English 9 Expressing Opinions

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Third Year English

Varied Views
Module 10: EXPRESSING OPINIONS
COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit.” This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
THIRD YEAR ENGLISH
VARIED VALUES
MODULE 10: EXPRESSING OPINIONS
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies

Third Year English : Expressing Opinions
• Listening
– Explore opportunities for obtaining varied view on a given issue by listening to talk
show
– Infer links and connections.
• Speaking
– Agree / Disagree with assertions made, justify one's stand and suggest modification
in informative talks.
• Reading
– Note the use of emotion-laden terms to express opinions.
– React critically to what is read by judging the relevance and worth of ideas,
soundness of the author's reasoning, and the effectiveness of the presentation.
• Writing
– Express opinion in editorial writing.
• Literature
– Analyze and explain how the environment influences the person's character and
actions.
Objectives
• Fill 5 W's from a news broadcast.
• Express ideas and opinions on an issue.
• Extract needed information using graphic organizers.
• Use polite expressions in reacting to the ideas of others
• Unlock word difficulties using contextual clues.
• Write an editorial based from environmental issues.
• Draw editorial cartoon .
Essential concepts, knowledge and understandings targeted

• Five W's: What, Who, When, Where are essential elements of a news.
• Talk Show dramatizes the exploration of literature. In creating a talk show, the students
interpret characters, conflict,themes,and issues for alive audience on a classroom
stage.
• The Big Wave is written by Pearl S. Buck, an American writer who spent her life living in
China and Japan. Most of her writing originally set in oriental atmosphere.
Basic Education Assistance for Mindanao

Learning Guide, July 2004 3
THIRD YEAR ENGLISH
VARIED VALUES
• Emotion is an important element of a strong story like The Big Wave.

• Editorial is the soul and heart of a newspaper. It presents newspaper's opinion on an
issue.
• Cartoon expresses ideas in caricature form.
Specific vocabulary introduced

• roguish – a playful girl
• aristocrat – a leader
• plunge – immerse
• reap- harvest
• swirl- round shape motion
• mutter- murmur
• fierce- fearing
• repress- suppression
• roar – loud. prolonged sound
• alcove- small enclosed room
Suggested organizational strategies

• Ideal group is ten members.
• Output which will be posted on the board should be published on manila paper to make
them visible during the presentation.
Activities in this Learning Guide

Activity 1: Breaking New!
Multiple Intelligences
• Intra personal
• Body/Kinesthetic
• Verbal/Linguistic
Text Types
• Exposition
• Information Report
Activity 2: It's Chat Time!
• Interpersonal

THIRD YEAR ENGLISH
VARIED VALUES
Activity 3: Guess It Right!
• Logical
• Interpersonal
Activity 4: Let's Read!
• Visual/Spatial
• Interpersonal
Text Type
• Narrative
Activity 5: Let's Do It!
• Interpersonal
Activity 6: In My Opinion
• Intra personal
• Logical/Mathematical
• Interpersonal
Activity 7 : From the Editor's Desk
• Logical/Mathematical
• Interpersonal
Activity 8: Let's Sketch!
• Visual/Spatial

THIRD YEAR ENGLISH
VARIED VALUES
Key Assessment Strategies

• Observation Checklists
• Scoring Rubric
• Written Outputs
• Open-Ended Questions
• Cooperative Group Work Checklist

THIRD YEAR ENGLISH
VARIED VALUES
Mind Map
The Mind Map displays the organization and relationship among the concepts and activities
in this Learning Guide in a visual form. It is included to provide visual clues on the
structure of the guide and to provide an opportunity for you, the teacher, to reorganize
the guide to suit your particular context
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.

THIRD YEAR ENGLISH
VARIED VALUES
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
Global warming is an increase in the average temperature of the earth's surface This
increase can cause sea level to rise. The occurrence of tidal wave,flood,hurricane,
volcanic eruption, landslide are among the effects of global warming.
In this stage, students will recall to mind their previous knowledge about the presence of
these calamities through news casting. Students exchange ideas and they will fill-in
information about the news heard using the 5W's grid.
Strategy
Brainstorming is a group technique for generating new, useful ideas and promoting
creative thinking. It can help : to define what project or problem to work on to diagnose
problems, and to repair a project by coming up with a possible solution and to identify
possible resistance to propose solutions.
Participants brainstorm ideas which are recorded.
Rules:
• Quantity not quality
• Be-free-wheeling,anything goes
• Hitch-hiking on other's ideas is to be encouraged
• No criticism is allowed ( positive or negative comments to be avoided}
• Writer must write as said-no paraphrasing.
Materials
• Teacher Resource Material 1 “Tsunami strikes in Indonesia” on page 17
• Teacher Resource Material 2 “The Slow Process of Typhoon Recovery” on page 19
• Teacher Resource Material 3 “ Katrina Hits New Orleans” on page 20
• Teacher Resource Material 4 “Scientist to Meet on 2006 Guinsaugon Landslide on page
21
• Student Activity Sheet 1 “Breaking News” on page 22
• manila paper
• masking tape
• marking pen
Activity 1: Breaking News!
1. Form groups of 4.
2. Let the group choose a newscaster,a secretary, and a reporter.
3. Distribute to each newscaster a copy of Teacher Resource Material 1 “Tsunami Strikes
in Indonesia”, Teacher Resource Material 2 “The Slow Process of Typhoon

THIRD YEAR ENGLISH
VARIED VALUES
Recovery”,Teacher Resource Material 3 “Katrina Hits New Orleans”, and Teacher

