Notes and Reviews

English Module (Grade 9)- First Quarter s/y 2018-2019

2018-08-16T16:30:00.002-07:00

LEARNING MODULE * FIRST QUARTER S/Y 2018-2019 (Grade 9)

I- Directions: Write the letter of the correct meaning of each underlined word. Use the word pool for your answers.

A. confidence E. inhuman
B. criminal F. mistake/error
C. difficulties G. stop
D. evil H. weak

1. We have to abolish terrorism.
2. Work with certainty and you'll be confident.
3. To err is human
4. Each one is fallible.
5. The convict may not be guilty.
6. Heinous crimes continue.
7. It is another form of savage justice.
8. The complexities in life can be avoided.

II- Using Context Clues. Write the letter of the word that gives the correct meaning of the underlined word as used in the sentence.

1. The viscous gum stuck to my pants.
a. dirty c. sweet
b. thick d. sticky
2. She was scolded by the teacher for her insolent answers.
a. rude b. incorrect c. foolish d. funny
3. The clairvoyant sensed an accident was about to happen.
a. religious person c. one gifted with talent
b. intelligent person d. one gifterd with extra perception
4. You don't compel him to eat if he doesn't want to. He will eat willingly when he gets hungry.
a. pay b. force c. test d. bribe
5. It is a miracle he survived the car accident unscathed.
a. unafraid b. unhappy c. unharmed d. unknowingly
6. Her reverie was broken by his noisy arrival.
a. nap b. silence c. adoration d. daydreaming
7. Keeping busy has brought solace to people suffering from some anxiety
8. Joselito gave a precise answer to the question.
a. exact b. short c. wrong indirect

III- Reading Comprehension:

Read the following passages and write the letters of your answers to the questions that follow.

A. "Congratulations'" said Dennis grasping Rafael's hand, "That pole vault will set a record."

9. Who was Rafael?
a. An athlete b. A banker c. A coach d. A teacher

10. What expression did Dennis have on his face?
a. Impatience b. Admiration c. Amusement d. Pride

11. If Dennis had used a complete sentence when he said "Congratulations," what would he have said?
a. "Thank you for the congratulations."
b. "I like your congratulations."
c. "I want to congratulate you."
d. "Congratulations are in order."

B. In the West, the stars sink, luminous almost until the sun"s rays strike them. Small clouds in the east turn deep pink and gold. There is brilliant color all over the sky.

12. What does the paragraph describe?
a. The colorful world c. The splendor of sunrise
b. The luminous sun d. The dying night

13. What time of day is referred to?
a. Sunrise b. Noon c. Afternoon d. Sunset
14. What is the predominant sensory image in the paragraph?
a. Touch b. Taste c. Sound d. Sight

C. Faithful to the last image of the many characters he had played during his long acting career, John Wayne refused to give up in the face of death. But it is feared that the cancer from which he is suffering will this time be too strong for him.

15. What is John Wayne's occupation?
a. Player b. Actor c. Artist d. Star

16. What disease is he suffering from?
a. Tuberculosis b. Heart Disease c. Ulcer d. Cancer

17. Which in the Sentence 2 refers to what word?
a. Cancer b. Career c. Death d. Suffering

18. What is one positive character trait of Mr. Wayne?
a. Industrious b. Courageous c. Fearless d. Faithful

19. What is the paragraph about?
a. Movies made by John Wayne c. The courage of John Wayne
b. Acting career of John Wayne d. The cancer of John Wayne

H O P E

Hope is a tattered flag and a dream out of time........
The evening star inviolable over the coal mines.............
The blue hills beyond the smoke of the steel works.

20. Which of the following is NOT compared to Hope?
a. tattered flag b. evening star c. blue hills d. coal mines

21. What is the predominant sensory image in the poem?
a. sight b. sound c. smell d. touch

22. To what does steel works in line 3 refer?
a. hospitals b. banks c. factories d. malls
23. What figure of speech is used in the poem?
a. simile b. metaphor c. irony d. personification

end of first module.goodluck!!!
@mamemsncengdept.pnhs-main

The Necklace by Guy de Maupassant

2013-10-14T21:51:00.000-07:00

What Matter Most....a sacrifice!

At the beginning of the story, the author introduces Mathilde Loisel, a middle-class girl who desperately wishes she were rich. She's got looks and charm, but had the bad luck to be born into a family of clerks, who marry her to another clerk, Mr. Loisel from the Ministry of Education. Mathilde is so convinced she's meant to be rich that she pretend her real life and spends all day dreaming and despairing about the fabulous life she's not having. She envisions footmen, feasts, fancy jewelries,furniture's, and strings of rich young men to seduce.

For contradictions and viewpoints, let us recall the events. One day M. Loisel comes home with an invitation to a fancy ball an invitation from his boss, the Minister of Education. M. Loisel has gone a lot of trouble to get the invitation, but Mathilde's first reaction is to throw a fit. She doesn't have anything nice to wear, and can't possibly go! How dare her husband be so insensitive? M. Loisel doesn't know what to do, and offers to give his 400 francs, the money use to buy his new shotgun. He also offers to buy his wife a new dress, so long as it's not too expensive. Mathilder asks for 400 francs, and he agrees. It's not too long before Mathilde throws another fit, though, this time because she has no jewels. So Madame Loisel suggests she has to see her friend Madame Forestier, a rich woman who can probably lend her something. Mathilde goes to see Madame Forestier, and she is in luck. Mathilde is able to borrow a gorgeous diamond necklace. With the beautiful necklace she borrowed , she's sure to be a stunner in the party.

The night of the ball arrives, and Mathilde has the time of her life. Everyone loves her, man in the ball lusts after her and she absolutely trilled with too much happiness and contentment. She and her husband, who falls asleep in a corner don't leave until 4:00 o'clock in the morning. Mathilde suddenly dashes outside to avoid being seen in her shabby coat. She and her husband catch a cab and head home. But when they reach their home, Mathilde notices and makes a horrifying shouts! and cried out! "the diamond necklace is gone."

Mr. loisel spends all his time, the next, and even the next week, searching everywhere in the house, in the streets, the city for the lost necklace, but finds nothing. It's gone. So he and Mathilde decide they have no choice but to buy a new one, a replacement of the necklace they've borrowed to Mme. Forestier. They visit one jewelry store after another until at last they find a necklace that looks just the same as the one they lost. Apparently, it's 36 thousand francs, which is exactly twice the amount of all the money Mr. loisel has to his retirement. So, Mr. Loisel goes massively into debt and buy the necklace, and Mathilde returns it to Mme. Forestier, who doesn't notice the substitution. Buying the necklace catapults the loisel's into poverty for the next ten years. Almost ten years, they lose their house, their maids, their comfortable simple lifestyles, and to the extent they had to work hard all day and night just to pay all their debts, and on top of it all Mathilde loses her good looks.

After ten years, all the debts are finally paid, and Mathilde is out for a jaunt on the Champs Elysees. There she comes across Mme. Forestier, rich and beautiful as ever. Now that all the debts are paid off, Mathilde decides she wants to finally tell Mme Forestier the sad story of the necklace and her ten years of poverty, and she does. At that point, Madame Forestier, shocked, reveals to Mathilde that the necklace she lost was just a fake. It was worth only five hundred francs.

"Three Acts of Goodness” Teacher Camp

2013-06-11T07:55:00.001-07:00

“Three Acts of Goodness”

Teacher Camp

Advisors: Department of Education

Organizer: Fo Guang Shan Mabuhay Temple (I.B.P.S., Manila)

Date: 2013, May 10 to 12

Venue: Fo Guang Shan Philippines Mabuhay Temple

Address: 656, P. Ocampo Malate, Manila, Philippines

Tel.: 02-5599540

Participants:

1. Emily Calicdan, English Dept., Parañaque National High School-Main

2. Lourdes Chavez, Filipino Dept., Parañaque National High School- Main

3. Net Mamarado, Filipino Dept., Parañaque National High School-Main

Narrative Report:

Introduction:

1. A Brief Overview of Fo Guang Shan

2. An Overview of the Buddha Memorial Center

3. An Overview of Fo Guang Shan Mabuhay Temple

4. Message from Venerable Master

Information:

1. Opening Ceremony

Closing Ceremony

2. Seminar Schedule

3. General Monastery Etiquette

4. Lecture Hall Guidelines

BLIA Verse

5. Humble Table Wise Fare

SOUNDS of the Human World Songs:

1. Ode to the Triple Gem

2. Harmonize

3. We are One

4. Songs of Three Acts of Goodness

A Brief Overview of Fo Guang Shan

Fo Guang Shan Monastery is Located in Dashu District of Kaohsiung City. It is made up of five mountains laid out in the form of lotus petals. With modern facilities and traditional palaced-styled buildings, a temple embodies culture, education, Dharma propagation, charity, pilgrimage and tourism. At the same time, it is a center for the practice of the Bodhisattva path that features educational, open, international, artistic, and cultural characteristics Founded out of the altruistic and compassionate aspirations of Venerable Master Hsing Yun, Fo Guang Shan is Taiwan’s first Buddhist monastery and an important base for the practice of Humanistic Buddhism.

Venerable Master Hsing Yun was born in Yangzhou of Jiangsu in 1927. He became a novia monk at Qixia Temple in Nanjing, China. He graduated from Jiaoshan Buddhist College in 1947, and took on various posts, such as: Principal of the Baita Primary School; Chief Editor of the monthly magazine Raging Waves; and abbot of Hwa Zang Monastery in Nanjing.

He taught at the Buddhist Chanting Association in Yilan in 1953. He established Kaohsiung Shou Shan Monastery and founded Shou Shan Buddhist College in 1962.

Fo Guang Shan was founded in 1967 in Dashu, Kaohsiung under the objectives of: Promoting Dharma through culture; Fostering talent through education, Benefiting society through charity; and Purifying people’s minds through cultivation. He has devoted his life to the promotion of Humanistic Buddhism, and personally established a system of regulations by printing the Fo Guang Shan Pure Rules Handbook. The modernization of Buddhism is seen as a new milestone that he overcame.

He has established over two hundred branch temples worldwide. Among these are His Lai Temple in the United States, Nan Tien Temple in Australia, and Nan Hua Temple in Africa. He has also founded 16 Buddhist colleges, 21 art galleries, 26 libraries, a publishing company, 12 bookstores and over 50 Chinese schools. The Venerable Master has also established s free medical clinic, a Buddhist research institute, two High Schools (Chih-Kuang and Pu-men High Schools), two primary schools (Jiun Tou Elementary Schools and Junyi Elementary and Junior High School), and a kindergarten. Institutions of higher education founded under him include the University of the West in America, Fo Guang University and Nanhua University in Taiwan, and Nan Tien Institute in America, Fo Guang University and Nanhua University in Taiwan, and Nan Tien Institute in Australia.

Venerable Master established other charities’ starting from 1970 includes the Dai Ci Children’s Home, Fo Guang Senior Citizens Home, Compassion Foundation, Cloud and Water Mobile Clinic, and Fo Guang Clinic. Additionally, Fo Guang Shan has established housing for senior citizens in collaboration with the Kaohsiung City government. In China, Venerable has founded the Buddha’s Light Hope Primary and Middle Schools and the Buddha’s Light Hospital. Globally, Fo Guang Shan continues to donate wheelchairs and mobile shelters, and participates in disaster relief efforts. Fo Guang Shan is committed to providing for the young and elderly as well as the poor and underprivileged.

Fo Guang Journal began its publication in 1976, and the following year, the Fo Guang Tripitaka Editing Committee was formed to supervise the publication of the Fo Guang Buddhist Canon and Fo Guang Buddhist Dictionary. In 1997, Selected Chinese Buddhist Texts in Modern Writing was published in 132 volumes, the Fo Guang Buddhist Dictionary was produced in CD-ROM, and the Buddha’s Light Television Station was founded. In 2000, the Merit Times newspaper was founded, and in 2001, the Universal Gate Magazine, which had been in publication for over 20 years, became the bi-monthly Universal Gate Magazine. A Collection of Contemporary Buddhist Works ,at the same time was established to collect Master and P.H.D. papers from both sides of the Strait, as well as academic research published in Chinese from around the world. These were compiled into the 100 volume A Collection of Contemporary Buddhist Works: Chinese Buddhist Academic Series.

Venerable Master Hsing Yun has tonsured over one thousand monastics from around the world, and has over one million lay followers worldwide. In 1991, the Buddha’s Light International Association (BLIA) was established in the United States, and the Venerable Master was elected as President of the BLIA World Headquarters. With over 170 chapters, BLIA is the largest Chinese organization in the world. In 2003, BLIA was officially recognized as a member of the United Nations Non-Government Organizations. Throughout his life, Venerable Master Hsing Yun has tirelessly traveled the five continents and between China and Taiwan in his efforts to propagate Buddhism. The phrase “Let the Buddha’s Light shine over the three thousand realms; and the Dharma’s current flow throughout the five continents” has indeed fulfilled by the Venerable Master.

An overview of the Buddha Memorial Center

The construction for the Buddha Memorial Center, situated in Dashu District, Kaohsiung City of Taiwan began in 2003 and was officially completed on December 25, 2011. Inspiration for constructing the Center came in 1998, when Venerable Master Hsing Yun was in India’s Bodh Gaya to conduct the International Triple Platform Full Ordination Ceremony. When the Tibetan Lama Kunga Dorje Rinpoche learned of Fo Guang Shan’s efforts to enhance fellowship between Chinese and Tibetan Buddhist traditions through the organization of international events such as the World Tantric and Sutric Conference, as well as the active propagation of Humanistic Buddhism through the founding of the Buddha’s Light International Association, he was touched by the Venerable Master’s efforts. Recognizing that Fo Guang Shan is a monastery that follows the true path of Buddhism, he expressed the wish to present Venerable Master with the Buddha’s tooth relic. The relic had been in his safekeeping for nearly 30 years, and he hoped that a monument would be built to enshrine it; so that the relic may once more be known to the world, and that Buddhism may prevail.

