted in our common humanity. They are our common treasures, our “birthright”
They could form the core of a new global ethics.

The articulation of human rights has set for the modern world a “common
standard of morality,” and an appreciation of individual moral claims that are regarded
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 as “universal, inviolable and inalienable.” Antonio J. Ledesma, S.J. “Forging a Culture
of Peace: Hope for Coming Generations, 1. They are our basic human rights and
fundamental freedoms: the worth and dignity of the human person, our innate human
goodness, our capacity for love and compassion, the sacredness of our person and
identity; the right to truth and justice, the freedom to choose and decide for oneself, to
believe, to love and to act freely according to one’s values and convictions; freedom
from ignorance, fear, prejudicespoverty, cruelty and abuses; the right to peace,
happiness and development.

“We have but one world, or none at all;” words from Jerry and Pat Mische,
founders of GEA, Global Education Associates, when they came in the early 0s and
founded the PCGE, Phil. Council for Global Education. , can hear them now and feel
their presence among many of us. Their messages of global solidarity, global
spirituality, and our common humanity, our interconnectednesss and interrelationships
with each other and with our planet Earth and beyond, reaching the future generations,
shall remain with us forever. “We either work together to build the EARTH or perish
together with it.” We have only one home, one body of waters, one atmosphere, one
environment. We live under one sky. What happens in one place, affects all the rest.

“Humankind has for the ¿rst time, the sophistication to build its future, not on
the illusion of a one-sided, ill-conceived ideology, but on a set of universal values which
we all share, even if their optimal balance differs from people to people, from religion
to religion and from individual to individual, and when there is great respect for such
differences de Cuellar, Creative Diversity, World Commission on Culture and
Development Report to UNESCO, 1.

This calls for a paradigm shift in our educational philosophy and practice.
,nstead of a rigid and compartmentalized knowledge-based curriculum, we should
adopt a more holistic view of education which aims at the development of the faculties
and powers of the whole person – cognitive, affective, emotional, aesthetic, volitional,
behavioral; a teaching-learning approach which does not stop at knowledge and
information at developing skills and competence, but proceeds to understanding and
gaining insights, that educates the heart and the emotions and develops the ability to
choose freely and to value, to make decisions and to translate knowledge and values
into action. The heart of education is the education of the heart.

But by values education we do not mean merely teaching about values but
rather learning how to value, how to bring knowledge into the deeper level of
understandings and insights; into the affective realm of our feelings and emotions, our
cherished choices and priorities into loving and appreciating, and how to internalize
and translate them into our behavior. Truly, values education is a holistic process and
a total learning e[perience.

symbolic. Solidarity has to be the order of the day: each of us must bear his own share
of the general responsibility.” He continues to say: “We need a global ethics to guide
us in solving global issues, in strengthening our global interdependence and solidarity.”

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 D. My Point of View
With your group, brainstorm and discuss about the important statements
included in the speech. Develop your chosen lines into a ¿ve-sentence
paragraph e[pressing your belief and disbelief of the statement. Deliver the

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 ¿ve-sentence paragraph by group with conviction.

The heart of The world is our village.

education is the
education of the
heart.

We have but one world TOGETHER we can

or none at all. make things happen.

Task 4 I WANT A PIZZA!

What values and qualities must people possess to attain harmony and
solidarity" Discuss with a partner and write these values on the slices of the pizza.

E[ plain to the rest of the class why you came up with such values.

11

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
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 The great horn call reached Emperor
Charlemagne and all his company. “Roland
calls ” cried Charlemagne. “He must be
in battle.” One of his nobles, the Duke of
Nalmon, sighed deeply. “That horn, that long,
long call, is blown by a brave but desperate
man, with all his remaining strength,” he said
grimly. “Count Roland must need our aid.”

The traitor Ganelon

approached the Emperor
So Roland blew his great and sneered. “<ou are
horn Olifant. He gave growing old and childish,
one long blast. The veins Roland is probably hunting
stood out on his brow and blowing to show his skill.
but he blew on and the No Saracen would dare ¿ght
sound of his horn echoed him. Let us ride on. France
through the mountain is near.” “<ou are wrong,”
pass and carried far away. said Namion. “,t is a call of
agony.”

Charlemagne, convinced that Ganelon

had betrayed Roland, ordered his
master cook to guard Ganelon as he
would a murderer. So, Ganelon was
chained and put upon a packhorse in
greatest dishonor, with cooks to guard
him. The master cook, whose name
was Besgun, took his post.

Charlemagne
believed Namion.
Meanwhile, Emperor
He ordered his men
Charlemagne and his men
to answer the call
sped on their way to rescue
with trumphets, to
Roland. There was anger
tell Roland he was
in Charlemagne’s heart,
returning. His men
anger and fear that he might
prepared for battle
be too late. He ordered his
then galloped back
trumpetors to keep blowing
the way they had
still, so that Roland and his
come eager to ¿ght.
men might hear the blasts
and be given hope.

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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Count Thierry, a friend of
Charlemagne arrived in triumph, but treated
Roland’s, challenged Pinabel
Marsilion’s widow with great courtesy. Then
and felled him with his lance.
he returned to France where Ganelon
So Ganelon paid the penalty for
was tried. By law, if Ganelon could ¿nd a
his crimes. Then Charlemagne
champion who could defeat any challenger
set off for the wars again,
in single combat, he would be spared. One
but without Roland, who now
Pinabel agreed to help the traitor.
belonged to legend and song.

Back in his palace,

Marsilion lay dying, with
his weeping queen beside
him. Behind her were
some of those warriors
who had attacked the
French, but failed to
vanquish them. Outside
were the broken Saracen
survivors.

ŚƩƉ͗ͬͬ͗ͬͬ ďĞĂƌĂůůĞLJďůŽŐƐƉŽƚ
͘ ͘ ͬ ϮϬϭϭͬϬϯͬƐŽŶŐͲŽĨͲƌŽůĂŶĚͲƉĂƌƚͲϯ͘Śƚŵů
ĐŽŵ

Task 6 UNDERSTANDING THE SONG OF ROLAND

A. Describe the following characters in the epic.

Roland Charlemagne Ganelon

B. Answer the following questions and discuss with a partner.

1. What are the characteristics of the ideal knight according to “The Song of Roland”"
. Why was Ganelon very angry at Roland"
. How do you feel about .ing Charlemagne" ,s he a wise king" E[plain.

16

+RZGR\RXIHHODERXW5RODQG":K\GRHVKHQRWVRXQGWKH2OLIDQ
WWRFDOO
.LQJ&KDUOHPDJQH¶VDUP\IRUKHOSDWWKHYHU\EHJLQQLQJ"
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 : KDWFDXVHVWKHGHDWKRI5RODQG"

C. Reader’s Response

Think of a time when you, like Roland, were reluctant to ask for help as
he KDGEHHQdurinJ the attack. :hat part did pride play in your hesitancy"
'LG\ou reJret not turninJ to someone for help" 6hare
this e[perience with your Jroup.

Task 7 Understanding the Theme

The theme of a work of literature is the insight it gives into life. “The Song
of Roland” may be considered an epic WKDW deals with the theme of betrayal.
Within the con¿nes of medieval society, betrayal of one’s lord or vassal was
considered the greatest violation of the feudal code.

With your group, think of a situation RI betrayalin our society. 7KHQ discuss
with your group the best solution for this, emphasizing how to build ties. Present this
through a short dramatization.

Rubrics
0essage $cting
'ialogue Teamwork
_______

YOUR DISCOVERY TASK

+ave you e[perienced presenting an argument" Was it successful" Here

are some techniques on how to develop your argument.

Developing an Argument

When you develop your argument, you are con¿rming your own position and
building your case. Use empirical evidence, such as facts and statistics to support your
claims. Appeal to your audience’s rational and logical thinking. Argue using your
evidence and research.

<our list of strengths and weaknesses can help you develop your argument.

Techniques on Appealing to Your Readers

The success of your argument depends on your skill in convincing your reader through
sound reasoning, persuasion, and evidence. There are three fundamental types of
appeal in presenting an argument: reason, ethics, and emotion.

Write Your Conclusion

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 Suggested Organi]ation for a Classic Argument

1. Introduction: Give the conte[t and background of your issue. (stablish

the style, tone, and signi¿cance of your issue.

2. State Your Case: Clarify your issue here. Give any necessary
background for understanding the issues. De¿ne important terms or
conditions here.

3. Proposition: State your central proposition. Be sure that your hook

presents an issue that is open to debate. Present the subtopics or
supportive points to forecast your argument for your reader.

4. Refutation: Analyze the opposition’s argument and summarize it; refute

or address the points; point out faulty reasoning and inappropriate
appeals.

5. Substantiation and Proof: Present and develop your own case.

Carefully plan your disclosure; avoid logical fallacies. Rely primarily on
reasoning for your appeal and use emotional appeals carefully; use
e[amples, facts, e[perts, and statistics. Develop your argument using
the appropriate prose strategy, e.g., causal analysis, comparison,
analogies, or de¿nitions.

6. Conclusion: Conclude with conviction. Review your main points and

state your claims strongly. Make a strong plea for action, or invite your
readers to refute your argument.
http://www.umuc.edu/writingcenter/onlineguide/chapter-.cfm
<our conclusion should state your conviction strongly. Review your main points and tell
your audience what action you would like them to take; address and resolve the main
points in your introduction.
Basic Components of an Argument
x The claim typically answers the question: “What do , think"”x The
reasons typically answer the question: “Why do , think so"”x The
evidence typically answers the question: “How do , know this is the case"”

1
Task 8 GIVE YOUR STAND!

With your group, present an argument on this issue. )ollow the tips given.
,s global solidarity possible"

YOUR FINAL TASK

Task 9 SAY YOUR PIECE!

A. Speak up!

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ([WHPSRUDQHRXV is ,PSURPSWX , derived from a Latin
especially applied to an phrase meaning “in readiness,” is applied
unmemorized speech given from to a speech given, a poem recited, or a
notes or an outline. song sung without advance notice or
warning.
There are times when we are asked to say a few words about a topic
we have no intention of speaking about. Has this ever happened to you"

Here are some tips you can use the ne[t time you are called to speak
e[temporaneously or to make an impromptu speech.

1. Decide quickly what your one message will be. .

Do not try to memorize what you will say.
. Start off strong and with con¿dence.
. Decide on your transitions from one point to the other.
. Maintain eye contact with the audience.
6. Occasionally throw in an off-the-cuff remark. .
Finally, have a good conclusion.

B. YouTube Sensation!
With your group, watch a sample of impromptu or e[temporaneous speeches in
<ouTube. Take note of what makes the speaker deliver his/her speech well.

Here are some of the websites:

http://www.youtube.com/watch"v VpgBmjsH http://www.youtube.com/watch"v

[GfukDMuhd4 http://www.youtube.com/watch"v bh6[vg_r(U,

OBSERVATION YES NO
1. The speaker showed con¿dence.
. The speaker maintained good posture and eye contact.
. The speaker conveyed his/her ideas well.
. The speaker gave an interesting introduction.
. The speaker gave a good conclusion.
6. The speaker used facial e[pressions and proper gestures.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Below is a . The speaker had good pronunciation and maintained a well-
checklist for modulated voice.
a well-
delivered speech. Check <ES if you observed it in the video and NO if not.

C. Stand and Deliver!

Choose one quote given by famous authors and deliver a¿ve-minute e[ temporaneous
speech. Follow the tips given to deliver your speech successfully.

“Let’s create an integrated global

community where we have shared
bene¿ ts and resSonsibilities and we
don’t ¿ ght because oI our diIIerences´

- Bill Clinton

“When we have inner peace, we can be

at peace with those around us. When our
community is in a state of peace, it can share
that peace with neighboring communities.”

- The Dalai Lama

“We have all known the long loneliness and

we have learned that the only solution is
love and that love comes with community.”

- Dorothy Day

160

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 “With all my heart , believe that the world’s
present system of sovereign nations can only
lead to barbarism, war and inhumanity, and
that only world law can assure progress
towards a civilized peaceful community.” -
Albert Einstein

ŚƩƉ͗ͬͬ͗ͬͬ ǁǁǁ͘ďĞƩĞƌǁŽƌůĚŶĞƚ
͘ Ƌͬ ƵŽƚĞƐ͗ͬͬĐŽŵŵƵŶŝƚLJͲƋƵŽƚĞƐŚƚŵ
͘

E[temporaneous Evaluation Rubrics

Fair Good Very E[celle Poi

(1 (2 points) Good nt (4 nts
point) (3 points
points) )
Topic Topic Topic is Topic
is too appropri is
challen ate for challen
ging or speaker ging for
too ’s age speake
easy and skill r’s age
for Topic could level. and
speake be more skill
r’s age challenging level.
and for speaker’s
skill age and skill
level. level.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Subjec Not Adequate knowledge ,n-depth Full
t enoug of subject is demonstrated. knowled subje
Knowl h ge ct
edge inform of knowl
and subject
ation edge
Cover is
is demons more
age prese than
trated.
nted requir
to . ed.
judge
speak
er’s
knowl
edge.
Organi Speec Speech follows a logical progression. Speech Spe
zation h is shows ech
unorga skill and sho
nized. creativit ws
a
y in
stro
organiz ng
ation. stru
ctur
e
ZKL
FK
enh
anc
es
effect
of
speech
.
161
Voice Volume, Voice Voice and language are skillful and effective. Volume,
pronunci and tone,
ation, or languag timing,
vocal e are inÀect
variation adequat ion,
need e for and
improve the langu
ment. delivery age
of the are
speech. used
to
enhan
ce
speec
h.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Manner Appeara Appear Appearance and mannerisms are presented with Appeara
and nce, ance businesslike conduct and style. nce and
Appeara body and manneri
nce languag manneri sms are
e, or sms are present
gestures appropr ed with
need iate. a
improve professi
ment. onal
demean
or and
personal
style.
Closing Closing Closing Closing
is is clear is
missing and creative
or organiz and
unclear. ed. contribut
es to a
uni¿ed
and
cohesiv
Closing is e
well organized present
and effective. ation.

Effective More Audienc Effort is shown to enhance audience interest and Multiple
ness practice e involvement. techniqu
is interest es are
needed is used to
to maintai artfully
maintain ned. and
audience successf
interest. ully
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 create
audienc
e
interest.