Resource Material 4 “Scientist to Meet on 2006 Guinsaugon Landslide”.
4. Instruct the students to listen and fill- in the 5W's chart with the needed information.
Below is the specific assignments:
(a) Group 1- Tsunami Strikes in Indonesia
(b) Group 2- The Slow Process of Typhoon Recovery
(c) Group 3- Scientists to Meet on 2006 Guinsaugon Landslide
(d) Group 4- Katrina Hits New Orleans
5. Tell the group to rewrite the needed information on the Manila Paper.
6. Give enough time for the activity.
7. Call each group to share their outputs.
8. Process the activity with this question: What is the importance of the 5W's in getting
information?
Formative Assessment
Check content of group outputs.
Roundup
• To summarize leaning in this stage,ask the students this question: What insights did you
get from the news you heard?
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
Opinion is a belief or judgment that falls short of absolute conviction, certainty, or
positive knowledge. It is a conclusion that certain facts,idea are probably true and likely
to prove so.
In this stage, students will hold a talk show in which any member of the group will stand as
: Tsunami victim, psychologist, environmentalist representative and a host and co-host.
The students will use of ways to ask opinions like: Do you think.? What do you think.?
What's your opinion of...? and also in giving opinions like: I think... I feel.. I don't think...
If you ask me.. .
Strategy
Talk Show is a television or radio program where one person or group of people come
together to discuss various topics put forth by a show host. Sometimes,talk shows feature
a panel of guests, usually consisting of a group of people who are learned or who have
great experience in relation to whatever issue is being discussed on the show . Other
times,a single guest discusses their work or area of expertise with a host or co-host.
Material
• cards of the discussants
• meta cards

THIRD YEAR ENGLISH
VARIED VALUES
• Teacher Resource Material 5 “Talk Show” on page 23

Activity 2: It's Chat Time!
This is a class activity.
1. Assign the following roles: tsunami victim , flood victim,landslide victim, Red Cross
team, Environmentalist, Non-Government Organizations, Disaster Coordinating Council,
Local Government Unit, Department of Social Welfare and Development, Host and Co-
Host.
2. Brief the chosen students on their specific roles during the talk show.
– The host introduces the team members.
– The host directs the representative and the audience to a warm welcome and sets
the mood.
– The host opens by welcoming the audience and any representative to ask questions.
Then, the host listens to the questions and the answers.
– The co-host takes the role of facilitator and stays with the audience.
– Audience can ask questions to any of the representatives.
– Encourage the audience to give their opinions about the issues discussed.
– Host ends the show by giving his/ her summary and expresses sign of gratitude for
sharing their part in the show.
3. Encourage the audience to agree or disagree with the opinions of the discussants.
4. Teacher Resource Material 5 “Talk Show” on page 23 is provided for more information
on how to conduct the talk show.
5. Let them perform the activity.
– Process the activity by asking these questions: What do you think about the activity?
What insights have you gained?
To assess student's output used Assessment 1”Participation Checklist Talk Show”
on page 24
Roundup
Ask the students these questions:
• How did you react to the ideas presented in the activity?
• Were you polite in expressing your opinions about the issues presented?
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
In this stage, students will read the story the “Big Wave” written by Pearl S. Buck. This
story is about a child Jiya determined to live strong after losing his parents and properties
in a tidal wave.

THIRD YEAR ENGLISH
VARIED VALUES
Pearl Sydenstricker Buck was a prolific American writer who won a Nobel Prize in
Literature and a Pulitzer Prize. She was born in Hillsboro, West Virginia in 1892. She spent
most her life in China and Japan. She devoted herself in writing in China. The story is
circled with strong emotions and feelings. Here, the students will extract how the
characters feel and react on certain situation. They will also the story and describe the
differences and common traits of certain characters.
Strategies
Contextual Clues this strategy helps students understand the meaning of an unfamiliar
word, without interrupting reading, through the use of context clues.
Jigsaw Is a structure for small group work that encourages participation, cooperative
learning and group responsibilities. Students are formed into Base Groups and each
student is given an aspect of a topic to discuss or research. Then, students research their
aspect and prepare to report back to their home group. Next, they take turns to report on
their aspects of the topic.
Featured Picture Talk these are images that add significantly to articles, either by
illustrating article content particularly well, or being eye-catching to the point where
users will want to read its accompanying article.
Venn Diagram this is a graphic organizer that illustrate the relationship between or
among two or more sets of information, comparing and difference.
This strategy can be use to:
• help make thinking visible.
• use for finding similarities and differences
• use for assessing students' interest through partner interviews.
Chain of Events It is a collective group of strategies that provide visual representations
as a means of organizing and presenting information. They make visible the thinking of the
students. They help students represent abstract concepts and ideas in concrete forms.
They display the relationships between pieces of information, connect new learnings to
prior learning and generally organize information into a more useful form.
Materials
• Student Activity Sheet 3 “Guess It Right!” on page 25
• masking tape
• manila paper
• crayon
• pencil
• Reading Text “The Big Wave” on page 28
• Teacher Resource Material 5 “Tidal Wave” on page 27
• Student Activity Sheet 3A “Map It!” on page 39
• Student Activity Sheet 3B “Things in Common” on page 40
• Student Activity Sheet 3C “Feel What I Felt” on page 41