Facing east and occupying more than 100 hectares of land, the Buddha Memorial Center follows the layout of having eight pagodas at the front, a big Buddha at the back, Vulture Peak to the South, and Jetavana Grove to the east. The main buildings are laid, out along the central axis from east to west in the following order: the Front Hall, the Eight Pagodas, Grand Photo Terrace, Bodhi Wisdom Concourse, Main Hall, and the Fo Guang Big Buddha.

The Main Hall stands approximately 50 meters high and has one of the Four Noble Truth pagodas located on each corner of its base. A Bodhisattva is located within each Pagoda: Avalokitesvara of Great Compassion, Manjusri of Great Wisdom, Ksitigarbha of Great Vow, and Samatabhadra of Great Practice. There are four levels within the Main Hall: one underground and three above ground. In addition to enshrining then Buddha’s tooth relic, the Main Hall is also equipped with facilities such as Great Enlightenment Auditorium, which can hold more than 2000 people and other exhibition areas.

Within the underground level of the Main Hall are 48 Underground Palaces that store artifacts of historical, cultural, contemporary and commemorative value that have been collected from around the world. Currently all locked; one palace will be opened after every century. The successful establishment of the Buddha Memorial Center as a landmark for the continuous documentation of the history of humanity will depend on the contributions and efforts of everyone.

Located in front of the Main Hall is the Bodhi Wisdom Concourse, which is a square that measures 100 meters in width. The walls of the corridors to the right and left feature reliefs from stories of the Buddha and Buddhist Verses written by Venerable Master Hsing Yun. Framing the rim of the Concourse are the statues of the Eighteen Arhats. Apart from the 10 principal disciples of Sakyamuni Buddha and those mentioned in the Amitabha Sutra, also featured are three female Arhats: Mahaprajapati Bhiksuni, Utpalavarna Bhiksuni,Bhadra Kapilani Bhiksuni, as well as the Dragon Subduing Arhat and Tiger Taming Arhat. The Grand Photo Terrace located in front of the Bodhi Wisdom Concourse is composed of a big staircase 50 meters long and 35 meters wide. There are 37 steps, which represent the 37 paths leading to enlightenment.

The great Path to Buddhahood, which leads towards the Bodhi Wisdom Concourse, is lined with eight pagodas; four on each side. Symbolizing the Noble Eightfold Path, the Pagodas are named as follows: One Teaching Pagoda, Two Assemblies Pagoda, Three Goodness Pagoda, Four Giving’s Pagoda, Five Harmonies Pagoda, Six Perfections Pagoda, Seven Admonishments Pagoda and the Eightfold Path Pagoda.

The walls of the Sheltered corridors that run behind the Pagodas and which lead towards the main Hall are inscribed with the names of benefactors as well as excerpts from Venerable Master’s Humble Table, Wise Fare words of wisdom, which are both educational and cultural in content. The Front Hall is located at the entrance of the Center, and provides services such as reception, information, postal, banking, and photography in addition to having exhibition areas. The hall’s Chinese name means paying respect to the Buddhas.

The Fo Guang Big Buddha which sits on top of Fo Guan Building behind the Main Hall is the landmark of the Buddha Memorial Center. With a total height of 108 meters and weighing over 1780 tons, it is the world’s tallest largest seated, bronze Buddha.

The Buddha Memorial Center is a complex that encompasses both ancient and modern, as well as Chinese and Western architecture. Its facilities serve cultural, educational, and spiritual purposes as well as provide guidance for attainment of wisdom. The buildings were built to portray the magnificence and the wisdom of the Buddha that is represented by the relic. When people come to pay respect to the Buddha’s tooth relic, they can also discover their Buddha nature. As a result , more kindness and sincerity is brought into the world, and society can be in harmony and at peace.

An Overview of Fo Guang Shan Mabuhay Temple

FGS Mabuhay Temple is an oasis of spiritual practice in the center of a busy urban environment. It offers regular Dharma services following the Chinese Buddhist lunar calendar, the 1^st and 15^th days of the lunar month, when the Buddhist community gathers at the Main Shrine to read and chant the sutras or Buddhist texts. The temple also offers weekly Dharma service every Saturday night. And we also hold English activities like the English Buddhist Prayer every 2^nd Sunday of the month. On the 2^nd floor is the Main Shrine where it house a large Burmese-style Buddha statue made of white jade.

Since FGS Mabuhay Temple promotes holistic health, the temple is also a place where guests practice body-mind exercises, such as Tai-Chi and Yoga, with weekly schedules. At the temple’s Water drop Tea House visitors can enjoy tea and Healthy, compassionate and environmentally friendly vegetarian dishes.

A School:

The founder Venerable Master Hsing Yun placed great emphasis on education because he believes that society can benefit from it. Thus at Mabuhay Temple, employs the “life education” approach, where people of all ages can continue to learn life skills to improve themselves and become helpful to others. On a schedule basis, the temple offers classes in the following:

· Mandarin

· Vegetarian Cooking

· Musical Instruments

· Tai Chi

· Yoga

· Study Groups

· Humanistic Buddhist Practicing

There is also a library and audio-visual room available for use.

An Art Gallery:

FGS Mabuhay Temple provides a venue for the arts through seasonal exhibits, but in itself the temple has aesthetic value that art enthusiasts would appreciate. Aside from housing international artwork such as Venerable Master Hsing Yun’s one-stroke calligraphy, there are exhibitsnof paintings, sculptures and photographs that are schedules by the art gallery.

A charitable institution.

Message from Venerable Master

“Happiness and Peace” is the theme of the General Conference. To take home the essence of happiness and peace and spread it across the world, apply it to our daily lives, and be free from sorrow, worries, suffering, and trouble. May happiness and peace broaden our minds and raise the standard and quality of our lives to higher levels.

What is the purpose of our existence in this world? Is it to find happiness? Or to experience suffering? Most people would say, “Happiness!” In reality, how many of us actually enjoy happiness and peace? What we hear and see most often are the wails of grief over the catastrophes of this world. These includes natural disasters and man-made calamities such as war, violence, famine, poverty, and various stresses and anxieties experienced in everyday life. Very few of us think of life as truly happy.

The average person is committed to becoming famous and rich, but is happiness and peace found within fame and fortune? We like to earn more money and love, but can happiness and peace be found within money and love? “As for those who pursue freedom and democracy, even if the country is free and democratic, without inner peace and care, life is still without true happiness and peace”. Therefore, it can be said that the happiness and peace that have been sought by people for so long are in fact in the possession of very few.

Venerable Master Hsing Yun message inspire people, BLIA members who have propagated Humanistic Buddhism across the world, brought light and hope to humanity, served and contributed to society, and left our mark in history. With this inspiration. Venerable Master Hsing Yun message inspires people, BLIA members who have propagated Humanistic Buddhism across the world, brought light and hope to humanity, served and contribute to society, and left their marks in history. With his inspiring message, Master Hsing Yun expresses his utmost admiration to all BLIA members for their dedication.

To attain peace and happiness in life, Master offers the following four suggestions:

1. Happiness and peace come from detachment and contentment

A person who is detached and without desires does not get jealous or compare himself with others, does not oppose or fight with others, and does not treat people or matters with arrogance and insolence, but follows any conditions with perfect ease. Many eminent and virtuous people throughout history, earned the respect of others not because of their wealth, but because of their moral integrity nurtured through living simple but content lives. They are the true models of living the philosophy of emptiness.

Detachment and contentment give rise to the strengths of concentration and wisdom. The more detached you are, the more concentrated you can be, and, thus, the more you are able to redefine the meaning and value of life. An example of Master is a Taiwan’s vegetable vendor Chen Shu-chu is detached from money, allowing her to give generously so that the value of money can be maximized. As such, she won the respect of everyone. Detachment and contentment means: there are things we should do, things we should not do in life; there are things that we should desire, things we should not desire in our minds. When we can be content, we will not be enslaved by life and will be able to settle both body and mind to enjoy the wealth and happiness of contentment. Therefore, detachment and contentment are true wealth, and people who understand detachment and contentment will naturally have happiness and peace in life.

2. Happiness and peace come from compassion and tolerance

Compassion is not a demand on others, nor is it a standard by which we judge people. It is a way to discipline ourselves. Compassion does not mean blind tolerance to physical attack or verbal abuse. When justice is threatened or when good people are being slandered or attacked, we should stand up bravely for them. Compassion is not a being slandered or attacked; we should stand up bravely for them. Compassion is not a momentary emotion, but a persistent service for others. Compassion is not just being kind only to our friends and family, nor does it mean we are to expect anything in return.

Compassion and tolerance alone are not enough. They need to be supplemented by wisdom. Only compassion and tolerance can awaken people’s morals and conscience for society to flourish and improve. Only compassion and tolerance can help to resolve conflicts, prevent wars; only compassion can enhance and sustain world peace. Only when the world is filled with compassion and tolerance, can we have lasting happiness and peace.

3. Happiness and peace come from letting go and pickling up with perfect ease.

The ability to let go makes it easy to pick up again. When we are willing to take a step forward, there will be hope for the future. In letting go, we should have the flexibility to be big or to be small, to give or to take, to have or not to have, and to stay high or to lie low.

We should let go of our greed for fame and gain as well as the attachment to troubles and defilements. We should even let go of the delusive thought of having to let go of something. Once we let go of our attachments, we will be so carefree and at ease!

Knowing to let go allows us a much bigger world; being brave to pick up permits our short and limited life to be more at ease. Because we learn to give, naturally, happiness and peace will follow us.

4. Happiness and peace come from altruism and selflessness

The greatest flaw of humanity comes from selfishness and attachment. If we can face the world with selflessness, altruism, detachment, and no desires, then we will naturally have respect and tolerance for everything. Our lives will benefit so much more, and happiness and peace will come naturally. With selflessness, we can embody the public; by placing others before ourselves, our minds will be broadened by being selfless. With altruism, we can reduce our attachments; we will think for others, society, and our country. Selflessness and altruism open up our minds and broaden our vision, allowing us to find happiness and peace in life.

Whereas, happiness and peace are what everyone seeks and the vision all humanity strives to attain. A happy outlook in life brings peace in living.

The message of Venerable Master Hsing Yun give hope and inspiration that it is his hope that all BLIA members and friends from all directions can nurture a character of contentment and detachment, have a mind of compassion and tolerance, learn to pick up and let go with perfect ease, and achieve a character of selflessness and altruism.

As educator, the ‘Teacher Camp’ encourages us to give our role to be part of this objective. Let us work together, contribute to the happiness and peace of humanity, and build a “Humanistic Buddha land” that is filled with happiness and peace here and now. As Master says, “Last but not least, may your hearts be filled with Dharma joy, and may each and every one of you live a life of happiness and peace.”

Opening Ceremony:

· Commencement of the Ceremony

· Chair of the Ceremony be Seated

· Sing Ode to Triple Gem

· Introduction of Distinguished Guests

· Address by Chairperson

· Address by Distinguished Guests

· Introduction of Participants from Various Countries

· Opening Performances

· Group Photo

· Completion of Ceremony

Matrix

Time	Friday 5/10	Saturday 5/11	Sunday 5/12
9:00-10:20	9:00-9:50 Registration	Let Kids Learn Empathy (Teacher Amy)	9:00-9:50 The Life Philosophy of 3,4, and 5 (Dr. Michael Lao) 10:00-10:50 Group Discussion
10:30-12:00	10:00-10:50 Art Gallery 11:00-12:00 Liu Qi (Amanda)	Teach Children to be Responsible (Teacher Claire Fan)	11:00-11:30 Sharing 11:00-12:00 Closing Ceremony
12:00-13:30	Lunch
13:30-14:20	13:30-14:00 Opening Ceremony	Education of FGS (Ven. Miao Way, Teacher Christine)	Home
14:30-15:30	14:00-15:30 Life Education Ven. Miao Jing	Spreading Knowledge (Joyce Kao)
15:30-16:00	Tea Break
16:00-17:20	Beautiful Life 3 Acts of Goodness (Teacher Lourdes)	Practicing 3 Acts of Goodness ( Teacher Sonny Lee)
17:30-18:30	Tea Chan (Teacher Lin)	Meditation (Ven. Miao Bo)
1 8:30-19:00	Dinner
19:00	Home

A. Three Acts of Goodness

1. Do Good Deeds

2. Speak good words

3. Think good thoughts

B. What exactly are the Three Acts of Goodness?

· They are to do good deeds, speak good words and think good thoughts.

· Doing good deeds means cultivation of our bodies.

This means not killing, not stealing, not committing sexual misconduct and not harming others. It means doing kind acts to benefit others, performing virtuous acts, beautiful acts and beneficial acts. This is how we use our bodies to do good things.

· Speaking good words means cultivation of our speech.

This means not lying, not using double-tongued speech, frivolous speech or harsh speech. It means speaking compassionately, rationally, wisely and truthfully. A person who cultivates speech speaks words of goodness, and a truthful speaker, a realistic speaker, who tells it like it is, does not say anything fantastic and is not a liar.

· Thinking good thoughts means cultivation of our minds.

This means not having suspicious, jealous, greedy, hateful or ugly thoughts. It means having thoughts that are compassionate, joyful, determined, kind and devoted. This is how we use our minds to think good thoughts.

Insights:

“Three Acts of Goodness” Teacher Camp

The three days Teacher Camp at Fo Guang Shan Mabuhay Temple inspired by the Three Acts of Goodness that happiness has always been an ultimate concern. Venerable Master gave two ways through which one could pursue happiness. One is to cultivate detachment and contentment, and the other is to cultivate compassion and tolerance. The first one is definitely work that has to be done on one’s self, while the second is work that has to manifest in one’s actions toward others.

Ven. Miao Jing discussed the topic about Life Education. Mentioning the founder of Fo Guang Shan Venerable Master Hsing Yun due to his shaking hands and poor eyesight he was able to create collections to send his sincere greetings and care for the Filipino people, to wish his devotees happiness and peace, as well as to benefit FGS educational and cultural programs in the Philippines. FGS Mabuhay Temple attracted hundreds of visitors-students art enthusiasts, dignitaries, devotees, coinciding with the exhibit were arts and culture seminars and events, such as lectures on Chinese painting, calligraphy, and tea ceremony and Buddhist aesthetics.

