"Literature speaks the language of imagination" -Northrop Frye
As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others.
—Audrey Hepburn.
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10 Lessons in English
Lesson 1
Type of Learning: Meaningful, Engaged Learning
Grade level: Grade-9
I. Objectives
At the end of the session, the students are expected to:
a. Determine the key points from persuasive speeches and information
b. Understand the purpose of different types of persuasive speeches.
c. Use the correct production of English sound.
d. Create and deliver their own persuasive speech.
II. Subject Matter: English-Persuasive Speech
A. References
abscbn.news. (2015, January 29). What senatorial bets say about same-sex marriage (Video). Youtube. https://youtu.be/CTIZApcIjfU
n.a. (2013). Introduction to Persuasive Speech.https://courses.lumenlearning.com/boundless- communications/chapter/introduction-to-persuasive-speaking/
n.a. (2019). What are the Three types of Persuasive speech? https://study.com/academy/lesson/what-are-the-three-types-of-persuasive-speeches.html
B. Materials
Projector, laptop, speaker, pen, paper, cellphones
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
LET’S WORK THIS OUT!
Direction:
B. Analysis
The teacher will ask some question to students about the video played in the class.
Guide Questions:
C. Abstraction
The teacher will discuss and elaborate the meaning, types and importance of persuasive speech that is commonly used in a day-to-day conversation.
What is Persuasive Speech?
Persuasive speech, comes from the word “persuade” or “to convince”. A speech which goal is to convince the speaker’s audience to agree on his or her point in all or part of the expressed view. Though, the main goal of persuasive speech is to accept one’s perspective, it is expected that not all the audiences will be convinced.
Persuasive speech has different forms such as legal proceedings, debates and sales pitches. There are three forms of persuasion that a persuasive speech may utilize which are ethos, pathos, logos. In delivering the speech many factors affect the success of a persuasive speech, one of these is body language or gestures of the speaker, secondly the willingness of the audience or caught their interest not just the attention, and lastly, the environment in which the speech delivery takes place.
Types of Persuasive Speech
A persuasive speech is determined through the subject matter and content of a speech.
There are three different types of persuasive speeches: factual persuasive speech, value persuasive speech and policy persuasive speech.
1. Factual persuasive speech
This type of speech is used to persuade whether a certain topic is fact or not and hold a concrete evidence to prove the point.
Example: Neil Armstrong landing on the moon in 1969.
Giving a speech about Neil Armstrong landing on the moon in 1969 is an example of factual persuasive speech. The moon landing by Neil Armstrong is well documented and has concrete evidence that supports the fact that it did happen.
2. Value persuasive speech
This type of speech is used to question the ethical and moral aspect of a topic or issue. Proving if it is right or wrong.
Example: Capital Punishment is immoral or not?
Giving a speech about your stance on the morality of capital punishment, that would be an example of value persuasive speech.
3. Policy persuasive speech
This type of speech is used to support or not a rule, policy or a candidate.
Example: US President stand on Foreign Policy
Giving a speech to Congress with the goal of convincing them to agree with his viewpoint.
D. Application
The teacher will give an individual activity to assess the understanding of the students about persuasive speech.
Direction:
Rubrics:
Sentence Construction-5
Viewpoints-5
Organization-5
Evidences/Supporting details-5
2. Group Differentiated Task
Direction:
Rubrics:
Introduction-5
Organization-5
Word Pronounciation-5
Vocal Delivery-5
Sources-5
Posture-5
IV. Evaluation
Guide Questions to assess the understanding of students in the lesson.
In a piece of paper, write your answer in 2-3 sentences for every question
V. Assignment
LESSON 2
Type of Learning: Meaningful, Engaged Learning
Grade level: Grade-9
I. Objectives
At the end of the session, the students are expected to:
a. Identify the difference between prose and poetry in literature.
b. Analyze literature as it means of valuing other people.
c. Understand the purpose of literature in life
d. Discuss the importance of literature in different aspects of life.
II. Subject Matter: Literature
References:
n.a. (2013, July 17). Types of Literature. http://bihirangpanitikangpilipino.blogspot.com/2013/07/types-of-literature.html?m=1
Rexroth, k. (2015). What is Literature? Resources Britannica. https://www.britannica.com/art/literature
Materials:
Projector, laptop, cellphones, pen, paper
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson that they recall from the picture below. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
Game: What-You-Say?
Pea Brush Robert Frost - 1874-1963 I walked down alone Sunday after church To the place where John has been cutting trees To see for myself about the birch He said I could have to bush my peas. The sun in the new-cut narrow gap Was hot enough for the first of May, And stifling hot with the odor of sap From stumps still bleeding their life away. The frogs that were peeping a thousand shrill Wherever the ground was low and wet, The minute they heard my step went still To watch me and see what I came to get. Birch boughs enough piled everywhere!— All fresh and sound from the recent axe. Time someone came with cart and pair And got them off the wild flower’s backs.
A Wise Counting.
Emperor Akbar was in the habit of putting riddles and puzzles to his courtiers. He often asked questions which were strange and witty. It took much wisdom to answer these questions.
Once he asked a very strange question. The courtiers were dumb folded by his question.
Akbar glanced at his courtiers. As he looked, one by one the heads began to hang low in search of an answer. It was at this moment that Birbal entered the courtyard. Birbal who knew the nature of the emperor quickly grasped the situation and asked, “May I know the question so that I can try for an answer”.
Akbar said, “How many crows are there in this city?”
Without even a moment’s thought, Birbal replied “There are fifty thousand five hundred and eighty nine crows, my lord”.
“How can you be so sure?” asked Akbar.
Birbal said, “Make you men count, My lord. If you find more crows it means some have come to visit their relatives here. If you find less number of crows it means some have gone to visit their relatives elsewhere”.
Akbar was pleased very much by Birbal’s wit.
Direction:
B. Analysis
Guide Questions:
C. Abstract
The teacher will discuss and elaborate the meaning, importance and types of literature.
What is Literature?
Literature is a form of human expression that is expressed through words, however not all word expression is considered as literature. Informative writings are excluded from the rank of literature by most critics such as scholarly, journalistic and technical. There are certain forms of writing in literature that is deemed as belonging of art. These forms are achieved if you hold something known as artistic merit. This can be easily recognized rather than to describe.
General Types of Literature
There are two types of literature; prose and poetry. Prose is simply written which consist common flow of conversation in sentences and paragraphs. On the other hand, poetry has more melodious tone and has an expression in verse with measures, lines, stanza.
I. PROSE
a. Novel. A type of prose writing divides into chapters. It can be derived from true stories. There are many characters involved.
E.g. Noli me Tangere by Dr. Jose Rizal
b. Short Story. A type of prose writing that involves only one to two characters with one plot.
E.g. Little Red Riding Hood by Charles Perrault
c. Plays. A type of prose presented on a stage or platform. With many acts and scenes played by actors and actresses.
E.g. THIRTEEN PLAYS by Wilfredo M. Guerrero.
d. Legends. A fictional narrative that is mostly about origins.
E.g. THE BIKOL LEGEND by Pio Duran.
e. Fables. A fictional narrative that revolves around animals who acts and speaks like human. This writing’s purpose is to give moral lesson especially to the young ones in order to mold their moral.
E.g. The Monkey and the Turtle
f. Anecdotes. This entirely derived from the author’s creative imagination which aims to teach lesson among readers.
E.g. The Moth and the Lamp.
g. Essay. It is a writing based on the opinion or comment of the writer on a particular matter.
E.g. Editorial page in newspaper
h. Biography. A type of prose writing which tells a story of oneself or another.
E.g. Cayetano Arellano by Socorro O. Albert
i. News. Broadcasting or report about currents in different sectors of society internationally or locally.
j. Oration. A subject which is intended to be publicized and deliver it formally.
II. POETRY
There are three types of poetry and these are the following:
a. Narrative Poetry.
A form of poetry that describes significant event whether on real life or not.
Kinds of Narrative Poetry
b. Lyric Poetry
A form of poetry that is intended to be sung to the accompaniment of a lyre. This express the emotions that the author wanted to convey. It is commonly short and can be understand easily.
1. Folksongs (Awiting Bayan).
2. Sonnets.
3. Elegy.
4. Ode.
5. Psalms (Dalit).
6. Awit (Song).
7. Corridos (Kuridos).
c. Dramatic Poetry
1. Comedy.
2. Melodrama.
3. Tragedy.
4. Farce.
5. Social Poems.
D. Application
The teacher will give an individual activity to assess the understanding of the students about literature. Students will answer the following questions below in a one whole sheet of paper. They will be given 15 minutes to answer the questions.
2. Group Differentiated Task
Direction:
The teacher will divide the class into four (4) groups. Students should be seated with their groupmates. Afterwards, each group will be given different sets of tasks to be accomplished: a short skit, drawings, dialogue, and a poem. They will all be given 10-20mins to achieve their respective tasks. Each group presentation must show the importance and use of literature in our everyday living.
Rubrics:
| Criteria | Score |
| Clarity Creativity Use of English Explanation | 5 5 5 5 |
IV. Evaluation
Direction:
V. Assignment
The students will have to further research about two different types of literature. You may ask someone, maybe a teacher, friend, parents, siblings, about the role of literature in our life and in communication. Record the interview and send the audio on this email: irincoaprillei@gmail.com
LESSON 3
Type of learning: Meaningful, Engaged Learning
Grade level: Grade-7
I. Objectives:
At the end of the session, the students are expected to:
a. Define the function of adverbs in writing and language.
b. Distinguish the different types of adverbs.
c. Use adverbs in narration effectively.
d. Apply the different types of adverbs in writing.
II. Subject Matter: Adverbs
References:
n.a. (2016). What is Adverb? https://www.gingersoftware.com/content/grammar-rules/adverb/
Materials:
Projector, laptop, pen, paper, marker
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
The teacher will discuss and elaborate the meaning, usage, importance and some examples of adverbs that is commonly used in a day-to-day conversation.
The Midas Touch
In ancient Greek, there was a king named Midas. He had a lot of gold and everything he needed. He also had a beautiful daughter. Midas loved his gold very much, but he loved his daughter more than his riches.
One day, a satyr named Silenus got drunk and passed out in Midas’ rose garden. Believing that Satyrs always bring good luck, Midas lets Silenus rest in his palace until he is sober, against the wishes of his wife and daughter. Silenus is a friend of Dionysus, the god of wine and celebration. Upon learning Midas’ kindness towards his friend, Dionysus decides to reward the keg.
When asked to wish for something, Midas says “I wish everything I touch turns to gold”. Although Dionysus knew it was not a great idea, he granted Midas his wish.
Happy that his wish was granted, Midas went around touching random things in the garden and his palace and turned them all into gold. He touched an apple, and it turned into a shiny gold apple. His subjects were astonished but happy to see so much gold in the palace.