THIRD YEAR ENGLISH
VARIED VALUES
Before Reading
Activity 3: Guess It Right!
1. Divide the class into 5 groups.
2. Distribute to each group Student Activity Sheet 3 “Guess It Right” on page 25
3. Let them do the activity.
4. Assess outputs objectively.
During Reading
Activity 4: Let's Read!
1. Use the same groupings.
2. Post on the board an enlarged picture of Teacher Resource Material 5 “Tidal Wave” on
page 27
3. Ask the groups these questions:
– By looking at this picture, what do you think is the title of the story?
– Why do you think so?
4. Divide the story into 5 parts.
5. Assign a number to each member(1,2,3,4, and 5)
6. Give each member a part of the story.
7. Let the group read and discuss the story among themselves.
8. Instruct all number 1s to group together so with no.2s,3s, 4s, and 5s to form a new
group.
9. Ask the members of the new group to share their story that they have discussed in their
original group.
10.Remind them to listen carefully to the information shared by the members of the other
groups.
11.Let them go back to their original groups and let them share, discuss the information
they have gathered from the “new groups”.
12.Tell the group to write a summary of the story.
13.Ask representatives of the groups to read the summary to the class.
Post Reading
Activity 5: Let's Do It!
1. Divide the class into five groups.
2. Let each group pick one of the following tasks written on strips of paper:
– Task 1: Refer to Student Activity Sheet 3A “ Map It!”on page 39
– Task 2: Refer to Student Activity Sheet 3B “ Things In Common” on page 40
– Task 3: Refer to Student Activity Sheet 3C “ Feel What I Felt” on page 41
– Task 4: Draw the setting describing Farmer's home & Fisherman's home.

THIRD YEAR ENGLISH
VARIED VALUES
– Task 5: Role play an encounter between Jiya and the Old Gentleman. Let them do
the task.
3. Instruct the group to write the task in the manila paper.
4. Ask representative from each group to present their outputs to the class.
5. Process the activity by asking : How do you feel after reading the story “Tidal Wave”.
To assess their task use Assessment 2 “Scoring Rubric for Cooperative Group Work” on
page 42
Roundup
Ask students the following questions:
• Why did the old gentleman choose to adopt Jiya instead of the other young children who
went to him for adoption?
• Why did Jiya refuse to be adopted by the Old Gentleman and choose to live with Kino?
4. Check for Understanding of the topic or skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
The story contains emotion laden issues spoken by the characters which one may agree or
disagree depending upon his /her convictions in life.
In this stage, the students will be made to express their opinions on the issues using“ In My
Opinion chart”.
Strategy
Agree /Disagree Process It is a strategy which help students organize data to support a
position for or against an idea.
Materials
• issues written in strips of paper
• Student Activity Sheet 4 “ In My Opinion.” on page 43.
Activity 6: In My Opinion
1. Form groups of 6 members each and let them express their opinions on the following
issues.
– To live in the presence of death makes us brave and strong.
– It is better to live in the farm than to live near the sea.
– Death is a great gateway.
– There are times when gods leave men alone.
– Fear makes us weak
2. Distribute to each group Student Activity Sheet 4 “In My Opinion” on page 43.
3. Let them do the activity.

THIRD YEAR ENGLISH
VARIED VALUES
4. Call a representative from each group to share their outputs to the class.
To assess their output use Assessment Tool 3 “Scoring Rubric In My Opinion”on page page
44
Roundup
To sum up the topic ask students: What insights have you leaned from the activity?
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
In this stage, students will express their opinion through editorial writing.
Strategy
Editorial Writing It is one of the writing styles used to express an opinion or reaction to
timely news, event or an issue of concern. Most editorial are used to influence readers to
think or act the same way the writer does.
It is also the heart and soul of the daily newspaper. It reflects the policy of the
newspaper. Sometimes , it is said that it is personal opinion by the editor but in reality he
knows the pulse of the reader and is expressing his views in it. In editorial there are four
parts:
• Information
• Analysis
• Interpretation
• Data and Statistics
Materials
• pen
• paper
Activity 7: From the Editor's Desk
1. Form groups of 10.
2. Provide the students with information about writing editorial on Teacher Resource
Material 7 “Writing a Convincing Editorial” on page 45.
3. Ask the groups to research news article related to environmental problems (e.g.
Typhoon, earthquake, tidal wave or tsunami
4. Let students write individually an editorial based on the news they have researched.
5. Tell students to write their editorial on the bond paper.
6. Give them enough time to do the task.
7. Call few volunteers to read their outputs to the class.
8. Process the activity by asking them this question:
– What kind of editorial have you written? Why?

THIRD YEAR ENGLISH
VARIED VALUES
• Call leaders to share their outputs.
• To assess their output use Assessment 4 “Scoring Rubric for Editorial Writing” on page
48
Roundup
Ask students this question: What insights have you gained in writing editorial?
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
In the previous activity, students expressed their ideas and opinions about environmental
problems through editorial writing.
In this stage, students will translate their editorials into visual presentation through the
use of cartoons.
Strategies
Editorial Cartooning is an illustration or comic strip containing a political or social
message, that usually relates to current event or personalities.
Gallery Walk this is flexible and has many benefits. This strategy promotes higher order
thinking , oral/ written presentation skills, and team building.
In Gallery Walk student teams rotate to provide bulleted answers to questions posted on
charts arranged around the classroom. After three to five minutes at a chart or station the
team rotates to the next question.
Materials
• pencil
• flip chart / cartolina
• masking tape
Activity 8: Let's Sketch!
This is an individual activity.
1. Provide students with Teacher Resource Material 8 “Input on Editorial Cartoon” on page
49.
2. Instruct them to bring out the needed materials.
3. Let them make an editorial cartoon making use of their written editorials.
4. Give them enough time to do the activity.
5. Let them post their outputs on the wall of the classroom.
6. Call few volunteers to discuss their output.
7. Let the students go around to view the editorial cartoons posted on the wall.
8. Give few minutes for viewing.