ŚƩƉƐ͗ͬͬ͗ͬͬǁǁǁ͘ŐŽŽŐůĞĐŽŵ
͘ ͘ ͗ͬͬǁĞďŚƉ͍ ƐŽƵƌĐĞсƐĞĂƌĐŚͺĂƉƉΘŐĨĞͺ
ƉŚ
ƌĚсĐƌΘĞŝсǀϲtϲhϳϲϴKϴnj>ŬyZŚ/YΘŐǁƐͺƌĚсƐƐůηƋсŝŵƉƌŽŵƉƚƵнĞǀĂůƵĂƟŽŶнƌƵďƌŝĐ

Comments: ___________________________ Scoring: Total Points:_______

_____________________________________ 1- Points – Gold

_____________________________________ 11-1 Points – Blue

_____________________________________ Below 10 Points - Red

_____________________________________ 1 points minimum to advance to ne[t

level / competition _____________________________________

16
MY TREASURE

Underneath We’re All the Same

He prayed²it wasn’t my religion.

He ate²it wasn’t what I ate.

He spoke²it wasn’t my language.
He dressed²it wasn’t what I wore.
He took my hand²it wasn’t the color of mine.
But when he laughed²it was how I laughed, and
When he cried²it was how I cried.
Amy Maddo[, I6 years old Franklin Community H.S.
Spring. 1

:HFDQOHDUQWRVHHHDFKRWKHUDQGVHHRXUVHOYHVLQH
DFKRWKHUDQG
UHFRJQL]HWKDWKXPDQEHLQJVDUHPRUHDOLNHWKDQZHD
UHXQDOLNH
– Maya Angelou

Make a pledge by completing the statement below.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 My Resolution

,n the past, , have been intolerant of other people’s

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Now that , have learned the value of tolerance, , will become

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

16
0 RGXOH
LESSON 3
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBB
%HLQJ6HQVLWLYHWR2WKHUV

YOUR JOURNEY

“We cannot be more sensitive to pleasure without being more sensitive to pain.”
– Alan Watts
Being sensitive to others means
understanding their joy, their pain, their situation, and
where they are coming from. The test of our sensitivity
then is when we understand other people without bias or
prejudice. Let the activities here help you develop a
caring attitude for others.

This week’s lesson tells about one man’s undying devotion to his muse and
other historical trivia during the age of rebirth – the Renaissance. Our featured literary
piece is a poem rich in poetic elements. <ou will also get the chance to understand
more about bias that thrives in our society. Using correct grammar in making de¿nitions
and acknowledging citations in preparing a bibliography will help you effectively deliver
an impromptu speech at the end of the lesson.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 YOUR OBJECTIVES

For this lesson, here are the objectives to help you as you go through the different
activities.

‡ scan for needed information

‡ evaluate listening te[ts in terms of accuracy, validity, adequacy, and relevance
‡ detect bias and prejudice in the material viewed
‡ give technical and operational de¿nitions
‡ e[plain how the elements speci¿c to a genre contribute to the theme of a particular literary
selection
‡ e[plain the literary devices used
‡ use the correct sound of English when delivering impromptu speech
‡ use words and e[pressions that af¿rm or negate
‡ acknowledge citations by preparing a bibliography

16
YOUR INITIAL TASKS

Let’s begin your lesson by working on the activities provided here.

Task 1 PICTURES TALK

Look at the photos below. What do they reveal about men, women, and

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 children" Write your answers in your notebook.

A.

B.

C.

1. With your partner, describe each picture. What do they reveal about men
and women"
. Should women always be pRUWUD\H as doing household chores and men
DVwarriors" Why" G

Task 2 MIND YOUR WORD

Find out the message conveyed by the comic strip and be ready to share your
ideas in class.

16
Discussion Points:

1. What is the character in the comic strip prejudiced/biased foragainst"

. What could be the reason for the prejudice/bias"
. ,s it right to have prejudices or biases"
. Can you think of words that you could associate with prejudice/bias" Write them in
the word web below.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Bias
Prejudice

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 ¿nd out the label attached to her.
www.youtube.com/watch"v [<svcKfqE

1. What is the “label” attached to the woman in the video"

. Do you agree with what the woman said" Why"
. When you put a “label” on someone, are you also being biased" E[plain.
. What advice would you give to the woman in the video"
. What
E[amples Biased on« comments do
you hear from
Advertisements
other people
about women
in the same
situation as
the actress" How should you react to them"

B. Have you heard and seen e[amples of bias around you" Fill out the table below for
more e[amples of bias and prejudice you have e[perienced around you. Work on it
with your partner. ,n the second column write e[amples of advertisements and in the
last column write the bias found in each e[ample.

C. Can biases be avoided" How"

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

166
Task 4 BIAS DETECTIVES

Source: http://www.sadker.org/curricularbias.html
According to a group of researchers there are Seven Forms of Bias in ,nstructional
Materials.They are as follows:

1. ,nvisibility: What <ou Don’t See Makes a Lasting ,mpression

The most fundamental and oldest form of bias in instructional materials is the
complete or relative e[clusion of a group. With an attempt for inclusion after 160, many
of today’s te[tbooks are improved, but far from perfect. Women, those with disabilities,
gays, and homose[uals continue to be missing from many of today’s te[ts.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 . 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 fathersDQG Zomen as caregivers.

. ,mbalance 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 comple[ issues
by omitting different perspectives.
A te[t reports that women were “given” the vote, but does not discuss the work,
sacri¿ces, 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.

. Unreality: RoseFolored Glasses

Many researchers have noted the tendency of instructional materials to gloss

over unpleasant facts and events in our history. Another e[ample is the notion that
technology will solve persistent social problems.

. Fragmentation and ,solation: The Parts Are Less than the Whole

Fragmentation emerges when a group is physically or visually isolated in the

te[t. 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 nondominant groups as peripheral members of society.

16
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, disability, and se[ual
orientation. Such words as forefathers, mankind, and businessman serve to deny the
contributions even the e[istence of females.

. Cosmetic Bias: “Shiny” covers

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 The relatively new cosmetic bias suggests that a te [ t is bias free, but beyond the
attractive covers, photos, or posters, bias persists. An e [ ample is a science te [ tbook
that features a glossy pullout of female scientists but includes precious little narrative
oQ the scienti¿c 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/te [ tbooks and identify
if it has any of those forms of biases. Write the title of the book and put a check WK
form of bias you discovered in the book s . H

Title
Stereo Linguistic Cosmetic
of the ,nvisibility typing Selectivity Unreality Fragmentation
Bias Bias
Book

16
This time, suggest ways on how to avoid these biases in your English te[tbook.

_____________________________________________________________
_____________________________________________________________
____________________________________________________________

YOUR TEXT

Task 5 LOVE IS EVERYWHERE

A. Being sensitive to others is one way of showing love and concern. Whose love
story do you consider special and worth emulating" Here are photos from some
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 romantic ¿lms. Match the description of the characters in the movie to the
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 IDOOV 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 e[pulsion 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.

,n 11 Southampton, 1-year-old ¿rstclass

passenger Rose DeWitt Bukaterwho 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 love
affair.

16
B. Can you name other movies that speak of great love"

Girls, when a man courts youLQWKHIXWXUH, 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 middleages. Compare it with your “ideal” courtship.

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 Chivalry and Romantic Ideals (Middle Ages, 1100-1500)

' which
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

desire, and the ennobling power of love.

‡ When one is in love, one has the tendency to be biased. Name an incident in
which you did something in the name of love.
_____________________________________________________________

_____________________________________________________________

In
an Italian poet named Francesco Petrarch celebrated his love for his muse —
Laura through a collection of poems called “Canzoniere.” The English called him the

This was also the time when people were starting to reNLQGOH their relationship
with God and other men and women brought about by the rediscovery of the classics.
This period is called the Rebirth or the Renaissance.

10
‡ Here are poems from Petrarch’s Canzoniere.Read enjoy therhyme 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"

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 LAURA
Translated by Morris Bishop

She used to let her golden hair Ày free

For the wind to toy and tangle and molest;

Her eyes were brighter than the radiant west.

Seldom they shine so now. , used to see

Pity look out of those deep eyes on me.

“,t was false pity,” you would now protest

, had love’s tinder heaped within my breast;

What wonder that the Àame 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. <ou 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

Appeared to me, with two antlers of gold,

Between two streams, under a laurel’s shade,

11
At sunrise, in the season’s bitter cold.

Her sight was so suavely merciless

That , left work to follow her at leisure,

Like the miser who looking for his treasure

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Sweetens with that delight his bitterness.

Around her lovely neck “Do not touch me,”

Was written with topa] and diamond stone,

“My Caesar’s will has been to make me free.”

Already toward noon had climbed the sun,

My weary eyes were not sated to see,

When , fell in the stream and she was gone.

Spring
Translated by Morris Bishop

Zephyr returns, and scatters everywhere

New Àowers and grass, and company does bring,

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

Never were ¿elds so glad, nor skies so fair,

And Jove e[ ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

1
But to me only heavy sighs return

For her who carried in her little hand

My heart’s key to her heavenly sojourn,

The birds sing loud above the Àowering land;

Ladies are gracious now – Where deserts burn

The beasts still prowl on the ungreening sand.
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Task 6 THINK ABOUT THE POEMS

,n your group, answer the questions about the three poems.

Laura
1. ,n the poem “Laura,” how was Laura described by the speaker"
. ,n Laura’s “present and past,” what are the common details the speaker
remembers about Laura"
. How does Laura seem to have changed"
. 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"
. What is a doe"
. How is the doe described in the poem"
. To whom is the “white doe” compared in the poem"
. What emotion does the last stanza evoke in you"

Spring
1. “Spring” is written after Laura’s death. What does the speaker emphasize
about spring"
. What makes the speaker describe differently the springtime scene"
. What does the ending of the poem reveal about the speaker"
. Who is referred to in the three poems"
. Petrarch was a fourteenth-century writer. ,n 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"

1
Task 7 FIGURE OUT THE MEANING

Understand the poem better by analyzing the language of poetry. Think about the
answers to the following questions ¿rst. Then, with a partner, discuss your answers
before sharing it with the whole group.

1. What image/s did Petrarch use to compare Laura"

. How did Petrarch describe his feelings when Laura died"
. What kind of language is used by poets and writers in describing persons or their
feelings dramatically"
. What is the meaning and effect of the following lines found in the poems:
“sweet despair” Spring and “suavely merciless” The White Doe. ,n addition,
how does the meaning of “suavely merciless” connect with lines to of the
poem “The White Doe”"
. What kind of language is used by poets and writers in forming contradiction that
often e[presses conÀicting feelings"
6. What kind of poem are Petrarch’s three poems"
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 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 ¿nd out the rhyme
scheme of this poem.

The White Doe

Translated by Anna Maria Armi
1

A pure-white doe in an emerald glade

Appeared to me, with two antlers of gold,

Between two streams, under a laurel’s shade, a

At sunrise, in the season’s bitter cold. b

a
b
Her sight was so suavely merciless
That , left work to follow her at leisure,
Like the miser who looking for his c
treasure Sweetens with that delight his d
bitterness. d
c

Around her lovely neck “Do not touch me” e

Was written with topa] and diamond stone, f
“My Caesar’s will has been to make me free.” e

Already toward noon had climbed the sun, f

My weary eyes were not sated to see, e

When , fell in the stream and she was gone. f

1. How many lines are there in the poem"
. How many lines are there in the ¿rst two stanzas"
. How about in the third and fourth stanzas, how many lines are there" .
Study the rhyme scheme. What is the basis of the rhyme scheme"
. How does rhyme and rhythm contribute to the message of the poem"

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 B. Here are sonnets by Petrarch and Shakespeare, respectively. ,dentify the rhyme
schemes of each sonnet and compare and contrast them with each other.
Spring
Translated by Morris Bishop

Zephyr returns, and scatters everywhere

New Àowers and grass, and company

does bring,

Procne and Philomel, in sweet despair,

And all the tender colors of the Spring.

Never were ¿elds so glad, nor skies so fair,

And Jove e[ults in Venus prospering.

Love is in all the water, earth and air,

And love possesses every living thing.

But to me only heavy sighs return

For her who carried in her little hand
My heart’s key to her heavenly sojourn,

1
The birds
sing loud
above the
Àowering
land;

Ladies are
gracious
now – where
deserts burn

The beasts
still prowl on
the
ungreening
sand.

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 Sonnet
XVIII

William
Shakespear
e

Shall ,
compare
thee to a
summer’s
day"

Thou art
more lovely
and more
temperate:

Rough
winds do
shake the
darling buds
of May,

And
summer’s
lease hath
all too short
a date:

Sometime
too hot the
eye of
heaven
shines,
And often is
his gold
comple[ ion
dimmed,

And every
fair from fair
sometime
declines,

By chance,
or nature’s
changing
course
untrimmed:

But thy
eternal
summer
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 shall not
fade,
Nor lose
possession
of that fair
thou ow’st,

Nor shall
death brag
thou
wander’st in
his shade,

When in
eternal lines
to time thou
grow’st,

So long as
men can
breathe, or
eyes can
see,

So long lives
this, and this
gives life to
thee.

16 Task 9 DISTINCT SONNETS

<ou have read e[amples of one type of lyric poem–the sonnet. After reading the

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 two poems, what similarities and differences did you notice"

Petrarchan

Shakespearean

Discussion Points:

1. How does the rhyme scheme in Petrarch’s sonnet differ from Shakespeare’s
"
. What does the rhyme scheme do in the sonnet"
. Do the words that rhyme in the sonnet relate to the theme of the poem "
How"
. Aside from sonnets, where else can we use the “rhyme scheme”"

Task 10 TICKLE YOUR FANCY

,magine how Petrarch’s Laura was like.,n 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 - Choose a song that best describes the love Petrarch has for
Laura.
Group - Prepare and perform a “rap” intended for courtship.

Group - Pretend you are Petrarch with undying love for Laura and
write a love letter to her.

Group - Deliver a short speech addressed to your beloved who has died
without saying farewell to you.

1
YOUR DISCOVERY TASKS
Task 11 LISTEN TO A POINT

Listen as your teacher reads a report from http://www.rappler.com/moveph/1-ph-

male-female-inequalities accessed on July 01about male and female equalities in the
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 country. Take note of information that will help you decide whether the news report is
valid, accurate, relevant, and with adequate information.

Let’s talk about the news article you just listened to.