In his happiness, Midas went and hugged his daughter, and before he realized, he turned her into a lifeless, golden statue! Aghast, Midas ran back to the garden and called for Dionysus. He begged the god to take away his power and save his daughter. Dionysus gives Midas a solution to change everything back to how it was before the wish. Midas learned his lesson and lived the rest of his life contended with what he had.
Direction:
B. Analysis
The teacher will ask some questions to analyze the activity above in relation to the lesson that about to discuss.
Guide Question:
The following exercises will help you gain greater understanding about how adverbs work. Choose the best answer to complete each sentence.
The driver stopped the bus _______________.
A. Financially
B. Exactly
C. Abruptly
D. Now
Answer: C. The driver stopped the bus abruptly.
During autumn, colorful leaves can be seen falling ______________ from trees.
A. Everywhere
B. Very
C. Gently
D. Loudly
Answer: C. During autumn, colorful leaves can be seen falling gently from trees.
My grandmother always smiled _______________.
A. Cheerfully
B. Sadly
C. Never
D. Yesterday
Answer: A. My grandmother always smiled cheerfully.
After the party, confetti was strewn _________________.
A. Blandly
B. Everywhere
C. Later
D. Carefully
Answer: B. After the party, confetti was strewn everywhere.
It’s time to go ____________.
A. Before
B. Now
C. Yesterday
D. Lightly
C. Abstraction
What is an Adverb?
Adverb is a part of speech used to qualify, change and modify different types of words such as adjective, verb, clause and another adverb but determiners and adjective which directly modify nouns. This is used to support context. Commonly, you can identify or notice an adverb for it mostly ends in -ly, however there are other adverbs that don’t appear this way. It provides a how, where, when and in what manner description. In addition, adverbs can be combined with another adverb.
Example:
This function is called adverbial function in which giving more information about how something is done. This can be attained through using adverbial phrases and adverbial clauses or can stand alone adverbs. Several rules have to consider in order to use adverb effectively and applying these rules are depend upon which type of adverb is involve or will be use.
Adverbs of Manner
It explains how the action is done or being acted. This adverb words are oftenly ends with -ly. But that’s not the case always. There are chances that some adverbs have the same spelling as adjective.
Example:
Adverbs of place
This is also known as spatial adverbs, which is used to help to explain where an action takes place. It will be associated with the verb in the sentence that provides position, direction and distance. This type of adverb don’t usually ends with -ly.
Directions
Distance
Position
Adverbs of Frequency
This type of adverb is used to express time or how often something happens or appears. There are two categories of adverb of frequency. Firstly, indefinite frequency which has no clear meaning as to how short or long something will appear. And secondly, is definite frequency with much clearer meaning on how long or short something will occur.
Indefinite Frequency:
Definite Frequency:
Adverbs of Time
This type of adverb has similarities with adverb of frequency, it tells us when something happens. It is commonly found at the end of the sentence.
Example:
Adverbs of Purpose
This type of adverb is usually known as adverbs of reason, which helps to define why something happened. This comes in individual form of words such as thus, hence, because, so, therefore. As well as clauses such as in order to, so that, and more.
REMEMBER:
It is mentioned that adverbs are used to modify another, however there are adverb order that must be apply with clear rules. Adverb order is sometimes called royal order of adverbs. This can be use handily to help us identify sentence structure too. Here is a simple set of rules to follow below:
D. Application
The teacher will give an individual activity to assess the understanding of the students about the use of adverbs in day-to-day discourse.
Little Red Riding Hood
Charles Perrault
Once upon a time there was a dear little girl who was loved by every one who looked at her, but most of all by her grandmother, and there was nothing that she would not have given to the child. Once she gave her a little cap of red velvet, which suited her so well that she would never wear anything else. So she was always called Little Red Riding Hood.
One day her mother said to her, “Come, Little Red Riding Hood, here is a piece of cake and a bottle of wine. Take them to your grandmother, she is ill and weak, and they will do her good. Set out before it gets hot, and when you are going, walk nicely and quietly and do not run off the path, or you may fall and break the bottle, and then your grandmother will get nothing. And when you go into her room, don’t forget to say, good-morning, and don’t peep into every corner before you do it.”
I will take great care, said Little Red Riding Hood to her mother, and gave her hand on it.
The grandmother lived out in the wood, half a league from the village, and just as Little Red Riding Hood entered the wood, a wolf met her. Little Red Riding Hood did not know what a wicked creature he was, and was not at all afraid of him.
“Good-day, Little Red Riding Hood,” said he.
“Thank you kindly, wolf.”
“Whither away so early, Little Red Riding Hood?”
“To my grandmother’s.”
“What have you got in your apron?”
“Cake and wine. Yesterday was baking-day, so poor sick grandmother is to have something good, to make her stronger.”
“Where does your grandmother live, Little Red Riding Hood?”
“A good quarter of a league farther on in the wood. Her house stands under the three large oak-trees, the nut-trees are just below. You surely must know it,” replied Little Red Riding Hood.
The wolf thought to himself, “What a tender young creature. What a nice plump mouthful, she will be better to eat than the old woman. I must act craftily, so as to catch both.” So he walked for a short time by the side of Little Red Riding Hood, and then he said, “see Little Red Riding Hood, how pretty the flowers are about here. Why do you not look round. I believe, too, that you do not hear how sweetly the little birds are singing. You walk gravely along as if you were going to school, while everything else out here in the wood is merry.”
Little Red Riding Hood raised her eyes, and when she saw the sunbeams dancing here and there through the trees, and pretty flowers growing everywhere, she thought, suppose I take grandmother a fresh nosegay. That would please her too. It is so early in the day that I shall still get there in good time. And so she ran from the path into the wood to look for flowers. And whenever she had picked one, she fancied that she saw a still prettier one farther on, and ran after it, and so got deeper and deeper into the wood.
Meanwhile the wolf ran straight to the grandmother’s house and knocked at the door.
“Who is there?”
“Little Red Riding Hood,” replied the wolf. “She is bringing cake and wine. Open the door.”
“Lift the latch,” called out the grandmother, “I am too weak, and cannot get up.”
The wolf lifted the latch, the door sprang open, and without saying a word he went straight to the grandmother’s bed, and devoured her. Then he put on her clothes, dressed himself in her cap, laid himself in bed and drew the curtains.
Little Red Riding Hood, however, had been running about picking flowers, and when she had gathered so many that she could carry no more, she remembered her grandmother, and set out on the way to her.
She was surprised to find the cottage-door standing open, and when she went into the room, she had such a strange feeling that she said to herself, oh dear, how uneasy I feel to-day, and at other times I like being with grandmother so much.
She called out, “Good morning,” but received no answer. So she went to the bed and drew back the curtains. There lay her grandmother with her cap pulled far over her face, and looking very strange.
“Oh, grandmother,” she said, “what big ears you have.”
“The better to hear you with, my child,” was the reply.
“But, grandmother, what big eyes you have,” she said.
“The better to see you with, my dear.”
“But, grandmother, what large hands you have.”
“The better to hug you with.”
“Oh, but, grandmother, what a terrible big mouth you have.”
“The better to eat you with.”
And scarcely had the wolf said this, than with one bound he was out of bed and swallowed up Little Red Riding Hood.
When the wolf had appeased his appetite, he lay down again in the bed, fell asleep and began to snore very loud. The huntsman was just passing the house, and thought to himself, how the old woman is snoring. I must just see if she wants anything.
So he went into the room, and when he came to the bed, he saw that the wolf was lying in it. “Do I find you here, you old sinner,” said he. “I have long sought you.”
Then just as he was going to fire at him, it occurred to him that the wolf might have devoured the grandmother, and that she might still be saved, so he did not fire, but took a pair of scissors, and began to cut open the stomach of the sleeping wolf.
When he had made two snips, he saw the Little Red Riding Hood shining, and then he made two snips more, and the little girl sprang out, crying, “Ah, how frightened I have been. How dark it was inside the wolf.”
And after that the aged grandmother came out alive also, but scarcely able to breathe. Little Red Riding Hood, however, quickly fetched great stones with which they filled the wolf’s belly, and when he awoke, he wanted to run away, but the stones were so heavy that he collapsed at once, and fell dead.
Then all three were delighted. The huntsman drew off the wolf’s skin and went home with it. The grandmother ate the cake and drank the wine which Little Red Riding Hood had brought, and revived, but Little Red Riding Hood thought to herself, as long as I live, I will never by myself leave the path, to run into the wood, when my mother has forbidden me to do so.
It is also related that once when Little Red Riding Hood was again taking cakes to the old grandmother, another wolf spoke to her, and tried to entice her from the path. Little Red Riding Hood, however, was on her guard, and went straight forward on her way, and told her grandmother that she had met the wolf, and that he had said good-morning to her, but with such a wicked look in his eyes, that if they had not been on the public road she was certain he would have eaten her up. “Well,” said the grandmother, “we will shut the door, that he may not come in.”
Soon afterwards the wolf knocked, and cried, “open the door, grandmother, I am Little Red Riding Hood, and am bringing you some cakes.”
But they did not speak, or open the door, so the grey-beard stole twice or thrice round the house, and at last jumped on the roof, intending to wait until Little Red Riding Hood went home in the evening, and then to steal after her and devour her in the darkness. But the grandmother saw what was in his thoughts. In front of the house was a great stone trough, so she said to the child, take the pail, Little Red Riding Hood. I made some sausages yesterday, so carry the water in which I boiled them to the trough. Little Red Riding Hood carried until the great trough was quite full. Then the smell of the sausages reached the wolf, and he sniffed and peeped down, and at last stretched out his neck so far that he could no longer keep his footing and began to slip, and slipped down from the roof straight into the great trough, and was drowned. But Little Red Riding Hood went joyously home, and no one ever did anything to harm her again.
Direction:
2. Group Differentiated Task
Teacher will divide the class into four (4) groups and students should be seated with their groupmates. Afterwards, each group will be given different sets of tasks to be accomplished: a short skit, broadcasting, dialogue, and a poem. They will all be given 10-20mins to achieve their respective tasks and 5 minutes to present their output. The presentation must be able to demonstrate the role of adverb and its use in different aspects of life. You may use props to add details in your work. Sky’s the limit.
Rubrics:
| Criteria | Score |
| Within-Time-Frame Quality of Presentation Creativity Effective use of Adverb | 5 5 5 5 |
IV. Evaluation
The teacher will ask few questions about the lesson to sum up the lesson and check if the students understood and give necessary clarifications to the topic. Afterwards, students will be given activities.