THIRD YEAR ENGLISH
VARIED VALUES
9. Let students write their observations about the cartoons.

10.Call any volunteer to share their observations from the displayed cartoons.
• To assess their outputs use Assessment Tool 5 “Scoring Rubric for Editorial Cartoon” on
page 50
• To assess students in viewing cartoons used Assessment Tool 6 “Observation Checklist”
on page 51
Roundup
Ask them to share the importance of editorial cartooning.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

THIRD YEAR ENGLISH
VARIED VALUES
Teacher Resource Material 1

Tsunami Strikes in Indonesia
Jakarta, Indonesia-A massive earthquake struck Indonesia on Wednesday,
killing one person, injuring dozens and triggering a tsunami that hit one city
on the island of Sumatra,authorities said, Tsunami warnings were issued for
much of the Indian Ocean region.
A wave of up to 9 feet was reported to have struck the city of Padang about
20 minutes after the quake, said Suhardjono, an official with Indonesia's
meteorological agency, who goes by only one name.
The Pacific Tsunami Warning center also reported that a small tsunami hit
Padang.
Al least one person was killed and dozens injured in Bengkulu, the town
closest to the epicenter, local government official Salamun Hairus told El
Shinta radio.
Residents in Bangkulu, where at least one building was demolished, said the
quake triggered panic and that people ran inland.
“Everyone is running out of their houses in every direction”, said Wati Said,
who spoke by cellphone standing outside her house. “We think our
neighborhood is high enough. God willing, if the water comes, it will not
touch us here”.
“Communication is cut, we can't call out,” she added. “I don't know how you
contacted us. Everyone is afraid.”
Several building in Padang were damaged and at least one car showroom
collapsed, according to the news Web site destik. com, which said people
were searching to see if anyone was inside. It did not say whether the quake
or wave caused the damage. Suhardjono said communication with the area
was difficult.
The quake could be felt in the Indonesian capital, Jakarta,375 miles away,
where office workers streamed down the stairwells of tall, swaying buildings.
It also caused tall buildings to sway in neighboring Malaysia, Singapore and
Thailand.
The undersea quake had a preliminary magnitude of 8.2 and hit at about 6:10
p.m. ( 7:10 a.m EDT), the US Geological Survey said. It was centered 80 miles
southwest of Sumatra island at a depth of 18.6 miles.
“Earthquake of this size have the potential to generate a widespread
destructive tsunami that can affect coastlines across the entire Indian Ocean
Basin,” the Pacific Tsunami Warning Center said,warning that waves could hit
Indonesia and Australia within an hour, and Sri Lanka and India within three
hours.

THIRD YEAR ENGLISH
VARIED VALUES
It lifted the alert for Indonesia about two hours later.

In India, officials said nothing was felt in the remote Andaman and Nicobar
islands, some of which are just 150 miles north of Sumatra.
The Indian government issued a tsunami alert for the islands,and officials
were telling local authorities to take precautions, said Dharam Pal, the
regional relief commissioner.
Indonesia, the world's largest archipelago,is prone to seismic upheaval due to
its location on the so-called Pacific “Ring of fire”, an arc of volcanoes and
fault lines encircling the Pacific Basin.
In December 2004, a massive earthquake struck off Sumatra island and
triggered a tsunami 230,000 people in a dozen countries, including 160,000
people in Indonesia's.
Source:GMA News

THIRD YEAR ENGLISH
VARIED VALUES

The Slow process of Typhoon recovery
LEGASPI,31 March, 2008-

Abundio Nunez Jr. Operations Officer of the Albay Provincial Public Safety and
Management Office, describes the Reming typhoon- the most powerful of a
series of typhoon to hit Albay Province in the Bicol region of the Philippines in
late 2006 – as devastating 190 percent of the province.
The typhoon was indeed destructive, damaging or destroying thousands of
homes and schools. According to a joint UN Food and Agriculture
Organization( FAO) and Department of Agriculture Assessment, it wiped out
more than 30,000 hectares of rice land and millions of dollars of high value
commercial crops in Albay and Camarines Sur Provinces alone, while leaving
the fishing industry equally devastated with some 1,200 fishing boats.
In the immediate aftermath of the typhoon, it was critical that an agricultural
rehabilitation programs be launched quickly, to enable farmers to produce
more food and for fishermen to rebuild their boats,Romualdo J. Elvira,
Agricultural Rehabilitation Consultant for the Albay Provincial Government,
told IRIN.
Orlando Binaning, the Hindi Barangay ( village) captain in the Municipality of
Bacagay, said: “Almost 1 million pesos in vegetable and fruit crops and rice
were destroyed, including all the coconut trees.”
He said: “50percent of residents made some income from coconuts and it
would take three to five years for the trees to be productive again.”
Source: GMA News