Ven. Miao Jing highlighted her lecture on Life Education given emphasis on “Environmental and Spiritual Preservation” by Venerable Master Hsing Yun. Ven. Miao Jing explained ecology and preservation of the environment in Buddhist framework.Citing the Buddhist Teachings of dependent origination, law of cause and effect, individual and collective karma, and the concept of Buddha nature inherent in all beings, Ven Miao Jing was able to lay out the Buddhist way quoted Venerable Master Hsing Yun as then she proceed to emphasize,” the equal importance of spiritual preservation, which purifying one’s heart and mind.

Three Acts of Goodness Teacher Camp featured plenary speeches from lecturers, scholars and professors. Throughout the 3-day conference, activities and outputs prevented in parallel session by esteemed professors, media and guests.

The conference served as a rich educational and cultural experience for both teachers and students. The conference became a venue for appreciating diversity and understanding various culture, religious, and practices towards a harmonious and peaceful co-existence.

Fo Guang Shan Mabuhay Temple and DEPED, NCR organize lecturers. Participants were Elementary and Secondary Teachers. The conference featured by Art Exhibits and performances in response to conflict for the promotion of peace. The exhibit was not just then about the calligraphy, but also about, as one piece of Venerable Master would put it, the “art of living.” Artistic design made and created by students also featured a child-friendly calligraphy, poster, paintings and slogan.

In a round table discussion with workshop participants, exchanging ideas and building blocks, which come up with successful presentation. The tea ceremony has then become a staple for special temple visits or activities, such as press conference or wellness programs. Participants learned from tea (Tea Chan) Ceremony, Teacher Lin of FGS. We learn the art and techniques of “brewing and drinking tea.” The enriching workshop encouraged the participants to practice the tea ceremony whenever the temple needs to entertain and serve guests.

In Ch’an sitting meditation practice, participants find peace and contentment in meditation “Wellness for Body and Mind” and spirituality oriented. Outputs made by each group was presented and appreciated by the lecturers and speakers, Participants propose a plan of action for ecological preservation, which may be implemented in our respective communities, school and students. All activities were challenging and innovative.

The Teacher Camp served as a rich educational and cultural experience for both teachers and students, especially in the fields of Buddhist, Philosophy, ethics, aesthetics, and socio-cultural s fields. The conference became a venue for appreciating diversity and understanding various cultures.

The success of the first conference inspired the organizers to gear up for the next one in 2014.

General Monastery Etiquette

1. When greeting someone in the monastery, join palms, say “Omitofo” (Amitabha Buddha) or “Ji-Xiang” (Auspicious blessings).

2. For identification, purposes only please wear your nametag at all times.

3. Please write your name on the provided plastic cup and use it for drinking.

4. Smoking, alcoholic consumption, violence and coarse language are strictly prohibited throughout the duration of the seminar.

5. Please do not bring into or consume meat within the vicinity of the monastery.

6. Greet each day and each person with a smile.

7. Please cherish public property and help maintain cleanliness of the environment.

8. Practice contentment and appreciate what you have. When refreshments are served, take only what you need so that others can have their share.

9. Please help to keep the environment clean by disposing of your garbage properly after each class or break session.

10. Participants are to aide strictly to seminar rules and to adhere to established itinerary.

11. Please cherish your blessings and do not waste food

Lecture Hall

1. Cherish the opportunity of attending classes. Please be on time, maintain order, and turn off your mobile during classes.

2. Tardiness or absence without a proper reason will not be accepted. Please be seated 5 minutes before classes start.

3. At the beginning and End of each class, greet and address the lecturer as instructed.

4. Observe sitting etiquette: rise and sit gracefully and quietly. Keep noise level to a minimum. Please push in your chair before leaving.

5. At the beginning of each session, please be seated before the lecturer arrives; quietly leave the lecture hall after the lecturer leaves at the end of each session. Absence without permission is not allowed.

6. Please maintain order during the seminar. Photography, video, and audio recording is prohibited.

BLIA Verse

May kindness, compassion, joy, and equanimity pervade all Dharma realms;

May all beings benefit from our blessings and friendships;

May our practice of Chan, Pure Land, and Precepts help us to realize equality and

Patience;

May we undertake the Great Vows with humility and gratitude

Like A Lotus Flower

Music and lyrics by Paula Joy Puerto (15 years old)

Performed by Paula Joy Puerto

All instruments arranged and performed by Nendel Endrina

I wonder why I’m so out of place, I don’t understand the world and its ways,

Get involved in this kind of game…

Like a lotus flower,

I will bloom in the dark; I will grow in the deepest mud.

Like a lotus flower, I will rise above it all.

I will stand each time I fall, I’ll be better, I’ll be stronger,

Like a lotus flower.

Amidst the many changes, I’m still the same,

And then the thought of giving in finally comes.

But I shouldn’t no, I couldn’t. Get involved in this kind of game…

Like a lotus flower, I will bloom in the dark.

I will grow in the deepest mud,

Like a lotus flower,

I will rise above it all; I will stand each time I fall,

I’ll be better, I’ll be stronger.

Like a lotus flower, when the world turns around. And I’m down below,

I’ll always find my way back up, When the stars start to fall,

When the darkness is all around. I’ll be standing tall…

Like a lotus flower, I will bloom In the dark,

I will grow in the deepest mud.

Like a lotus flower,

I will rise above it all; I will stand each time I fall.

I’ll be better, I’ll be stronger.

Like a lotus flower.

“No matter how unclean the mud is, as long as we become pure lotus flowers, there is nothing unwholesome about it.”-Venerable Master Hsing Yun

Find out if Rizal's arguments can be considered valid.

2012-08-31T11:14:00.000-07:00

                              Speech of Defense
                                    Jose P. Rizal

         I do not intend to speak at length. I am convinced of my innocence. But there are statements which
have bee made and I feel that they should be refuted. No one can do this better than myself.
         I have been accused of founding the Liga Filipina. I admit that wrote the statutes for the Liga and that
I called the first meeting but I absolutely deny that its purpose was revolutionary. In the first and only meeting,
we discussed ways and means of advancing Filipino industry and commerce and agriculture and education
and securing our liberties by peaceful means.You who once fought for your own liberties, why should you
condemn our aspirations for those liberties which you tell the world you have given us?
          Besides, the Liga had but one meeting. Then I was deported to Dapitan and the Liga died. Who of
you will say that in that one meeting, I, a poor Indio, could have conceived and set in motion such a vast conspiracy which today is costing. Spain untold efforts to suppress and costing us untold miseries? If the
Liga had revolutionary and sanguinary aims, if I was the recognized leader, if, as the prosecution for the
crown has to dramatically said, I was adored by its members as some sort of superior being, why should the members, soon after I was deported, let the Liga die and establish the Katipunan to take its place? Senores, it is clear that the Liga had aims different from those of the Katipunan; for we do not destroy an association overnight to establish another of the same kind and with the same aims.
Now, Senores, I realize that most probably you are prejudiced against me - embittered by what I
have said in my writings. At the same time, I am convinced of your sense of justice. If I have said bitter
things, it was because at that time I was bitter-embittered by the sight of the suffering and miseries that my
family was undergoing. We were deprived of our two houses and our lands. My brother and all my brothers-
in-law were deported. Can you blame me for being bitter? If you do, I think that I have expiated that fully in my four years of exile in Dapitan. And ask those who knew me intimately during those four years of exile- the Commandants and the Jesuit missionaries of Dapitan- ask them if my conduct ever gave the slightest
semblance of one who in his heart was plotting the overthrow of Spain in the Philippines.
   But one thing-I must repeat, I am innocent of any part in this rebellion.I have always condemmed
violence and bloodshed as means of obtaining our liberties. I can't deny that from my very childhood I
have hoped to see my native land enjoying those rights and liberties which are necessary for the peace and
progress of our country. I ca't deny that I have always looked forward to the day when Filipinas,culturally,
economically, and socially ready to guide her own destiny, would through the nobility of Spain and the providence of God, take her place among the free nations of the world.

2012-06-30T18:55:00.000-07:00

Literature: (Lecture)

How Plot of a Story Develops
The term plot refers to the series of events in the story. It deals with what happens in the story. The action of the plot progresses because of a conflict, or the struggle between two opposing forces. The conflict usually builds up to the emotional peak or climax, and a denouement follows when the conflict is resolved in some way.
Note:
Crisis- the complications that built to the climax.
rising action- turning point
falling action- the events that take place after the climax.

Lesson 6:

Literature: Truce in the Forest
by Fritz Vincken

Below is a clip video of the story, "Truce in the Forest" by Fritz Vincken
Watch the story clip to find out what quiet miracle took place then.

Do these after:(Suggested Activities)
1. What could be considered a miracle that happened in the story? Justify your answer.
2. Identify the events that fall under each part of the plot.
3. Think of a particular song that could be dedicated to the mother in the story.

2012-06-16T00:47:00.001-07:00

Sentence and its Parts:

Complete Subjects and Predicates:

Every sentence that is grammatically correct consists of two parts: a complete subject and a complete predicate.

A sentence is a group of words with two main parts: a complete subject and a complete predicate. Together these parts express a complete thought.

The complete subject includes a noun or a pronoun that names the person, place, or thing that the sentence is talk about The complete predicate includes a verb or verb phrase that tells something about the complete subject.

Example:

* She has become a victim of circumstances.

She- complete subject

has become a victim of circumstances- complete predicate

*The three students at the podium spoke.

The three students at the podium - complete subject

spoke-complete predicate

Exercise :Recognizing Complete Subjects and predicates. Make two columns. Then write each complete subject in the first collumn and each complete predicate in the second column.

Example: The daily "Philippine Star" features business news.

Complete Subject Complete predicate

The daily "Philippine Star" features business news.

1. Seasonal winds in india are called monsoons.

2. Dawn stationery is always simple but elegant.

3. The best actress this year is Miss Helen Gamboa.

4. Anyone could have made a mistake like that.

5. The shy little girl called her "Mamo."

Lesson 10: The Structure of a Sentence

A sentence is structurally a word or a group of words that may be simple, compound, complex or compound- complex. A simple sentence is made up of a subject and a predicate; a compound sentence, of two or more simple sentences called independent clauses; a complex sentence,of two or more simple sentences one of which is called an independent clause and one or more simple sentences, two of which are called independent clauses and one or more, dependent clauses.

*In a compound sentence the clauses are joined by a coordinate or correlative conjunction; while in a complex sentence the clauses are joined by a subordinate conjunction. That which carries the conjunction is the dependent clause and that which does not carry the conjunction is the independent clause. In a compound-complex sentence the two independent clauses are joined by a coordinate or correlative conjunction while the one or more dependent clauses are connected to any one of the independent clauses by a subordinbate conjunction.

2012-06-15T22:28:00.001-07:00

Lesson 8:Fragments and Run-ons
         Fragments and run-ons are two errors commonly found in writing.

Fragment
       A fragment, a group of words that does not express a complete thought, is generally considered an error in writing.

       Do not capitalize and punctuate phrases, subordinate clauses,or words in a series as if they were complete sentences.

       Fragments in writing are usually the result of carelessness and haste. if you find you are having a problem with fragments, take the time to check your work.

Run-ons

       Another kind of sentence error is the run-on sentence, often called simply a run-on. A run-on sentence is two or more complete sentences that are capitalized and punctuated as if they were one.

       Use punctuation, conjunctions,or other means to join or seperate the parts of a run-on sentence.

Exercise A: Correcting Run-ons. Use an end mark, a comma and a coordinating conjunction,or a semicolon to correct each of the first five run-ons. Form a simple or complex sentence to correct each of the last five run-ons.

Example:
    Run-ons
      Margarette slumped into a chair,the worst had happened.
    Sentences with End Marks
      Margarette slumped into a chair. The worst had happened.

1.Jenny dropped out of school in her senior year, she received a diploma years later.
2. Days turned into years, the years seemed endless.
3. Will Daniel leave his job and its security to try his luck at farming it seems unlikely.
4. Tomas was afraid of bees, he had a severe allergic reaction to their stings.
5. .Storm clouds gathered lightning lit up the sky.
6. Mark doesn't merely like fishing, he adores it.
7. Emily loves cooking, therefore, she always invites anyone for dinner.
8. Will storm ever come we doubt it very much.
9. Daniel handed Catherine her gift a bunch of flowers.

Exercise B: Each of these sentence fragments can be corrected in two ways:
    1. Rewrite each fragment without a dependency word.
    2. Write a new complex sentence by combining the original fragment with a new independent clause.

     1. If you think you're right.
     2. Although I know you're wrong.
     3. Whether or not their intentions are honorable.
     4. Because she's young and pretty.
     5. Unless the President does something about the problem.

Exercise C: Correct the following run-on sentences by: (a) punctuating each sentence correctly to divide it into the sentence patterns of which it is made, and (b) correctly combining these patterns to form compound sentences. In each case use the best method.

      1. Emily teaches English Mark teaches Math.
      2. Catherine knew she had to get away from Nathan, she couldn't stand being treated like a child forever.
      3. Although it was reported that the renegades were marching toward the city, nothing happened as expected this made the President very happy.
      4. The President was warmly greeted, the crowd seemed delighted to see her.
      5. The labor officials voted no, the workers voted yes.

Writing Exercise:
       Write a paragraph of at least ten to twelve sentences on the topic "What Makes Me Like Myself." See to it that there are no fragments or run-on sentences.