Guide Questions:
V. Assignment
Take a photo of anything that caught your interest recently. Afterwards, post the picture in any social platform you have (Facebook, Twitter, Instagram, or Blogging sites). Create a one-paragraph caption for the post. You must be able to use adverbs on your caption. Then, take a screen of your post and send it on this e-mail: irincoaprillei@gmail.com
LESSON 4
Type of learning: Meaningful, Engaged learning
Grade level: Grade-11
I. Objective:
At the end of the session, the students are expected to:
a. Recall the role of media and its connection to literature.
b. Analyze media literacy in every aspects of students’ life.
c. Infer the information from the print or non-print media.
d. Recognize and understand the purpose of media in literature.
II. Subject Matter: Media Literacy and its role in Literature
References:
n.a. (2019). The Media Literacy, what is Media Literacy? https://namle.net/publications/media-literacy-definitions/
n.a. (2019, May 16). Media Education, Key Points to Media Literacy. http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/media-literacy-fundamentals
Materials:
Projector, laptop, pen, paper, cellphones
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
Game: What Am I?
DIRECTION:
Fill in the blank with correct letters to find out the answer.
There are four pictures posted in the board. Guess the word implied by these pictures.
Clue: It encompasses the practices that allow people to access, critically evaluate and create media. The purpose of being information and media literate is to engage in a digital society.
What is it?
_ E_ _ A __ T_ RA_ Y
B. Analysis
The teacher will address the questions before proceeding to the lesson.
C. Abstract
MEDIA LITERACY
Media literacy is the ability of a person to access, analyze, create and act by the use of all forms of communication. This give new approach in terms of reading and writing which comes from the fundamentals of traditional literacy. It helps people to strengthen their capacity to think critically, be effective in communicating and a functional citizen in our generation. Sometimes, its meaning was used interchangeably to other terms related to media and other technologies.
Key Concepts for Media Literacy
This is created by creator’s point of view. It was made with conscious and unconscious option that is affected by the creator’s opinion, belief and biases. This may come from their assumptions which made it not entirely reliable.
The meaning of media creation is not entirely based on its producer, however, a combination of the audience and the producer. Thus, different meaning may be perceived on the same media product. This helps us to understand how media cab be affected by several factors such as age, nationality, social status and gender of an individual.
One of the powerful networks of corporations is media industries. A large influence on making content and media product distribution. Some people have the control on what we consume from media and sometimes gain profit of doing so.
D. Application
The teacher will give an individual activity to assess the understanding of the students about media literacy and its relation in literature.
On a one whole sheet of paper, write an essay consists of 3-5 paragraphs that tells about the purpose and significance of media literacy in one’s life. Give at least 2-4 examples of media literacy that people are often use in late centuries up to 21st century to write a literary work or piece.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Group Activity
The class will be divided into five groups. Each group will create a table showing how media literacy is related on the everyday life experience of people and how is it connected in literature. Fill out the table below and give at least 5 forms of media..
| Form of Media | Definition | Relation to Literature |
| (e.g Newspaper) | publication usually issued daily, weekly, or at other regular times that provides news, views, features, and other information of public interest and that often carries advertising. | daily newspapers emphasized the presence of literature in the press, giving free rein to the constant reinvention of media forms and at the same time creating well-known literary supplements |
IV. Evaluation
There are set of questions to ask in the class to assess whether they understand or not the lesson.
Guide Questions:
V. Assignment
Finding movie messages…
Students are tasked to watch “Goyo: Ang Batang Heneral”, directed and written by Director Jerold Tarog. After watching the film, write down in a one whole sheet of paper the moral lesson and messages conveyed on it. Cite at least 5 evidences from the movie scenes that best supports your analysis.
LESSON 5
Type of Learning: Meaningful, engaged learning
Grade level: Grade-8
I. Objective:
At the end of the session, the students are expected to:
a. Explain the function of literary techniques used in a literary piece.
b. Identify what are the different types of literary techniques that is commonly used.
c. Interpret the implied meaning in the text.
c. Write a poem creatively with literary techniques.
II. Subject Matter: Literary Techniques
References:
Cram Jams. (2019, August 15). That’s an Idiom [Video]. Youtube. https://www.youtube.com/watch?v=Ls5Ew9PJcO8
n.a. (2019). Literary Devices. English Grammar. https://literarydevices.net/literary-devices/
Materials:
Projector, laptop, paper, pen, cellphones
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
Task: What do you mean?
“Love Blossomed”
Love blossomed
At the intersection of lust, dreams and desire,
Where crowded clouded skies
Yield to chocolate cream sunsets,
Harbors can’t harness the depths
Of passion
So pervasive you can taste it
You make me laugh,
You’re a sack of something else sometimes,
I laugh uncontrollably
At your antics
And inappropriate chimes
About the things you’d really like to say to your boss,
Or certain friends who might be overdoing the lip gloss,
And what types of clothing are just too close to dental floss
When you came through
Everything I thought I knew
Was interrupted like
Trojan air by arrows…
My narrow minded vision
Of nuclear fission
Reactions contractions
Eyeball satisfaction
It all fell by the wayside,
You were bona fide
I was stupefied…
Sure you denied
My request on facebook…
Twice…
And sure I had to promise ‘no expectations’ for a first (not) date,
But I’d pay that price
Again and again
You’re my striking lightning
Slicing
Open the dark
With luminous allure,
You’re my poetic metaphor,
Rhythmic waves
Crashing ashore,
You’re my 80’s mix tape:
“Every Breath You Take” is a “Kiss On My List” “Time After Time”,
And “I’m Givin’ You The Best That I Got” Oh “Sweet Child O’ Mine”…
You have the strength of hurricanes with a tiger’s heart,
And I love that you
Genuinely care for your teddy bears
And wear your love to impart
…oh, and live for desert a la carte,
Because that’s my sweet spot right there,
You had me at “chocolate”
I love you more than I love chocolate chip pancakes,
I love you more than you love peanut butter
And ice cream,
Together or in tandem,
I love you more than you love horror movies,
Just kidding,
I know you can’t stand ‘em,
I love you more than New Yorkers love a victory parade,
And definitely more than New Englanders yearn for one!
I love you
Just as much as I like you
And every day I like you more than yesterday,
I even like you more than I like to sleep diagonally in the bed
And now I love that I get to share that bed with you
Every day
Every night into every morning
For the rest of our lives
Love blossomed
At the intersection of lust, dreams and desire,
Where crowded clouded skies
Yield to chocolate cream sunsets,
And now there’s an uncontrollable fire,
You’ve taken my world
Out of a daze,
And shaken it up
With your ways,
I’m thankful, I’m lucky,
I’m constantly amazed
At how our love blossomed
Direction:
B. Analysis
Guide questions before proceeding to the lesson.
C. Abstraction
Literary Techniques
Introduction
It is commonly referred to the structures that writers typically used in writing to express the message or meaning of their works to the readers. This helps a lot the reader to appreciate, understand and evaluate a literary work if it used properly.
Common Literary Techniques
1. Imagery
A figurative language usage in which helps to create visual representations of ideas, objects and ideas in our mind and can be drawn to our physical senses. Example:
2. Simile and Metaphor
A literary device used to compare two distinct objects and depicts similarities between them. The only difference is that simile uses “as” or “like” to compare while metaphor does not. Example:
3. Hyperbole
A type of literary devices that uses exaggeration on ideas or actions to give weight or stress. Example:
4. Personification
A type of literary devices that gives things and animals the human qualities. Example:
5. Alliteration
A type of literary device that refers to similar consonant sounds in words coming simultaneously. Example:
6. Allegory
A type of literary device used to give an abstract idea to form of actions, characters and events. Example:
7. Irony
A type of literary device that uses words to give opposite meaning of the actual one. Example:
D. Application
The teacher will give an individual activity to assess the understanding of the students about literary techniques.
Write a poem about love for literature or any other theme, it could be about nature, parents, teachers and such, that consists of 2-3 stanzas. Use at least 3-5 literary devices in creating a poem. Students need to submit their poem after 20 minutes.
____________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________
Rubrics:
| Criteria | Equivalent Score |
| Well-constructed Sentences Use of Literary Techniques Organization Grammar usage Total: | 5 5 5 5 20 |
2. Group Differentiated Task
Direction:
| Poem lines | Literary Techniques | Implied meaning |
| – | – | – |
IV. Evaluation
The teacher will give a brief and clear summarization about the lesson. Then, address some questions from students for clarification. Afterwards, students will do the exercise below.
Direction: Answer the following in one-fourth sheet of yellow paper. Choose the correct literary devices used in each sentence.
a. Paradox
b. Personification
c. Simile
d. Oxymoron
2. “The wall stared at me silently”, is an example of what type of literary devices?
a. Personification
b. Inference
c. Simile
d. Metonymy
3. “If I do not eat my daily papaya, I will surely die”, is an example of what type of literary devices?
a. Personification
b. Inference
c. Simile
d. Metonomy
4. “The road was a ribbon of moonlight”, is an example of which of these literary techniques?
a. Oxymoron
b. Personification
c. Inference
d. Metaphor
5. “The wise fool is burning my taco”, employs what kind of literary devices?
a. Personification
b. Inference
c. Metaphor
d. Oxymoron
V. Assignment
Compose a song about your loved ones or anything that related to you. It should have at least four stanzas, one chorus. Students must be able to apply the literary techniques in their composition. Then, upload the recording or audio clip and the word file of lyrics in the Facebook page of the class.
LESSON 6
Type of learning: Meaningful, Engaged Learning
Grade level: Grade-9
I. Objectives
At the end of the session, the students are expected to:
a. Recognize the communicative styles used in daily discourse.
b. Execute the different communicative styles.
c. Use the correct production of English sound in drama presentation.
d. Select the appropriate communicative styles in any situation.
II. Subject Matter– Communicative Styles
References:
n.a. (2019) Umatter. Choosing your Communicative Styles. PrincetonUniversity. https://umatter.princeton.edu/respect/tools/communicationstyles
Materials:
Projector, laptop, pen, paper, speakers
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
Let us find out!
Name the literary techniques given in each item.
| Item | Literary Techniques |
| 1. You treat me like a rose. 2. I am feeling blue. 3. It feels like I am a living dead. 4. Break a leg. 5. This bag weighs a ton. |
2. Motivation
Figure 1. Communicative Styles
DIRECTION:
B. Analysis
The teacher will ask some students to answer the following questions below and see what’s their prior knowledge about the topic. The questions will be analyze in the class before proceeding to the topic.
C. Abstraction
The teacher will discuss and elaborate the meaning, usage, and importance of communicative styles that are used in a day-to-day conversation.
COMMUNICATION STYLES
There are various ways to communicate or interact with people and interpret it in different ways depends on every individual. Because of many preferences of people to communicate, numerous models were created to assist people to determine which preferred communicating style and approach needed to use to communicate efficiently in any situation given.
