ENGLISH 4 Quarter 1 Week 1: Learning To Think

Created / Provided by: DepEd and E-turo Description: React to information gathered from the text listened to. Extract accurately the required information and reject irrelevant information from sources read. Observe subject-verb agreement in stating observations, plans, feelings and intentions. Single out imagery and figurative language used. Use appropriate language using idioms to express one's feelings and ideas. Write reflections and insights as journal entries. QUARTER 1: EDUCATION FOR LIFE Week 1: Learning to Think I. OBJECTIVES A. Listening 1. Show courtesy while listening to the ideas and feelings of others 2. React to information gathered from the text listened to B. Reading 1. Extract accurately the required information and reject irrelevant information from sources read 2. Show agreement and disagreement to the ideas presented in the text C. Grammar 1. Express observations, plans and intentions 2. Observe subject-verb agreement in stating observations, plans, feelings and intentions D. Literature 1. Express appreciation for the style adopted by the author to achieve his purpose 2. Single out imagery and figurative language used E. Speaking Use appropriate language using idioms to express one's feelings and ideas.

" ± Confucius Activity 3 Work in groups of three and talk about the things that come to your mind when you hear these words. 65 66. 348-349. GEMS in World Literature. Inferring interpreting predicting making judgment classifying recognizing relations comparing evaluating contrasting analyzing making decisions solving problems Activity 4 . Previewing Activity 1 Work with two or three of your classmates and take turns in answering these questions. Nem Singh and Sylvia PlesPengson 3. QUESTION 1: Would you like to learn how to think? QUESTION 2: Why? B. pp. Bañez B.Language Forms in Use Subject . by Samuel Ullman. Write reflections and insights as journal entries 2. Banez and Isidro L. PROCEDURE A. Interactive Learning Through English. Selections 1. by Myrna S. Rosario P. Then report your answers to the class. Varied Views and Observations of Teachers on Learning and Thinking 2.Writing Reflective Journal Writing Organizing Thoughts Into Meaningful Expressions III. "Youth".Still with a partner discuss the meaning of² "Learning without thought is labor lost.F.Verb Agreement C. Writing 1. Listening Activity 2. Thought without learning is intellectual death. ³The Analects´ by Confucius. pp. Organize one's thoughts on the importance of learning to think critically II. SUBJECT MATTER A.

acquiring information. . mind. One has to accept there is no short cut to learning how to think for it entails a long but meaningful journey to the unknown. creativity and judgments skills. When one thinks clearly.´ .´ . ³Learning is thinking. productively and meaningfully. ³Learning involves thinking. Tenedero 4.´ .mind ± spirit is recognized in true learning.´ . The linkages of the body.Miss Cynthia Oliva 10. Without it man is left in the sea of nothingness. it serves as a powerful signal of meaning. Higher levels of learning would obviously include higher levels of thinking and build on the others. Sonny Reyes 8.Mrs. ³All learning involves our body.Mr.Mr. if carefully laids the carpet for learning developments. Henry S. thinking. Harold Ferrer 5. 1. so there are various levels of learning.´ . ³Learning to think just as thinking to learn is difficult before it is easy.Miss Claude Paras 2. emotions. the better chances we learn to appreciate life and its essences. Since brain is responsible for learning.´ .Ayi Blas 7. Both require the processing of the brain to perceive ideas. Norma Celinar 9.´ . ³To maximize students' learning.´ . ³Thinking is a very powerful tool to facilitate learning all directions in life. As students acquire knowledge. he learns effectively. as there are various levels of thinking. attitude and others. solving problem. ³Our capacity to learn is affected by our ability to think.Miss Anny Magar 3.Mr. Then. fill in the chart with information called for. ³Just as thinking directs us in making our plans.Mr. the teacher need to stimulate their thinking abilities leading to life's limitless and endless possibilities.Listen to what these teachers say about learning and thinking. they should be empowered to think and to reason. ³Students can attain optional learning given the changes to think creatively. . The more logical we think. executing our plans and evaluating their effectiveness in meaningful terms. critically.Mr. Justin Macasu 6. planning. ³Divergent thinking is needed in an effective learning environment.