THIRD YEAR ENGLISH
VARIED VALUES

Katrina hits New Orleans
NEW ORLEANS( Reuters) – Louisiana Supreme Court on Tuesday ruled out
insurance companies paying billions of dollars to policy holders for damage
caused by levee and flood wall failure in 2005's hurricane Karina.
In the decision, state supreme Court justices said the flood exclusion in a
Lafayette Insurance Co policy covering a New Orleans apartment building
applied to damages even from a flood caused by breaks in poorly maintained
levees.
“ Even if the exclusion only referred to natural, rather than man -made
floods, the flood at issue was not caused by man. The flood was caused by
Hurricane Katrina, not by man,” the court wrote in its decision.
Last year the Fifth U.S. Circuit Court of Appeals reached a similar decision,
saying flood exclusions, which are routinely written into U.S. Commercial and
private property insurance policies, are not eliminated if the flooding is due
to negligence.
The U.S. Army Corps of Engineers has been faulted for failing to properly
maintain the levee system around low-lying New Orleans. Storm surge and
high winds from Katrina breached the levees, leaving more than 80 percent of
the city underwater for weeks.
A federal program provides flood insurance.
New Orleans attorney John Houghtaling, who represents the about 1,000
property owners in Hurricane Katrina cases against insurers, said he was
shocked by Tuesday's decision.
“This is a multi billion-dollar windfall for the insurance industry”, Houghtaling
said. “This was a man- made disaster, and prior to today, it's been the law in
Louisiana that water damage exclusions did not cover man- made disasters.”
Source: GMA News

THIRD YEAR ENGLISH
VARIED VALUES

Scientists to meet on 2006 Guinsaugon landslide
Tacloban City, Philippines- Geo-scientists and other experts from the

Philippines and other countries are meeting later this month to share studies
on the factors that led to the devastating Guinsaugon landslide in 2006 that
killed over 1,000 villagers.
The five-day international conference-workshop on the February 17,2006 will
be held in Tacloban city from April 28 to 29 and will include a visit to the
village of Guinsaugon, St, Bernard town, on April 30-May2.
Guisaugon, about 160 kilometers from Tacloban City,is the site of what was
considered the most destructive single landslide in Philippine history, with a
death toll of more than 1,000.
Due to the devastation brought by the Guinsaugon landslide and other similar
disasters, landslide research and hazard mitigation in the Philippines have
now become a major concern not only among geo-scientists but also among
the government and private sectors, the conference organizers said.
“Dr. Sandra Catane of the National Institute of Geological Sciences( NIGS) in
University of the Philippines and the leading landslide expert in Up, has been
spearheading preparations for the conference”, said Antonia Loyzaga,
executive director of the Manila Observatory
Loyzaga noted, in an interview, that the experts had yet to determine what
caused the Guinsaugon landslide.
“Some geologist will say it's the earthquake. Some say it's the structure. So,
this is the nature of th scientific investigation. They do not agree yet”, she
said.
Loyzaga was among the resource persons in a training of journalists on
Community-Based Disaster Risk reduction initiated by the Center for
Community journalism and Development, in partnership with christian Aid and
Oxfam GB, which was held recently in Iloilo City. She talked on the
Guinsaugon Landslide.
Loyzaga said the Guinsaugon landslide was the fifth among the major rock
slide-debris avalanches in the 20th and 21st centuries, after Mt. St. Helens (US)
in 1980, Mayunmarca ( Peru) in 1974, Bairaman( Papua Guinea) in 1986, and
Nevados Huascaran( Peru) in 1970.
Source: Inquirer- April 01,2008

THIRD YEAR ENGLISH
VARIED VALUES
Student Activity Sheet 1

Breaking News
Directions:
● Fill in each row with details that answer the questions.
What happened?
Who was there?
Why did it happen?
When did it happen?
Where did it happen?

THIRD YEAR ENGLISH
VARIED VALUES

Talk Show
The talk show dramatizes the exploration of literature. Because students are
generally familiar with the format, talk shows are particularly engaging form
of reader's theater, or minimalist classroom theater in which the students
write and perform skits based on the literature they are studying. In creating
a talk show, the students interpret characters, conflict, themes, and issues
for a live audience on a classroom stage.
To create a talk show, some students role play key characters from one or
several texts, while other students role play interviews or reporters. Often,
teachers will host, directing the flow of questions and answers among
characters and reporters. After the class has experience with this strategy, a
student might take on the role of host.
Talk Show creating their talk show, Carol O'Donnell's students read works by
Julia Alvarez, Gish Jen, Khol Luu, Lensey Namioka, and James McBride that
explore issues of identity. Then students take on roles. O'Donnell comments
“Often I assign roles, as it helps me challenge some students to take on
particular roles they might not have chosen themselves. The students who will
play reporters determine their media affiliation and write open-ended
questions for a specific character or for the group. Each character- playing
students writes an identity statement, drawing on the text and their
imagination.”
When the talk show begins, the students playing characters sit at a table with
identifying name tags, while the students playing reporters sit across from
them with media affiliation name tags. The panelists first present their
statements of identity, then the reporters pose questions. O'Donnell acts as
the host, directing the flow of questions and occasionally adding comments.
Tips and variations for the Talk Show
● Teachers should remind students throughout the process, as Carol O'
Donnell does, that this activity must be very strongly grounded in the
text. Though the students will have a great deal of imaginative input,
as characters they must speak, act, and emote in ways consistent with
the literature.
● The students might collaborate to write and perform a script based on
a pivotal scene, chapter, or event in a text. Sometimes, as in
O'Donnell's class, this script is based on a text the whole class is
reading, and the whole class can collaborate in writing it.
● Other formats for dramatizing textual issues include trials,newscasts,
debates, or a vignette series.