*** God Bless!***

2012-06-15T08:19:00.000-07:00

Syllabus for Fourth Year
    Quarter I
     Week I
Topic: Introduction of One's Self
Reading: The Life of a Famous Person (Author, Artist, National Heroes, Singer, etc.)
Literarure: Kaffir Boy by Mark Mathabane
Writing: Write an Autobiography
Speaking: Student's Talk
Vocabulary:Affixes
Reading Skill: Noting Details
Function:
Values: Integrity

Suggested Activities:
Speaking: Sinking Boat
Literature:
      1. Post It
          *Suggest that students create a poster promoting interracial cooperation and understanding.You can ask student to display their poster in the classroom.
       2. The March of Time
           * Describe a number of important events given in the story through timeline
Reading:
        1. Create Life Map
        2. Collage
Writing:
       Writing an Autobiography

        Week 2

Grammar: Sentence and its Parts
Reading: News Article
Speaking: long and short a
Literature: The Big Wave by Pearl S. Buck
Writing: Writing a Disaster Plan
Vocabulary: Antonyms
Reading Skill:
Function:
Values: Preparedness

Suggested Activities
Grammar:
        1. On Sentence Strips
             Write phrases that are sentences and incomplete sentence, then ask students to identify each phrase then let them explain their answer.
         2. Five W's
              Students will diagram sentences using 5 wh question

Vocabulary:
          1. Matching Type or crossword puzzle

Literature:
           1. Recalling of events in order
           2. Story Mapping
           3. Organize a project to assist survivors of a recent catastrophe

WEEK 3

Grammar: Sentence According to Use and According to Structure
Reading: Short Messages(Txt Messages)
Speaking: short and long /I/ and /E/ sound
Literature: Annabel Lee
by: Edgar Allan Poe
Writing: Punctuations and Abbreviation (Express feelings and view point into short message)
Vocabulary: Synonyms
Values:
Reading Skill: Using correct punctuations and abbreviation
Functuation: expressing one's feeling

Suggested Activities:
Grammar:
               1. Tea Cup Party
               2. Express your thought
Reading and Writing:
               1. text messages-worksheet
               2. Trending
                    Write what's on your in facebook and let student's interact thru comments.
Literature:
               1. Poetry Recital
               2. Character, Scene, Moment, Event, Illustrations

WEEK 4

Grammar: Subject Verb Agreement
Reading: Editorial
Speaking: Short and long o and u sound
Literature: The Diamond Necklace
                   by Guy de Maupassant
Writing: Express personal views and opinions thru writing
Function: Expressing Positions
Values: Contentment and Honesty
Suggested Activities:

Reading:
        1. What's your opinion? Show pictures about latest or current issues then ask student's opinion
Grammar:
        1. Who wants to be a millionaire
        2. Giving stand to a certain issue

WEEK 5

Grammar: Modals
Reading: Reading direction or instruction
Speaking: Dipthongs
Literature: The Flight of Icarus
Vocabulary: Connotative and Denotative meaning
Writing: Write road, school and malls precaution signs
Functions: Giving precautions
Value: Love and Obedience
Skill: Cause and Effect chart

WEEK 6

Grammar: Cases of Pronoun
Reading: Understand Simple Personal emails or letters about everyday life
Speaking:
Literature: Truce in the Forest by Fritz Vincken
Writing: Write short simple notes and messages
Values: Concern for others

Suggested Activities:

Grammar:
Board Work
Literature:
Report Card (Characterization)

Sample Lesson Plan-Elements of Poetry(Ubd)

2011-11-10T04:54:00.000-08:00

            I-Objectives:
                   * Tell the different elements of poetry.
                    * Recite a grown-up poem to the class.

            II- Subject Matter:
                       Poetry and Its Basic Elements
                       Reference:Internet-www. google.com
                       2010 SEC Curriculum Guide in English I
                       Going Beyond I , English Workbook Series I
                          by:Rogelio L. Marmol, pp. 127-128
                       Materials: Puzzle, pictures, chart
                                       audio cd
                       Valuing: cooperation
            III- Procedure:
                       A. Daily Routine:
                             1. Prayer
                             2. Classroom Management
                             3. Checking of Attendance
                       B. Motivation:

                              B.1 Hang Man (Girls vs Boys)

                           1. Identify what is being asked.
                           2. In every wrong letter, the teacher draws each part of hang man

                                                                          _   _    _    _      _    _   _    _     _


                          3. It is a form of literature that emphasizes rhythm, other intricate patterns of sound and
                               imagery.

   B.1. The learners will listen to a song, " That's What Friends are for" by Dionne Warwick.
                               ( Video intricate pattern of sound and imagery).
                                 The learners will answer the following questions.

                                            a. Identify elements of poetry in the song.
                                            b. What is the message of the song?

                       C. Find- A. Word Puzzle

                            * Find the elements of poetry in the puzzle.

                               A L L I T E R A T I O N
                               S A M J S L H G E S A T
                               Y B E K T I Y H M T B J
                               M C T L U M T I E U C K
                               B D A M V I H J H V D L
                               O E P N W S M E T E R M
                               L F H O X A D K O W E N
                               I G O P Y B E L P    X    F O
                               S H R H Y M E M O Y G P
                               M   I Q R Z C F N R Z H Q

                      D. APPLICATION
                                  * Rearrange the jumbled letter-word to form the correct word using its meaning.
                                     Each word is an element of poetry.

                             1. M E H R Y - the last words of the line's match with each other in some form.
                             2. M O L Y S B I M S - used to express the deep hidden meaning behind the
                                                                   words.
                             3. T R E E M - the syllables match with each other.
                             4. M H Y T R N - the music made by the statements of the form.
   5. M I E L I S - a method of comparison using the words "like" or "as".
                             6. M E T H E - what is poem all about.
   7. T R A M E H O P - a method of comparison using the words "like" or "as".
                             8. T R A I L T E A L O N I - several words in the sentence may begin with the same
                                                                             alphabet on syllable sound.
                         IV- Assessment:
                                        THE POEMS "I GREW UP WITH"

                               * Let the learners recall their favorite poems when they were still kids. Request
                            them to recite the poem to the class.
                         V- Assignment:
                                * Read and answer comprehension question on pages 127-128
                                   Reference: Going Beyond , English Workbook Series
                                                         by : Rogelio L. Marmol

-mahaliahscent'11

Literary Appreciation Skills: Drama

2011-08-28T01:46:00.000-07:00

                                A play is a story intended to be performed. The written form of a play is called a drama script and the author is the playwright or dramatist.
The Cast
                    A drama script usually begins with the cast of characters, a list of all characters in the play. Often it also shows how the characters are related to each other, or may include a brief description after the name.
Acts and Scenes
                    Like a novel divided into chapters, a long drama is divided into acts. Each act has scenes that show each different place or time the action happens. There are two or more scenes in an act. Whenever the setting (place and time) changes, a new scene begins. Short scripts like "In Unity" are divided into scenes.
Dialogue
   Dialogue is the conversation of characters in a play. Except for stage directions plays are almost all dialogue. Through dialogue the playwright develops the characters from what they say and how they say it, moves the plot forward, and gives us the theme(s) of the play. Much of what we learn from a play comes through dialogue. In short stories or novels, the dialogue is set off in quotation marks but in a play, quotation marks are not used to set off the dialogue. Instead the character's name is given all in capital letters followed by a colon. The word line is used to refer to all the words of a character without the other characters interrupting. A line may actually be just a phrase or several sentences or even a long paragraph.
Stage Directions
              Unlike a short story, a play doesn't include direct descriptions of the characters' personalities. But often dialogue isn't enough to show character, so the dramatist uses stage directions showing how characters move, how they look like and also the stage should be set up for the play. There may be information said directly to the reader/audience by a narrator, some background information or useful information or descriptions of the set.
             Dialogue and stage directions are two of the main elements of drama. Stage directions are not spoken by actors. They are set off in parentheses and in italics so actors don't confuse them with the dialogue. Stage directions help the director and the actors know important details such as where actors should stand, how they should say their lines and what their expressions should be.
The Plot
The plot of a play is pretty much the same as that of the short story; exposition, rising action, climax, and resolution. A play just like a short story deals with a conflict and its resolution.
The Theme
           The theme of a literary work is its central message about human nature or a general truth about life that the story conveys. To uncover the theme of a work, look carefully at specific details to see if they have some bigger meaning that can be applied to life in general. The theme may or may not be directly stated in the play, but the specific experience of a character can be expanded into a general statement.
            To uncover the theme of the play, the following can help you:
   1. Look at the title. Theme is not just a topic; it is a general statement about life, a theme statement.
   2. look for what the characters say and do that relate to the topic.
   3. Give the theme statement about the topic.
Minor Themes
Minor themes is also important aside from the major themes. To fully understand the play and get the theme, we have to consider the minor themes. We have to find out the weakness and strength, the shortcomings,and the depict to realize the meaning of it.
Responding to Theme
To get the most out of a work, you should react to its theme.
1. Decide if you agree or disagree to it.
2. Look for ways to apply it in your own life.

Key Lines and Speeches for Reading Activity:
              Key lines stands out as we read and listen to a play.The language may be very eloquent or very meaningful or make you feel that the lines should be remembered as Julius Caesar's lines, "I came, I saw, I conquered," or the line from "Romeo and Juliet"- "What is in a name? A rose by another name is still as sweet."Or Anne Frank's remark, "I still believe, in spite of everything, that people are really good at heart."

Types of Drama:

Tragedy- it usually involves serious subject matter and death of one or more characters.
Comedy- usually refers to plays that are light in tone, and that typically have happy ending.
Melodrama- like tragedy it has serious action, like comedy, it has happy ending.
Musical- the story is told not only through dialogue and acting but through music and themes.

Features and elements of drama help engage audience gain insights about the kind of world the characters inhabit.
Drama clearly portrays the real world by presenting man's significant experiences in a grand, moving and colorful ways.
Essential Question:
How does drama mirror real life?
Six (6) facets of understanding drama:
1. Explanation- Make a clear and interesting explanation about people, things and events using different types of sentence. Connect drama to people's significant experiences in the real world.
2. Interpretation- Interpret the series of connected events in a drama(plot)
3. Application- Apply knowledge of drama in a role play
4. Perspective- Analyze how the truth in life is depicted in a drama presentation.
5. Empathy- Assume role in a drama that runs counter to personal experience.
6. Self-Knowledge- Self-assess one's strengths and weaknesses in presenting significant experiences in a drama.

Suggested Activity: Unmasked!
MAG (Masks Analysis Guide)
Symbolism- What does each symbol represent?
Exaggeration- Why are masks drawn in exaggeration?
Labeling- What emotional labels can be attached to the drawing?
Analogy- What are compared? Does the illustrator's point become clearer through the comparison?
Irony- In what way does the irony help in expressing the ideas which the masks represent?

The Cow and the Carabao (Northern Luzon)

2011-07-27T03:05:00.000-07:00

The Cow and the Carabao

(Northern Luzon)

It is said that a long time ago, the first cow and the first carabao wore skins that fit them exactly. They could both walk on only their two hind feet then they both served a farmer who demanded much of them as beasts of burden. But the cow and the carabao were thinking that he made them work too much.

“No one should work this much under the heat of the sun! The cow remarked. “We deserve a vacation!”

“What you say, we play hooky one noon”, the carabao proposed, “while the farmer is resting in the shade as he always does when the sun is at its most furious?”

So it was one noon, while the farmer who owned the first cow and the first carabao was fast asleep, the two friends shrugged off the plow and raced to the nearby river. They took off their skins, hang them on the low branch of a tree at the riverbank, and dived underwater. But alas, as they were having their fun the farmer woke up, saw that his two beasts were missing from the fields, where they belonged, took up his whip and went out searching for them. By following their footprints he found them almost immediately bathing in the nearby river.

The farmer frightened the two beasts with his whip and made them scramble up to the bank. In their haste to appear decent before their master, the cow and the carabao switched skins, but then they were not able to get the false skins off again. As the carabao was larger than the cow, his skin tagged at the cow’s belly and the cows skin clung tight to his flesh. And then it was impossible to retain their pride they came before their master on all forms, begging to be forgiven. The farmer said they were forgiven, but they could no longer walk on only two legs, and they could have take off the false skins they wore. The cows are the carabao occupied their fate timidly, and handed down to their offspring their symbols of shame.

Juan Tamad and the Flea Killer

2011-07-24T06:50:00.000-07:00

Juan Tamad and the Flea-Killer

One weakness leads to another. So it was with Juan Tamad's laziness. As his body was lazy, so was his mind. Truth being often hard to tell, he took recourse to lies, which came easy to him. Telling lies became his second nature.

One day his mother sent him to town to buy a cooking pot. It so happened that the townspeople were afflicted by fleas. Nobody knew where they came from. They crawled up one's legs and body and lodged themselves in the hair until one itched like mad. It was horrible.
Juan bought a nice pot and set off for home. On his way back, a flea got inside his clothes and bit him. He yelled and threw out his arms and scratched himself as he pranced around. In all this confusion the pot fell on the ground and broke into a dozen pieces.
Juan squatted before the broken pot, imagining his mother's wrath. He had to do some quick thinking.
He collected all the pieces of the broken pot and, with the help of two stones, ground them very fine. Then he wrapped up the powder in several pieces of a banana leaf, and went back to town. Up and down the road he went shouting, "Buy flea-killer! Buy flea-killer!"
This seemed heaven-sent for the townsfolk who crowded around him and bought all the packages.
Juan took back home no cooking pot, but instead a bag of coins. His mother was pleased. But she still wanted her rice pot, so she sent him back to town the next day.
Great was the dismay of Juan Tamad when he arrived in town and was soon set upon by angry men and women shaking their fists in his face and cursing him.
"We shall tear you limb by limb," they shouted, "for you sold us no flea-killer but common sand. You cheat! Now tell us a likely story so you should not die like a dog. But the story has to be convincing or you will not be spared."
"Oh, my good neighbours," pleaded Juan, "first tell me how you used the flea-killer."
"Why, we dusted it on the fleas, of course. How else?" said the neighbours.
"Ah," said Juan. "That is what I feared. Have you any of the powder left?"
No one had any powder left. "What a pity," sighed Juan, "for I could have shown you how to kill the fleas. First, you catch a flea. Then open its eyes. It is really very simple," said Juan.
"Ho-ho-ho-ho-ho-!" roared a neighbour, and "Ha-ha-ha-ha-ha," laughed another.