³Successful learners are independent thinkers. haven't tried practicing the skills.Class Survey Still with the same group.´ Mrs.. make a survey on the skills listed in Activity 3. Critical Thinking Skills . effective problem solvers and decision makers and pro-active citizens who can contribute to the country's development. Read through the varied views of teachers in column 2 of Activity 4 and point out the ones to which you agree or disagree most. critical thinking and creativity.Mr. Henry S. Activity 6. or if you are planning to practice the same in the near future. and tick the right column to indicate if you have practiced the skills. Reconvene and present the group's work to class. Tenedero Activity 5. Jenny Malinaw 12. ³Students should be encouraged to explore more and go beyond the limits of a defined body of knowledge like learning about life skills.Mrs. Minerva Cur 11. Give reasons for your choices.Agree/Disagree ² Work in groups of ten (10).´ . (Ask the consensus of the group).

while all the host of the stars turn towards it.Care for a bookmark? From the teachers' views you listened to. Report back to class." said the Master. ³A teacher has to bring out and nurture the individual genius in each and every child. their love going out freely towards all. my not knowing them. respectfulness towards their elders when away from home. "and then to practice what one has learned. in such a walk. "that men do not know me. be truthful. Work with a partner and take turns in sharing your views and experiences. Reading Pre-reading Activity 1 React to the truth or falsity of this statement. there be time or energy left for other things." "Let a ruler base his government upon virtuous principle. which remains steadfast in its place. let them be circumspect. cultivating good will to men. The Analects Confucius "To learn. let them employ it in the acquisition of literary or artistic accomplishments. choose the most meaningful one ." said the Master." "It does not greatly concern me. and he will be like the pole-star. C." What does this statement remind you of? Activity 2 What comes to your mind when you hear the following words? acquisition ignorance concern understanding receptacle delights master wisdom Activity 3 Read "The Analects" by Confucius and answer the questions following the text. Does not this bring with it a sense of satisfaction?" "Let young people. ." said he "show filial piety at home.which will serve as a meaningful caption for the bookmarks that you will design. And if. my great concern is.Activity 7.

On the other hand. Support your answer. without thought. and on the other. Think about Confucius' views on the qualities of a noble man. 3." To the disciple of Tsu-lu. This is characteristic of knowledge. Tzu Kung asked. and familiarize yourself with the modern." "It is moral cowardice to leave undone what one perceives to be right to do. Who. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate. do you think. Questions: 1. but rather about the requirements in one's self for such a standing. Neither should one be so much concerned at being unknown but rather with seeking to become worthy of being known. Which of these do you believe most exemplify an educated or learned man? A thinking man? Which of his arguments are still relevant today? 7. for apprehension (that so few remain)."Be versed in ancient lore. saying: Is there any one maxim which ought to be acted upon throughout one's whole life? ² The Master replied: Surely the maxim of charity is such: Do not do unto others what you would not they should do unto you. "Shall I give you a lesson about knowledge? When you know a thing. How does the title help contribute to the clarification of this truth about life? ." "Where there is habitual going after gain. then may you become teachers. then is to be the return for good? Rather should you return justice for injustice. The inferior sort does the reverse." Do you agree with him? Why? 4. and when you do not. "The nobler sort of man is dignified but not proud." 5. "The great man is not a mere receptacle. "The man of wisdom does not vacillate. Someone asked: How do you regard the principle of returning good for evil? ² The Master said: What. How did the author begin his topic? 2. and good for good. "One should not be greatly concerned at not being in office. the Master said. the man of valor does not fear. What generalization or basic truth in life or human experience is expressed in the essay? 9. and better than one who is fond of what is right is one who delights in what is right. is a snare: thought." "A son should not ignore the years of his parents. the man of natural goodness does not fret. acknowledge your ignorance. the inferior man is proud but not dignified. without learning. are his specific target readers? Explain. "Better than one who knows what is right is one who is fond of what is right. the man of natural goodness does not fret. "The Master said: the nobler sort of man emphasizes the good qualities in others. According to Confucius "Learning without thought is a snare: thought without learning is a danger. What do you think is the author's purpose in his essay? 8. maintain that you know it. they may be a matter for rejoicing (that they have been so many). and does not accentuate the bad. 6. there is much ill-will. Comment on the author's view that the maxim of charity is ought to be acted upon throughout one's life. is a danger. "Learning. the man of valor does not fear.