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 1
Participation Checklist for“Talk Show”
Shows enthusiasm Gives relevant Communicates Works

cooperatively
Name of Students during discussion information ideas clearly
with the group

THIRD YEAR ENGLISH
VARIED VALUES

Guess It Right!
Directions:
Read sentences and choose the meaning of the words written in bold letters.
1. Father holds Setsu's hand, a small roguish girl. She wanted to tease her
brother Kino every now and then.
a. lovely girl b. playful girl c. mature d. abnormal person
2. He wears the garments of an aristocrat. He used to tell people in the
village to be careful and vigilant.
a. an announcer b. a father c. a leader in the community d. a
wise man
3. They plunge into the sea and swim to the sand bar. They get into the
mud to get clams for mother.
a. they swim to the sea floor b. they dig clam for mother c. they
immerse into the sand bar.
4. It's stupid to plow and plant and cut sheaves, when I could just sit in a
boat and reap fish from the sea. It's an easy work.
a. gather b. harvest c. plant d. till
5. The tide is coming in and swirls about their feet. It almost reaches
their knees The rise was so fast.
a. the water is moving in round shape to the knee .
b. the water is circling their knee.
c. the water is choking them .
d. the water is running slowly to the knee.
6. He look over the sea, and his arm tightens about his son and, he
mutters as though to himself. His voice spoke in curse.
a. gets very angry b. gets tongue-tied c. he murmurs d. gets faint
7. Jiya and his father embrace fiercely, and Jiya runs away, crying to leap
up the mountainside. Father doesn't want to lose his son.
a. afraid b. fearing c. disgusting d. daunting
8. Kino repressed his joy but he said Jiya, remember how poor we are.
We could not give a thing what old gentleman is offering you.
a. submission b. suppression c. inclination d. adoption
9. The air was filled with its roar and shout. It's so loud that it can break
your ear.

THIRD YEAR ENGLISH
VARIED VALUES
a. loud, prolonged sound b. strong cry c. somewhat like monster d.

simply yelling
10.But, I like it so much that I have painted it on this scroll to hang there
in the alcove where I can see it everyday.
a. dwelling place b. resting house c. small enclosed room d. a hut
Answers:
1. playful girl
2. a leader in the community
3. they immerse into the sand bar
4. harvest
5. the water is moving in round shape to the knee
6. he murmurs
7. fearing
8. suppression
9. loud, prolonged sound
10. small enclosed room

THIRD YEAR ENGLISH
VARIED VALUES

Identify It!

THIRD YEAR ENGLISH
VARIED VALUES
READING TEXT
THE BIG WAVE
by: Pearl S.Buck
Scene 1:
Kino lives on a farm. The farm lies on the side of a mountain in Japan. The
fields are terraced by walls of stone, each one of them like a broad step up
the mountain. Centuries ago, Kino's ancestors built the stone walls that hold
up the fields. Above the fields stands this farmhouse, which is Kino's home.
Sometimes he feels the climb is hard, especially when he has been working in
the lowest field and he is hungry.
Kino comes into the room. He is a sturdy boy of about thirteen, dressed in
shorts and a Japanese jacket, open on his bare chest.
“Mother!” said Kino.
Mother hurries in. She is a small, serious-looking woman dressed in an
everyday cotton kimono, sleeves tucked up. She is carrying a jar of water.
“Dinner is ready! Where's your father?”.
“Coming!” I ran up the terrace. “I'm starving”.
“Call Setsu, she's playing outside!” Kino called his little sister.
“Here she is!” said father as he comes in, holding the hand of a small roguish
girl.
“Getting so big! I can't lift her anymore!” But, he does lift her so high that she
touches the low rafters.
“Put me down! I want to eat my supper up here and fall into the soup?”
“How would that taste!” said Kino.
Setsu willfully answered “It would taste nice!”
“Come, come” said Mother.
They sit on the floor around the little table; Mother serves swiftly from a
small bucket of rice, a bowl of soup,a bowl of fish. She serves the father first,
then Setsu, and herself.
“Kino, don't eat so fast”, Father said. “I have promised Jiya to swim in the sea
with him.”
Kino replied.
“Obey your father.” Mother retorted.
“Let him eat fast,” as he put a bit of fish in Setsu bowl, smiling.”
“There – that's a good bit.”

THIRD YEAR ENGLISH
VARIED VALUES
“Father, why is it that Jiya's father's house has no window to the sea?”Kino
asked.
“No fisherman wants windows to the sea.” answered father.
“The sea is their enemy.” answered Mother. “Mother, how can you say so?
Jiya's father catches fish from the sea and that is how their family lives” said
Kino.
“Do not argue with your mother. Ask Jiya your question, and see what he
says.” retorted father. “Then, may I go?” Hi hello jan kn Said Jiya.” Go!”
answered Father.
On a sandy strip in the seashore at the foot of the mountain, few cottages
stand there. The tall slender boy, Jiya, stands at the sedge of the sea, looking
up the mountain.
“Kino!” Jiya calling through his hands. “Coming!” answered Kino.
He is running and catching outstretched hands so that they nearly fall down.
They laugh and throw off their jackets.
“Wait! I am out of breath. I ate too much!” said Kino. Looking up the
mountain he said” There's the old Gentleman standing at the gate of his
castle. He's always looking at the sea – at dawn, at sunset. He is afraid of the
sea.”said Jiya.”He is watching to see whether we are going into the sea.”
answered Kino.
The old gentleman was standing on the rock, in front of his castle. The wind
blowing his beard. He wears the garments of an aristocrats.
“Have you ever been in his castle?” said Kino.” Only once. Such beautiful
gardens – like a dream in a fairy tale. The old pines are bent with the wind,
and under them the moss is deep and green and so smooth. Every day men
sweep the moss with brooms.” described Jiya.
“Why does he keep looking at the sea?' Kino asked.
“The sea is our enemy. We know it.” answered Jiya.
“Oh, how can you say it?” “When we have so much fun?” again, asked Kino.
“It is our enemy.” Jiya answered.
“Not mine – let's swim to the island!” replied Kino pulling the hand of Jiya.
“Not, I must find clams for my mother.” said Jiya.
“Then let's swim to the sand bar. There are millions of clams there!” said
Kino.
“It's slow-we'll have time.”
They plunge into the sea and swim to the sand bar.Jiya has a small,
shorthanded hoe hanging from his girdle. He digs in the sand, Kino kneels to