A Folktale

2011-07-18T03:38:00.000-07:00

Lam-ang and the Fire Giant
Retold by Natividad A. Santos
Source: Insights I, pp.10-11
( A Sample Narrative)

Lam-ang and the Fire Giant

Retold by Natividad A. Santos

Long. Long ago there was no fire on earth. It was cold, the people needed fire to keep them warm. But the only fire on earth was guarded by an ugly and selfish giant who lived in a cave deep in th forest. The people were so afraid of him.

A young man named Lam-ang saw how the people in his village suffered from cold. So he asked his animal friends to help him get some fire from the giant in the forest. A bull frog, a horse, a cat, a dog and a lion said they will help steal some fire from the giant. They also needed fire to keep them warm on cold nights. Lam-ang thanked his animal friends and told them of his plan.

He told the people to stay in the village. Then he asked the bull frog to wait by a pond outside the village. Farther away from the bull frog, he asked the horse to wait by by the sampaloc tree. Farther away from the horse, he asked the cat to wait on the top of a big rock and still farther away from the cat, he asked the dog to wait near the entrance of the giant’s cave. Finally, he told everybody to wait quietly for his signal. So, they waited and waited, and waited.

Lam-ang, being very brave, went into the fire giant’s cave. The giant sat in the front of his fire place so no one can steal some fire while he was asleep. Lam-ang went near the sleepy giant.

“The people in the village are suffering from the cold. You must give them some of your fire, O fire giant!”Lam-ang bravely told the horrible fire giant.

“Foolish young man, can’t you see that I’m the guardian of this fire? Nobody can get even just a little spark of that fire!” The fire giant roared angrily at Lam-ang. He stood in front of his fire place.

“You cannot scare us anymore, selfish fire giant! You have been selfish long enough.” Lam-ang shouted back at the fire giant.

Then he went to the window and gave the signal to the lion that was nearest to the signal to the lion that was nearest to the giant’s house. Upon hearing the signal, the lion roared his loudest roar. When the others heard this, all together the dog barked his loudest bark, the cat meowed her loudest meow, the horse neighed his loudest neigh, and the bull frog croaked his loudest croak. They made such a loud and strange noise that it frightened the selfish giant. Lam-ang’s plan worked.

When the giant rushed out of his house, Lam-ang took a burning stick, so he chased him in giant soon saw Lam-ang, running away with a burning stick, so he chased him in giant steps. Lam-ang, ran as fast as he could, but the giant had much bigger steps. So he gathered all his strength and ran till his legs almost gave up.

“I can’t give up now, I must pass on this burning stick to my friends as we had planned. I must keep running!” he told himself. And he ran on with all his might.

With the fire giant just behind him, Lam-ang gave the burning stick to the lion. The lion leaped his biggest leap and gave the burning stick to the dog. The dog ran his fastest run and gave the burning stick to the cat. The cat flashed away like lightning and gave the burning stick to the horse. The horse galloped his largest gallop and finally gave the burning stick to the bull frog.

This made the giant very, very angry. He roared and beat his chest and made the biggest steps he could and caught the bull frog by its tail. The bull frog was so frightened, but he knew that he must bring the burning stick to the people.

“Whatever happens, I must pass this stick to the people as we had planned.” He told himself.

So he stretched his body until his eyes bulged out. He made the biggest leap he could and landed where the people were waiting. The bull frog was very happy even if he lost his tail. He left it in the fire giant’s hand.

When the people saw the fire giant coming they picked up whatever stones and sticks they could see. They shouted their loudest shouts and chased him towards the mountain cliff. The selfish giant had nowhere to go! The people kept chasing until he fell off the mountain cliff, and the giant was gone forever. The people danced and rejoiced.

“The giant’s dead! The giant’s dead! We have fire! We have fire!” The people cheered. They carried Lam-ang and his animal friends on their shoulders and paraded them around the village.

There was great rejoicing in the village that night! For the first time, they went out of their huts without shivering in the cold night. Now, they have fire to keep them warm. They thanked Lam-ang and his animal friends for bringing fire into their village. Since then, there was fire on earth for everybody to share.

A Short Film- The Monkey and the Turtle

2011-06-12T00:03:00.000-07:00

Subject: English I- First Year High School
Topic: Narrative Story
Title: The Monkey and the Turtle- A Short Film

LESSON PLAN-DAY 5

2011-02-06T05:19:00.000-08:00

Week 4-DAY 5

I-Learning Objectives:

Focus Skill: Use adjectives to write a character sketch.

Identify word meaning through synonyms.

State the theme of the poem

Support Skill: Point out the main ideas and message of the poem.

II- Subject Matter:

A. Major Concept: Writing

B. B. Topic: “Last Words from Corregidor”

By Lt. Norman Reyes

C. Interdisciplinary Concepts:

1. Across Content: Values Education, History

2. Function: Using adjectives to express opinions , Ideas, and feelings.

D. Reference: www.teachers'net.com, Ventures in Communication pp. 219-220.

E. Materials: textbook, chart and pictures.

III- Procedure:

A. Pre-writing Activity:

1. Motivation and Linkage

>The teacher will show to the students a picture of a cannon. Then ask them the following questions:

2. The teacher flashes the title, “Last Words from Corregidor”, Can you guess what the selection is all about?

B. Guided Writing Activity:

Arrange the following words so that you can come up with seven pair of synonyms.

Words for Study	Synonyms	Synonyms
besieged	straight	unbent
blockaded	undying	deathless
impervious	prolong	Keep up
beacon	foreclose	hinder
immortal	surround	attack
unbowed	resistant	fast
sustained	shine	beam

C. Reading

First reading of the poem by the teacher.

Second reading of the poem by the whole class.

Last Words from Corregidor

Lt. Norman Reyes

Bataan has fallen

With heads bloody but unbowed, we yielded to the enemy.

The world will long remember the epic struggle.

We have stood up uncomplaining.

Besieged on land and blockaded by sea,

We have done all that human endurance could bear.

What sustained us was a force more than merely physical.

It was the force of an unconquerable faith.

Something in the soul that is immortal!

It is the thought of native land.

All the entire world will testify

Men fighting with an unshakable faith

Are made of something more than flesh;

But we are not made of impervious steel,

The flesh must yield at last,

Endurance melts away,

And the end of the battle must come.

Bataan has fallen.

But the spirit that made it stand

A beacon to all the world—

Cannot fail.

D. Post-reading:

Comprehension Check:

1. What is the historical background of the poem?

2. Why is the poem entitled, “Last Words from Corregidor”? What made the soldiers surrender?

3. Apply the phrase “bloody but unbowed” to the poem. Can we apply it to some of our personal experiences? Cite examples.

4. Explain the last four lines

>Bataan has fallen

>But the spirit that made it stand

>A beacon to all the World

>Cannot fail.

5. Explain the passage,” Heroes are born, not made”.

E. Enrichment:

Group Activity: (Writing a Character Sketch)

Write a short skit that reflects the theme of the poem; be ready to present it.

Presentation of Rubrics:

Criteria	Weighted Points
Presentation	20 pts.
Organization of ideas	20 pts.
Grammar	20 pts.
Articulation	20 pts.
Clarity/Impact	20 pts.
Total	100 pts.

F. Closure:

In your journal, write your reflection about this line taken from the poem, “Last Words of Corregidor”.

“Good Deeds Start From Good Intentions”

IV- Assignment:

1. Study sounds /f/ and /v/.

2. What are the different figures of speech? Give examples.

GOD BLESS US

LESSON PLAN-DAY 4

2011-02-06T03:10:00.000-08:00

DAY 4

I- Learning Objectives:

Focus Skill:

Recognize and use adjectives: words, phrase, and clause modifiers.

Support Skill:

Use adjectives to enhance writing through the use of clearer and vivid

descriptive words.

II- Subject Matter:

A. Major Concept: Grammar

B. Topic: Clausal; Adjective Clause

C. Interdisciplinary Concepts:

1 Across Content: Values Education

2. Function: Description, Use adjectives to enhance description.

D. Reference: http://www.teacher’s net.com. , Ventures in Communication pp.

156-158.

E. Materials: laptop for the power point presentation

III- Procedure:

A. Motivation and Linkage

The teacher will distribute pictures to some students. Ask all those with related pictures to stay together.

1. Batman and Superman/other heroes

2. Mother Theresa- The Living Saint

3. Dr. Jose P. Rizal – Philippine National Hero

4. Apolinario Mabini – The Sublime Paralytic

5. Ramon del Fierro Magsaysay - Idol of the Masses

Ask the groups to do the following:

1. Write words,phrases and clauses on the chart to describe what are in the pictures.

2. Make a test of the happy sounds of the crowd, sad sounds and angry sounds.

Modifiers:

Single word	Phrase	Clause

(Teacher guide the class in recalling the use of modifiers)

B. Discussion:

> When to Use Modifiers

Adjectives and adverbs don't form the core of sentences as nouns and verbs do, but they give sentences texture and precision. Without adjectives and adverbs, you wouldn't know what color the curtains were, how the man crawled, when they came, etc. Use adjectives and adverbs when they make a contribution to what you are saying.

For example, in “He smiled sadly,” you know his smile is not like the usual happy smile. Sadly performs a function. On the other hand, in “He screamed loudly,” does the adverb add anything to the verb? Is there such a thing as a soft or quiet scream? Here, loudly is unnecessary. Avoid using adjectives and adverbs that don't tell us anything or that state the obvious.

A clause modifier is simply a clause that modifies something. A clause is a sentence with at least a subject and a verb, for instance “I went to school”. Now if we want to turn this clause into modifier, we simply let it modify the meaning of something, for instance the phrase “I had breakfast”: I Had breakfast before I went to school.

C. Elicitation of the model:

Ø Now, tell the groups to come forward and stay together and write a speech about Hero/Heroes.

1.) Work together to create a speech about your picture. Use the descriptive words you have learned.

2.) If you would be given a chance to talk about your ideal hero, what would you say?

Begin by saying…

Who is my Hero? Or what makes a “respectable” person?

Whether we have an actual hero or not, we all know what makes a person admirable. There are two options for doing this speech:

1. Pick a person in your life who is a hero* to you that you will talk

about.

2. Pick three characteristics that people should have if they are

respectable.

*It is important to note that in this speech you can describe a specific person as a hero, role model, idol, or simply as the person you look up to. The term you choose is up to you.

Once you decide which of the two choices you are going with, you will want to start brainstorming for your speech.

Points to consider if doing choice one (but not mandatory or limited to): background of the person, what they have done to achieve heroism, details of their life, description of their personality, how they have influenced you, their accomplishments.

Points to consider if doing choice two (but not mandatory or limited to): things people might (not) do, adjectives that would describe this kind of person, examples of stories, people you know that might fit different qualities.

Use the outline below to help structure your speech. Do not forget to give your forecast and your attention getter twice.

This speech will need to be at least 2 minutes long. The group will need to have an outline made when they read their speech orally, and the leader or representative will need to hand it in after the speech is given.

Introduction:

Attention Getter (more than a sentence):

Information (what you’re going to talk about):

Forecast (list points): 1.

Body:

I. Point One _________________________________

a. Support

b. Support

c. Support

II. Point Two _________________________________

a. Support

b. Support

c. Support

III. Point Three _________________________________

a. Support

b. Support

c. Support

Conclusion:

Pointer/Information:

Forecast (re-list points with summary):

Attention Getter (bring us back to the opening ideas):

IV- Enrichment:

A. Prepare your groups work on a white cartolina and put this up on the wall for appreaciation.

B. Closure:

Do a choral recitation of your prepared speech.

Rubric Presentation:

Criteria	Weighted Points
1. Organization and clarity (viewpoints and responses are outlined both clearly and orderly).	20 pts.
2. Use of relevant information (reasons are given to support viewpoint).	20 pts.
3.Use of examples and facts( examples and facts are given to support reasons)	20 pts.
4. Use of effective arguments (arguments given are responded to and dealt with effectively).	20 pts.
5. Presentation style (tone of voice, use of gestures, and level of enthusiasm are convincing to audience).	20 pts.
TOTAL	100 pts.

V- Assignment:

In your journal, write a slogan about an ideal Hero_________________

For example:

“Be the Hero”

“My teacher, My Hero”

“My parents, My Hero”

LESSON PLAN

2011-02-05T21:00:00.000-08:00

DAY 3

I- Learning Objectives:

A. Focus Skills:

1. Deduce meanings of words through the use of context clues and analysis of structure.

2. Read closely in order to find answers to specific questions and note sequence of events.

B. Support Skills:

1. Recall ideas from previous readings related to a given text.

2. Identify directly-stated main ideas.

II- Subject Matter:

A. Major Concept: Reading

B. Topic: “The Sublime Paralytic” by Jose A. Quirino

C. Interdisciplinary Concepts:

1. across Content: Values Education, History

2. Functions: Gathering information to seek clarification, giving

inspiration and lessons in life.

D. Reference: Insights I, Workbook pp. 64-67, Ventures in Communication pp.202-204.

E. Materials: Exercises written in Manila Papers, copy of the selection and pictures.

III- Procedure:

A. Motivation and Linkage

Ø The teacher will ask the students to loop the word that is closest in meaning to the given words.

f	d	e	h	s	o	l	s	u	h
b	c	m	u	e	v	f	g	f	n
b	e	i	m	o	c	c	u	j	d
r	w	l	i	j	d	d	o	i	a
i	f	b	d	k	s	x	l	h	e
g	z	u	v	g	r	a	z	e	d
--	u	s	c	c	v	s	i	m	d
u	b	b	o	n	q	w	h	y	v
p	m	v	i	s	z	s	e	b	n
x	r	d	c	d	d	v	w	o	c

1) tie up

2) noble

3) fed on

4) disabled

5) splashed through

Ø Now, get a partner and make a list of words that you associate with hero.

Ø The teacher asks some students to share their answers in class.

B. Reading the text.

Now read the text silently.

The Brains of the Philippine Revolution was a paralytic who fought from a hammock, first, the Spaniards and later, the Americans. His name was Apolinario Mabini.

Mabini’s love for animal’s indirectly caused his paralysis. He showed a deep compassion for animals at a very early age. Though he was full of mischief as any child would be, he looked with horror upon a slingshot. He felt a personal concern over the cats in the house. It was he who supervised their feeding. As a boy, he grazed the carabao until he started going to school. When tending the animal in the fields, Mabini was said to have taken great care to steer the carabao clear off the anthills.