1. What is the news article about"

. What is the source of the news" ,s it a valid source"
. What data about male and female equality in health and survival, education, economic
participation, and politics were mentioned"
. Will you consider this news accurate" Why"
. 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. Write the word agree if you think the article is valid,
accurate, reliable, and with adequate information, and disagree if you think otherwise.
ϭ͘ __________ Ϯ͘ __________ ϯ͘ __________

What made you decide on your answers" How do you de¿ne: valid, reliable, accurate,
and adequate"

________________________________________________________

________________________________________________________

________________________________________________________

Task 13 READ FOR INFO

Scan the given te[ts and advertisement. Based on your working de¿nition,
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 under the column heading that corresponds to your answer. Support your
answer with proof from the given articles/advertisement.

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 With
ART,CLES Valid Accurate Relevant Adequate
,nformation
01 Manila Social Good
Summit

The Social Good Summit

is an annual, global event
that brings together movers
and shakers to discuss how
technology and social media
can be used for social good.
For 01 , the summit focused
on how to use social media to
help prepare for, respond to,
and minimize the impact of
disasters. Listed below are key
content from the summit:
http://www.rappler.com/move
ph/ 1 ph-male-female
inequalities

E[ plain your answer.

With
ART,CLES Valid Accurate Relevant Adequate
,nformation
The 00 National
Demographic and Health
Survey NDHS revealed that
one in ¿ve women aged 1
has e[ perienced physical
violence since age 1 ; 1 .
of married womenKDYH
e[ perienced physical DEXVH
from their husbands; and PRUH
than one-third of
separated or widowed women
have e[ perienced physical
violence, implying that domestic
violence could be the reason for
separation or annulment.
http://pcw.gov.ph/statistics/ 01 0 /
statistics-violence-against-¿lipino
women
E[ plain your answer.

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 Valid Accurate Relevant Adequate

Discussion Points:

1. What information did you get from the given articles and advertisement"
. Do they give enough information on the topic"
. What makes an article or an advertisement adequate, valid, accurate, and
reliable" ([SODLQ\RXUDQVZHU

Task 14 DEFINE THOSE WORDS!

A. <ou 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 de ¿ne those terms " With a partner,GHILQHWKHP
by completing the sentences below:

1. An article is valid when it _______________________________________

___________________________________________________________
___________________________________________________________

. Reliability of the article’s content means ___________________________

___________________________________________________________
___________________________________________________________

. We can say that what we read is accurate when______________________

___________________________________________________________
___________________________________________________________

. Adequate information calls for __________________________________

___________________________________________________________
___________________________________________________________

10
B. <ou did well in de¿ning terms like valid, accurate, reliable, and adequate. What
helped you in de¿ning them" Let’s try looking at these e[amples and ¿nd out
how else we can write sentences that de¿ne.
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 1. The government has passed Republic Act 10 Magna Carta for Women to
af¿rm the role of women in nation building and to ensure the substantive
equality of women and men.

: KDWLVGH¿QHGLQWKLVVHQWHQFH"+RZLVLWGH¿QHG"

. “Discrimination Against Women” refers to any gender-based distinction,

e[clusion, or restriction which has the effect or purpose of impairing or
nullifying the recognition, enjoyment, or e[ercise 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 ¿eld.
http://www.chanrobles.com/republicacts/republicactno10 .php

+RZLVGLVFULPLQDWLRQDJDLQVWZRPHQGH¿QHG":KDWLVWKHS
XUSRVH IRULQFOXGLQJWKHZHEVLWHDGGUHVV"

. As de¿ned in Republic Act 610, Child Abuse refers to the maltreatment, whether
habitual or not, of the child which includes any of the following:

1 Psychological and physical Dbuse, neglect, cruelty, se[ual abuse, and

emotional maltreatment;

Any act by deeds or words which debases, degrades, or demeans the

intrinsic worth and dignity of a child as a human being;

Unreasonable deprivation of his basic needs for survival, such as food and
shelter; or

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/ra1/ra_610_1.html

: KDWLVGH¿QHGLQWKLVLWHP"+RZLVLWGH¿QHG"

Discussion Points:

1. What are the ways to de¿ne a term within a sentence"

. What are helpful tips in making de¿nitions"
. How can your skill in making de¿nitions help you in preparing a technical paper
or when preparing for an oral argument"

11

Words to Be De¿ned Operational Technical Source

De¿nition De¿nition
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Love C. This time,
give either
Population
the operation
Global Warming or technical
de¿nition of
Government
each of the
Revenues following
terms and
concepts. <ou may use the ,nternet or your books for the de¿nitions. 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 e[ercises that
follow to know more about citing your sources.

1. Go over Task 11. Copy the ,nternet website found in the two items de¿ned.
Before the ,nternet website address or the URL, write ¿rst the topic and after
the URL, write the date when the material was accessed.

________________,_________________________, ___________

Title of the topic website address or URL date

. 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.
‡ ,talics may be substituted by underlining.
‡ The ¿nal document should be double spaced and in alphabetical order by the
¿rst 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 distinguish one from the other.

1
1. Below are standard formats and e[amples for basic bibliographic information
recommended by the American Psychological Association (APA). For
more information on the APA format, see http://www.apastyle.org.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Format Format E[amples
E[amples
Books Author’s last Allen, T. 1. Vanishing Wildlife of North America.
name, Washington, D.C.: National Geographic Society.
¿rst initial.
Publication Boorstin, D. 1. The creators: A History of the Heroes of
date. Book the Imagination. New <ork: Random House.
title.
Additional
information.
City of
publication:
Publishing
company.
Encyclopedia Author’s last
& Dictionary name,
¿rst initial.
Date.
Title of
Article. Title Bergmann, P. G. 1 . Relativity.
of In The New Encyclopedia
Encyclopedia Britannica Vol. 6, pp. 01- 0 .
Volume, Chicago: Encyclopedia Britannica.
pages. City
of Merriam-Webster’s Collegiate
publication: Dictionary 10th ed. . 1 .
Publishing Spring¿eld, MA: Merriam-Webster.
company.
Pettingill, O. S., Jr. 1 0 . Falcon and
Falconry. World Book Encyclopedia .
pp. 1 0-1 . Chicago: World Book.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Magazine Author’s last Harlow, H. F. 1. Fundamentals for preparing psychology
& name, ¿rst journal articles. Journal of Comparative and
Newspaper initial. Physiological Psychology, 55, 6.
Articles Publication
date. Article Henry, W. A., ,,,. 10, April . Making the grade in today’s
title. schools. Time, 135, -1.
Periodical
title, volume
number
(issue Kalette, D. 16, July 1. California town counts town to big
number if quake. USA Today, 9, p. A1.
available),
inclusive
pages.
Note: Do not
enclose the
title in
quotation
marks. Put
a period after
the title. ,f a
periodical
includes a
volume
number,
italicize it and
then give the
page range in
regular type
without “pp.”.
,f the
periodical
does not use
volume
numbers, as
in
newspapers,
use p. or pp.
for page
numbers.
Note: Unlike
other
periodicals, p.
or pp.
precedes
page
numbers for a
newspaper
reference in
APA style.
1

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Websit Online Devitt, T. 001, August . Lightning injures four at music festival. The
e or periodic Why? Files. Retrieved January
Webpa al: , 00, from http://why¿les. org/1lightning/inde[.html
ge Author’s
name.
Date of
Dove, R. 1. Lady freedom
publicati
among us. The Electronic
on. Title
of Center. Retrieved June 1
article. Title from Alderman Library, University
of Periodical, of Virginia website: http://ete
volume virginia.edu/subjects/afam.html
number,
Retrieved Fredrickson, B. L. 000
month day, . Cultivating positive emotions
year, from to optimize health and
full
being. Prevention & Treatment
URL
Article 0001a. Retrieved November
Online 0, 000, from http://journals.apa.org/
document: prevention/volume /pre00
Author’s html
name. Date
of
publication. GVU’s 8th WWW user survey
Title of work. Retrieved August , 000, from http://
Retrieved www.cc.gatech.edu/gvu/usersurveys/
month day, survey1 -10/
year,
from full URL

Note: When Health Canada. 00 , February

citing Safety of Genetically Modi ¿
,nternet Crops. Retrieved March
sources, from http://www.hc-sc.gc.ca/english/
refer to the protection/biologics_genetics/gen_
speci¿c mod_foods/genmodebk.html
website
document.
,f a
document
is undated,
use “n.d.”
for no date
immediately
after the
document
title. Break
a lengthy
URL that
goes to
another line
after a
slash or
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 before a
period.
Continually
check your
references
to online
documents.
There is no
period
following a
URL. Note:
,f you
cannot ¿nd
some of
this
information,
cite what is
available.

Note: ,f a
document is
contained
within a
large and
comple[
website such
as that for a
university or
a
government
agency,
identify the
host
organization
and the
relevant
program or
department
before giving
the URL for
the
document
itself.
Precede the
URL with a
colon.
Source: http://www.sciencebuddies.org/science-fair projects/project_apa_format_e[amples.shtml

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 1
. Another style in writing bibliography is the Modern Language Association
(MLA) style. According to Purdue Online Writing Lab, it is most commonly
used to write papers and cite sources within the liberal arts and humanities.
Purdue OWL has an update to reÀect the MLA Handbook for Writers of
Research Papers th ed. and the MLA Style Manual and Guide to Scholarly
Publishing rd ed., which offers e[amples for the general format of MLA
research papers, in-te[t citations, endnotes/footnotes, and the Works Cited
page.

Here are some e[amples:

1. “Blueprint Lays Out Clear Path for Climate Action.” Environmental Defense Fund, May
00. Web. May 00.
. Clinton, Bill. ,nterview by Andrew C. Revkin. “Clinton on Climate Change.” New <ork
Times, May 00. Web. May 00.
. Dean, Cornelia. “E[ecutive on a Mission: Saving the Planet.” New <ork Times, May 00.
Web. May 00.
. Ebert, Roger. “An ,nconvenient Truth.” Rev. of An Inconvenient Truth, Dir. Davis
Guggenheim. rogerebert.com. Sun-Times News Group, June 006. Web. May 00.
. GlobalWarming.org. Cooler Heads Coalition, 00. Web. May 00.
6. Gowdy, John. “Avoiding Self-organized E[tinction: Toward a Co-evolutionary
Economics of Sustainability.” International Journal of Sustainable Development and
World Ecology 1.1 00: -6 . Print.
. An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount,
006 . DVD.
. Lerou[, Marcel. Global Warming: Myth or Reality?: The Erring Ways of
Climatology. New <ork: Springer, 00. Print.
. Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. “On Global
Warming and Financial ,mbalances.” New Perspectives Quarterly . 006: 6. Print.
10. Nordhaus, William D. “After Kyoto: Alternative Mechanisms to Control Global
Warming.” American Economic Review 6. 006: 1-. Print.

Discussion Points:

1. What is APA" MLA"

. How are bibliographies written"
. How is APA different from MLA"
. Which style is predominantly usedLQ research"

1
C. With your partner, go through the bibliography page of your English LM. List
down at least one work cited/bibliography from a book, ,nternet, magazine, or
encyclopedia. Copy in your notebook and identify whether the entries are in
APA or MLA format. Share your answers ZLWK the class.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ___________________________________
___________________________________
___________________________________
___________________________________

D. When you research and get notes from your source, you are annotating. An
annotation is a commentRUe[planation attached to a te[t, image,or other data.
Often, annotations refer to a speci¿c part of the original data.

Annotation format differs depending on the styles: APA, MLA, or Chicago that an author may
opt to use.

Sample APA Annotation

Ehrenreich, B. 001. Nickel and dime: On (not) getting by in America. New <ork: Henry Holt
and Company.

,n this book of non¿ction based on the journalist’s e[periential research,

Ehrenreich attempts to ascertain whether it is currently possible for an individual to live
on minimumwage in America. Taking jobs as a waitress, a maid in a cleaning service,
and a Walmart sales employee, the author summarizes and reÀects on her work, her
relationships with fellow workers, and her ¿nancial struggles in each situation.
An e[perienced journalist, Ehrenreich is aware of the limitations of her
e[periment and the ethical implications of her e[periential research tactics and reÀects
on these issues in the te[t. The author is forthcoming about her methods and
supplements her e[periences with scholarly research on her places of employment, the
economy, and the rising cost of living in America. Ehrenreich’s project is timely,
descriptive, and wellresearched.
The APA annotation summarizes and assesses the book in the citation. The
¿rst paragraph provides a brief summary of the author’s project in the book, covering
the main points of the work. The second paragraph points out the project’s strengths
and evaluates its methods and presentation. This particular annotation does not reÀect
on the source’s potential importance or usefulness for this person’s own research. For
information on formatting APA citations, see APA Formatting and Style Guide.

16
Sample MLA Annotation
Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New <ork: Anchor
Books, 1. Print.

Lamott’s book offers honest advice on the nature of a writing life, complete with its
insecurities and failures. Taking a humorous approach to the realities of being a writer,
the chapters in Lamott’s book are wry and anecdotal and offer advice on everything
from plot development to jealousy, from perfectionism to struggling with one’s own

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 internal critic. ,n the process, Lamott includes writing e[ercises designed to be both
productive and fun.
Lamott offers sane advice for those struggling with the an[ieties of writing, but her main
project seems to be offering the reader a reality check regarding writing, publishing,
and struggling with one’s own imperfect humanity in the process. Rather than a
practical handbook to producing and/or publishing, this te[t is indispensable because
of its honest perspective, its down-to-earth humor, and its encouraging approach.
Chapters in this te[t could easily be included in the curriculum for a writing class.
Several of the chapters in Part 1 address the writing process and would serve to
generate discussion on students’ own drafting and revising processes. Some of the
writing e[ercises would also be appropriate for generating classroom writing e[ercises.
Students should ¿nd Lamott’s style both engaging and enjoyable.
,n the sample annotation above, the writer includes three paragraphs: a summary, an
evaluation of the te[t, and a reÀection on its applicability to his/her own research, respectively.
For information on formatting MLA citations, see MLA 00 Formatting and Style Guide.

Sample Chicago Manual Style Annotation

Davidson, Hilda Ellis. Roles of the Northern Goddess. London: Routledge, 1.

Davidson’s book provides a thorough e[amination of the major roles ¿lled by the
numerous pagan goddesses of Northern Europe in everyday life, including their roles
in hunting, agriculture, domestic arts like weaving, the household, and death. The
author discusses relevant archaeological evidence, patterns of symbol and ritual, and
previous research. The book includes a number of blackandwhite photographs of
relevant artifacts.

This annotation includes only one paragraph, a summary of the book. ,t provides a
concise description of the project and the book’s project and its major features.