THIRD YEAR ENGLISH
VARIED VALUES
help him. But Jiya digs only for a moment; then he pauses to look over the
sea.
“What are you looking for?”Kino asked.
“To see if the sea is angry with us.” Jiya answered.
Kino answered laughing. “Silly- the sea cant be angry with people”
“Down there,a mile down, the old sea god lives alone, When he is angry he
heaves and rolls, and the waves rush back and forth. Then, he gets up and
stamps his feet,and earth shakes at the bottom of the sea. I wish I were a
farmer's son, like you.” replied Jiya.
“And I wish I were a fisherman's son. It's stupid to plow and plant and cut
sheaves, when I could just sit in a boat and reap fish from the sea!” Kino said.
“The earth is safe.” answered Jiya.When the volcano is angry the earth
shakes, too.” said Kino. “They work together. But fire comes out of the
volcano.” continues Jiya.
Meanwhile, the tide is coming in and swirls about their feet,Jiya noticing it
exclaimed: “Oh, we have not had enough clams....” Then, they fall to dig
frantically. A man paces the sand at the water's edge. He wears shorts and a
fisherman's jacket, open over his bare breast. It is Jiya's father. He calls his
hands cupped at his mouth.
“Jiya! You have never been so late before.”
There is only the sound of the surf. He wades into the water, still calling.
Suddenly, he sees the boys, their heads, swimming, and beckons fiercely.
They come in, and he gives a hand to each and pulls them out of the surf.
“Never be so late.” said Jiya's father as he shakes his shoulder.
“Father, we were on the sand bar, digging clams.”said Jiya.
“You are afraid of the sea too?” asked Kino.
“Go home farmer's son! Your mother is calling you.”
In the distance a woman's voice is calling Kino's name. He hears and runs
towards the mountain.
“Father, I have made you angry” Jiya said.
“I am not angry.” said father.
“Then why do you seem angry?” asked Jiya.
“The old gentleman sent down words that a storm is rising behind the horizon.
He sees the cloud through his great telescope.” Father said.
“Why do you let the old gentleman make you afraid? Just because he is rich
and lives in a castle? That's why everybody listens to him?”

THIRD YEAR ENGLISH
VARIED VALUES
“Not because he is old and wise and he knows the sea. He doesn't want
anybody to die.” said Jiya's father.
He looks over the sea, and his arm tightens about his son, and he mutters as
though to himself.
“Though all must die?”father said.
“Why must we all die, father?”
“Simply it is so.” answered father.
____________________ Cut here _____________________________________
Scene 2:
One day, as Kino helped his father plant turnips,a cloud came over the sun.
Suddenly,”Look, father the volcano is burning again!” shouted Kino.
Father straightens and gazes anxiously at the sky,” It looks very angry. I shall
not sleep tonight. We must hurry.” “Why should the volcano be angry,
father?” asked Kino.
“Who knows? Simply, the inner fire burns, Come- make haste.”
They gather the tools and place them at the threshing floor outside the
farmhouse. Kino’s father sits on a bench outside the door. He gets up and
walks to and fro and gazes at the red sky above the volcano. Then, mother
comes to the door, “Can you put out the volcano fire by not sleeping?”
“Look at the fishing village! Every house is lit! And the lamps are lit in the
castle! Shall I sleep like a fool?”
Mother, silent, troubled and watching him said, “I have taken the dishes from
the shelves and put away our good clothes in boxes.”
Father gazing down at the village said, “If only I knew whether it would be
earth or sea! Both work evil together. The fires rage under the sea, the rocks
boil. The volcano is the vent unless the bottom breaks.”
“Shall we have an earthquake, Father?”
“I cannot tell.” answered Father. “How still it is! There’s no wind. The sea is
purple.” answered Mother.
Kino asked,” Why is the sea in such color?”
“Sea mirrors sky. Sea and earth and sky- if they work against man who can
live?” answered Father.
“Where are the Gods?” asked Kino. “Do they forget us?”
“There are times when gods leave men alone. They test us to see how able we
are to save ourselves.” said Father.
“What if we are not able?” asked Kino.

THIRD YEAR ENGLISH
VARIED VALUES
“We must be able. Fear makes us weak. If we are afraid, your hands, your
feet falter. Brain cannot tell hands what to do.” answered Father.
“Mother, I’m afraid!” cried Setsu calling from inside the house.
“I’m coming!” as mother goes away.
“The red flag is flying over the castle. I’ve seen that red flag go up, both
times before you were born. Old Gentleman wants everybody to be ready.”
“Ready for what?” as the frightened Kino asked.
“For whatever must be.” Father replied.
Then, a deep-toned bell tolls over the mountainside.
“What is that bell? I’ve never heard it before.” asked Kino
“It rang twice before you were born. It is the bell inside Old Gentleman’s
temple. He is calling to the people to come up out of the village and shelter
within his walls.” continued Father
“Will they come?” asked Kino.
“Not all of them. Parents will try to make their children go, but the children
will not want to leave their parents. Mothers will not want to leave father and
the fathers will stay by their boats. But some will want to be sure of life.”
said Father.
The bell continues to ring urgently. Soon from the village come a straggling
line of people, nearly all of them children.
Kino gazing at them said, “wish Jiya would come!” as he takes off his white
cloth girdle and waves it.
Jiya and his father by their house. Sea in the background, roaring.
“Jiya you must go to the castle!” commanded Jiya’s Father.
“I won't leave you…and mother!” answered Jiya.
“We must divide ourselves. If we die, you must live after us!” said his father.
“I don’t want to live alone!” shouted Jiya.
“It is your duty to obey me, as a good Japanese son.”
“Let me go to Kino’s house.”
“Only go and go quickly.” answered Jiya’s father.
Jiya and his Father embrace fiercely, and Jiya runs away, crying, to leap up
the mountainside. Then, Kino and his father sitting outside their farmhouse
saw Kino leaping up . Then, they put out their hands to help Jiya up to the
last terrace
Suddenly Kino screams.
“Look…Look at the sea!”