His love for God’s creatures remained with him even after the family had moved to Nagtahan, Manila. The country boy, now thirty-one, single, and a practicing lawyer, kept a stable of horses. He was very fond of a white stallion which he often rode.

One rainy evening as Mabini was about to go to bed, he heard very loud voices in the house. He went to the windows and heard one of his neighbors call out, “ The pet horse of Pule (Mabini’s nickname) has escaped from the stable!”

Without hesitating, Mabini rushed out of the house into driving rain. The street was flooded and Mabini sloshed in the dark. He went in the direction the horse was supposed to have taken. He moved carefully, for he feared that Spanish soldiers might spot the horse and shoot it or they might take it for themselves. Finally he found the horse without any trouble, but he went to bed with a chill.

The following morning he felt numbness in his knees. Herb doctors whom he could consulted said his illness just passing rheumatism. They prescribed coconut oil and poultice on the affected parts. Mabini had a daily rubbing on the knees and legs with oil. A week later he could no longer move his legs. Paralysis had set in. First one leg, then the other. Shortly after, the numbness spread throughout his body. Only his arms and head were unaffected. His suffering began.

The only time his relatives could tell he was in pain was when he attempted to move in his seat. Then, his face would contract pain. His lips would break into ugly shape. He bore his suffering with quiet grief. Though he never complained, his family knew that his pain gave him no peace of mind.

He tried very hard to walk. He asked his brother to rig up two bamboo poles across the sala of their house in Nagtahan. Every morning and afternoon he pulled himself between the poles and tried to use his legs. His first attempts were painful. He looked pitiful trying to drag himself across the length of the room. At the end of one intensely painful crossing he would drop into a seat. He would be so limp that he could hardly move his fingers.

After resting for a while, he would pull himself up again on the bar and try to walk to the other end. Mabini would have the windows all closed and the room all to himself during the exercises.

Weeks later, realizing that the exercise was not doing him any good, he ordered the bars taken away. The chair became his home. For the first time since he felt life go out of his body, Mabini realized that he had to remain an invalid the rest of his life. But his brain was still alive, very much alive.

He took to writing. In books he found release from the long, empty hours. Almost all his works were written during his years as paralytic. Among his best known compositions are Programa Constitucional de la Republica Filipina, La Revolucion Filipina, The True Decalogue, Memories of a Dream, and a Filipino’s Appeal to the People of the United States.

Mabini joined the revolution in a hammock made out of a blanket or a buri mat folded, its ends tied to a bamboo pole. Two of his brothers carried the hammock. Often, when the enemy was hot on their heels, the brothers would abandon the hammock and carry their brother on their backs.

When the revolutionary troops set up camp, Mabinbi was transferred to a chair which a soldier always carried for the purpose. As soon as he was seated comfortably, he would set himself to doing his job as justice of the court.

In 1960, Mabini and his three brothers were captured by the Americans in Rosales Pangasinan. They were aboard a train for Manila and the prison on Calle Anda. No soldiers guarded Mabini.

On the train, other captured Filipinos planned to escape, but Mabini told them, “The Americans trusted us, We cannot break their confidence by escaping after they refused to have us guarded.” The train reached Manila and chances of he refused to take them. Perhaps he had grown tired of being carried about in a hammock. He chose prison life.

In prison, he taught himself to speak and write English. He used a Tagalog English dictionary given to him by an American general. He mastered the new language through the dictionary. As a first attempt to use the language, he wrote a request to the American asking for some improvement in prison conditions.

Time and again he refused to pledge loyalty to the American flag and he was exiled along with other Filipino patriots to Guam. Upon his release he went back to live in Nagtahan. Here he died, not of his old sickness but of cholera, on May 13, 1903.

D. Processing words:

These words are found in the selection for reading. Pair them off so that you have ten

pairs of synonyms (words with similar meanings).

1. poor 6. limp 11. pity 16. numbness

2. captivate 7. leak 12. paralytic 17. change

3. revolution 8. noble 13. pitiful 18. escape

4. captured 9. paralyzed 12. indifference 19. sublime

5. compassion 10.hammock 13. halt 20. mat

E. Comprehension Check:

1. What characteristics of Mabini inspire you to work for your country? Give your reflection.

2. If a paralytic could work for his country and you are physically equipped, what can you do for your country?

3. Complete the diagram below.

Heroic qualities of mabini

Mabini’s contributions to our country

1.______________________ 1.___________________________

2.______________________ 2. ___________________________

3. ______________________3. ___________________________

4.______________________ 4.___________________________

5.______________________ 5. ___________________________

6. ______________________6. ___________________________

7.______________________ 7. ___________________________

F. Closure:

Complete each line with a fitting word or phrase to compose a verse. Use

clause modifiers to expand ideas.

What is a Hero to Me?

To me a Hero is someone

who……

who…..

He /She

is….

is…..

Yes, someone who _____, _______, _______, and ________

is indeed a Hero to me.

IV- Assignment:

1. Study adjectives and clausal modifiers.

2. Give two examples of adjectives formed from words by adding the

syllables given below.

Example: -less

Blameless

Worthless

-ous -an

-some -ical

-like -y

Reference:

Ventures in communication ,pp.158-159.

LESSON PLAN

2011-02-05T20:55:00.000-08:00

A. Recapitulation

Sing the song “Hero”

I- Learning Objectives:

I- Focus Skill: Observe correct pronunciation of critical consonant

sounds.

2. Support Skill: Pronounce accurately /p/ and /f/.

II- Subject Matter:

A. Major Concept: Speaking

B. Topic: Sounds /p/ and /f/

C. Interdisciplinary Concepts:

1. Across content: Values Education, History

2. Functions: observing correct pronunciation of critical consonant sounds

Reference:

http://www.techer’s net.com

Ventures in Communication pp. 156-157

III- Procedure:

A. Speech Improvement

/p/ /f/

peace first

place for

point fro

practice father

upon fireplace

upward aforesaid

archipelago afterward

open chiefs

herself

> You find /p/ in initial and medial positions in the first column. It is also found in final position in such words as keep, reap, help, and jump.

> In the second column you find /f/ in initial, medial, and final positions. Read the words in the first column first and the second column next.

Close your lips hard. Push air forward in your mouth. Then open your lips quickly. You have produced the consonant /p/.

Put your upper teeth on your lower lip. Blow out air between your lip and your teeth. You have produced /f/

B. Practice Exercise

1. Listen and repeat.

The sound /p/ in the initial position is accompanied by a puff of air Say /p/.

a pen a piece of pineapple pie

a pin a pot of porridge

a pencil the people of Paris

a policeman a postcard from Peru

2. Listen and repeat.

The sound /p/ at the end of words is not accompanied by a puff of air. It is quiet in these words.

a cup help

a strap hop

a stamp sleep

a cap jump

3. Listen and repeat.

The sound /p/ is not clearly produced in these words.

dropped empty box

upstairs stop talking

jump up help me.

4. Listen and present /f/.

File full of life

Fin fifteen fish

Feet fly far away

Flea enough food

5. Listen and repeat /p/ and /f/ accurately in the sentences that follow.

Please pick up the cup.

Nap’s cap fell after a jump.

A trap for the mice ends with a stop.

IV- Evaluation:

Pronounce the following pairs of words.

1 2

/p/ /f/

Pin fin

Pit fit

Pine fine

Pail fail

Praise phrase

Pan fan

Pill fill

Peel feel

3. Pronounce the following;

Fifty pages of pine poetry

Out of the frying pan to the fire

Fight for freedom and preserve peace

Pieces of paper on the floor

People of the Philippines

4. Read the following passages clearly.

a. Full fathom five thy father lies, of his bones are coral made. Those are pearls

that were his eyes.”

-William Shakespeare

b. “There once was a fisher named Fisher

Who fished for a fish in a fissure,

But the fish with a grin

Pulled the fisherman in;

Now they are fishing the fissure for Fisher.”

-Gertrude Walsh

From: Sing Your Way in Better Speech

IV- Assignment:

1. Read the life of “The Sublime Paralytic”. State the main idea.

2. What is behind in his name and his contributions to the society where he belongs?

Reference:

Insights I, Workbook pp. 64-67.

QUARTER 4- Week 4-LESSON PLAN

2011-02-05T20:44:00.000-08:00

Quarter 4

Week 4

FIRST DAY

DAY 1

TOPIC: “HERO” (a song by Mariah Carey)

I- Learning Objectives:

A. Focus Skill: Listen to appreciate a song.

B. Support Skill: Listen to infer links and connections between ideas.

II- Subject Matter:

A. Major Concept: Listening

B. Topic: “Hero”, a song by Mariah Carey

C. Introductory Concept:

1. Across Content: Values Education, History

2. Function: Relating Experiences, Inspiration and Awareness, Reflecting Heroic Deed

3. Values: Emulate attitudes or values of a character in listening text.

D. Reference: http://teacher’s net.com, Ventures of Communications, First Year pp. 195-197.

III- Procedure:

A. Motivation and Linkage

Reading the passage

“Beautiful land of love, Oh, land of light.

In thy embrace “tis rapture to lie.”

But it is glory ever when thou art wronged, For us thy sons, to suffer and dies.”

From: The Philippine National Anthem

B. Presentation of the lesson:

1) .> The teacher will ask the students, what did the author say about the land?

(Answers may vary)

Ø Sons refer to Filipinos, so therefore, we as Filipinos suffer and die for our country. Do you agree or disagree? Why? (Answers may vary)

Ø Are you a true Filipino? In thoughts, words? And deeds? How?

2) Previewing

Look at the picture. Can you recognize some of the people here represented?

Who are they? Can you name them? With what do we associate them? Can you think of a descriptive phrase or expression to refer to all of them? Suggest a title.

Ø The teacher reveals the answer, Hero

Ø Today, we are going to listen to a song “Hero” by Mariah Carey

Ø To what or whom does the title “Hero” refer?

Ø What courageous acts that are promising and imitating can ordinary persons do?

Ø Why should we value heroism?

C. Building of Vocabulary:

1. What are the other words related to the word “Hero”?


	HERO

A. Listening to the song

Listen to the song and describe what an ideal hero is. The teacher plays the song “Hero”.
HERO

D. Discussion/Song Exploration:

>How well did you listen?

1. What good things does the song offer you?

2. What details in the song suggest feelings? Read the line/passage and interpret it in your own words.

3. How does the singer/writer feel about the song title?

4. What appealed to you most in the song that you have listened? Why did it appeal to you most?

5. Which lines from the song touched you most? Relate an incident that reminds you of the lines.

Ø Now, form a group of seven (7) members, brainstorm then write a simple story of heroism among Filipino children or adults. Share the narratives with the class.

Ø Rubric Presentation

Criteria	Weighted pts.
Organization of ideas	35 pts.
Correctness of grammar	30 pts.
Relevance of the topic	30 pts.
Impact	5 pts.
Total	100 pts.

E. Closure

Let the whole class sing the song. If someone in the class is good in playing a guitar, let him/her accompany the whole class in singing the song. Maybe a duet by two good singers can provide wholesome fun too.

IV- Assignment:

1. Make a list of words that begin with /p/ and /f/ sounds.

2. Study adjective clause and clausal modifiers. Give at least two (2) to three (3) examples.

Reference:

a) Insights I, Workbook in English I, pp.65-67

b) Ventures in Communication, pp.195-196

c) http://www.teacher’snet.com

LESSON PLAN

2011-01-28T14:52:00.000-08:00

January 25, 2011

Tuesday

I-Objectives:

Focus Skill:

Identify the basic sentence pattern accurately.

Write sentences using the basic sentence pattern.

Support Skill:

Arrange group of words to form a sentence.

Determine the specific parts of basic sentence pattern.

II- Subject Matter:

Topic: Basic Sentence Pattern

Reference: English – HS .com pp. 92-95

Materials: Strips of Cartolina

III- Learning Activities:

A. Pre-Activities:

1. Prayer

2. Greetings

3. Checking of Attendance

B. Lesson Proper

1. Motivation

1.1 Distribute the strips of cartolina where words/phrases are written.

1.2 Arrange the words accordingly to form a sentence.

1.3 Giving the rules on the Basic Sentence Pattern.

2. Presentation/ Discussion:

2.1. The teacher will present the examples and rules of Basic Sentence Pattern.

2.2. The students will analyze the sentences to what pattern does it belong.

2.3 The students will write sentences using the basic sentence pattern.

2.4 The students will identify transitive verbs and intransitive verb.

2.5 What are linking verbs? Giving more examples and identify the functions and uses of each.

3. Developmental Activity:

3.1 Encircle the subject and underline the intransitive verb.

a. The guest speaker spoke for an hour.

b. The leaves rustled.

c. The wind blew fiercely.

3.2 The students will supply appropriate words asked for in the following sentences.

a. An adolescent loves _____________(DO)

b. We give _________________(DO)

c. Mother seldom gives _____________ junk food (DO)

But children choose junk foods____________(OC).

IV- Assessment:

Identify the the basic sentence pattern of the following sentences. Write S-LV-C, S-TV-DO, S-TV-IO-DO, S-TV-DO-OC, and S-IV/S-IV- Modifier before the number.

_____________1. Adolescents have good appetites.

_____________2. The freshmen elected Reynaldo president.

_____________3. Parents show them good examples

_____________4. He is a doctor.

_____________5. Larry and Ana are friends.

V- Assignment:

1. Write at least 2 examples of sentences following any of those pattern we discussed.

2, What is an adjectives? Study adjectives and suffixes.

LESSON PLAN

2011-01-28T14:51:00.000-08:00

January 13, 2011

Monday

I- Objectives:

Focus Skill: Use prefixes and suffixes correctly in word function.

Support Skill: Write sentences using prefixes and suffixes.

II- Subject Matter:

Topic: Prefixes and Suffixes

Reference: Insights I , pp.25-28

Materials: Workbook, worksheets, Manila paper

III- Procedure:

A. Pre-Activity:

1. Prayer

2. Greetings

3. Checking of attendance

4. Review the past lesson

B. Discussion:

A prefix is one or more syllable that can be added at the beginning of a word or part of the word to form a new meaning.