Discussion Points:

1. What have you noticed in the three styles of annotating a source"

. ,n what way are they similar" different"
. Which style would you want to use" Why"
. How can this help in gathering your references or notes"
. How can your skill in research help you prepare for your speech"

1
‡ Take note that depending on the purpose of your bibliography, some
annotations may summarize, some may assess or evaluate a
source, and some may reÀect on the source’s possible uses for
the project at hand. Some annotations may address all three of
these steps. Consider the purpose of your annotated bibliography
and/or your teacher’s directions when deciding how much
information to include in your annotations.

‡ Please keep in mind that all your te[t, including the write-up beneath
the citation, must be indented so that the author s last name is the
only te[t that is Àush left. For more e[amples, visit this website:
https://owl.english.purdue.edu/owl/resource/61/0/

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 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 e[amples: -
Why violence and se[ on TV shows is okay or not; why free ,nternet is a good
idea RUQRW;
- Why the work week should be shorter or longer;
- Why all students should participate in e[tracurricular activities or not;
- Why actors/actresses should be elected for public of¿ce or not;
- Why WKHdeath penalty should be revived or not or other topics that
DUHimportant 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 ,nternet.
‡ Using ó inde[ 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.

1
YOUR FINAL TASK
Task 17 TRY YOUR PASSION

A. From the list of topics given to you to research on, which one are you most
passionate aEout" 7ry talNing aEout your ³passion´ in your group. 5ememEer
to do the following:

a. 'ecide on who will speaN ¿rst.

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 DFFRUGLQJWR what is
DVNHGin the column provided here.

Speakers ,s the idea shared ,s the voice or manner of

appropriate" Why" speaking clear" Why"

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Discussion Points:
Get to know more about delivering lines/speeches by watching this “Toastmasters”
video taken from a videosharing site. Be able to list tips in delivering onthespot or
impromptu speeches.
1. Did you enMoy your onthespot ideasharing" Why"
. What motivated you to listen to your classmates¶ speeches" . What
suggestions can you give to improve one¶s delivery of a speech"

www.youtube.com/watch"v Gef.Py<<+,

Task 18 SPEAK FOR KEEPS

7his time, watch another video WKDW presents an e[ample of an impromptu speech.
As you view it, listen attentively to the language, words, and e[pressions used by the
speaker in delivering his/her impromptu speech.

http://www.youtube.com/watch"v 9pg%mMs+ -uly 1, 1

A. Let’s answer the questions about the video you have seen.

1. What words or e[pressions in the speech made an impact on you" ([plain.

. ,s it important to have the right diction and correct usage in delivering a

speech" Why"
. How does the speaker use the English language in getting her message across"
. What do you like about the way the speaker delivered her speech"
. What improvements would you suggest in delivering the same speech"

B. YOUR ,n your notebook ZULWHsome more tips on delivering an impromptu

speech.
After Junior High School, you have decided to apply for work. The company, “Just
Human,” a local travel agency, is looking for a FURQW DHsk OI¿FHU 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 e[plain why you are the right person for the job. <our diction and use of the
English language will make you get the job.
SPEECH...TAKE ONE!

Here is a situation that will serve as the basis of your speech. For this activity, you will
be given ¿ve minutes to prepare your speech. When preparing, you may use the PREP
strategy State your Point, Give Reasons, Cite E[amples, 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.

Discussion Points:
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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 1. Do you think you will get accepted for the job" Why"
. 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.
. Ask your teacher for the scenario/situation your group will use for your speech.
. Let your teacher read to you the scenario/situation.
. Draw lots on who will be the ¿rst to speak.
. The speaker will talk about the given situation for three minutes. The second
speaker will begin his/her speech based on the last sentence of the ¿rst
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.
. The presentation will be done one group at a time.

10
<ou will be graded using this rubric adapted from www.marquette.edu/library/services/
oral.doc.

Speech and Presentation Grading Rubric

Public Speaking and Oral Presentation Component

Emerging Developing 1- Advanced Score

0-1 points 16 points 1-0 points

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 1. Organi]ation ,deas may not be Main idea is ,deas are clearly
(20 points) focused or evident, but the organized,
developed; the organizational developed, and
main purpose is structure may supported to
not clear. The
need to be achieve a
introduction is
undeveloped. strengthened; purpose; the
Main points are ideas may not be purpose is clear.
dif¿cult to identify. clearly developed The introduction
Transitions may or always Àow gets the attention
be needed. There smoothly and the of the audience
is no conclusion purpose is not and clearly states
or the conclusion
clearly stated. the speci¿c
may not be clear.
The introduction purpose of the
Conclusion does
may not be well speech. Main
not tie back to
developed. Main points are clear
the introduction.
points are not and organized
Audience cannot
clear. Transitions effectively. The
understand
may be awkward. conclusion is
presentation
Supporting satisfying and
because there is
material may relates back to
no sequence of
need additional introduction. ,f the
information.
development. The purpose of the
conclusion may presentation is to
need additional persuade, there is
development. a clear action step
Audience has identi¿ed and an
dif¿culty overt call to
understanding the action.
presentation
because the
sequence of
information is
unclear.

11

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including
photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 2. Topic Student does not Student has a
have grasp of clear grasp of
Knowledge information; information.
(20 student cannot Citations are
points) answer questions
introduced
about the subject.
Few, if any, and attributed
sources are cited. appropriately
Citations are and
attributed accurately.
incorrectly. Supporting
,naccurate, material is
generalized, or
original,
inappropriate
supporting Student has a partial grasp of the logical, and
material may be information. Supporting material relevant.
used. may lack originality. Citations are Student
2YHUdependence generally introduced and attributed demonstrates
appropriately. Student is at ease
RQnotes may be full
with e[pected answers to all
observed. questions but fails to elaborate. knowledge
Overdependence on notes may be more than
observed. required by
answering all
class
questions
with
e[planations
and
elaboration.
Speaking
outline or
note cards
are used for
reference
only.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 3. The presenter is The presenter is able to keep the The
Audience not able to keep audience engaged most of the presenter is
Adaptation the audience time. able to
(20 points) engaged. The When feedback indicates a need effectively
for idea
verbal or keep the
clari¿cation, the speaker makes an
nonverbal audience
attempt to clarify or restate ideas.
feedback from engaged.
Generally, the speaker
the audience may Material is
suggest a lack of modi¿ed or
interest or clari¿ed as
confusion. Topic needed
selection does given
not relate to audience
audience needs verbal and
and interests. nonverbal
feedback.
Nonverbal
behaviors
are
1
demonstrates
audience
awareness
through
nonverbal and used to keep the audience
verbal engaged.
behaviors. Delivery style is modi¿ed as
Topic needed. Topic selection and
selection and e[amples are
e[amples are interesting and
somewhat relevant for the
audience and
appropriate for
occasion.
the audience,
occasion, or
setting. Some
effort to make
the material
relevant to
audience
needs and
interests.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Language Language Language
choices may used is mostly is familiar to the audience,
4. Language be limited, appropriate for the setting,
respectful or
Use peppered with and free of bias; the presenter
inoffensive.
(Verbal slang or may “code-switch” use a
Language is
Effective- jargon, too different language form when
comple[, or appropriate, appropriate. Language
ness) (20
too dull. but word choices are vivid and precise.
points)
Language is choices are not
questionable particularly
or vivid or
inappropriate precise.
for a particular
audience,
occasion, or
setting. Some
biased or
unclear
language may
be used.
5. Delivery The delivery The delivery The delivery is
(Nonverbal detracts from generally e[temporaneous ² natural,
Effectiveness) the message; seems con¿dent, and enhances the
(20 points) eye contact effective ² message ²
posture, eye contact, smooth
may be very however,
gestures, facial
limited; the effective use of
presenter may volume, eye
tend to look at contact, vocal
the Àoor, control, etc.
mumble, may not be
speak observed.
inaudibly, Vocal tone,
facial
1

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ¿dget, or read e[pressions, e[pressions,
most of the clothing and other volume, pace,
speech; gestures nonverbal etc. indicate
and movements e[pressions do not con¿dence, a
may be jerky or detract commitment to
e[cessive. The signi¿cantly from the topic, and
delivery may the message. The willingness to
appear delivery style, communicate.
inconsistent with tone of voice, and The vocal tone,
the message. clothing choices delivery style,
NonÀuencies do not seem and clothing
“ums” are used outofplace or choices suJJest
e[cessively. disrespectful to an awareness of
Articulation and the audience or e[pectations and
pronounciation occasion. Some norms. Limited
tend to be sloppy. use of use of
Poise oU nonÀuencies are nonÀuencies is
composure is lost observed. oEserved.
during any Generally, Articulation and
distractions. articulation and pronounciation
Audience pronounciation are clear. All
members have are clear. audience
dif¿culty hearing Most audience members
the presentation. members can hear the
can hear the presentation.
presentation.
00. Adapted with permission from Northwest Regional Educational Laboratory 1

MY TREASURE
Share Your Life’s Lessons

A. ,t takes practice and genuine concern for others to develop a sensitive heart
toward others. As a young adult, list down ways by which you can develop
sensitivity toward others and the bene¿ts you could get from it.

Tips to develop a sensitive attitude Bene¿ts from being sensitive towards

others
,llustrate
your
learning
or write
down lyrics of the song that reÀect your most important learning for the week.

1
Module 2
LESSON 4
___________________________________________________________________
(PSDWKL]LQJZLWK2WKHUV YOUR JOURNEY

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 “Too often we underestimate the power of a touch, a smile, a kind word, a listening
ear, an honest compliment, or the smallest act of caring, all of which have the
potential to turn a life around.” – Leo Buscaglia

,n this lesson, you will work on e[ercises to

hone your skills in analyzing problems and
¿nding solutions based on factual information
and data.

<ou will also get to read a literary

piece WKDW talks about love that is willing to endure everything even without
assurance of ful¿llment. This week, get the chance to be inspired by famous persons
and their ideals that helped shape society. (Photo from the movie, "A Knight s Tale")

All of these will culminate in the sharing of ideas through a personal testimony.

Finally, the encompassing theme of concern for one another and a deep sense of
empathy toward each other is highlighted throughout the lesson.

YOUR OBJECTIVES
Here are the objectives WKDW will guide you in going through the different tasks in
this lesson. This is also intended for your self-assessment to discover which
competencies you need to develop more.
‡ employ analytical listening in problem solving
‡ detect bias and prejudice in the material viewed
‡ read closely to get author’s purpose
‡ give technical and operational de¿nitions
‡ e[plain how the elements speci¿c to a genre contribute to the theme of a particular
literary selection
‡ determine tone, mood, technique, and purpose of the author
‡ use words or e[pressions that af¿rm or negate
‡ use writing conventions to indicate acknowledgment of resources
‡ observe correct stance and proper stage behavior as deemed necessary e.g., in
a personal testimony
‡ establish eye contact e.g., when delivering a personal testimony

1
Take note that at the end of this module, you will deliver an argumentative speech and
in preparation for that you will convey a personal testimony as a ¿nal task of this lesson.

YOUR INITIAL TASKS

Task 1 GREAT NAMES TO NAME

Let’s begin this week with a quiz on naming the world famous personalities and how they
have touched the lives of many people.

Read about these personalities and be ready to name each one. Write the name of the
personality Ln the space provided.

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 To help you in identifying these personalities, their photos are provided here.

a. This person devoted herself to working among the poorest of the poor
in the slums of Calcutta. Although without funds, she depended on
Divine Providence and started an open-air school for slum children.
Later on, she founded the order “Missionaries of Charity” to help the
poor, the needy, and the sick.
_______________________________________________________
_______________________________________________________
b. He fought against racial discrimination apartheid in South Africa. He was
imprisoned for years for his radical but peaceful move to abolish
apartheid, poverty, and inequality in South Africa. He was also the
country’s ¿rst black chief e[ecutive.
_______________________________________________________
_______________________________________________________

c. A very good author, this person was welltravelled and outspoken in her
convictions. She campaigned for women’s right to vote, labor rights,
socialism, and other causes. Her being blind, deaf, and mute did not
stop her from helping people and pursuing her cause.
________________________________________________________
________________________________________________________

d. She is known as the ¿rst woman elected as President in her country

and in Asia. Her administration led to the promulgation of the 1
Constitutionwhich limited the powers of the Sresidency and
reestablished the bicameral congress. Her leadership focused on
concern

16
for civil liberties, human rights, and peace talks to end political unrest in
the country.
_______________________________________________________
_______________________________________________________

Task 2 BIAS DETECTIVES 2

Here are signs found in different places in the world. Read each one carefully

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 and ¿nd out its message. ,n your group, answer the questions that follow.

Source: http://en.wikipedia.org/wiki/Nelson_Mandela

,n your group, answer the questions about the signage that will be assigned to you.

Discussion Points:

1. What helped you in the task"

. Do you also have biases" What are they"
. Have you e[perienced ¿ghting for something or defending yourself against
other people’s biases" How did you react to it" . Do you think it is right to have
biases" Why"

1
Task 3 READ FOR BIAS

Read the following articles and rate the level of bias in each of them. Use the rating
scale that follows each article. Cite e[amples of bias to support your answer. Do this
activity with a partner.

, think that calling this summer hot would be an incredible understatement. ,t has, in
fact, been quite unbearable with the heat driving everyone indoors and some even
collapsing and a few dying from the sweltering and dizzying temperatures. ,t truly
comes as a welcome relief for many that the rains have begun to quench our parched
population. As everyone knows, water is the most important commodity in life. Our own

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 bodies are made up of 0 water. We can all live without so many things ² electricity,
,nternet, and even food for a few days, but we won’t last without water.
http://www.philstar.com/opinion/01/06/1/16011 /rain-rain-dont-go-away

High Moderate Low None

E[aggerated language
Unbalanced information
Prejudice for or against
Product sales
My emotional response
Culture change is what this country badly needs. We want to be rid of corrupt politicians
but we are not aware of the role we play in breeding one. For instance, in our
neighborhoodwhere one of the local of¿cials resides, our folks would always e[pect the
local of¿cial WR give ¿nancial help every time one of the neighbors dies. When another
gets sick or gives birth, ¿nancial help is immediately sought from that local of¿cial.
During weddings, baptisms, birthdays, and all sorts of celebration, the same is e[pected
from him/her.

Considering that WKHVHORFDORIILFLDOVUHFHLYHDmeageU allowance,isn’t it a

wonder where they get the “fundV” to satisfy the needs of their constituents" ,t’s about
time we EHFRPH aware of the real job description of our of¿cials. Let’s help them
concentrate Rn doing their job by not asking too much ¿nancial help from them. We can
do a lot in helping our country. Let’s begin with ourselves.