Passive Communication
Aggressive Communication
Passive-Aggressive Communication
Assertive Communication
D. Application
DIRECTION:
a. A certain scene from popular movie named “Harry Potter” will be play.
b. While watching, the students need to familiarize themselves on the way the characters communicate in the scenes.
c. After watching, there will be a post of the list of five types of communicative styles.
d. Every student has to write down on a one-fourth sheet of paper the particular lines they selected from the movie clip given that they think will match on every communicative style.
e. Write what type of communicative style is that then explain.
2. Group Differentiated Task
“Lights, Camera…Action!”
Given situation:
The class adviser Mrs. Dela Pena have given your class an additional group homework because most of your classmates got a lower score in your previous examinations. However, your groupmates seems to have no care in your said homework and tend to cram and give you all the works in the end. How will you comfront them through the communicative style assigned to your group.
Group 1- Passive
Group 2- Passive-Aggresive
Group 3- Aggressive
Group 4- Assertive
| Rubrics: Criteria | Scoring |
| Quality of content Relevant and related scenario Impact Presentation skills Use of communicative styles | 5 5 5 5 5 |
IV. Evaluation
The teacher will give a brief and clear summarization about the lesson. Then, address the guide questions for final clarifications.
V. Assignment
Select the correct communicative styles for each item. Write P, if passive, A, if aggressive, PA, if passive-aggresive, As, if assrtive. Then, explain your answer for at least 1-2 sentences.
| Statements | Communicative styles | Reason |
| 1. Hey dude… 2. Oh, JK. wait a minute! Listen, you know… well… what was with that off-key comment last night? 3. I hope you don’t mind my stating that the service is unsatisfactory. I would like a refund. 4. I’m sick to all of this. I’m tired of your crap! 5. Good evening. May I speak to the manager, please? |
LESSON 7
Type of learning: Meaningful, Engaged learning
Grade level: Grade-7
I. Objective
At the end of the session, the students are expected to:
a. Apply prosodic features of speech in actual situation.
b. Demonstrate the prosodic feature in communication and literature.
b. Produce an effective speech by understanding prosodic features.
c. Use the appropriate prosodic features of speech when delivering lines in play.
II. Subject Matter– Prosodic features of Speech
References:
n.a. (2014). Prosodic Features of Speech. Wikipedia. https://en.m.wikipedia.org/wiki/Prosody_(linguistics)
Materials:
Projector, laptop, pen, paper, cellphones
III. Procedure
A. Analysis
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
2. Motivation
From the previous lessons about communicative styles, students are tasked to create a role play showing these styles in a day-to-day life experience of students inside the classroom. The role play should be at least 10 minutes.
DIRECTION:
B. Analysis
To proceed in the lesson, the teacher will address some questions which to be answered by the students. This is to see what are the prior knowledge of the students.
C. Abstraction
The teacher will discuss and elaborate the meaning, usage and importance of prosodic features that are used in communication and play presentations.
PROSODIC FEATURES OF SPEECH
Prosody in linguistics deals with speech elements, properties of syllables and bigger units of speech but not individual phonetic segments. This is more concern on linguistic functions or also called as suprasegmental such as rhythm, stress, tone, and intonations.
In addition, prosody manifests language elements that may not be grammarly encoded or by choice of vocabulary. Several features of a speaker or the utterance may be reflected by the prosody. These features are emotional state of speaker, the utterance forms (e.g. question, statement, or command), the presence of irony and cynicism.
Attributes of prosody
The attributes of prosody speech are usually determined between the subjective impressions produced in the mind of the listener or auditory measures and physical properties of the sound wave that may be measured objectively or acoustic measures. However, these two prosody measures do not correspond in a linear way. According to some studies about prosody, this can be based on auditory analysis through auditory scales.
There is not yet decided number for variables of prosody.
The major variables in auditory are the following:
In acoustic term:
Properties of units of speech larger than the individual segment, such as consonant and vowels, are called suprasegmental. The features of prosody are suprasegmental for it concerns with larger units of speech. In some cases, there are single segment composed of a syllable or a whole utterance which is an exception (e.g. Ah!).
Intonation
This is entirely described by some writers as pitch.
There are three aspects of forms of English intonation or also known as Tonality, Tonicity and Tone:
Stress
Its purpose is to give emphasis or make a syllable prominent. This can be also called as “lexical stress”, or in a larger unit “sentence stress”, but more properly as “prosodic stress”. It is made prominently by several variables, by themselves or both. Commonly, a stress is related to the following:
Tempo
A speaking rate or rate of speech
Rhythm
This is not a prosodic variable like pitch or loudness are, but as a prosodic phonology or a characteristic of a language.
Pause
It is a form of interruption to articulatory continuity, whether voiced or unvoiced.
Types of filled pause:
“like”,”err”,”Uhm”
Sigh and Gasp
Chunking
It is used to highlight or give emphasis the lexical items or fixed expression idioms. It cut ups word groups or taking pause.
D. Application
Write an essay about prosodic features of speech by answering the guide questions below. Students will be given 15 minutes to finish the activity.
2. Group Activity/ By partner
DIRECTION:
From the movie poster posted in the board, each student will have to find a partner and choose what movie scene from the four movies provided that the pair students will re-enact. In delivering the lines, they should apply the appropriate prosodic features of speech. You may search on the internet the movie scene that you want. Each pair will be given 2 minutes to present in front of the class.
IV. Evaluation
The teacher will give a brief and clear summarization about the lesson. Then, students will watch a video of a spoken poetry. It will be played twice so that students can watch, listen and observe thoroughly the delivering of the poem. Some questions will be answered afterwards.
Direction:
Watch the spoken poetry from the button poetry entitled, “The type”. Listen carefully to the throwing of lines and observe how the speaker delivers her poem. Give the prosodic features of speech manifested on her spoken poetry. Answer the following question after:
V. Assignment
Write a piece for spoken poetry or a monologue that introduce yourself, family and your attributes as a human which you think made you unique from others. You may also include other subject for your piece just make sure it will represents you. Make a video recording of yourself to see how will you deliver effectively your piece by applying the prosodic features of speech. Upload it on a social media platform such as Facebook, Instagram, Twitter or YouTube.
LESSON 8
Type of learning: Meaningful, Engaged Learning
Grade level: Grade-9
I. Objective
At the end of the session, the students are expected to:
II. Subject Matter– Linear and Non-linear Text
References:
n.a. (2014). Linear and Non-linear text. Brainly. https://brainly.ph/question/1603479
Materials:
Projector, laptop, phones, pen, marker, paper
III. Procedure
A. Activity
The teacher will conduct an activity to recall the lesson about prosodic features of speech.
| Words | Happy | Angry | Confused | Disgust |
| 1. think (e.g. What do you think of me?) 2. winner 3. c’mon 4. forget 5. declaration |
2. Motivation
The Story of Goldilocks and the Three Bears
Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in.
At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.
“This porridge is too hot!” she exclaimed.
So, she tasted the porridge from the second bowl.
“This porridge is too cold,” she said.
So, she tasted the last bowl of porridge.
“Ahhh, this porridge is just right,” she said happily and she ate it all up.
After she’d eaten the three bears’ breakfasts, she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest.
“This chair is too big!” she exclaimed.
So she sat in the second chair.
“This chair is too big, too!” she whined.
So she tried the last and smallest chair.
“Ahhh, this chair is just right,” she sighed. But just as she settled down into the chair to rest, it broke into pieces!
Goldilocks and the Three Bears: sleeping-goldilocksGoldilocks was very tired by this time, she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.
As she was sleeping, the three bears came home.
“Someone’s been eating my porridge,” growled the Papa bear.
“Someone’s been eating my porridge,” said the Mama bear.
“Someone’s been eating my porridge and they ate it all up!” cried the Baby bear.
“Someone’s been sitting in my chair,” growled the Papa bear.
“Someone’s been sitting in my chair,” said the Mama bear.
“Someone’s been sitting in my chair and they’ve broken it to pieces,” cried the Baby bear.
They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled,
“Someone’s been sleeping in my bed.”
“Someone’s been sleeping in my bed, too” said the Mama bear.
“Someone’s been sleeping in my bed and she’s still there!” exclaimed the Baby bear.
Just then, Goldilocks woke up. She saw the three bears. She screamed, “Help!” And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. She never returned to the home of the three bears.
DIRECTION:
B. Analysis
Students will answer the questions below and share their own experiences or encounter that are related to the topic. This will help them to grasp some information before proceeding to the lesson proper.
C. Abstraction
LINEAR AND NON-LINEAR TEXT IN LANGUAGE
In language, text can be a linear or non-linear. The most common type of text in language is called linear. This requires to be read from the start to end for it focus on grammar and style. Contrary to linear text, non-linear text does not require to read entirely the text. It uses visuals to help reader understand the text.
Two types of text are:
What is Linear Text?
It is the common type of text in language, the traditional way of reading a text from the top to bottom. The reader comprehends the text based on the grammatical and syntactic arrangement of the words. Furthermore, sequence or story order has important role in this type of text. This is usually decided by the author’s own choice for his desired work. Printed texts are considered as linear text. Other example of linear text are letters, novel, short stories, poems, textbooks and more. These types of reading need to be read from start to end.
This is a method of reading that we traditionally taught to children. Nevertheless, it is not always helpful in all situation especially when you needed to look for important information quickly, reading the whole text will be disadvantage for you. Finding some information need a considerable amount of time.
What is Nonlinear Text?
Differ from the linear text, non-linear text, as its name suggest, does not require sequential order to understand the readings. Readers do not have to read the whole text from the beginning up until the end to make sense of the text. The readers are the ones who decided the sequence manner of reading and not the author because this type of text has many reading paths.
People define non-linear text in different ways. Some example of non-linear texts is the text with images or illustrations and graphs. Any category of text that do not require to read the whole passage falls in this type of text in language.
Maps and story maps
D. Application
All students need to read any children short story book. You may search on the internet for reading a selection then answer the given questions below. Draw a particular scene that shows the main idea of the story. Allotted time of 20 minutes will be given to them to finish the activity.
Rubrics:
| Criteria for illustration | Score |
| Visually appealing Main idea Relevance | 5 5 5 |
2. Group Differentiated Task
ANIMATED TASK!
Direction:
The teacher will group the students into 4 groups. They will be giving a task which is indicated below.
On a one piece of cartolina paper, the group will pick a favorite movie and create a non-linear and linear text showing the storyline of the chosen movie. For the non-linear text, the students may illustrate or print and cut pictures to show the storyline or sequence of the movie. At the back of your non-linear text, write down the linear text consists of 2-3 paragraphs.
Rubrics:
| Criteria | Score |
| Comparing and contrasting evident Visually Appealing Clear Organization | 5 5 5 |
IV. Evaluation
The teacher will give a brief and clear summarization about the lesson. Then, address the guide questions for final clarifications.
V. Assignment
The students will design his or her own appealing presentation of children short storybook. The teacher will give a link where students can create their presentations. After that, download the copy of presentation and get ready to explain the story in the class. They may use other applications or websites to create their presentation that are comfortable for them to use. And remember, sky’s the limit.