The following are some of the prefixes denoting numbers and quantity together with their meanings:

Mono, uni - 1

Bi, di, du - 2

Tri - 3

Quad – 4

Penta, quin - 5

Hexa, sexa - 6

Septa - 7

Octa - 8

Nona, novemo – 9

Deca, deci - 10

Centi - 100

Milli – 1000

Kilo - 1,000

Multi, poly - many

Olig - few

Prefixes denoting size

Micro - small, tiny

Demi, semi, hemi - half not full

Macro, mega - big, large

Suffixes are one or two syllables added after the main word or root word.

The following suffixes are added to some particular sounds. These suffixes mean a place.

Ary ery orum ory ium

Knowing negative prefixes

The prefixes un, in, a, dis, and non, are negative. They mean “not” or “the opposite of”

Note: The prefix in-, changes in form depending on the root it is attached to:

a. The prefix in- becomes im- before roots that begin with the letter p (example: impossible, immoral)

b. It changes to ir- before roots beginning with the letter r. (example: irregular)

c. It changes to il – before roots beginning with the letter l ( example:illegal)

IV- Enrichment:

Answer the ff. questions

V, Assignment:

1. Answer the comprehension check, pp.25-27

2. Study the Basic Sentence Pattern. Write example of sentences following the pattern.

3. Enumerate the Basic Sentence Pattern.

LESSON PLAN

2011-01-28T14:47:00.000-08:00

LP- JANUARY 31 - FEBRUARY 5, 2011 ( 2nd week, 4th quarter)

4^th quarter, week 3

I. Learning Objectives:

A. Focus Skill: to retell a story

B. Support Skill: to take note of details

II. Subject Matter

A. Major Concept: listening & speaking

B. Topic: Philippine story of creation

C. Interdisciplinary Concepts:

1. Across Content: Values Education

2. Function: Narrating events chronologically

D. Reference: Ventures in Communication by Flores, et al, pp. 148-149, pp. 167-171

E. Materials: visual aids (drawings, manila paper with notes

III. Procedure:

A. Daily Routine: classroom inspection, prayer, greeting, checking of attendance

B. Motivation: Ask students to identify the different Philippine mythical creatures.

1. a vampire or a werewolf

2. self-segmenter

3. witch

4. demon-infant

5. mermaid

6. merman

7. dwarf

8. female fairy

9. half man & half horse

10. tree-dwelling monster

C. Lesson Proper

1. Pre-listening

Activity 1

Storytelling is one of the oldest arts of man. It’s common to all civilizations. The earliest known stories were Egyptian and dated from 4,000 B.C. There are a lot of collections of stories from all countries. One type of stories is the myth. It’s a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature.

Philippine literature is very rich in terms of these types of stories. Philippine mythology and folklore include a collection of tales and superstitions about magical creatures & entities. The diversity of Philippine mythology & superstitions is brought about by its geographical make-up: The entire country is composed of numerous islands inhabited by several ethnic tribes. You will now listen to a Philippine story of creation.

2. Listening

Listen closely as your teacher reads a Phil. Story of creation. Listen again, more carefully as your teacher reads it a second time. You will answer questions about it.

Story of Creation

When the world first began, there was no land only the sea and the sky and between them was a crow. One day this bird, which had nowhere to land, grew tired of flying around; so she stirred up the sea until it threw its waters against the sky. The sky, in order to restrain the sea, showered upon it many islands until it could no longer rise out instead flow back and forth, making a tide. Then the sky ordered the crow to land on one of the islands to build her nest and to leave the sea and the sky in peace.

Now at this time the land breeze and the sea breeze were married, and they had a child which was a bamboo. One day when this bamboo was floating about on the water, it struck the feet of the crow who was on the beach. The bird, angry that anything should struck it, pecked the bamboo, and out of one section came a man and from the other a woman.

Then the earthquake called on all the birds and fish to see what should be done with these two, and it was decided that they should marry. Many children wert born to the couple, and from them came all the different races of people.

Activity 2

Answer the following questions: (comprehension check)

1. What 3 things existed in the beginning?

2. Why did the bird become tired?

3. Why did the bird stir up the sea?

4. How did the sky restrain the sea?

5. Why did the sea stop throwing its waters against the sky?

6. Who were married in the myth?

7. What was the child of the married couple?

8. Why did the bird peck the bamboo?

9. Who came out of the bamboo?

10. How does the myth account for the existence of the different races of people?

3. Post-listening

Activity 3

When telling a story, we observe the chronological sequencing of events. This means arranging the events according to the time they occurred.

Arrange the following events in the “Story of Creation” as they happened in the story. Use numbers only. Write “1” in the blank of the event which happened first. Write “2” to the event that followed, and so on, etc..

One day, the bird, which had nowhere to land, grew tired of flying around, so she stirred up the sea un until it threw its waters against the sky.

Now at this time the land breeze and the sea breeze were married, and they had a child which was a bamboo.

Then the earthquake called on all the birds and fish to see what could be done with these two. It was decided that they should marry.

When the world first began, there was no land, only the sea, the

sky, and between them was a crow.

One day when this bamboo was floating about on the water, it struck the feet of the crow that was on the beach.

The sky, in order to restrain the sky, showered upon it many islands until it could no longer rise out, instead flow back and forth, making a tide.

Then the sky ordered the crow to land on one of the islands to build her nest to leave the sea and the sky in peace.

The bird, angry that anything should strike it, pecked the bamboo, and out of one section came a man and from the other a woman.

From them came all the different races of people.

Many children were born to the couple

Activity 4

Students are instructed to retell the myth to the class. They are encouraged to use pictures or drawings.

(The teacher could carry out this lesson by asking the student retell the story of creation and then cutting him/her short and asking another student to continue retelling the story by picking up where the former student stopped.

IV. Evaluation

Identify the character described in each number.

1. It grew tired of flying around.

2. It threw its waters against the sky.

3. It showered the sea many islands.

4.-5. They were married.

6. The child of the married couple.

7.- 8. They came out of the bamboo.

9.-10. Draw a scene in the “creation.”

V. Assignment: Bring pictures of Phil. national symbols.

I. Learning Objectives:

A. Focus Skill: to display critical thinking of reading material

B. Support Skill: to recall text information in memory

II. Subject Matter

A. Major Concept: Reading

B. Topic: Barrio Synthesis by Francisco B. Icasiano

C. Interdisciplinary Concepts:

1. Across Content: Values Education

2. Function: evaluating the reading material

D. Reference: Ventures in Communication by Flores, et al, pp. 167-171

E. Materials: pictures & textbook

III. Procedure:

A. Daily routine: classroom inspection, prayer, greetings, checking of attendance

B. Motivation: Students are asked to identify the ff. Philippine national symbols:

1. Phil. nat’l hero:

Phil. Nat’l fish:

3. Phil. Nat’l dish:

4. Phil. Nat’l tree:

5. Phil. Nat’l dwelling place:

6. Phil. Nat’l dance:

7. Phil. Nat’l sport/game:

8. Phil. Nat’l vehicle:

9. Phil. Nat’l bird:

10. Phil. Nat’l footwear:

C. Unlocking of Difficulty:

Write the word being described in each number. Be guided by the paragraph number indicated in each item.

1. par. # 1: part or section __ __ __ __ __ __ __

2. par. # 2: Disappeared suddenly __ __ __ __ __ __ __ __

3. par. # 4: boundary/limit __ __ __ __

4. par. # 5: speed __ __ __ __ __

5. par. # 6: lasting only for a short time __ __ __ __ __ __ __ __ __

6. par. # 7: praising enthusiastically __ __ __ __ __ __ __

7. par. # 8: lasting __ __ __ __ __ __ __ __ __ __ __ __

8. par. # 10: self-satisfying __ __ __ __ __ __ __ __ __ __ __ __

9. par. # 12: extensive or all-around view __ __ __ __ __ __ __ __

10. par. # 13: never stopping __ __ __ __ __ __ __ __ __ __

11. par. # 13: wild or unruly state __ __ __ __ __ __ __ __ __ __

12. par. # 14: to oppose person/god __ __ __ __ __ __ __ __ __ __

13. par. # 18: an old unmarried woman __ __ __ __ __ __ __ __

14. par. # 23: a false or misleading external appearance __ __ __ __ __ __

15. par. # 24: acute annoyance/disappointment __ __ __ __ __ __ __

D. Lesson Proper

1. Pre-reading: The teacher discusses briefly the Spanish & American occupation in the Philippines & the implication of each on the Filipinos.

2. Reading

Ask the4students to read “Barrio Synthesis” by Francisco B. Icasiano on pp. 167-171 of Ventures in Communication I.

3. Discussion

Comprehension check: Answer the following questions:

1. Before the coming of the Spanish conquistadores, with whom did the early Filipinos have contact?

2. Why did the early Filipinos have contact with these people?

3. Describe the kind of relationship established among the early Filipinos and the foreign visitors.

4.What did the Spanish conquistadores teach the Filipinos when the former arrived?

5. What major changes happened upon the arrival of the Americans in the Philippines?

6. Compare the barrio folks with the towns folks as read in paragraphs 6 & 7.

7. Explain the concept of fatalism of a typical barrio folk as read in paragraph 10.

8. As mentioned in paragraph 11, what typical activities take place in an ordinary nipa hut?

9. Why is the bamboo “papag” by the window a family institution?

10. As described in par. 13, how does life go on in Europe? In a typical Phil. barrio?

11. Describe a typical barrio folk’s faith in the Almighty as described in par. 14.

12. For a typical barrio folk, how important is the hand in eating?

13. Mention 3 superstitious beliefs as read in par. 17.

14. As mentioned in par. 18, who were the educated barrio children, and what changes took place in them?

15. As described in par. 22 & 23, how do typical barrio folks show the strength of the human spirit in times of misfortune?

16. As can be read in par. 24, how do Filipinos while away time in a wake?

17. As can be inferred from par. 25, why is a drinking contest among the elderly men not a welcome idea?

18. How does the process of intellectual hardening happen in a barrio tao?

19. Describe a typical “harvest scene.”

20. Why must a person adapt to the changes that happen around him, and around the globe?

IV. Evaluation:

Vocabulary. Match the term to its description by writing the letters only.

I. II.

_____ 1. Acute annoyance or disappointment A. chagrin

_____ 2. A misleading external appearance B. complacent

_____ 3. An old unmarried woman C. demarcation

_____ 4. To appease a person/ D. extolling

_____ 5. Wild, unruly state E. perpetuating

_____ 6. Never stopping F. panorama

_____ 7. Open and extensive or all-around view G. propitiate

_____ 8. Self-satisfyingly H. relentless

_____ 9. Lasting only for a short time I. segment

_____10. Speed J. spinster

_____11. Limit/boundary K. tempo

_____12. Disappeared suddenly L. transient

_____13. Part or section M. turbulence

_____14. Lasting N. vanished

_____15. Praising enthusiastically O. veneer

V. Assignment:

In a half sheet of paper, write five Tagalog riddles (with the answers) in English.

y 3

I. Learning Objectives

A. Focus Skill: to expand ideas thorough using modifiers

B. Support Skill: to form adjectives from other parts of speech

II. Subject Matter

A. Major Concept: Grammar

B. Topic: Adjectives

C. Interdisciplinary Concepts:

1. Across Content: Values Education

2. Function: expanding ideas, writing/speaking with more color

D. Reference: Ventures in Communication 1 by Flores, et al, pp. 156-160

E. Materials: textbook, manila paper with notes, chalk, chalkboard

III. Procedure:

A. Daily Routine: classroom inspection, prayer, greetings, checking of attendance

B. Motivation: Answer these Tagalog riddles in English.

Clothes line	Earrings	Mat	nail	Piggy bank
Rain	Scissors	Shadow	star	t-shirt

1. Pedro hides but you can still see its round head.

2. not a priest, not a king, but wears different kinds of clothes

3. Here comes Kaka, walking with open legs

4. Adam’s wet hair, you can’t count

5. large roll in the morning, flat leaf at night

6. It has one entrance, but three exit.

7. I have a loyal friend and he’s with me everywhere I go.

8. I have a cute pet, his body is full of coins.

9. I can’t see it in the light, but I can see it in the dark.

10. two birds, trying to balance in one twig

C. Lesson Proper

What do you call the underlined words? An adjective is a word used to modify, describe, or qualify a noun. They are used to make a sentence or a phrase more colorful and clearer. They can be articles, numbers, qualities, sizes, shapes, or colors.

1. Sometimes, the suffix “-ful” is added to the root word to form an adjective. “-ful” means many, or full of.

Activity 1. Form adjectives from these words by adding “-ful”. Observe correct spelling. Write the answers in the notebook.

1. bounty 2. bale 3. Care 4. Wonder 5. Fruit 6. hope

plenty woe sorrow watch dread peace

mercy taste grace sorrow shame hate

pity faith truth success fright use

beauty fear thought force doubt wake

duty law power cheer hope pain

2. Sometimes, the suffix “-able” or “-ible” is added to the root word to form an adjective. “-able” or “-ible” means “can be”, or “ capable.”

Activity 2. Form adjectives from these words by adding “ –able” or “–ible.” Write the answers in the notebook.

Receive excuse refine

Believe note remove

Move use advise

Desire cure like

Value love observe

Admire excite adore

Understand predict work

Bear commend prevent

Suit depend reason

Honor person present

Wash consider pardon

Enjoy comfort explain

Read break fashion

Favor wear obtain

Avoid market remark

3. The suffix “-ive” can sometimes beaded to the root word to form an adjective. The suffix “-ive” means tending to, or likely.

Activity 3. Form adjectives from these root words by adding the suffix “-ive.”

Express act effect

Secret defect suggest

Possess restrict construct

Imitate collect appreciate

Protect

4. The suffix “-al” can sometimes be added to root words to form adjectives. This suffix means “having the nature of.”

Activity 4. Now try your hand at forming the adjectives of some words with the use of the suffix “-al.”