High Moderate Low None

E[aggerated language
Unbalanced information
Prejudice for or against
1
Product sales ,n
My emotional response
,ndonesia, where earthquakes and tsunami are common, how can Panasonic deliver a
solution even when disaster strikes" Panasonic is committed to creating a better life and
a better world, continuously contributing to the evolution of society and to the happiness
of people around the globe. Through its wide range of business solutions, Panasonic is
looking to create a “new Panasonic” which can truly achieve “A Better Life A Better
World.”

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 1
C. <ou have offered a possible solution to the issue presented in the news report.
How were you able to come up with a solution to the problem" What strategy
did you use"
_____________________________________________________________

_____________________________________________________________

YOUR TEXT

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 Task 5 BACKGROUND CHECK

The story you are about to read will also present an issue. Find out what solution
you could give to the characters in the story. But before you do that, read ¿rst the
background information about the story.

The Decameron was written by Giovanni

Boccaccio 11-1, an ,talian poet and
Renaissance Humanist.

Source:https://www.google.com.ph/search"q picturesofdecameron tbm isch tbo u source univ

sa ; ei R6u-U6WDK<jHkA;WooFo ved 0CBk4sA4 biw 10 bih

,t FRPSULVHV 100 novellas told by

men and women over a day journey
away from plague-infested Florence.
The Decameron is said to be a
portrayal of everyday life, including wit,
and mockery following a framed
structure. The title comes from the two
Greek words dpka meaning “ten” and
hƝmpra, or “day.”

6RXUFHŚƩƉƐ͗ͬͬ͗ͬͬǁǁǁ͘ŐŽŽŐůĞĐŽŵ
͘ ͘ ͗ͬͬƐĞĂƌĐŚ͍ƋсƉŝĐƚƵƌĞƐнŽĨнĚĞĐĂŵĞƌŽŶΘƚďŵсŝƐĐŚΘƚďŽсƵΘƐŽƵƌĐĞсƵŶŝǀΘƐĂсyΘĞŝ
ƉŚ
сZϲƵͲhϲt<zũ,ŬytŽŽ&ŽΘǀĞĚсϬŬYƐYΘďŝǁсϭϬϮϰΘďŝŚсϰϵϵ
This map of Europe shows the countries
affected by plague. Around 0 of Europe
was hit by the plague.
This setting was used by the author in
creating a band of youthful boys and girls
who shared different stories to forget the
horrors of the plague even for a while.

00
G.H. McWilliam, known translator of the Decameron, writes that the women
probably represent the four cardinal virtues Prudence, Justice, Temperance, and
Fortitude and the three theological virtues Faith, Hope, and Love. The three men could
represent the tripartite division of the soul into Reason, Anger, and Lust.

The author Boccaccio writes in the ,ntroduction that he has withheld the true
names of the members of the %rigata, because he doesn’t want them to “feel
embarrassed, at any time in the future, on account of the ensuing stories, all of which
they either listened to or narrated themselves. The translations of the ,talian names of

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 the members of the Brigata, with their possible allegorical roles, DUHas follows:

Pampinea - full of vigor Prudence

Fiammetta - little Àame Temperance

Filomena - the beloved, or lover of song Fortitude

Emilia - she who allures Faith

Elissa - an ,talian variant of Dido Hope

Nei¿le - newly enamored, possibly a reference to the dolce stil novo and
Dante Love

Lauretta - a diminutive of Petrach’s Laura Justice

Pan¿lo - all-loving Reason

Filostrato - defeated by love Anger

Dioneo - an italianized version of Dionysus Lust

What image does this background create in your mind" What issue is presented here"

What does the background reveal about the Renaissance"

As you read this story, think of a similar story in Philippine Literature.

Our featured te[ t from the Decameron is told by

Filomena on the last day of their 10-day journey
away from plague-stricken Florence.

01

Federigo’s Falcon from

The Decameron
Giovanni Boccaccio
translated by G. H. McWilliam

Once Filomena had ¿nished, the queen, ¿nding that there was no one left to speak
apart from herself Dioneo being e[cluded from the reckoning because of his privilege
smiled cheerfully and said:

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 ,t is now my own turn to address you and , shall gladly do so, dearest ladies, with a
story similar in some respects to the one we have just heard. This , have chosen, not
only to acquaint you with the power of your beauty over men of noble spirit, but so that
you may learn to
choose for What is Filomena’s purpose in telling this story? yourselves,
whenever necessary,
the person What is meant by largesse? on whom to
bestow your largesse,
instead of always leaving these matters to be decided for you by Fortune, who, as it
happens, nearly always scatters her gifts with more abundance than discretion.

<ou are to know, then, that Coppo di Borghese Domenichi, who once used to live in
our city and possibly lives there still, one of the most highly respected men of our
century, a person worthy of eternal fame, who achieved his position of pre-eminence
by dint of his character and abilities rather than by his noble lineage, frequently took
pleasure during his declining years in discussing incidents from the past with his
neighbors and other folk.

,n this past time he e[celled all others, for he was more coherent, possessed a superior
memory, and spoke with greater eloquence. He had a ¿ne repertoire, including a tale
he frequently told concerning a young Florentine called Federigo, the son of Messer
Filippo Alberighi, who for his deeds of chivalry and courtly manners was more highly
spoken of than any other squire in Tuscany. ,n the manner of most young men of gentle
breeding, Federigo lost his heart to a noble lady, whose name was Monna Giovanna,
and who in her time was considered one of the loveliest and most adorable women to
be found in Florence. And with the object of winning her love, he rode at the ring, tilted,
gave sumptuous banquets, and distributed a large number of gifts, spending money
without any restraint whatsoever. But since she was no less chaste than she was fair,
the lady took no notice, either of the things that were done in her honor, or of the person
who did them.

From whom did the queen learn this story?

Who are the main personalities in this story? How are they related?

,n this way, spending far more than he could afford and deriving no pro¿t in return, Federigo
lost his entire fortune as can easily happen and reduced himself to

0
poverty, being left with nothing other than a tiny little farm, which produced an income
just suf¿cient for him to live very frugally, and one falcon of the ¿nest breed in the whole
world. Since he was as deeply in love as ever, and felt unable to go on living the sort
of life in Florence to which he aspired, he moved out to Campi, where his little farm
happened to be situated. Having settled in the country, he went hunting as often as
possible with his falcon, and, without seeking assistance from anyone, he patiently
resigned himself to a life of poverty.

What happened to Federigo?

Now one day, while Federigo was living in these straitened circumstances, the husband
of Monna Giovanna happened to fall ill, and, realizing that he was about to die, he drew
up his will. He was a very rich man, and in his will he left everything to his son, who was

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 just growing up, further stipulating that, if his son should die without legitimate issue, his
estate should go to Monna Giovanna, to whom he had always been deeply devoted.

Shortly afterward he died, leaving Monna Giovanna a widow, and every summer, in
accordance with Florentine custom she went away with her son to a country estate of
theirs, which was very near Federigo’s farm. Consequently, this lad of hers happened
to become friendly with Federigo, acquiring a passion for birds and dogs; and, having
often seen Federigo’s falcon in Àight, he became fascinated by it and longed to own it,
but since he could see that Federigo was deeply attached to the bird, he never ventured
to ask him for it.

And there the matter rested, when, to the consternation of his mother, the boy
happened to be taken ill. Being her only child, he was the apple of his mother’s eye,
and she sat beside his bed the whole day long, never ceasing to comfort him. Every so
often she asked him whether there was anything he wanted, imploring him to tell her
what it was, because if it were possible to acquire it, she would move heaven and earth
to obtain it for him.

After hearing this offer repeated for the umpteenth time, the boy said: “Mother, if you
could arrange for me to have Federigo’s falcon, , believe , should soon get better.”

On hearing this request, the lady was somewhat taken aback, and began to consider
what she could do about it. Knowing that Federigo had been in love with her for a long
time, and that she had never deigned to cast so much as a single glance in his direction,
she said to herself: “How can , possibly go to him, or even send anyone, to ask him for
this falcon, which to judge from all , have heard is the ¿nest that ever Àew, as well as
being the only thing that keeps him alive" And how can , be so heartless as to deprive
so noble a man of his one remaining pleasure"”

What befell Monna’s husband and son?

What was the son’s request to his mother?

0
Her mind ¿lled with reÀections of this sort, she remained silent, not knowing what
answer to make to her son’s request, and even though she was quite certain that the
falcon was hers for the asking.

At length, however, her maternal instincts gained the upper hand, and she resolved,
come what may, to satisfy the child by going in person to Federigo to collect the bird,
and bring it back to him. And so she replied:

“Bear up, my son, and see whether you can start feeling any better. , give you my
word that , shall go and fetch it for you ¿rst thing tomorrow morning.”

Ne[t morning, taking another lady with her for company, his mother left the house as
though intending to go for a walk, made her way to Federigo’s little cottage, and asked
to see him. For several days, the weather had been unsuitable for hawking, so Federigo
was attending to one or two little jobs in his garden, and when he heard, to his utter
astonishment, that Monna Giovanna was at the front door and wished to speak to him,
he happily rushed there to greet her.

When she saw him coming, she advanced with womanly grace to meet him. Federigo received
her with a deep bow, whereupon she said:

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 “Greetings, Federigo” Then she continued: “, have come to make amends for the harm
you have suffered on my account, by loving me more than you ought to have done. As
a token of my esteem, , should like to take breakfast with you this morning, together
with my companion here, but you must not put yourself to any trouble.”

“My lady,” replied Federigo in all humility, “, cannot recall ever having suffered any
harm on your account. On the contrary, , have gained so much that if ever attained any
kind of e[cellence, it was entirely because of your own great worth and the love , bore
you. Moreover, , can assure you that this visit which you have been generous enough
to pay me is worth more to me than all the money , ever possessed, though , fear that
my hospitality will not amount to very much.”

So saying, he led her unassumingly into the house and thence into his garden, where, since
there was no one else he could call upon to chaperon her, he said:

“My lady, as there is nobody else available, this good woman, who is the wife of the
farmer here will keep you company whilst , go and see about setting the table.”

Though his poverty was acute, the e[tent to which he had squandered his wealth had
not yet been fully borne home to Federigo; but on this particular morning, ¿nding that
he had nothing to set before the lady whose love he had entertained so lavishly in the
past, his eyes were well and truly opened to the fact. Distressed beyond all measure,
he silently cursed his bad luck and rushed all over the house like one possessed, but
could ¿nd no trace of either money or valuables. By now the morning was well
advanced, he was still determined to entertain the gentlewoman to some sort of meal,
and, not wishing to beg assistance from his own farmer or from anyone else, for that
matter, his gaze alighted on his precious falcon, which was sitting on its perch in the
little room where it was kept. And having discovered, on picking it up, that it was nice
and plump, he decided that since he had nowhere else to turn, it

0
would make a worthy dish for such a lady as this. So without thinking twice about it he
wrung the bird’s neck and promptly handed it over to his housekeeper to be plucked,
dressed, and roasted carefully on a spit. Then he covered the table with spotless linen,
of which he still Where did Monna go one morning? had a certain
amount in his How was she received by Federigo? possession, and
returned in high spirits to the
garden, where he announced to his lady that the meal, such as had been able to
prepare, was now ready.

The lady and her companion rose from where they were sitting and made their way to
the table. And together with Federigo, who waited on them with the utmost deference,
they made a meal of the prized falcon without knowing what they were eating.

On leaving the table they engaged their host in pleasant conversation for a while, and
when the lady thought it time to broach the subject she had gone there to discuss, she
turned to Federigo and addressed him affably as follows:

“, do not doubt for a moment, Federigo, that you will be astonished at my impertinence
when you discover my principal reason for coming here, especially when you recall
your former mode of living and my virtue, which you possibly mistook for harshness
and cruelty. But if you had ever had any children to make you appreciate the power of
parental love, , should think it certain that you would to some e[tent forgive me.

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 “However, the fact that you have no children of your own does not e[empt me, a
mother, from the laws common to all other mothers. And being bound to obey those
laws, , am forced, contrary to my own wishes and to all the rules of decorum and
propriety, to ask you for something to which , know you are very deeply attached-which
is only natural, seeing that it is the only consolation, the only pleasure, the only
recreation remaining to you in your present e[tremity of fortune.

The gift , am seeking is your falcon, to which my son has taken so powerful a liking,
that if , fail to take it to him , fear that he will succumb to the illness from which he is
suffering, and consequently , shall lose him. ,n imploring you to give me this falcon, ,
appeal, not to your love, for you are under no obligation to me on that account, but
rather to your noble heart, whereby you have proved yourself superior to all others in
the practice of courtesy. Do me this favor, then, so that , may claim that through your
generosity , have saved my son’s life, thus placing him forever in your debt.”

When he heard what it was that she wanted, and realized that he could not oblige her
because he had given her the falcon to eat, Federigo burst into tears in her presence
before being able to utter a single word in reply. At ¿rst the lady thought his tears
stemmed more from his grief at having to part with his ¿ne falcon than from any other
motive, and was on the point of telling him that she would prefer not to have it. But on
second thought she said nothing, and waited for Federigo to stop crying and give her
his answer, which eventually he did.

0
What was the purpose of Monna’s visit to Federigo?

How did Federigo feel after knowing Monna’s purpose for the visit?

“My lady,” he said, “ever since God decreed that you should become the object of my
love, , have repeatedly had cause to complain of Fortune’s hostility towards me. But all
her previous blows were slight by comparison with the one she has dealt me now. Nor
shall , ever be able to forgive her, when , reÀect that you have come to my poor
dwelling, which you never deigned to visit when it was rich, and that you desire from
me a triÀing favor which she has made it impossible for me to concede. The reason is
simple, and , shall e[plain it in few words.

“When you did me the kindness of telling me that you wished to breakfast with me, ,
considered it right and proper, having regard to your e[cellence and merit, to do
everything within my power to prepare a more sumptuous dish than those , would offer
to my ordinary guests. My thoughts therefore turned to the falcon you have asked me
for and knowing its quality, , reputed it a worthy dish to set before you. So, , had it
roasted and served to you on the trencher this morning, and , could not have wished
for a better way of disposing of it. But now that , discover that you wanted it in a different
form, , am so distressed by my inability to grant your request that , shall never forgive
myself for as long as , live.”