Link:
LESSON 9
Type of Learning: Meaningful, Engaged Learning
Grade level: Grade-9
I. Objective
At the end of the session, the students are expected to:
II. Subject Matter– English Conditional Sentences
References:
n.a. (2014). Conditionals. Brainly.https://www.ef.com/wwen/english-resources/english-grammar/conditional/
Materials:
Projector, laptop, cellphones, pen, paper
III. Procedure
A. Activity
The teacher will call some students from the class to have a recapitulation of the previous lesson. After a brief recap, teacher will ask few questions to remember and refresh what have been discussed.
Questions:
2. Motivation
Duterte signs anti-terror bill into law despite growing opposition
Source: Arianne Merez, ABS-CBN News
“President Rodrigo Duterte on Friday signed into law a bill that seeks to sharpen the Philippines’ anti-terrorism campaign despite heavy opposition over fears it could be used to silence government critics.
Republic Act No. 11479, or the Anti-Terrorism Act of 2020, was signed just days before it was to lapse into law. Congress on June 9 transmitted the bill to Malacañang for President Duterte’s signature.
“The signing of the aforesaid law demonstrates our serious commitment to stamp out terrorism, which has long plagued the country and has caused unimaginable grief and horror to many of our people,” Presidential spokesman Harry Roque said in a statement.
“As we have said, the President, together with his legal team, took time to study this piece of legislation weighing the concerns of different stakeholders,” he added.
Congress transmits Anti-Terror bill to Palace for Duterte’s signature
Critics have called out the bill, which adds muscle to the 2007 Human Security Act, on fears that it could be abused to violate basic rights due to the broad definition of “terrorism.”
Those against the bill have used the hashtag #JunkTerrorBill to show their opposition to the measure. Several groups have also launched signature campaigns calling for the scrapping of the bill.
“Terrorism, as we often said, strikes anytime and anywhere. It is a crime against the people and humanity; thus, the fight against terrorism requires a comprehensive approach to contain terrorist threat,” Roque said.
Earlier this week, UN High Commissioner for Human Rights Michelle Bachelet called on President Rodrigo Duterte to “refrain” from signing the controversial measure, citing its potential “chilling effect” on humanitarian and human rights work.”
DIRECTION:
B. Analysis
Teacher will give a pre-exercises to the students about conditional statements before proceeding in the discussion.
Direction:
Answer the following items with the correct conditional statement.
C. Abstraction
CONDITIONALS
Conditional tenses are basically used to contemplate things that could possibly happen, might have happened and what we wanted to happen. The conditional tenses include the word “if” in sentences. In some cases, past tenses of a verb included in several conditional forms. This is what you called “the unreal past” for it intend to refer something by using a past tense that is not actually happened in the past. Constructing conditional sentences in English have five main ways. And all cases are composed of an “if clause” and “main clause”. Moreover, the counterpart of “if” is “unless” when the sentences are negated conditional sentences.
Figure 1
| Conditional Sentence type | Usage | If clause verb tense | Main clause verb tense |
| Zero | General truths | Simple present | Simple present |
| Type 1 | A possible condition and its probable result | Simple present | Simple future |
| Type 2 | A hypothetical condition and its probable result | Simple past | Present conditional or Present continuous conditional |
| Type 3 | An unreal past condition and its probable result in the past | Past perfect | Perfect conditional |
| Mixed type | An unreal past condition and its probable result in the present | Past perfect | Present conditional |
THE ZERO CONDITIONAL
This is used to refer general truths or real and possible condition which is currently happening. Simple present tenses are used for both parts of the sentence. When it comes to zero conditional sentences, the word “if” is interchangeable by the word “when” without altering the meaning conveyed.
Figure 2
| If clause | Main clause |
| If + simple present | simple present |
| If this thing happens | that thing happens. |
| If you heat ice | it melts. |
| If it rains | the grass gets wet. |
TYPE 1 CONDITIONAL
This type of conditional is used for referring a situation that is currently happening(present) or might happen(future). It can be used to indicate a possible condition and its outcome. The “if clause” is in simple present form while the “main clause” is in simple future.
Figure 3
| If clause | Main clause |
| If + simple present | simple future |
| If this thing happens | that thing will happen. |
| If you don’t hurry | you will miss the train. |
| If it rains today | you will get wet. |
TYPE 2 CONDITIONAL
This type of conditional is used for referring an unreal situation and a time that currently happening or any time. A conditional that is hypothetical and refers to its possible outcome. The “if clause” is in simple past form while the “main clause” is in the present conditional.
Figure 4
| If clause | Main clause |
| If + simple past | present conditional or present continuous conditional |
| If this thing happened | that thing would happen. (but I’m not sure this thing will happen) OR that thing would be happening. |
| If you went to bed earlier | you would not be so tired. |
| If it rained | you would get wet. |
| If I spoke Italian | I would be working in Italy. |
TYPE 3 CONDITIONAL
This type of conditional is used for referring to a situation that is opposite of reality which is already happened or in the past. This the contrary of the real past condition which anticipate its probable outcome. For this type of conditional sentences, past perfect tenses are used in “if clause” and perfect conditional for “main clause”.
Figure 5
| If clause | Main clause |
| If + past perfect | perfect conditional or perfect continuous conditional |
| If this thing had happened | that thing would have happened. (but neither of those things really happened) OR that thing would have been happening. |
| If you had studied harder | you would have passed the exam. |
| If it had rained | you would have gotten wet. |
| If I had accepted that promotion | I would have been working in Milan. |
MIXED TYPE CONDITIONAL
This type of conditional is used for referring a situation that is currently happening and a time from the past. It is an unreal situation in the past in which you anticipate its possible outcome in the present. Past perfect tenses are used in “if clause” while present conditional is used for “main clause” in mixed type conditional sentences.
Figure 6
| If clause | Main clause |
| If + past perfect or simple past | present conditional or perfect conditional |
| If this thing had happened | that thing would happen. (but this thing didn’t happen so that thing isn’t happening |
| If I had worked harder at school | I would have a better job now. |
| If we had looked at the map | we wouldn’t be lost. |
| If you weren’t afraid of spiders | you would have picked it up and put it outside. |
D. Application
Answer the following questions.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Group Differentiated Task
From the current news spread throughout the Philippines about Dengvaxia cases, the teacher will play a video clip of a particular case of non-dengue victims and the students will choose whether they agree or disagree in implementing the dengue vaccine despite of the multiple cases appeared even if it is not yet verified.
IV. Evaluation
The teacher will ask some students to give brief summary of the lesson to check if the students understood and give necessary clarifications to the topic. Afterwards, Students are to make a reflection paragraph about the lesson. They will be given 5-10 minutes to finish the task. To sum up the lesson, some questions will be ask.
V. Assignment
DIRECTION:
Link:
https://www.canva.com/design/DAEQID97mTk/g5lvOsbOaa25UA4v0gR85Q/edit
LESSON 10
Type of learning: Meaningful, Engaged learning
Grade level- Grade 7
I. Objectives
After the lesson, the students will be able to:
II. Subject Matter: Use the rhetorical forms and conventions of written discourse/ Writing Descriptive Essays
References:
Gunner, J. (n.d.) Conditional Sentences: Examples of the Different Types. Grammar. Your Dictionary. https://grammar.yourdictionary.com/grammar/sentences/conditional-sentences.html
n.a. (2015, May 04). An Explanation of the Purpose of a Descriptive Essay. Grab my essay. https://www.grabmyessay.com/blog/an-explanation-of-the-purpose-of-a-descriptive-essay
Materials:
PowerPoint presentation, Colored paper, Markers, Tape, Projector, Laptop
III. Procedure
A. Activity
Identify the type of conditionals given in the statement.
| Type of Conditionals | Statement: |
| 1. If you trip on pavement, you get a scrape. 2. You receive a passing grade when you do all your homework 3. Jenny will buy this dress if it’s on sale. 4. I will attend the wedding if I’m invited. 5. Harry would help you move if he knew where you lived. 6. The children would eat their vegetables if they tasted better. 7. Pearl wouldn’t have made that comment if she knew her brother was listening. 8. The teacher would have assigned less homework if the class had finished their assignment. 9. My family wouldn’t have bought the house if they had seen the broken pipes. 10. Your dog would have bitten my dog if he hadn’t been on a leash. |
The teacher will ask some questions to the students for recapitulation.
2. Motivation
The teacher will divide the class into 4 groups. Each group will receive a picture that they are to describe their perceptions in it. The descriptions will be done in 2-3 sentences. Afterwards, one fated group will choose a representative to present what they wrote.
B. Analysis
Guide Questions:
C. Abstraction
Descriptive Essay
A descriptive essay, as the name implies, is a form of essay that describes something. In this genre, students are assigned the task of describing objects, things, places, experiences, persons, and situations. The students use sensory information to enable readers to use their five senses of touch, taste, smell, hearing, and sight to understand the topic of the essay.
A descriptive essay is written in order to get the reader to understand something through the use of descriptive language. In a narrative essay, the reader is told a story. Through that story, they are able to piece together descriptions of the people, places, items, and events that are discussed. In a descriptive essay, there is no story that is being related to the audience. Though previously discussed the purpose of persuasive essay, students often confuse these two purposes.
Here is an example of a car that is being described in a narrative essay:
When John hit the gas pedal, the car took off like a rocket. In less than ten seconds he was going over 100 miles per hour. After the race was over, his opponent approached him and shook his hand. “That sure is a mean green machine!” the man said.
Now, here is an example of a car that is the topic of a descriptive essay:
The car’s metallic green paint sparkled in the bright sunlight. If one looked under the hood, he would find a fully rebuilt high performance engine designed specifically for drag racing. When the engine started, the sound was like roaring thunder.
In both examples, we come to understand that the car is green, fast, and used for racing. However, in the second example, it was necessary to use more descriptive words. This is because without the narrative in place, the writer must rely on the reader’s senses to get his/her point across.
Elements of Descriptive Essay
SENSORY DETAILS
Good descriptive writing includes many vivid sensory details that paint a picture and appeals to all of the reader’s senses of sight, hearing, touch, smell and taste when appropriate. Descriptive writing may also paint a picture of the feelings the person, place or thing invokes.
FIGURATIVE LANGUAGE
Good descriptive writing often makes use of figurative language to help paint the picture in the reader’s mind. There are many ways to use figurative language and it is a talent should be practiced.
DOMINANT EXPRESSION
Focus on selecting details that help your readers see what you see, feel what you feel, and experience what you experience. Your goal is to create a single dominant impression, a central theme or idea which all the details relate to unify the over-all description.
PRECISE LANGUAGE
Using specific words and phrases will help the readers “see” what you are describing as to promote accuracy in your writing.
Components of Descriptive Essay
D. Application
The teacher will give an individual activity to assess the understanding of the students about descriptive essays.