circumspect 3. 1. Activity 6. analect 2. valor sway worry courage cautious body of knowledge wise saying decisive writing Activity 4. fret 8. Choose activities from the box that will be appropriate for the critical thinking skills you have identified.What We Need .. Activity 5 Work in groups of eight (8) and specify which information from the text are relevant or irrelevant in learning to think critically..Fantasy vs.. vacillate 7.Vocabulary Mix and Match Mix and match the following words to have eight pairs of synonymous words.Activity 3. steadfast 4. Work with six of your classmates and identify the critical thinking skills you need most. Reality Read ³The Analects´ by Confucius ² and spot parts which are based on reality (true-tolife) and which are not but possible to happen in the future.. lore 5. . maxim 6.

1. thinking the teachers sharpen either or have to the students skills their critical Activity 2 Fill in the chart with appropriate entries based on your answers in Activity1. When do we use the S-form of the verb? The base form of the verb? Activity 4 Form groups of five and give interesting answers to the following questions. facilitates thinking learning critical 2. analytical anybody can thinker an become 8. 1. need analyze time things thoroughly I to think and 5. needs a everyone critical to become thinker 3. came brain from ideas over in-and-out naturally 7. Observe S-V agreement. arrange these sets of words to form meaningful sentences. Activity 3 Work with a partner and take turns in answering these questions based on the information from the table.D. Language Forms in Use Activity 1. is stimulating thinking brain the to 4. Which of the critical thinking skills do you practice most? ______________________________________________ . Which sentences have singular subjects? Plural subjects? 2. 1.With two or three of your classmates. like the ability thinking requires and learning to wonder inclination 6.

The acid test of true education is learning to think critically. 2. The president and owner of these companies ____________________ 4. Either your intention or your plans ____________________________ 6. 1. . Every single dot ___________________________________________ 7. Finish/complete these statements. You are a transferee to this school and you don't know what to do with your two back subjects. In what ways can you play the role of a global thinker? ______________________________________________ Activity 5 Choose a situation from the list below and discuss how you can possibly solve the problem. Your parents are very strict and suspicious. Each learner needs to beat the band oftentimes. All reflective thinkers expectedly chew ideas over. Their focus _______________________________________________ 3. When does a learner start to form judgment? ______________________________________________ 3. Anyone __________________________________________________ E. Try These Special Expressions/Idioms Here are some helpful expressions you may use to express your observations and views on the importance of enhancing the critical thinking skills of students. 1. You are a working student whose class schedule is in conflict with your official time in your job. Work in groups of ten. Both of them _____________________________________________ 5.2. 1.Work in groups of four. They warned you not to befriend anybody. How do teachers and students make inferences on what they read? ______________________________________________ 4. Observe subject ± verb agreement. 3. Activity 7 Match the underlined idioms with their meanings inside the box. Why do we need to become analytical thinkers? ______________________________________________ 5. 2. 3. Activity 6. Our targets _______________________________________________ 2. Make sure your verbs agree with the subjects.

Compare your list with your partner's. Your groupmates and I think carefully and slowly about our project. Do you agree with the writer? 3. 6. something to crow about) 1. most important test of worth c. 5. Our output is really something to crow about. Can you think of examples that support this quotation? Activity 2 Work with two or three of your classmates and make a list of words you expect to meet in the selection entitled "Youth". 6. He fits the requirements to a "T"? a. 2. full steam ahead. to proceed with maximum power b. to the extreme f. F. 4. exactly e. 3. ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ Activity 3. Our most important test of worth is what we become. Give reasons to your choice. How does this quotation apply to your own life? 2. 5. beat the band. with a lot of effort. Education and not material things is an exceptional accomplishment. They request that I move with full steam ahead to survive. Literature Activity 1.Listen to your teacher read "Youth" and jot down words you don't . Both of you fit the qualifications perfectly. perfectly. to a "T". chew it over.Brain teaser. an exceptional accomplishment Activity 8 Use appropriate idioms to replace each underlined expression (acid test." ± Anonymous 1. Reflect on ² What is the main point of this quotation? "Learning to think critically facilitates the ability and inclination to wonder about things and mentally explore all possibilities in life. When we work we must always do it to the extreme. Students solve the problem with maximum power and speed.4. think carefully and slowly about something d.