,n con¿rmation of his words, Federigo caused the feathers, talons, and beak to be cast
on the table before her. On seeing and hearing all this, the lady reproached him at ¿rst
for killing so ¿ne a falcon, and serving it up for a woman to eat; but then she became
lost in admiration for his magnanimity of spirit, which no amount of poverty had
managed to diminish, nor ever would.

But now that How did Monna and Federigo feel about the incident? her
hopes of
obtaining the falcon had vanished she began to feel seriously concerned for the health
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 of her son, and after thanking Federigo for his hospitality and good intentions, she took
her leave of him, looking all despondent, and returned to the child. And to his mother’s
indescribable sorrow within the space of a few days, whether through his
disappointment in not being able to have the falcon, or because he was in any case
suffering from a mortal illness, the child passed from this life.

After a period of bitter mourning and continued weeping, the lady was repeatedly
urged by her brothers to remarry, since not only had she been left with a vast fortune
but she was still a young woman. And though she would have preferred to remain a
widow, they gave her so little peace in the end, recalling Federigo’s high merits and his
latest act of generosity, namely to have killed such a ¿ne falcon in her honor, she said
to her brothers:

06
“,f only it were pleasing you, , should willingly remain as , am; but since you are so
eager for me to take a husband, you may be certain that , shall never marry any other
man e[cept Federigo degli Alberighi.”

Her brothers made fun of her, saying:

“Silly girl, don’t talk such nonsense How can you marry a man who hasn’t a penny with
which to bless himself"”

“My brothers,” she replied, “, am well aware of that. But , would sooner have a
gentleman without riches, than riches without a gentleman.”

Seeing that her mind was made up, and knowing Federigo to be a gentleman of great
merit even though he was poor, her brothers fell in with her wishes and handed her
over to him, along with her immense fortune. Thenceforth, ¿nding himself married to
this great lady with whom he was so deeply in love, and very rich into the bargain,
Federigo managed his affairs more prudently, and lived with her in happiness to the
end of his days.

Task 6 What happened to Monna’s son? What THINK TANK

had become of Monna? Of Federigo?
,n your group, discuss
your answers to the following questions about the story. Write your answers on a
separate sheet of paper.

Group 1 - What is the difference between saying that Monna “took no

notice” of FederiJo’s love and saying that she did not notice it"

,s it important to e[plain this distinction" Why"

Group - Federigo decided to kill his falcon. ,s it in a way similar to

Monna’s decision to ask him for it"

Describe the sacri¿ce both of them had to make.

Group - What social and moral problems came up when Monna

Giovanna’s son asked her to obtain Federigo’s falcon"

,n the end, what characteristic of a mother and a woman does

Monna reveal"

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 Group - Can we say that the two characters were models of behavior"
,n what way"

What faults if DQ\ did they have"

How did you feel when Monna decided to marry Federigo in

the end"

Group - What is the theme of the story"

0
What was Federigo’s attitude toward the falcon"

How does the falcon symbolize the central values of the story"

Task 7 TMT (Tone, Mood, Theme) Alert

Federigo’sfalconbuildsonatheme.TheWKHmeofthestoryreferstothecentral topic of a
te[t. ,ts tone and mood are also felt all over the story. Tone refers to the

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photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
 attitude of the author toward a subject while mood is the atmosphere of the story.
,t’s the feeling you get while reading the story. Fill in the graphic organizer with the
appropriate information about the story.

Federigo’s Falcon

Main Theme

Tone Mood Sub-Theme

Task 8 LIKE THE OTHERS

,t has been said that the theme of Boccaccio’s tales has become a source of
inspiration for different authors. Go through the synops Hs or e [ cerpts of the stories
listed below. Then, compare and contrast them with Decameron. Work on this with
your group.

At the Tabard ,nn, a tavern in Southwark, near London, the narrator joins
a company of twenty-nine pilgrims. The pilgrims, like the narrator, are traveling to the
shrine of the martyr Saint Thomas àBecket in Canterbury. The narrator gives a

0
descriptive account of twenty-seven of these pilgrims, including a Knight, Squire,
<eoman, Prioress, Monk, Friar, Merchant, Clerk, Man of Law, Franklin, Haberdasher,
Carpenter, Weaver, Dyer, Tapestry-Weaver, Cook, Shipman, Physician, Wife, Parson,
Plowman, Miller, Manciple, Reeve, Summoner, Pardoner, and Host. He does not
describe the Second Nun or Nun’s Priest, although both characters appear later in the
book.

The Host, whose name we ¿nd out in the Prologue to the Cook’s Tale is Harry
Bailey, suggests that the group ride together and entertain one another with stories.

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 He decides that each pilgrim will tell two stories on the way to Canterbury and two on
the way back. Whomever he judges to be the best storyteller will receive a meal at
Bailey’s.
Source: www.m.sparknotes.com/lit/canterbury/summary.html

Similarities Differences
Canterbury Tales of
Geoffrey Chaucer and the
Decameron

Ibong Adarna is a mythical story, formed in narrative song and poetry called
corrido and considered a PDMRUZRUNLQ Philippine literature.

This amazing folklore is about love, sacri¿ce, and fantasy.Ibong Adarna literally
means Adarna bird. The story centers LVabout catching the mythical bird that possesses
magical powers. The Adarna birdEHVLGHVEHLQJH[TXLVLWHFRXOGDVXPHPDQ\ stunning
forms. ,t is GLIILFXto catch. ,t knows a total of seven songs which could eitherHQFKDQ
anyone to sleep,
OW turn RQHinto stone or heal a deadly sickness. Which is why W the DLOL
King Fernando of Berbania tasked his three sons to catch the magical ELUG7KDW¶V J
where the story begins.
Source: http://twenty¿ve.hubpages.com/hub/,bong-Adarna-Summary-English-and-
TagalogVersions

0
Similarities Differences

,bong Adarna and

Decameron

YOUR DISCOVERY TASKS

Task 9 KNOW YOUR HEART!

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 Giovanni Boccaccio said that when he wrote Decameron, he wanted to document life during
his time through various tales of love and lessons in life.

Authors have purposes when they write articles. Find out the purpose of the speech
you are about to read. ,t is the Commencement Address of the late Mayor and D,LG
Secretary, Jesse Robredo, to the Ateneo De Manila University Class of 00.

FOLLOW YOUR HEART; PURSUE YOUR DREAM

by Jesse M. Robredo
City Mayor, Naga City

Greetings

, am deeply honored to be your Commencement Speaker today.

, must confess , do not consider myself prominent enough to merit the invitation. , must
also confess that , come from that other equally distinguished school along Taft
Avenue. Nevertheless, like , always do when called upon, , will give it my best shot.

Humbly , stand before you today. Humbly , relish at the thought that perhaps one of
the reasons why you have chosen me as your Commencement Speaker is that you
want me to share with you the good things that we have accomplished in Naga City.

<ou, my dear graduates, might wonder why after si[ years in the private sector with a
lucrative job, , ¿nally decided to involve myself in local governance, which is otherwise
known as the comple[ world of politics.

,t is not common that we ¿nd young men and women, at their early stage, stake their
future in politics. The old fashion way is for older or more seasoned men, especially
those who have been successful in their profession and have nothing more to prove,
to indulge in politics as a rewarding refuge. ,n my case, , simply wanted to go home
and see what , can share to the city of my birth.

10
A STRONG HEART

Fifteen years ago, at age , when , ¿rst became Mayor of Naga, what , got into was a
city in shambles.

The city had a huge budgetary de¿cit; City Hall employees were underpaid, their
morale was low; and with a city council of ten members, only three of them belonged
to my party.

, had a weak mandate, made even weaker by a system of political patronage. But , did
not have an equally weak heart. , knew in my mind the kind of governance we would
pursue. The options were clear. We either provide a leadership that was e[clusive and
authoritative or a leadership that was inclusive and consultative ² a leadership that
imposes its will on its constituency or a leadership that encourages people participation
and engagement.

We understood that we did not have the monopoly of wisdom. We felt that we should
know when to lead and when to be led.
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 We chose to take the side of our constituency. We fully wagered our political future on
their response. To secure their con¿dence, we tackled long-standing problems that
beset the city ² vice, urban blight, red tape, graft and corruption, and poor ta[ collection.
We organized and reached out to all the sectors of the city ² the sidewalk vendors,
drivers, urban poor, farmers, professional and business circles, nongovernment
organizations and religious groups.
PARTICIPATORY GOVERNANCE

We viewed the poor, of which Naga had plenty, as our partners and assets. We
launched Kaantabay sa Kauswagan Partners in Development Program which so far
provided security of tenure to ,000 squatter families. Today, they are proud owners of
homelots in neighborhoods that speak of their dignity as empowered citizens of the city.
Working with the poor, we resolved long-standing land tenure problems dating back to
the 10s. Such was our success that no less than the United Nations Center for Human
Settlements made our program a model in the Habitat ,, Conference in Turkey in 16.

Viewing our constituency as our partner and asset, we enacted a People

Empowerment Ordinance, the ¿rst of its kind in the country, which instituted the Naga
City People’s Council. This Council represents over a hundred nongovernment and
people’s organizations who are empowerd to propose legislations and vote at the
committee level of the city council.

Today we engage ourselves in a program that looks at every Nagueno as the focal
point of what government enterprise is all about. We call it the i-Governance Program.
,t not only recognizes the citizen’s right to know but also encourages them to engage
their government. ,t has two basic tools: the Naga City Citizen’s Charter, the ¿rst of its
kind in the country and the naga.gov.ph website. These tools are both designed to
empower the citizen by promoting transparency and accountability. Because of
transparent governance and accessibility of information, construction of

11
roads and purchases of supplies and medicines cost much less in Naga City than government
standards.
DRAMATIC REBOUND

The People Empowerment Ordinance has resulted LQ a dramatic rebound for the City
of Naga. By the end of my third term as city mayor in 1, we have regained our stature
as the premier city of the Bicol Region.

The rebound was described by Asiaweek Magazine as “more institutional than

physical” even as it acclaimed Naga City as one of the Most ,mproved Cities in Asia
in 1. For similar reasons, Naga City was presented the Dubai-UNCHS ,nternational
Award for the 10 World’s Best Practices in Urban Governance and for its Participatory
Planning ,nitiatives in 1.

CHANGING PARADIGMS

Why am , relating to you all these, my dear graduates"

,t is because in some Asian countries and even in our beloved country, people
say that democratic principles cannot work, and that the Oriental model of “ruling with
a hard hand” is the call of the hour.

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 We disagree. Our e[perience in Naga is our best argument against the traditional and
authoritative ways in the management of people and governance.

Our e[perience, too, proves that our people are our best resource and our best hope.
Our e[perience, and that of many others, have shown that if we cannot do it at the
national level, we can begin at the local level. Collectively, successful local
governments, driven by constituencies who are well-informed, constructively engaged,
and willing to share the burden of community building, can build our country.

Despite all our problems, , know we shall overcome. ,t just might be a matter of
changing course. ,t just might be a matter of leading from the bottom rather than being
herded by the top.

Again, why am , relating to you all these, my dear graduates"

,t is because many of you will be leaders of our country someday, or may even become
President of this Republic. But is it not ironic that while many of our leaders have
succeeded in achieving their personal goals, the country has lagged behind" Maybe it
is because they have failed to make heroes out of the ordinary Filipino. Maybe it is
because they have relied solely on their own capacities, rather than on the contributions
of the ordinary people they are responsible for.
MAKING HEROES OUT OF THE ORDINARY

Not all of you will graduate with honors or with distinctions. Only a few ² a very few ²
will be privileged to receive medals and honors. But all of you tonight will come up this
stage and be honored with an Ateneo diploma.

Not that , am giving less importance to the honor graduates. We know that they

1
have signi¿cant roles to play. But that , would like to focus more on the majority of the
graduates this year. , was just like one of you when , graduated from college in 10. To
you, , address my e[perience in Naga City ² for it is our kind, the ordinary, regular kid
on the block, who made the City of Naga rise over its dif¿culties.

Our political history has shown that we have put the burden of running this country to
our “best” people for too long. And yet the gap between the rich and the poor has grown
wider. For this country to succeed, we need to make heroes of the ordinary people. We
need to make heroes of ourselves.

, must say that the ordinary employees and constituency have made the success of
Naga possible. ,n Naga City, we have a woman street sweeper, who held on to her
broom for twenty years. Literally, she had swept every square inch of the city’s business
district. But through sheer determination, she was able to ¿nish her secondary studies
in a night school and graduated, at , with a bachelor’s degree, some years after her
own daughters had theirs. To her the City of Naga conferred the Mayoral Award for
becoming an inspiration to ordinary citizens, one who despite overwhelming odds, has
risen above them. Today her broom has become a diploma. The woman was not an
honor graduate ² but an ordinary citizen, struggling to make life better for her family.

Why am , relating this to you, my dear graduates, and my dear ladies and gentlemen"

,t is because the world today lacks the values that used to mould the disposition and the
character of the ordinary citizen.

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 The world today, despite the advances in science and technology, has yet to learn
about how to live, what to do, and how to be. As one tired and retired government
employee remarked, “One learns many things when one gets to be my age. But one
has to unlearn many more things that one has gathered with age.”

,n pre-school, as bestseller writer Robert Fulghum observed, we used to be taught

these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things back
where you ¿nd them. Clean up your own mess. Don’t take things that aren’t yours «
When you go out into the world, hold hands and stick together.”

How sad ² after ten years in basic education and four years in higher education we seem
to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment or

government service, will they still “share everything,” “play fair,” “put things back where
they ¿nd them,” and “clean their own mess"”

Our e[perience in governance in Naga City is nothing but our personal encounter with
the necessity of returning to the basic governance ² a return to the essential meaning
of service ² a return to what is simple and practical ² a return to the values that our
forefathers taught us: the value of honesty, hard work, of fairness and most all the holy
fear of a just God.

1
SMALL FISH IN A BIG POND

This Address will not be complete without venturing to answer the question as to
where will you go from here.

Should you choose to be a big ¿sh in a small pond, or a small ¿sh in a big pond"
Whatever your doubts are, follow your heart. When , left San Miguel Corporation, in
16, , knew that serving home was where my heart was. , must say that desire and
commitment far outweigh knowledge and skill. The latter can be learned. Without the
former, your life’s work will be a profession and not a vocation. Find your own niche.
Change careers if you must. But make sure you succeeed.

<ou must always remember that you cannot give what you do not have. Measure
success in terms of how pleased you are with what you have done and not as to how
people de¿ne it, with its attendant perks.