Direction:
Students will write a descriptive essay regarding childhood memories. Describe yourself as a child before and your experiences with your families and friends. They will be given 15 minutes to finish the activity and the criteria they need to follow.
| Criteria | Score |
| Use the five senses Clear and precise Correct grammar usage Vocabulary Creativity | 5 5 5 5 5 |
2. Group Differentiated Task
Students should be seated with their groupmates. The teacher will be playing a short video performance of contemporary dance to the class. It will be played two times so that the students may be able to watch carefully and to observe the performance from the video. Afterwards, each group will be given different sets of tasks to be accomplished: a short skit, jingle, tableau, and a poem. They will all be given 10-20mins to achieve their respective tasks.
Group 1: Short Skit
Present a 2-4 minutes short skit that shows your reaction and description about the performance. It may be a talk show or similar to a vlog content reacting to the performance.
Group 2: Jingle
Compose a jingle that describes the performance in the video. You may include props if you want to or a dance choreography to add details on your presentation.
Group 3: Tableau
Create a tableau presentation showing details of the performance. A representative of the group shall explain briefly the outcome of your tableau. You may include at least 4 poses in your work.
Group 4:
Write a poem that describes the performance in the video presented. Come up to at least 4 stanzas in writing the poem. Use figurative language to add details in your descriptions. After that, the group will recite the poem in front.
| Criteria | Score |
| Relevant Organization Clear and precise Creativity Sensory details | 5 5 5 5 5 |
IV. Evaluation
The teacher will ask some questions to see if the student understood the lesson about descriptive essay. Students will write their answer in a one whole sheet of paper. They will be given 5 minutes to finish answering the questions and some fated students will be task to recite their answers.
Questions:
V. Assignment
For the student’s assignment, students are going to write a descriptive essay on a bond paper of how they mother and father met. It may be also a love story of their grandparents, uncle or aunties or their other relatives. They are to engage themselves in a conversation about how the story of their relatives happen. Afterwards, student is to entail in an essay what they experienced, what they felt, what they saw, or heard, within their conversation and also applying what they have learned in the lesson about descriptive essays.
There are a lot of places I’ve been visiting since I stepped on college. My feet are always leading me to different strange and new places that I never knew before. I discovered new highways along the way and find myself going back again and again. As I passed through it over and over, it’s getting familiar to me and the time it takes to travel on the same road gets shorter more than the previous ones. It feels like you get close with the road and find how wide your steps will be. Your steps are becoming more bigger and bolder. You are being confident to take a step forward and move ahead towards your destination.
However, as the news about novel corona virus cases reported around the globe, everything has change. My movement become limited and I felt the feeling when you lost your way to the unfamiliar place. For almost 5 months, I am not allowed to step my foot even an inch away to the doorway. Someone is watching over us from afar and give warnings as we slightly brush or touch the skin of people we come across the street.
The first two months are hellish. We are higly prohibited to get out from our house and there are barangay officials roaming around to every corner of the street, day and night. They carry gallons of cleaning agents to sanitize every possible area that can be infected by the virus. I can’t complain because I, myself, am afraid to wonder again from the outside world.
From that moment, I felt a cage surrounding me and heavy chains that stopping me to look around and fly away. I am only walking to the corners of our house, memorizing each and every detail of decaying wooden floor of the old house I am staying for 20 years of my existence.
I wanted to escape and wonder again. But it is impossible as of now. I tried to divert my attention and started to focus on different things. I watched several movies, make-up tutorials, practice to draw, cooked different experimented dishes, clean my stuff, read books, daily work-outs and sings a lot of songs but neither of those have made me feel the excitement again of road trip. It was challenging at first but there’s no adventure at all.
That’s when I started to seek for people who can bring me to different and beautiful places through their artwork. At my first try, no one can move me but when I hear the music solely made by those people I met through social media, I was stunned.
This was the album cover I got interested with at first. I am not particularly familiar and enticed by the artist yet among the album I have encountered, this album caught my attention the most. The album was named as “Wings” and its title track is “Blood, sweat, and tears”. The song is a combination of reggae, moombahton and trap influences with the artists’ signature style. It talks about the growth of the artists as person and musicians, who found themselves conflicted in the face of temptation.
The idea behind the album was explained and it tells that, “The harder a temptation is to resist, the more you think about it and vacillate. That uncertainty is part of the process of growing. [Blood Sweat & Tears] is a song that shows how one thinks, chooses, and grows.” The concept was heavily influenced by Hermann Hesse‘s coming of age novel, Demian. It is a motivation and great determination to use our wings to go far, even if we encounter too much temptation as we journey in life.
Other side tracks also narrates different story of trials and pain experienced in achieving personal growth and happiness. It was given attention and discussed in other songs included in the album such as, “Begin”, “Stigma”, “Lie”, “Mama”, “Awake”, “First love” and “Reflection”. All tracks have significant attack with distinct flavor in every song.
The aesthetics and symbolisms used in the album made me think many times about how will I spread my wings and learn to fly again. I want to visit places one more time and feel the adventure I had experienced even without travelling physically into different places.
Here is one of the songs I preferably picked.
[Verse 1]
Tell me
With your sweet smile
Tell me
Tell me like you’re whispering in my ear
Don’t be like a prey
(Be) Smooth like a like a snake
I want to get away
[Pre-Chorus]
(Ah woo woo)
Get away away away from me
Get away away from me
(Ah woo woo)
Whoever it may be, save me, me
Save me
It continues even when I run away
I am caught in a lie
[Chorus]
Caught in a lie
Find me when I was pure
I can’t be free from this lie
Give me back my smile
Caught in a lie
Pull me from this hell
I can’t be free from this pain
Save me, I am being punished
[Verse 2]
You want me
I’ve lost my way
You want me
Just like me every day
I feel so far away
You always come my way
It repeats all over again
[Pre-Chorus]
(Ah woo woo)
Get away away away from me
Get away away from me
(Ah woo woo)
Whoever it may be, save me, me
Save me
It continues even when I run away
I am caught in a lie
[Chorus]
Caught in a lie
Find me when I was pure
I can’t be free from this lie
Give me back my smile
Caught in a lie
Pull me from this hell
I can’t be free from this pain
Save me, I am being punished
[Bridge]
I am still the same person I was before
I am here, the same person I was from before, but
An overgrown lie is trying to swallow me whole
[Chorus]
Caught in a lie
Find me when I was pure
I can’t be free from this lie
Give me back my smile
Caught in a lie
Pull me from this hell
I can’t be free from this pain
Save me, I am being punished
The album was like storytelling the experiences and emotions that I can’t express into words, which I find it very ironic since the whole album was neither in english language nor in my native-tongue. The musicality itself has tells a lot of experimented ideas of impulsive, rebellious and wondering juvenile but has a concrete origin where those impulsiveness and insurgence coming from. The tone, beat, rhythm, and song style have matched the synergy of the theme and voice quality for each song in the album.
For example, in the song “Lie”, the background vocals and harmonization brought the song more into life. It added the intensity of the song and its meaning, it inflames the desperation of the storyteller or the singer to get the salvation of anyone who can hear his pleading. Also, the voice quality of the singer and his deliveration sends shiver to my spine for it manifests how pureness was taken away from him. The seduction element added on the song symbolizes that purity was no longer present on his youth and swallowed by lies.
It travels me to various condition or situation of many adolescence around the world. This actually reconnect me to my own feelings and put into words,in this case through songs, the thoughts I cannot explain. It is uplifting how an album is a reflective manner of someone’s mind in some way with artistic creation and in a different version. Thus, I realized that this pandemic leads me to an extraordinary expressway.
Sa buong mundo, may pitong kontinente, daan-daang bansa, at libo-libong rehiyon saan ka mang parte makarating. Sa bawat sulok ng daigdig, mayroon pa ring mga lugar na hindi naaabot ng modernong pagbabago sa maraming larang. Maaring sa usapin ng paggamit ng makabagong teknolihiya, paraan ng pamumuhay, paghahanap-buhay, usaping medikal o maging sa edukasyon. Mga lugar na hindi pa rin nagiging ganap na sibilisado sa panahong ito at napag-iiwanan na bagong henerasyon. Bukod pa sa ilang nabanggit, marami pa ring mga tao ang humahawak sa makalumang paraan ng pagluwalhati sa nakatataas. Mga tradisyon, kultura o paniniwala hanggang ngayon ay nananatili at pinepreserba sa paglipas ng taon dahil na rin sa kakulangan sa kaalaman ng mga makabagong pamamaraan ng pamumuhay.
Bunga ng kakulangan sa kaalaman at kamangmangan sa iilang aspekto, maraming ordinaryong mamamayan ang kumakapit sa nakasanayan at naniniwala sa mga bagay na hindi nabigyan patunay gaya na lamang ng nangyari sa akdang pinamagatang ” Ritwal” kung saan maraming tao na pagdurusa ang sinapit. Sa akdang ito, maraming katanungan ang malinaw na mabibigyang kasagutan tulad ng “Anong magiging epekto ng may kakulangan sa edukasyon?”, “Anong sama ang naidudulot ng kawalan ng sibilisadong pamumuhay?” at “Bakit may mga taong patuloy na naloloko, nanloloko, at nagpapaloko?” Ilan lamang ito sa mga katanungan na maaring mabuo sa isipan ng mga mambabasa ngunit mahusay na mabibigyan kasagutan ng akdang “Ritwal”. Ang bawat tauhan ay lumalarawan sa mga mamamayan na madalas mong makasalamuha sa pang-araw-araw na pamumuhay sa mundong ito.
Binigyan diin ng akda ang mga resulta ng kahirapan at kawalan ng edukasyon sa isang napag-iiwanang lugar. Isa sa mga halimbawa nito ay ang paggamit sa makalumang paggagamot gamit ang mga halaman, langis at mga hayop. Mga taong paniwalain sa simpleng himalang nangyayari na wala namang siyentipikong patunay. Sa madaling salita ay naging uto-uto ang mga tao sa mga hiwagang naipapakita sa kanila tulad ng nangyari sa kwento na nagpaalipin sa mga himala’t panggagamot nga pangunahing tauhan na si “Guido”. Maging ang kamusmusan ng batang si Anna ay nadungisan dahil na rin sa kawalang karunungan sa mundong ibabaw.
Naipapakita rin kung paanong ang isang problema ay nag-uugat sa mas malala pang problema at nagdudulot ng markang hindi na maaalis pa. Kung kaya’t sa maliit na problema pa lamang dapat ay maagap na masolusyunan na parang apoy na dapat tupukin agad-agad upang hindi magdulot ng mas malaking kasiraan. Isa ito sa mga aral na pwedeng mapulot kung mababasa ito ng mas nakararami. Ipapaalala rin sa atin ng akdang “Ritwal” na hindi basta-basta dapat ibigay ang tiwala lalo na king wala pang sapat na kaalaman tungkol sa isang tao o bagay na nakapaligid sa iyo. Sabi nga sa isang kasabihan na “Prevention is better than cure”, hindi mo na mababawi pa ang mga nangyari na.