Magic comic exception brute

Nation form ornament

Nocturne inform nature

Historic season face

5. Sometimes, the suffix “-ish” is added to the root word to form an adjective. This suffix means “somewhat.”

Activity 5. Form an adjective by adding the suffix “-ish” to the following root words:

Boy girl child Turk red devil

Green yellow brown

6. The suffix “-ic” can also be added to some root words to form an adjective. This suffix means “of or having to do with.”

Activity 6. Practice forming adjectives by adding the suffix “-ic” to these words:

Iceland atmosphere volcano bombast hero

Meteor class athlete drama apology

Energy

7. Sometimes the suffix “-ous” , or “-uous” must beaded to form the adjective of some words. These suffixes mean “having much, or having the nature of.”

Activity 7. Form the adjective of the following words by adding the suffix “-ous” or “-uous.”

Zeal murder fame danger courage religion

Bigamy thunder prosper carnivore herbivore superstition

Sacrilege jealousy study ardor omnivore blaspheme

Continue conscience treachery adventure

IV. Evaluation. Form an adjective from the following words:

1. mathematics 8. Advise

2. remove 9. Plenty

3. apology 10. Face

4. carnivore 11. Child

5. conserve 12. Construct

6. success 13. Brute

7. misery 14. Desire

8. temperament 15. Secret

V. Assignment: Copy an advertisement from a box or container of any consumer productr, like¨Pond’s, Colgate, Sunsilk, Safeguard, etc. Identify the product. Encircle all the adjectives used. Write your assignment in ¼ sheet of paper.

I. Learning Objectives:

A. Focus Skill: to expand ideas through using phrase modifiers

B. to form negative adjectives

C. Interdisciplinary Concepts:

1. Across Content: Values Education

2. Function: Expanding ideas, writing and speaking more colorful sentences

D. Reference: Ventures in Communication by Flores, et al, pp. 156-160

E. Materials: textbook, manila paper with notes, chalk, chalkboard

III. Procedure:

A. Daily Routine (classroom inspection, prayer, greeting, checking of attendance

B. Motivation: Match the product to its description by writing the letters only.

I. II.

_____ 1. Natural talc helps protect baby’s delicate A. alcohol

skin against wetness & perspiration B. baby powder

_____2. Gently cleanses & conditions even the C. cologne

driest & roughest hair D. condensed milk

_____3. Kills 99.9% of germs upon contact E. dishwashing paste

_____4. Sensual fragrance F. mayonnaise

_____5. Reveals your whitest white in the first bath G. mobile phone

_____6. For whiter & stronger teeth, fresher breath H. shampoo

_____7. Eliminates dirt & tough grease I. tooth paste

_____8. Homogenized & pasteurized, creamy J. whitening bath soap

& delicious

_____9. Connecting people

____10. Finest blend of choice ingredients

C. Lesson Proper

The negative adjectives are frequently formed by the use of prefixes or suffixes. The most common are: un-, im-, ir-, il-, dis-, and –less. Examples: mobile-immobile; harm-harmless

Activity 1

Supply the negative forms of the following adjectives. Write your answers in the notebook.

legal accurate tidy attentive fortunate courteous respectful

honest possible regular perfect responsible literate modest

happy mature legible agreeable pertinent pleasant

Activity 2

Now after adding the suffix –able or –ible to the root words listed in no. 2 of the lesson proper on day 3, add in-, im-, un-, or dis- to mean “not.”

Activity 3

Add in-, im-, un-, or dis- to these root words tomean “not.” Write your answers in ¼ sheet of paper.

1. count 6. Cure

2. honor 7. Break

3. suit 8. Move

4. love 9. Obtain

5.drink 10. Bear

Study the following sentences.

1. The Philippines is an archipelago that stretches from the north at the southern tip of Taiwan to the south with its tip ending close to northern Borneo.

2. A revolutionary Filipino government was set up in Malolos, Bulacan, which later became the capital of the short-lived Philippine Republic.

A phrase adjective is usually made up of a preposition and the noun or pronoun used to complete its meaning. Such a phrase is called a prepositional phrase and can be used exactly like a one-word modifier. Examples are from the north and to the south.

An adjective clause is joined to the independent clause by a relative pronoun who, whose, whom, which, or that). An example is which later became the capital of the short-lived Philippine Republic.

Note that single-word adjectives normally come before the word they modify. Phrase and clause adjectives normally follow the words they modify.

IV. Evaluation

Identify the word that is described in each number.

1. cannot move 6. not legible 11. not fortunate

2. not protected 7. not modest 12. not legal

3. not effective 8. not mature 13. cannot be loved

4. not important 9. not attentive 14. not careful

5. not respectful 10. not perfect 15. not capable

V. Assignment

Bring five postcards or cut-out pictures of tourist spots or scenic places in the Philippines. Paste them on bond paper.

I. Learning Objectives:

A. Focus Skill: to develop a paragraph using modifiers

B. Support Skill: to observe correct margins, proper capitalization and punctuation

II. Subject Matter

A. Major Concept: Writing

B. Topic: Phrase modifiers (adjectives)

C. Interdisciplinary Concepts:

1. Across Content: Values Education

2. Function: expanding ideas through the use of adjectives

D. Reference: Ventures in Communication I by Flores, et al,pp. 156-160

E. Materials: textbook, pictures or postcards of tourist spots in the Philippines

III. Procedure:

A. Daily Routine: classroom inspection, prayer, greeting, checking of attendance

B. Motivation:

What are the famous Philippine tourist spots found in the following places?

1. Bohol 6. Manila

2. Legaspi, Albay 7. Intramuros

3. Pagsanjan, Laguna 8. Banawe

4. Alaminos, Pangasinan 9. Lanao del Norte

5. Batangas 10. Davao

Pre-writing

The Philippines is blessed with panoramic views and rich natural resources, Any tourist will inevitably be attracted to the country’s fantastic white beaches, pristine waters, and awesome natural landscapes. All these make the Philippines the “Pearl of the Orient Seas.”

Guided writing

Activity 1

Write a paragraph or two about the Philippine tourist spot whose picture you brought. Be sure to make your description vivid by using adjectives.

Recapitulate the different parts of a friendly letter: 1. heading, 2. Salutation, greeting, 3. Body, 4. Complimentary close, and 5. Signature.

Activity 2

Imagine you have a friend who is a foreigner. Write him/her a letter describing the Philippines-its scenic places, and why it is worth visiting the Philippines. Describe not only the Philippine tourist spots, but also its people. Observe proper spelling, margin, capitalization, and punctuation.

IV. Evaluation:

Write a letter to your friend inviting him/her to your coming birthday party. Be sure to include important details like the venue, the time, and the date of your party. Also label the parts of your letter.

V. Assignment:

Read something about the good traits of Filipinos.

SAMPLE LESSON PLAN

2010-10-18T23:06:00.000-07:00

“Those who enter the religious life intent to meet God and possess Him definitely”.

I- OBJECTIVES:

1. Use critical thinking in answering the questions about the play given by the teacher.

2. Learn new vocabulary words.

II- SUBJECT MATTER:

Literature: “The World is an Apple” by Alberto S. Florentino

Reference: Internet

www.mahaliahscent.poetryonline.blog.com

Materials: copy of the play, chart

Valuing: Cooperation

III- PRODEDURE:

A. Daily Routine

1. Prayer

2. Classroom Management

3. Checking of Attendance

B. Unlocking of difficulties

Each sentence below consists of context clues. Find the word in the box that corresponds to each clue.

Crate scrawny shabby pilfering reek

1. That beggar has skinny or bony skin

2. The playful boy wears dirty clothes.

3. There’s a strong offensive smell in this corner

4. Stealing in small quantities is also a sin.

5. We put the apples in an open box of wooden slates.

C. Motivation:

Illustrative Concepts

1. Group the class into five. Have the learners draw an apple and the world.

2. Let the learners decide on the proximity of items to one another.

3. Tell them to enrich their illustrations with colors.

4. Have the learners write three (3) possible reasons for the connection between an apple and the world.

5. Tell the group representatives to share their answers in class.

6. Process the learners answer.

D. Reading Proper

· Give learners ten minutes to read, “The World is an Apple,” by Alberto S. Florentino.

E. Dramatic Link ( Venn Diagram )

1. Allow the learners to plot the similarities at the middle circle and the differences at the two adjacent circles.

2. Instruct learners to write details about the apple and the world as well as their link in the story.

3. Allow learners to share their answers in class.

IV- EVALUATION:

Character perspective chart:

1. Distribute a copy of the Character Perspective Chart for each group.

2. Assign one character per group.

3. Instruct the learners to present their chart in class.

4. Process the answers of the learners.

5. Allow other group members to give comments and feedback after each presentation.

Questions	Ex: Gloria
Setting: Where and at what point in the drama Does the character become significant?
Problem: What is the character’s problem?
Goal: What is the character’s goal? What does the character want?
Attempt: What does the character do to solve the problem or attain the goal?
Outcome: What happens as a result of the attempt?
Reaction: How does the character feel about the outcome?
Theme: What general truth in life does the playwright want to emphasize?

V- ASSIGNMENT:

· Reread the play, The World is an Apple by Alberto S. Florentino.

****************************************************************************************

“In God we who are many form one body, and each member belongs to all the others.”

*******************************************************

SAMPLE LESSON PLAN

2010-10-18T22:58:00.001-07:00

“And now my soul is poured out because of my days of grief and suffering, I must stand out for He is there always to look and care for me.”

I- OBJECTIVES:

1. Point out the elements of drama and its uses.

2. Recall the terms and expressions use in drama.

3. Present the drama following the correct format and guidelines.

II- SUBJECT MATTER:

A The World is an Apple, a drama (Role Play Presentation)/Unfinished Task.

Reference: Philippine Literature I

pp. 194-196

Materials: Props, clips and pictures

III- Procedure:

1. Review/ Recall previous topic

2. Presentation by group

Rubrics:

Mastery- 25%

Creativity- 25%

Coordination- 25%

Impact- 15%

Theme/message- 10%

_________

100%

IV- Assignment:

1. Review the whole selection; be ready for a graded recitation.

2. Start reviewing for the second periodical test.

SAMPLE LESSON PLAN

2010-10-18T22:57:00.000-07:00

“Let the wise man listen: he will add to his learning, and the man of sound judgment will acquire skill”.

II- OBJECTIVES:

1. Learn the comparative and Superlative

2. Introduce the uses of comparative and superlative adjectives

3. Form small group discussion

II- Subject Matter:

Comparison of Adjectives:

a. Comparative and superlative

Reference:

English 1, pp. 157-158

Materials: Chart, textbook, clips

III- Procedure:

A. Drill:

· Ask questions based on what have told them.

· Have students pair up and ask them to complete the first exercise on the work sheet.

* Based on their completion of the first task, ask students to give you the rules for the construction of the comparative form. You will probably have to point out that a three letter word following the CVC (consonant - vowel - consonant) form will double the final consonant. Example: big - bigger

* Have students complete the second exercise on the work sheet.

* Based on their completion of the second task, ask students to give you the rules for the construction of the superlative form. Make sure that students are aware of the similarities in construction between the two forms.

*Have students get into small groups of three to four and choose one of the topic headings for their group.

* Ask groups to then decide on three objects in the topic area to compare and contrast verbally.

* Have students write five to ten sentences based on their conversation using the comparative and superlative forms. It might be useful to ask them to write a specific amount of both comparative and superlative sentences.

IV- Enrichment: Comparatives and Superlatives

Exercise 1: Read the sentences below and then give the comparative form for each of the adjectives listed.

Tennis is a more difficult sport than Rugby.
I think John is happier now than a year ago.
Could you open the window, please? It's getting hotter in this room by the minute.

interesting ___________
weak ___________
funny ___________
important ___________
careful ___________
big ___________
small ___________
polluted ___________
boring ___________
angry ___________

Exercise 2: Read the sentences below and then give the superlative form for each of the adjectives listed.

New York has got to be the most exciting city in the world.
His biggest desire is to return home.
She is probably the angriest person I know.

interesting ___________
weak ___________
funny ___________
important ___________
careful ___________
big ___________
small ___________
polluted ___________
boring ___________
angry ___________

Exercise three: Choose one of the topics below and think of three examples from that topic - for example: Sports - football, basketball and surfing. Compare the three objects.

Cities
Sports
Writers
Films
Inventions
Cars

IV- Assignment:

1. Review the selection, “The world is an Apple”, get ready for the group presentation that was not finished a week after. ( 15% of the total grade will be included in the computation).

2. Bring props for the presentation.

Reference:

Philippine Literature I- pp. 158-161.

f	d	e	h	s	o	l	s	u	h
b	c	m	u	e	v	f	g	f	n
b	e	i	m	o	c	c	u	j	d
r	w	l	i	j	d	d	o	i	a
i	f	b	d	k	s	x	l	h	e
g	z	u	v	g	r	a	z	e	d
--	u	s	c	c	v	s	i	m	d
u	b	b	o	n	q	w	h	y	v
p	m	v	i	s	z	s	e	b	n
x	r	d	c	d	d	v	w	o	c

f	d	e	h	s	o	l	s	u	h
b	c	m	u	e	v	f	g	f	n
b	e	i	m	o	c	c	u	j	d
r	w	l	i	j	d	d	o	i	a
i	f	b	d	k	s	x	l	h	e
g	z	u	v	g	r	a	z	e	d
--	u	s	c	c	v	s	i	m	d
u	b	b	o	n	q	w	h	y	v
p	m	v	i	s	z	s	e	b	n
x	r	d	c	d	d	v	w	o	c

f	d	e	h	s	o	l	s	u	h
b	c	m	u	e	v	f	g	f	n
b	e	i	m	o	c	c	u	j	d
r	w	l	i	j	d	d	o	i	a
i	f	b	d	k	s	x	l	h	e
g	z	u	v	g	r	a	z	e	d
--	u	s	c	c	v	s	i	m	d
u	b	b	o	n	q	w	h	y	v
p	m	v	i	s	z	s	e	b	n
x	r	d	c	d	d	v	w	o	c