Later on in life, you will realize that it is neither your successes nor your conquests that
will give you satisfaction. ,t is your contribution that really matters – paying back what
you owe the community that nurtured you.

THE CHILD IN US
Let me end by narrating to you the conversations , had with Grade 6 pupils of a public school
in Panicuason, a mountain barangay in Naga City, some four years ago.
Some of these children had to walk to kilometers just to attend school. , asked them what
their ambitions in life were"

A boy said he wanted to be a doctor because there was no doctor in the barangay. A
girl said he wanted to be a teacher so that she would make sure that all the children in

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 her barangay would go to school. Another boy said he wanted to be an engineer so he
could improve the roads and provide irrigation systems for the farmers.

Like all of us, they too wanted to be somebody someday. But despite the deprivations
and dif¿culties, they were all for a noble purpose – to be of service to others. Not one
of them said that it was for fame, money or power. They were so young, yet they know
what was good for their community and for others.

As you leave your beloved Alma Mater and pursue your own dreams, do not forget the
child in you. Keep in your hearts always the Ateneo idealism of being men and women
for others. Hold on to it. , am certain you will do no wrong if you keep that idealism as
your guiding light.

Congratulations.
Source: https://www.facebook.com/notes/gma-news/mayor-jesse-robredos-commencementaddress-to-
the-ateneo-de-manila-university-cla/101061066

1
Discussion Points:

Answer the questions to ¿nd out the author’s purpose in writing the te[t you just read.
Think about your own answers ¿rst. Then, pair with your classmates to validate your
answers. Be ready to share them to the whole class as soon as you have come up with
an agreement.

1. What kind of te[t is the material you just read"

. Does the te[t provide a lot of facts and information"
. List down some of the facts and information provided in the te[t.
. What is the mood of the article" What emotion of the author is reÀected in it"
E[plain.
. Tone refers to a writer’s or speaker’s attitude toward a subject. Writers create
tone through their choice of words and details. What is the tone of the
speech" What words reveal the author’s attitude toward following one’s
heart"
6. ,s the author trying to convince you to do something" What is that" .
What then is the author’s purpose in writing this te[t"
. Are you convinced by the author’s manner of writing the te[t" Why"
. Can you recall other te[ts you have read with the same purpose as this one"
Name one.

Task 10 PURPOSE GALORE!

Read the descriptions of each item and determine the author’s purpose to entertain,
persuade, or inform. Then, in a sentence or two, e[plain your answer.

1. A pamphlet calling on people not to eat animals or use products made from
animals because the author thinks that it is cruel and unnecessary

Author’s Purpose:
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 __________________________________________________________

. E[plain <our Answer:

Write a sentence or two.
An arts craft book containing procedures for making scrapbook, origami, and
other do-it-yourself arts novelty items

Author’s Purpose:
___________________________________________________________

E[plain <our Answer:

Write a sentence or two.

1
. A book of over 1,000 believe-it-or-not stories

Author’s Purpose:
___________________________________________________________

E[plain <our Answer:

Write a sentence or two.

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 . A politician’s speech about how children in faUÀung towns should be
provided with quality education and medical help

Author’s Purpose:

__________________________________________________________

E[ plain <our Answer:

Write a sentence or two.

. An article which appears in the medical journal about the wonder drug that
could treat dengue

Author’s Purpose:
__________________________________________________________

E[ plain <our Answer:

Write a sentence or two.

6. An article comparing and contrasting Vietnamese and Philippine economic

policies

Author’s Purpose:
__________________________________________________________

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 E[plain <our Answer:
Write a sentence or two.

16
. The Shakespearean tragedy “Romeo and Juliet,” LQZKLFK two young lovers
are forbidden from seeing one another due to centuries-old blood feud
between their two families

Author’s Purpose:

__________________________________________________________

. A website E[plain <our Answer:

Write a sentence or two.
describing a local dog leash ordinance, detailing its history and the penalties for
walking around with one’s dog unleashed

Author’s Purpose:
___________________________________________________________

Task 11 TO E[plain <our Answer:

Write a sentence or two.
AFFIRM OR TO
NEGATE

Below are lines taken from former Secretary Jesse Robredo’s speech. , n your
group, take turns sharing your agreement or disagreement to the ideas presented.
Assign one member of the group to take note of e[pressions of agreement and
disagreement used by the members of the group.

In preschool, as bestseller writer Robert Fulghum observed, we used to be

taught these: “Share everything. Play fair. Do not cheat. Don’t hit people. Put things
EDFNZKHUH\RX¿QGWKHP&OHDQXS\RXURZQPHVV'RQ¶WWDNHWKLQJVWKD
WDUHQ¶W\RXUV … When you go out into the world, hold hands and stick together.”

How sad ² after ten years in basic education and four years in higher education
we seem to have forgotten the basic tenets learned in preschool.

When graduates go out into the world of business or politics or entertainment or

government service, will they still “share everything,” “play fair,” “put things back
ZKHUHWKH\¿QGWKHP´DQG³FOHDQWKHLURZQPHVV"´

Think about this:

What did you notice about the e[change of ideas in the group"
How did your classmates give af¿rmative and negative comments"

What should you do when af¿rming or negating an idea or a situation"

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 Frequently Used Adverbs of Af¿rmation and Negation
Adverb of Af¿rmation:

,t is an adverb used in a sentence to af¿rm it as true. Generally these adverbs

are used to answer the questions raised by others. Task 12
AFFIRM
They are absolutely, af¿rmatively, all right also adj, alright also adj, assertedly,
OR
avowedly, aye informal, certainly also interjection, clearly, de¿nitely, doubtlessly,
e[actly, obviously, positively, really also interjection, surely, truly, undoubtedly.

Adverb of Negation:

,t is an adverb used in a sentence to deny it as true. Generally these adverbs are

used to answer the questions raised by others like almost, contradictorily,
invalidly, never, no also an adj., not, rarely.
NEGATE FOR THE COUNTRY

Read the summary of the book “1 Little Things Every Filipino Can Do to Help Our
Country” by Atty. Ale[ander Lacson. Comment on each of the following items. Use
e[pressions that af¿rm or negate.

The 1 Little Things We Can Do For Our Country

Are Small Acts of Patriotism

Atty. Ale[ander Lacson

1st: Follow traf¿c rules. Follow the law.

‡ Traf¿c rules are the most basic of our country’s laws. ,f we learn to follow them,
it could be the lowest form of national discipline we can develop as a people. A
culture of discipline is crucial to our destiny as a nation.
‡ Whenever we follow traf¿c rules, we show our love for our neighbor, our love for
the Filipino.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

nd : Always ask for an of¿cial receipt or OR.

‡ Asking for ORs leads to higher ta[ collections, which means more funds for our
government, which could strengthen our economy and lead us to progress.
‡ Whenever we help our government in helping our people, we show our love for our
neighbor.

1
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

rd: Don’t buy smuggled goods. Buy local. Buy Filipino.

‡ Our money should support our economy, not the economy of other countries.
Buying Filipino means supporting the Filipino.
‡ Whenever we support one another as Filipinos, we show our love for our
neighbors.

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 <our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: Speak positively about us and our country.

‡ Every Filipino is an ambassador of our country. Each one of us, wherever we maybe,
is a VSRNHVSHUVRQ of our country.
‡ Whenever we speak positively of our people, we show our love for our neighbors.
<our comment: _______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: Respect your traf¿c of¿cer, policemanDQG other public servants.

‡ Respect honors and digni¿es a man. ,t compels him to do his job right.
‡ There is love of neighbor whenever we respect those in authority.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

6 th: Throw your garbage properly. Segregate. Recycle. Conserve.

‡ The Philippines is the country given to us as a people. , t is the birthplace of our

race. ,t is our home. We should keep it beautiful.
‡ When we keep our environment and our country clean, we show our love for our
people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

1
th: Support your church.

‡ When we help our church, we help our Creator in His works on earth.
‡ Whenever we help our church, we show love for our neighbor.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: During elections, do your solemn duty.

‡ When we ¿ght for our votes, we ¿ght for our right to make our own destiny, as a
people and as a nation.
‡ There is love of neighbor when we elect good leaders for our country and people.

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 <our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

th: Pay your employees well.

‡
A company must bring prosperity not only to its owners, but also to its employees.
Blessings must be shared. ,t builds families. ,t builds our nation.
‡ There is love of neighbor when we value and pay our employees appropriately. <our
comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

10th: Pay your ta[es.

‡ Ta[es are the lifeblood of our government. ,t is what builds our public schools,
hospitals, and roads. ,t is what pays our teachers, soldiers, and other public
servants.
‡ There is love of neighbor whenever we pay our ta[es properly so our government
can help more people.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

11 th: Adopt a scholar or a poor child.

‡ ,nvesting on our youth is investing on our country’s future. Every family who can
afford should adopt one poor child as a scholar.
‡ There is love of neighbor whenever we help a child get an education.
<our comment: ______________________________________________________
___________________________________________________________________
___________________________________________________________________

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Task 6 TIME FOR A CHECKUP!

Small Group Discussion

)orm Jroups oI ¿YH $nsZHr WKH TuHsWions EHloZ WKHn sKarH \our
rHsponsHs with the class.
1. The three musketeers proclaim their motto as “All for one, one for all.”
:hat Goes this motto mean"
. How would you describe society during the late-medieval France based from the
setting of the story"
.
Character ConÀict Resolution
D’Artagnan
Athos, Porthos, and Aramis
Cardinal
4ueen
Milady
How do the protagonists assert conÀicts and resolutions in the hierarchical
state of affairs of the country"
. :hat principle do D¶Artagnan and the three musketeers uphold"Do you agree with
their principles" :hy" :hy not"
. :hat personal code of ethics principles do the protagonists abide with" :hy do you
think so"
6. :hat conÀict did the following characters have in the story and how did they
resolve it" Accomplish the chart in their appropriate heading.

. How dRHV the world Dumas portrayed in “The Three Musketeers” resemble the
modern corporate world" business in today’s worth"

Task 7 LITERARY VALUE

Here are some characteristics of great literature. Analyze whether the story, “The Three
Musketeers”, mHet the following criteria.

1. ([plores great themes in human nature and human e[perience that many people
can identify with—such as growing up, family life, love, the courageous
individual’s struggle against oppression and war.
. ([presses universal meaning—such as truth or hope—that people from many
different backgrounds and cultures can appreciate.
. Conveys a timeless message that remains true for many generations of readers.
. Creates vivid impressions of characters and settings that many generations of
readers can treasure.

Some literary workV may not meet the criteria but you can apply other standards of
evaluation when you are making judgments about a work.
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Task 8 WHIP IT!

Read the selection below.

all mail service is suspended. The use of telephone lines is restricted only to “urgent” calls,
leaving short telegrams as the only means of communicating with friends or family outside
the town. The separation affects daily activity and depresses the spirit of the townspeople,
who begin to feel isolated and introverted, and the plague begins

to affect various characters.

One character, Raymond Rambert, devises a plan to escape the city to join

underground criminals so that they may smuggle him out of the city. Another character,
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by suggesting that the plague was an act of God punishing the citizens’ sinful nature. His
diatribe falls on the ears of many citizens of the town, who turned to religion in droves but
would not have done so under normal circumstances. Cottard, a criminal remorseful
enough to attempt suicide yet fearful of being arrested, becomes wealthy

Rambert informs Tarrou of his escape plan, but when Tarrou tells him that are not

allowed to see, Rambert becomes sympathetic and changes his mind. He then

town, but some are shot by armed sentries. Violence and looting break out on a small
scale, and the authorities respond by declaring martial law and imposing a curfew.
Funerals are conducted with more and more speed, no ceremony, and little concern for
the feelings of the families of the deceased. The inhabitants passively endure their as well
as physically.

hears from the sanatorium that his wife’s condition is worsening. He also hardens his heart
regarding the plague victims so that he can continue to do his work. Cottard,

of being connected to others, since everybody faces the same danger. Cottard and Tarrou

attend a performance of Gluck’s opera Orpheus and Eurydice, but the actor portraying

Orpheus collapses with plague symptoms during the performance. would feel ashamed of

himself if he left. second sermon. He addresses the problem of an innocent child’s suffering

and says it is a test of a Christian’s faith, since it requires him either to deny everything or

believe everything. He urges the congregation not to give up the struggle but to do

everything

to those of the plague, but the disease still proves fatal.

Tarrou and Rambert visit one of the isolation camps, where they meet Othon. When
Othon’s period of quarantine ends, he elects to stay in the camp as a volunteer because
this will make him feel less separated from his dead son. Tarrou tells Rieu[ the story of his
life, and the two men go swimming together in the sea. Grand catches the plague and
instructs Rieu[ to burn all his papers. But Grand makes an une[pected recovery, and
deaths from the plague start to decline.

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 By late January, the plague is in full retreat, and the townspeople begin to celebrate
the imminent opening of the town gates. Othon, however, does not escape death from the
disease. Cottard is distressed by the ending of the epidemic, from which he has pro¿ted
by shady dealings. Two government employees approach him, and he Àees. Despite the
epidemic’s ending, Tarrou contracts the plague and dies after a heroic struggle. Rieu[’s
wife also dies.

In February, the town gates open and people are reunited with their loved ones
from other cities. Rambert is reunited with his wife. Rieu[ reveals that he is the narrator of
the chronicle and that he tried to present an objective view of the events.

Cottard goes mad and shoots at people from his home. He is arrested. Grand
begins working on his sentence again. Rieu[ reÀects on the epidemic and reaches the
conclusion that there is more to admire than to despise in humans.

)
URP:LNLSHGLDWKHIUHHHQF\FORSHGLD
‡ Evaluate the selection by answering the questions below:

How original and inventive is the work?

How effectively does the writing achieve the purpose?

How vividly and believably are the characters, settings, dialogues, actions,
and feelings portrayed?

How strongly did I react to the work? Did I identify with the character,
situation, or feeling? Did the work stir my memories and emotions?

Does the message of the work have meaning for me?Will I remember it a
year from now?

‡ Write an evaluation of “The Three Musketeers” by applying the above criteria for
great literature and by answering the questions for Evaluating Literature.

256
Task 9 AGREE OR DISAGREE?

Af¿rm or negate some statements taken from the selection, “The Plague.” Use the
appropriate e[pressions.

1. Father Panelou[ uses the plague as an opportunity to advance his stature in

the town by suggesting that the plague was an act of God punishing the
citizens’ sinful nature.