Ang pagbasa sa gawang akdang ito ay nagbubukas pa sa bagong kamalayan hindi lamang ng mga kabataan pati na rin sa mga matatandang kumapit sa nakasanayan. Kung magkakaroon tayo ng wastong pagkatuto ay mas epektibo tayong makakapag-isip sa kritikal na paraan. Sa pinakahuling parte ng kwento, nakapagbigay ang may-akda ng kaisipan na hindi nagtatapos sa “happy ending” ng tao kung masolusyonan ang suliranin. Hindi niromanticizes ika nga ng iba ang dulo ng kwento bagkus ay binigyan linaw pa ang sitwasyon na nangyayari sa lipunan upang mas madaling maintidihan ng mga mamamayan ang buong nilalaman ng akda.
Kubeta~
Natanong ka na ba kung anong parte ng bahay mo ang safest place o comfort zone o di kaya’y pinaka paboritong area ng bahay mo? Madalas ko itong marinig na tanong sa mga interviews , vlogs, variety shows at makita sa mga slam books noong elementary o highschool ako. Malimit na sagot ay kwarto, kitchen area, entertainment room, library( kung meron), garden, at kung ano pa mang area mayroon ang isang bahay. May kanya-kanya tayong tinatawag na preference o depende sa trip mo. Subalit, bibihira ko lang marinig na “Banyo” ang favorite area ng isang tao sa bahay nila, kumbaga hindi ito masyadong binibigyan diin o pansin. Bakit nga kaya ganun?
Sa kwentong pinamagatang “Kubeta” na isinulat ni Nancy Kimuell-Gabriel, mahahighlightan ang kubeta ng isang bahay. Kung ano ang kubeta? Ano ang maaring maging kahulugan ng kubeta para sa isang tao? Gaano ka-importante ang isang palikuran? At bakit dapat ang palikuran o Comfort Room ang higit sa lahat pagtuonan ng pansin sa iyong tahanan? Ano ang sinasalamin ng banyo sa ating lipunan? Ilan lamang ito sa mga katanungan na aking nabuo nang basahin ko ang akdang “Kubeta”. Nakakamangha kung paanong naipakita ng likhang ito sa pamamagitan ng karanasan sa buhay ang mga problema ng lipunan.
Naipakita ng isang maliit na porsyon ng bahay ang malaking problemang kinakaharap hindi lamang ng mga mamamayan pati na rin ng ating bansa. Isang malikhaing paggamit ng representasyon para matukoy ang malalaking suliranin na maaring maranasan ng tao sa hinaharap. At kung paanong nag-uugat ang iba pang problema mula sa isa pang problema. Tulad na rin ng naunang nabanggit sa itaas, hindi malimit mabigyan pansin ang CR pagdating sa isang bahay. Iilan lamang siguro ang nagtutuon ng pansin para rito. Kadalasang mayayaman o may kaya sa buhay ang maglalaan ng maraming panahon at pera para bonggahan o pagarbuhin ang kanilang palikuran. Marami sa atin ang sapat nang maayos at malinis ang kubeta o may palikuran na matatawag na atin.
Sa aspekto pa lamang ng pagpapagawa ng palikuran, malalaman mo ng marami pa rin sa atin ang hirap sa buhay. Kung iisipin, ang salitang banyo o palikuran ay binibigyan kahulugan na lang ng karamihan bilang lugar kung saan isinasagawa ang sariling ritwal. Marami ng anyo sa panahon ngayon ang palikuran halimbawa na rito ang estero, bote, damuhan, poste, atbp. Uso na rin ang pagbabawas sa plastik tapos ay itatapon sa kung saan, pagligo sa ilog o poso o balon, pag-ihi sa damuhan o kung may gilid na matataguan. Hindi na natin ito masyadong nabibigyan pansin tulad na lang din ng nasabi sa akdang nabanggit. Ngunit dapat nating maintindihan na masyadong kritikal ang ginagampanang role ng CR ng bawat isa sa atin. Hindi lamang ito para sa “Hygienic purposes” pero para na rin sa ating lipunan. Sabi nga ng iba, sa banyo mo makikita ang katayuan ng isang tao sa buhay. Ito ang isa sa sumasalamin o tumutukoy kung anong uri ng lipunan mayroon tayo. Kumbaga, toilet pa lang ligwak ka na, huwag mo ng asahan ang gobyerno pa.
Sa ganitong paraan naipamalas ng akda ang bawat sulok ng isang kubeta. Kung papansining mabuti, hindi lamang sa kubeta nagtatapos ang lahat. Isa lamang itong ugat na pagmumulaan ng iba pang problema na nailatag din sa istoryang nailathala ni Kimuell-Gabriel. Naipakita rin dito ang kakulangan sa tubig at pagkakaroon ng matitinding sakit kung walang matino at maayos na palikuran na gagamitin.
Graffiti in the toilet~
Bukod sa mga “Tsismis” o “Intriga”,naranasan mo na bang makinig ng kwentong-banyo? Mga usapang walang tunog pero maingay, mga boses o tinig na maririnig mo at maiintriga kang pakinggan at makiusyoso. Kung tatanungin mo ako kung nangyayari ito, papupuntahin na lang kita sa public toilet para malaman mo. Magtungo ka lang sa mga palikuran sa eskwelahan, mga portalets tapos ay makakaranas kang makinig sa mga kwentong-banyo. Mga usapang isinulat sa pader ng palikuran o di kaya’y mga komento ng iba’t ibang taong gumagamit nito. Iyan mismo ang nakapaloob sa istoryang pinamagatang “Graffiti in the Toilet” na sinulat ni Eka Kurniawan mula sa bansang indonesia. Tulad ng kwentong ito, mayroon din tayo sa Pilipinas niyan. Hindi ka mauubusan ng mga babasahin sa banyo na may palitan ng mga komento o opinyon mula sa mga gumagamit nito na kung minsan ay iisipin mong walang kwenta at di dapat pag-aksayahan ng oras upang basahin.
Sa una, naisip ko ring sayang oras at dagdag karumihan lamang sa paligid ang “vandalism” ng mga taong sulat ng sulat sa banyo. Subalit, salungat ito sa ibinigay na perspektibo ni Eka Kurniawan sa kanyang akda. Naipakita ng akda kung paanong ang isang taong walang pakialam o hindi nakikinig sa mga hinaing ng iilan ay napakikinig at nagkakaroon ng interaksyon sa ibang tao ng hindi nila inaasahan. Minsan pa, ang mga iniisip nating walang katuturang salitang naisusulat sa pader ng apat na sulok ng palikuran ang nagbubukas sa panibagong kaisipan o ideya ng isang taong maaring makabasa nito.
Kahanga-hanga ring isipin na sa kwentong isinulat ni Eka Kurniawan, ang nagsilbing pangunahing tauhan ay ang “Banyo” kung saan kadalasang “naglalabas ng sama ng loob” ang mga tao. Nakaka-mindblown ika nga nila, dahil nakonekta ng may-akda ang konsepto ng labasan ng “sama ng loob” ng tao (literal na pagbabawas) sa labasan ng sama ng loob o yung mga nais sabihin/ hinaing ng mga mamamayan. Hindi mo aakalaing ang isang lugar na madumi o nakakarimarim na palikuran ng taumbayan ay maaaring maging isang social platform na hindi kailangam ng internet o gadget para makipagkomunika sa iba.
Sadyang nakakatuwang isipin na kahit ako mismo, hindi ko mapigilan ang sariling tumingin at magbasa sa pader ng C.R. na kung minsan ay naka-drawing pa. Hindi ko rin maiwasan magtanong sa sarili kung bakit doon nila isinusulat ang nasa isip. Sa huli, ako rin ang sumasagot sa tanong na iyon. Iyan din ang nasagot na tanong sa “Graffiti in the Toilet”. Kung paano?iyan din ang matalinong nasagot ng may-akda. Sa huling parte ng kwento, may isang taong sumita sa mga sumusulat sa pader ngunit ang mismong tao rin na iyon ay sumulat sa pader at nagsabing “the toilet is not the place to let off steam. Please channel your aspirations to the members of parliament.” How ironic, right? Sa parehong paraan din isinagawa ng tauhan sa kwento ang nais iparating sa marami.
Sa panahon ngayon, maraming tao rin ang hindi na pinapansin ang hinaing ng iilan sa gobyerno. Ngunit may mga maliliit na paraan upang mapansin sila ng marami kung saan hindi mo lubusang inaasahan.
Nalalaman mo ba ang ibigsabihin ng salitang “dangal”? Kung bibigyan pakahulugan ang salitang ito ayon sa diksyunaryo, ang dangal ay ang malinis at dalisay na katangian ng pangalan at pagkatao na nasusukat sa pagpapahalaga sa dignidad. Minsan tumutukoy ito sa puri o reputasyon na iniingat-ingatan ng isang tao. Isang bagay na matagal at mahirap panatilihin at pahalagahan ng nakararami ngunit kasing bilis ding mawala ng parang bula lalo na kung kalaban ang kumakalam na tiyan. Maraming paraan upang wasakin ang dangal ng isang tao ayon sa akda ni Norman Wilwayco na “Dangal”. Maaring pagpapakalat ng tsismis o “fake news”, pagsusuhol ng pera, at iba pa. Sa mga soap opera, madalas ginagamit pa ang pang-bablackmail upang sirain ang reputasyon ng pangunahing tauhan. Ngunit sa akdang sinulat ni Wilwayco, nagpakita siya ng isang bagong paraan upang mangwasak ng iniingat-ingatang dangal. Ito rin ang isa sa mga interesanteng dahilan kung bakit dapat mabasa ito ng masa.
Kung makikita lamang ng mamamayan ang akdang ito, marahil maraming mahihikayat o maeengganyong basahin ang akda mula umpisa hanggang wakas. Isa sa mahusay na paraan ng pagsulat ni Wilwayco sa kanyang akda, ang paggamit ng mga balbal na salita kung saan madalas marinig sa mga kanto-kanto o lansangan. Madadala ang mga mambabasa ng akda sa loob mismo ng kwento na para bang nasaksihan mo rin ang bawat eksena na mangyayari sa naturang akda. Tiyak at walang paligoy-ligoy ang bawat salitang ginamit para maiakma sa mga sitwasyong nagaganap sa kwento tulad ng paggamit sa mga salitang “bulbol” at “kantot” na siya namang maririnig kadalasan sa mga tao imbes na mas pormal na salita gaya ng “pagtatalik” o “pakikipagniig”.