It is not a matter of ripe cheeks. a quality of imagination. taste. and that the qualities of youth can be possessed by anyone who has the right attitude in life.it is state of mind. Discover the meaning the speaker intended when he said: "Youth is not a time of life . 8. but to give up enthusiasm wrinkles the soul Whether sixty or sixteen. What thought or feeling about youth is the poet sharing in lines 14-18? 6. You are as young as your faith. Activity 4. touch or feelings and that help you create mental images of what you read. do you think youth's qualities can help them become critical thinkers? Explain. no matter what is his or her chronological age. Youth means a temperamental predominance of courage over timidity. as old as your despair. as old as your despair. Questions: 1. smell. as young as your hope.Adopt and Adapt . the unfailing childlike appetite for what is next." 5. the undaunted challenge of events. How does the author make you feel about youth's ability or capability to learn best? Read lines from the poem which support your contention. "Youth" by Samuel Ullman and answer the questions below. and the joy and the game of life. Youth is not a time of life .understand. avigor of emotions. the sweet amazement at the stars and the starlike things and thoughts. What is the speaker saying about youth's physical qualities? Intangible qualities? Do you agree with him? 2. Nobody grows old by merely living a number of years. Judging from the writer's choice of images in the poem. With what does the speaker compare youth? 4. Which line best describes youth? Explain. 3. This often exists in a man of fifty more than in a boy of twenty. as old as your fear. as young as your self-confidence. 7. Choose words that describe sights. sounds. there is in every being's heart the love of wonder. people grow old only by deserting their ideals. red lips and supple knees. Read. It is a temper of the will. Years wrinkle the skin. of the appetite of an adventure over love of ease. Youth Samuel Ullman The beauty of this poem lies on the fact that it points out some intangible aspects of youth.it is a state of mind. It is a freshness of the deep spring of life.

Activity 5.Quickwrite/Try it out just Reflect on the insights you gained from the poem "Youth". Find a partner and exchange work. H. Activity 7... Write and ask questions you wish to ask him because they are not answered nor touched in the poem.Bend and Blend Make a list of your old ways you would like to change for the better.Get it Straight.... Explain how these learnings fit into what you already know and believe.Choose a part of the poem which you like best and explain how it is related to your life as a student. Present a clean. a reflective thinker? Activity 3. Activity 6 Polish your paper by incorporating the suggestions made by your partner. Closure . etc. question and comment on each other's work.I wish . I feel that. Today is special. Read each other's work. clear copy of your reflective journal.What do you think . Writing Activity 1. Give suggestions. an analytical thinker 2.. a global thinker 3. Explain how you would go about them.. conceptual focused diversified logical flexible make abrupt decisions conventional jump into conclusions solve problems at a snap of your fingers step-by-step worker take time to think Activity 2.What kind of a .. Point out what it is and the reason why you wish to be so. Activity 5 Imagine that the writer Samuel Ullman is with you in a panel discussion. Make use of journal starters like: I believe . an impulsive thinker 4...? Which of the words in Activity 1 are the qualities of 1.. Activity 4.? Check from the list of words the ones which specifically describe you as a learner or thinker... Remember to include your plans in relation to your granted wish. Praise. G. Imagine that a fairy godmother is here to grant your wish about the kind of thinker you would like to be (other than what you think you are now).... Activity 6 Write a letter of thanks to the author or to the speaker emphasizing how the poem inspires you to accept challenges in life and to become better learners by using critical thinking..

. I am happy to note what I have learned about __________ and these are: ____________. The lesson is especially meaningful because _____________________ ________________________________________________________ 4.Complete the following sentences: 1. ASSIGNMENT A. The parts/activities I enjoyed most are __________________________ _________________________________________________________ 3.an optimist or a pessimist? Explain. B. The thinking skills I have to _________________________________ ________________________________________________________ IV. I plan to change my old way of looking at ______________________ ___________________________________ because ______________ ___________________________________. 2. Who is an optimist? What are his/her qualities? Contrast him/her with a pessimist. Report on their reactions. Who would you rather be . Interview ten schoolmates or classmates about admonitions on or tips their fathers usually give them to be happy and successful in life. ____________ etc. _____________. 5.

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