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 __________________________________________________________
__________________________________________________________

2. Funerals are conducted with no ceremony and little concern for the feelings
of the families of the deceased.
__________________________________________________________

__________________________________________________________

3. The authorities respond to the worsening situation by declaring martial law

and imposing curfew.
__________________________________________________________

__________________________________________________________

4. Panelou[ addresses the problem of an innocent child’s suffering and says it is

a test of a Christian’s faith.
__________________________________________________________

__________________________________________________________

5. Rieu[ reÀects on the epidemic and reaches the conclusion that there is more
to admire than to despise in humans.
__________________________________________________________

__________________________________________________________

YOUR DISCOVERY TASK

Task 10 THE TEAM IN
THEME!

Group Work.

How will your group help maintain the peace and order in your class" Share
your plan of action with the rest of the class. Assign a member to discuss
your plan in a manner of giving a speechon the theme of solidarity.

Fictional characters or real people resolve conÀict by ¿nding a solution to the

problem that confronts them; for others, it means living with the consequences.
Make a list of some conÀicts portrayed in the story, “The Three Musketeers,”
and the ways in which they are or DUHnot resolved. Then, make a

257
the ways in which they are or are not resolved. Then compare the lists. Share
your comparison lists with the class. Assign a member of the group to talk

arise in a relationship. Assign a member of the group to talk about handling

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 Think of some issues a person your age might want to speak about but Zould

out about each issue. Then decide which of these issues you feel particularly
strong about. Prepare notes for a short speech to deliver to the class.

YOUR FINAL TASK Task

11 WEIGH IN!

Philippine Daily
Inquirer on

LANGUAGE ADVANTAGE

rapporteurs at international conferences in Asia. Filipinos were considered as No.1 on the

recruitment list for overseas jobs that require good knowledge of English.

Soon, this may no longer be true. Our Asian neighbors have realized the value of
English as an international language in business, science and technology, and

enrolling in English language schools in Shanghai, Hong Kong, Singapore, Bangkok, and
Tokyo — all eager to learn the language in the shortest possible time.

And now, we stand to lose our language advantage — our superiority in the use of
English. One factor that has been blamed for the deterioration of English usage for
Filipinos is what has been called the “schizophrenic” bilingual education policy of the
school system. Some subjects are taught in Filipino and some in English. Almost equal
emphasis is given to the teaching of Filipino and English, or if there is bias, that bias is in
favor of Filipino.

Studies have shown that the content of school subject is understood more quickly,
assimilated more easily and retained much longer when it is taught in the native language
than when it is taught in the foreign language.But there maybe courses like

schools.

Every day, there were grammar quizzes. Students were made to read, read, and
read some more. Teachers devoted a lot of time or composition in English, and students
were made to rewrite their “themes” until they were almost letter perfect.

Now, this is no longer the case. Even the English of some graduates of the
University of the Philippines leaves a lot to be desired, and if many teachers in public

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To persuade the readers through logical reasoning and analysis, use the techniques

Techniques in Argumentation
1. Analogy. There is an assumption that two things similar in one aspect
are alike in another aspect.
E[ample: bread : butter; teacher : student
2. Comparison-Contrast. This technique presents the similarities and/or
differences of two major concerns.
E[ample: Beauty versus Brawn.
Beauty ensures permanent and remarkable success, Brawn
ensures temporary success.

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 3. De¿nition. This technique gives a meaning or several meanings to a
concept that forms the argument.
E[ample: Feminism
Feminism is not about hating men. It is about celebrating the
power of women side by side with men.
4. Analysis. ItLV a technique that takes a part from the whole and
scrutinizes it to prove the point.
E[ample: Career Choice
One’s personal interest determines her choice of a career
because it is her natural response to life in general (personal
interest apart from skills, resources, etc.)
Source: Romero, J.P. Delos Reyes A.D., E[ ploring Life through English and
American Literature, 2004
8VLQJWKHVHWHFKQLTXHV, you are now ready to compose an argumentative
essay. Your essay should emphasize resolution of conÀicts among individuals or groups.
Keep in mind the process of writing that you have learned.

B. 1. Follow this process to come up with your argumentative essay. You may choose
from the suggested topics below.

a. Janet Napoles and the Judiciary System LQ the Philippines

b. The Philippines and Its Diplomatic Relationship with China

c. The Role of the United Nations in the War between Nations

d. (A topic of your choice)

1RZWKDW\RXKDYHDFFRPSOLVKHG\RXUDUJXPHQWDWLYHHVVD\LW¶VWLPHI
RU\RXWR
VWDUWSUHSDULQJWRGHOLYHU\RXUVSHHFK+HUH¶VKRZ\RXFDQSUHSDUH
%HJXLGHGE\ WKHSURFHVV

260
C. SPECIAL DELIVERY!

1. Planning and Drafting Your Speech

‡ Make a list of things you feel strongly about. (In case you plan to choose
your own topic)

Steps in Planning and Drafting Your Speech

1. Clarify your position. How do you feel about the issue and why?
2. Find support for your position. What research will you have to do
to back up your case? Where can you ¿nd that information? Which
evidence will help you make your point most effectively?

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3. Identify your audience. What do your listeners already know about ‡ Brainstorm
the issue? What is their stand on it? with friends
4. Consider how to captivate your listeners’ attention. What about issues
startling statistics, amusing anecdote, or intriguing question can you that you often
use to hook your audience at the beginning of your speech? debate on, then
5. Decide how to present your arguments. How can you organize follow the steps
in the bo[.
your arguments so they have the greatest impact? Do you want to
begin with the argument your audience will probably agree with and
move to more controversial points? Would starting with your
strongest argument—or ending with it—work better?

7KLQNDERXWKRZ\RXZLOOSUHVHQW\RXUVSHHFK:LOOLWEHVWUDLJKW
IRUZDUG
DVFKRODUO\DSSURDFKRUZLOOKXPRUEHPRUHHIIHFWLYH"
2. Practicing and Delivering Your Speech

The best way to practice your speech is to present it aloud—again and again. Try
speaking in front of a mirror so you can evaluate and improve your posture, gestures, eye
contact, and use of visual aids. You mightrecord a practice session so you can critique
your voice quality and effectiveness.

Or, set up an event with your classmates and take turnV delivering your speeches.
Better yet, deliver your speech to your family.

Steps in Delivering a Speech Effectively

1. Use your voice effectively. Speak loud enough to be heard, but vary your pitch
and tone to avoid boring your audience.
2. Maintain eye contact. Look directly at a member of the audience while you
speak, moving your eyes from person to person.
3. Incorporate gestures and facial e[pressions. Let your emotions show in your
face—particularly in your eyes and mouth.

261

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 that will reinforce your message. Make sure your materials are large and clear
enough so that everyone in the audience can read them.

___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
__________________________________________________________________

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 ‡ …‘ •…‹ Ž ‹ •‰™‹ – Š ƒ – —” ‡

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 PRE-TEST
MODULE 3
/͘ Listening/9iewing
Listen to the song “What a Wonderful World” by Louis Armstrong, then answer the
questions that follow.

I see trees of green,

red roses, too.

I see them bloom,

for me and you.

And I think to myself,

what a wonderful world.

I see skies of blue,

And clouds of white.

The bright blessed day,

The dark sacred night.

And I think to myself,

What a wonderful world.

The colors of the rainbow,

So pretty in the sky

Are also on the faces,

Of people going by

I see friends shaking hands

Saying, “How do you do?”

They’re really saying,

“I love you.”
I hear babies cry,

I watch them grow,

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 They’ll learn much more, Than I’ll ever know.

And I think to myself,

What a wonderful world.

Yes, I think to myself,

What a wonderful world.

Oh yeah.

Source: http://www.azlyrics.com/lyrics/louisarmstrong/whatawonderfulworld.html

1. What do trees of green symbolize?

a. Hope and life
b. Freshness and freedom
c. Cleanliness and purity
d. Health and wellness

2. The blooming of red roses signi¿es

a. sharing of glory
b. bountiful blessings
c. love for the people
d. wealth that abounds

3. The bright blessed day and the dark sacred night are symbolisms for
a. challenges and trials
b. triumphs and dreams
c. sorrows and problems
d. successes and failures

4. The colors of the rainbow WK are on the faces of people convey

a. happiness and contentment DW
b. lasting relationship among spouses
c. friendship and camaraderie
d. generosity and serenity
5. The speaker in the song has
a. no dreams to carry on
b. a positive outlook in life
c. a pessimistic idea about nature

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 d. lousy disposition towards life

A C

B D
Source: ŚƩƉƐ͗ͬͬǁǁǁ͘
͗ͬͬ ŐŽŽŐůĞĐŽŵƉŚƐĞĂƌĐŚ͍ƋсŝŵĂŐĞƐнŽƌнƉŝĐƚƵƌĞƐнĂďŽƵƚнŚĂƌŶĞƐƐŝŶŐнƚŚĞ
нƉŽƚĞŶƟĂůнŽĨнŶĂƚƵƌĞΘƌůnjсϭϭ

6-7. Figure A shows potential energy that creates

a. photosynthesis for animals

b. green vegetation for animals’ source of food
c. sunlight that gives vitamin D for people
d. wide array of green grasses

8. Figure B harnesses the potential of

a. metal
b. sounds
c. sunlight
d. wind

9. In Figure C, the human brain is used as

a. detail processor
b. dream adaptor
c. memory storage
d. vision encoder
10. Figure D shows a direct interaction among

a. soil, vegetation, and wind

b. sunlight, soil, and vegetation
c. water, wind, and soil

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 d. wind, soil, and sunlight

II. Reading and Literature

them one by one with his beak into the pitcher, until he brought the water within his
reach and thus saved his life.,

a. Nobody is perfect.
b.
c.
d. You can lead a horse to water but you can’t make it drink.
Salmon are born in fresh water but travel to salt water to live their lives and
then travel back upstream to where they spawn more salmon before they die.
Salmon traveling upstream are very determined to get back to where they were
born. They ¿ght against currents, whirlpools, and waterfalls; even though man has
placed some obstacles in the salmon’s way by building dams or rivers. Once the

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 salmon reaches its birthplace, it lays eggs. These eggs hatch, and the process
begins again.

19. You can conclude that

a. salmon ¿ght against WKHcurrents
b. salmon DUH lazy ¿sh
c. salmon like to stay where they are born
d. when man develops more land, it will be more dif¿cult for the salmon to survive

20. You can conclude that salmon

a. are born in saltwater
b. live for a very long time
c. is an e[pensive ¿sh to eat
d. can’t survive in fresh water

For nos. 21-23, read the passage below and then answer the questions that follow.

Justin was always prepared. His motto was “Never throw anything out, you never know
when it might come in handy.” His bedroom was so full of Àat bicycle tires, bent tennis rackets,
deÀated basketballs, and games with missing pieces that you could barely get in the door. His
parents pleaded with him to clean out his room.

“What use is a ¿sh tank with a hole in the bottom?” his father asked. But Justin simply
smiled and repeated his motto, “Never throw anything out, you never know when it might come
in handy.”

21. What does Justin’s motto mean?

a. Being organized is a good trait.

b. Keeping old things might help you become rich.
c. It is always nice to keep things of no use already.
d. Things WKDW you think are useless may be of use again in urgent cases.

22. Justin’s parents are

a. happy with Justin’s ingenuity.

b. annoyed with Justin’s untidiness.
c. proud with what Justin has in his room.
d. worried with the junk that Justin stored in his room.
23. What character trait does Justin show?

a. carefulness
b. frugality
c. perseverance
d. resourcefulness

For nos. 24-26, Read the passage below and answer the questions that follow.

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 When Justin was away from home, he always carried his blue backpack. He liked to
think of it as a smaller version of his bedroom—a place to store the many objects that he
collected. It was so worn out and stretched that it hardly resembled a backpack anymore. It
was full of the kinds of things that seemed unimportant, but when used with a little imagination,
might come in handy.

Justin had earned a reputation for ¿guring things out and getting people out of
otherwise hopeless situations. Many of his classmates and neighbors sought him out when
they needed help with a problem.

24. Justin’s backpack is

a. DrecyclableREMHFW
b. an antique
c. a magic bag
d. a smaller version of his bedroom

25. Justin’s ingenuity has been proven by

a. being generous and helpfulWRHYHU\RQH.

b. lending moneyRUKLVSUL]HGSRVVHVVLRQWRDQ\RQH.
c. saving a lot of peopleE\VKDULQJZKDWKHKDV.
d. helping people out of their problem through the use of what he kept.

26. Justin’s reputation is

a. worth emulating. c. disgusting.

b. shameful. d. worth remembering.

For nos. 27- 30.

Si[ major concepts try to steer our way of life so as to unite the present with the past
and future and make us collaborate with one another.

Solidarity is in fact the key to start this new way of life. Past generations and
generations to come need to respect each other and the planet, and care for the community
of life. One should never bene¿t from somethingQRZ, which will eventually have a problematic
effect on future generations. A practical e[ample is that of genetic engineering. This
technology opens up a new dimension for the world. It makes alteration of DNA possible. The
immediate effects are very positive as they, for e[ample, can make a plant produce more
seeds and furthermore no pests will feed on them. Yet, the downside to all these will only be
seen in the future. Once the structure of DNA is altered, it would be impossible to change.
Another negative impact that future beings will face is the fracture of the feeding cycle.
Therefore, it is essential for all to protect one another, as all generations are interrelated, which
means that whatever happens

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 Choose the best pronoun to use in each sentence

31. Both magazines featured the President on _____ covers.

a. her
b. his
c. its
d. their
32. Neither John nor Andy has ¿nished _____ English test.

a. her
b. his
c. their

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 d. they’re

33. Neither the cat nor the dogs had eaten _____ meal.
a. its
b. their
c. there
d. his or her

34. Everyone should report to _____ cabin soon.

a. her
b. his
c. their
d. his or her

35. The football team has been awarded _____ letters.

a. its
b. him
c. their
d. there

36. Was it Gladys or (he, him, we, they) who lost the turtle?

37. I think it was (we, her, she, they).

38. (Each, Many, Everyone, Everybody) like potato salad.

39. (That, They, Those, These) is a good idea.

40. Norman is a photographer (who, where, which, whose) does

great work.
I9. Writing

Choose one question below and answer it in 5 to 7 sentences only.

‡ What can I do to help sustain Mother Earth?

‡ How can I contribute to the preservation of the Earth?
‡ What might happen if there are no bountiful gifts of nature?

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 272

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