Isa sa mahusay na katangian ng akdang “Dangal” ay malinaw na pagsasalamin nito ng hindi lamang isang suliranin na kinakaharap ng mga ordinaryong mamamayan. Halimbawa na lang nito ang problemang pinansyal ng pangunahing tauhan upang tustusan ang pangmatrikula sa kolehiyo, ang doble pagsisikap ng mga average students, adiksyon sa pagsusugal, at ang pagpapanatili sa dangal. Mga suliranin na naipamulat sa atin sa loob lamang ng maikling kwentong ito na siyang nagbigay hustisya sa nararanasan ng mga mahihirap sa lipunan. Dagdag pa rito, matalinong naipakita ni Wilwayco sa mga mambabasa na hindi marahil nakaangat ka sa estado sa buhay at may limpak-limpak na kayamanan ay matatapos ang suliranin mo sa buhay gaya ng nangyari sa tauhang ng istorya na si “Chris”. Sa huli, siya ang nalulunod sa kalasingan at nananatiling luhaan.
Datapwa’t masyadong liberal ang sinulat na akda ni Norman Wilwayco, masasabi pa ring isa itong magandang akda na dapat maipakilala sa mga ordinaryong mamamayan dahil na rin mas madaling makakasabay ang tao sa pag-unawa nito at mas maraming pag-iisip ang mabubuksan lalo na sa kabataan. Ang representasyon na bawat tauhan ay sadyang nagpapakilala kung anong klaseng mamamayan ang mayroon tayo dito sa lipunan. Maaring matukoy ng iilan kung sino sila sa kwento, maaring maging si Chris na winasak ang dangal ni Marissa, si Marissa na nawasak ang dangal o ang nagsasalaysay ng pangyayari na nanindigan at nanghawak sa kanyang dangal…
kasal Ang kasal ay isang sagradong seremonya na pinagsasaluhan ng isang babae at isang lalaki sa harap ng may lalang kung saan mangangakong magsasama habang-buhay, sa hirap at ginhawa, hanggang kamatayan. Isang banal na sakramento na nagpapahiwatig ng pakikipagtipan sa Panginoong Diyos Ama at sa Panginoong JesuKristo na magbabasbas sa pag-iisang dibdib. Bago ang kasal, ang mga taong kasangkot sa selebrasyon ay dumadaan muna sa mahabang pagpapasya at mabusising paghahanda para sa mga napagkasunduan ng dalawang tao na nagmamahalan. Kasunduan na may malalim na pagkakaintindihan at pagkakaunawaan sa nasabing pagtitipon na pagtitibayin hindi lang ng batas ng tao kundi na rin ng batas ng Diyos.
Bunga ng mga pusong nagmamahalan ang kanilang pagpapasyang magpakasal. Ito rin ang dudulot sa pagsasama upang magtagal hanggang sa wakas. sa marriage license na igagawad sa isang mag-asawa ng batas, pag-ibig nila ang taling magbubuklod upang mapagtibay ang kanilang pagsasama hindi lang sa papel pati na rin sa isa’t isa. Ilan lamang ito sa mga nalaman at naintindihan ko sa akda na nabasa ko ni Dr. Eli Rueda Guieb III na may titulong, “Kasal.” Binigyan niya ng bagong bihis ang mga kwentong pag-ibig na palaging nababasa sa mga romantic novels at napapanuod sa telebisyon. Sa bawat pangungusap na binibitawan ng may-akda ay para kang dinadala sa mismong aktwal na pangyayari o di kaya’y para ka lamang nakikipag-usap sa isang kaibigan na matagal mong hindi nakita, maigi kayong nag-uusap sa mga bagay-bagay at ikaw ay mariing nakikinig.
Sa panahon ngayon, nagiging mababaw ang pagpapakahulugan sa pag-ibig o pagmamahal ng mga kabataan o ng mga nakakatanda sa atin. Madaling nkakapagbitiw ng mga kataga sa isang tao ngunit wala namang laman ang bawat salita. Sa maikling kwentong aking binasa, nasagot ang iilang katanungan sa aking mga bakit at paano gamit ang mga salitang madalas ko namang marinig ngunit hindi ko maisatinig. Mga salitang nakapagbigay ng boses sa mga “thoughts” kong hindi ko masabi o nararamdamang hindi ko maipaliwanag tungkol sa usaping tinalakay sa akda.
Kasabay ng mga panibagong ideya na pumasok sa aking isipan ay ang panibagong mga katanungan tulad ng, paano kapag ang pag-ibig ang mawalan ng bisa sa kanilang pagsasama bilang mag-asawa? Masasabi mo pa rin ba na sila ay iisa? Dapat pa rin ba silang magpatuloy? Sapat na ba ang marriage license at pangakong binitiwan sa harap ng Panginoon na dahilan upang manatili pa rin sa pagsasama? Higit sa lahat, sapat na bang ipaglaban mo pa ang pagsasamang ikaw na lang ang lumalaban sapagkat hindi na nararamdaman ng iyong kabiyak ang kasiyahan sa inyong dalawa? Subalit, lahat ng katanungan na nabuo ay unti-unti ring nabigyan ng kasagutan ng may-akda. Pinagtuonan ng pansin ng manunulat ang puntong kanyang binitawan tulad na lamang ng paghihiwalay ng hindi nagkakasakitan o walang dahilan.
Sa usapang hiwalayan, ang babae at lalaki rin ang parehong magpapasya at magkakasundo kung tatapusin na nila ang kanilang pagsasama gaya ng kanilang kasunduan noong sila’y magpasyang magmahalan at magsama. Kapag pagmamahalan ang nawala, wala na ring silbi ang lisensyang iginawad ng batas sa kanila, ayon nga sa maikling kwento na isinulat ni Dr. Eli Rueda Guieb III, ” At kahit na anong pagkakait ang gawin, kahit na anong pagkukunwari ang ipantapal, kung talagang wala na ang pagmamahal, anuman ang kahulugan nito, anuman ang anyo nito, anuman ang ekspresyon nito, ay totoong tapos na nga ang kontrata.” Hindi rin ang marriage license o kasal ang kayang magdikta ng kanilang mararamdaman o may kakayahang magpatuloy sa kanilang pag-iisa.
Sabi nga nila, kapag ikaw ay mag-aasawa na, hindi na lang ikaw ang magdedesisyon para sa sarili mo dahil dalawa na kayo bubuo ng isang pamilya. At sa usaping pananatili sa relasyon, hindi na lang din ang sarili mong nararamdaman ang isasaalang-alang pati na rin sa iyong kabiyak dahil ang pag-aasawa ay tungkol sa mga damdaming nagkasundong magmahalan. Kung kaya’t hindi sapat na ikaw na lang ang bubuo sa pagmamahalan ninyong dalawa. Sa huli kailangan niyo ring palayain ang isa’t isa dahil ang totoong lisensya ninyo ay invalid na o wala ng bisa.
Kapag sinabing panitikan, maraming mag-aaral o kahit simpleng mamamayan ang nahihirapang bigyan ng depinisyon ang salitang ito. Minsan pa nga’y pinag-aaralan mo na’t lahat ay hindi mo pa rin alam o hirap ka pa rin o ang mga tao na bigyan kahulugan ang salitang “panitikan”. Ngunit kung ating bibigyan ng pinaka payak na paglalarawan ito, ang panitikan ay nagsasabi o nagpapahayag ng kaisipan , mga damdamin, mga karanasan, hangarin at diwa ng iba’t ibang mga tao. Sa mas malalim na pagpapakahulugan, ito ay sinasabing pagsulat ng tuwiran o tuluyan at patula na nag-uugnay sa isang tao.
Kapag sinabing panitikan, kaugnay nito ang pagsasalaysay ng iba’t ibang uri ng damdamin na maaring nararamdaman o mararamdaman pa lamang ng isang tao. Samakatuwid, ito ang pagsulat na maaaring tumatalakay sa pag-ibig, kaligayahan, kalungkutan, pag-asa, galit, paghihiganti, sindak, at pagkabahala o pangamba na kadalasang nararamdaman sa ating buhay, pamilya, pamumuhay, lipunan, pamahalaan, at maging sa pananampalataya.
Kapag sinabing panitikan, maari itong ituring na midyum o daan upang maabot ng isang tao ang iba pang tao nasaan mang panig ng daigdig. Ngunit sa kabila ng kahalagahan nito, kapag sinabing panitikan, maraming nagtatanong kung bakit dapat itong pag-aralan. Kadalasan ikinakatuwiran na hindi ito magagamit sa pang-araw-araw na pamumuhay o kaya’y walang kinalaman sa kursong kukuhanin at pag-aaralan sa kolehiyo kung kaya’t ito ay isinasawalang bahala. Kung papansinin ang nagdaang isyu na umingay sa bansang pilipinas, ninais pang ipatanggal sa antas ng kolehiyo ang pag-aaral sa panitikan at ibaba sa mas mababang antas na siyang ikinagalit ng marami.
Dahil dito, kailangang malaman ng maraming tao na ang pag-aaral ng panitikan ay upang makilala ang kalinangan ng kultura ng isang bansa at malaman an gating minanang yaman ng kaisipan at taglay na katalinuhan ng lahing pinagmulan. Ito rin ay daan upang mabatid ang mga pagkakamali at mabigyan ng pansin nang sa gayon ay maiwasto ito. Bilang isang indibidwal naman, ang pag-aaral ng panitikan ay pagtuklas sa ating kakayahan sa pagsulat at mapagsikapang malinang. Higit sa lahat, ang pag-aaral ng panitikan ay nararapat lamang sapagkat higit kanino man tayo ang dapat magpahalaga sa sariling atin.
At kapag sinabing panitikan, hindi mawawala ang salitang karanasan. Mga pangyayari o aral sa ating buhay na mismong sinasalamin sa mga likhang panitikan kaya maraming nakakarelate at mas madaling maintindihan. Sa pamamagitan na rin ng karanasan naibabahagi o naituturo ng guro ang panitikan sa mga mag-aaral dahil na rin mas naipaliliwanag nila ito ng maayos. Nakakapagbigay ang mga guro sa mga mag-aaral ng halimbawa mula sa iba’t ibang karanasan na maaring napagdaanan rin ng kanilang estudyante kung kaya’t mas madaling maunawaan. Ang tawag sa uri ng pag-aaral na ito sa panitikan ay “literary experiences” na siyang susi at epektibong paraan upang pag-aralan ito sapagkat hindi lamang naipapakita nito ang mga likhang panitikan kundi nararanasan pa ng karamihan.
n.d. (2015, April 17). Kahulugan ng Panitikan at mga Uri nito. Retrieved from http://panitikankarunungangbayan.blogspot.com/2015/04/ano-ang-panitikan-ang-panitikan-ay.html
n.d (2019). What is literary experiences? Retrieved from: https://www.readinghouse.com/blog/what-is-a-literary-experience
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