THIRD YEAR ENGLISH
VARIED VALUES
“It is too late.” Father said as he was holding him.

The sea rushes up in a terrible wave and swallows the shore. The water roars
about the foot f the mountain. Jiya, held by Kino and his Father, stares
transfixed, and then sinks unconscious to the ground. The bell tolls on.
_____________________Cut here _____________________________________
Scene 3:
The big wave came, swelling out of the sea. It lifted the horizon while the
people watched. The air was filled with its roar and shout. It rushed over the
flat, still waters of the sea. It reached the village and covered it fathoms
deep swirling, wild water – green, laced with fierce white foam. The waves
ran up the mountainside until the knoll upon which the castle stood was an
island. All who were climbing the path were swept away, mere tossing scraps
in the wicked waters. Then, with a great sucking sigh, the wave ebbed into
the sea, dragging everything with it – trees, rocks, houses, and people. Once
again it swept the village, and once again returned to the sea, subsiding,
sinking into the great stillness.
Upon the beach, where the village had stood, not a house remained, no
wreckage of wood or fallen stone wall, no street of little shops, no decks, not
a single boat. The beach was as clean of houses as if no human beings had
ever lived there. All that had been was nowhere.
Inside the farmhouse, the farm family is gathered about the mattress on
which Jiya lies. “This is not sleep .Is it death?” Mother asked. “Jiya is not
dead. His soul has withdrawn for a time. He is unconscious. Let him remain as
until his own will wakes him.” answered father. Mother rubbing Jiya’s hand
said “Kino do not cry!”
“Let him cry. Tears comfort the heart.” as he feels Kino’s hands and cheeks
“He is cold. Heat a little rice soup for him and put some ginger in it. I will
stay with Jiya.” said Father.
Setsu rubbing her eyes and yawning comes into the room. “Is Jiya dead?’…
“No, Jiya is alive.” answered Father … “Why doesn’t he open his eyes?” .
“Soon he will open his eyes.”… “If Jiya is not dead, why does Kino stand there
crying?” ”As usual, you are asking too many questions. Go back to the kitchen
and help your mother.”
Setsu staring and sucking her fingers went out to help Mother as Father puts
his arm around Kino. He said “The first sorrow is always the hardest to bear.”
”What will I tell Jiya when he wakes up? How can we tell him?” .”We will not
talk. We will give him warm food and let him rest. We will help him, to feel
he still has a home..Here?”Here. I have always wanted another son, and Jiya
will be that son. As soon as he knows this is his home, we must keep him to
understand what has happened. Ah! Here is mother, with your hot rice soup.
Eat it, my son- food for the body is food, too, for the heart sometimes.”.

THIRD YEAR ENGLISH
VARIED VALUES
Kino takes the bowl from his mother with both hands and drinks. The parents
look at each other and at him sorrowfully and tenderly. Setsu comes in and
leans her head against her mother.
In the evening in the same room Father sits beside Jiya’s bed and Kino was at
the open door.
“The sky is golden, Father, and the sea is smooth. How cruel”.“No, it is
wonderful that after the storm the sea brows calm again, and the sky is clear.
It was not the sea or the sky that made the evil storm.”.But, Jiya’s mother
and father .and the other fisher folk . So good and kind … all of them lost.”
Kino cannot go on
“We must think of Jiya – who lives.”
Just then, Jiya has begun to sob softly in his unconsciousness .
“Quick, Kino – call your mother and Setsu He will open his eyes at any
moment, and we must all be here – you to be his brother, I his father, and the
mother, the sister ...”
Kino runs to call his mother and sister. Then, he came back with Mother and
Setsu. They kneel on the floor beside the bed. Jiya’s eyelids flutter . He
opens his eyes and look from one face to another. He stares at the beam of
the roof ..the walls of the room .the bed…and his own hands. All are quiet
except Setsu, who cannot keep from laughing. She claps her hands
“Oh, Jiya has come back! Jiya did you have a good dream?” asked Setsu. Jiya
faintly answered “My mother .my father..” “I will be your father” answered
Kino’s Father.
Kino faltered and says,” I am your brother now, Jiya.”..”Oh, Jiya you will
leave with us.” said Setsu joyfully.
Jiya gets up slowly. He walks to the door, goes out, and looks down the
hillside, the peaceful empty beach, then, to the farmhouse Jiya standing
outside and looking at the sea .Setsu comes to him.
“I will give you my pet duck. He’ll follow you – he’ll make you laugh.”
Mother leaving the room said” We ought all to eat something. I have fine
chicken for dinner.”
Kino coming to Jiya said,” Mother makes good chicken soup.” ”I’m hungry, I
tell you.” Setsu said .”Come Jiya, my son.” said Father.
Jiya still stands dazed. “Eat with us, Jiya.” invited Kino “I’m tired.. very
tired…” answered Kino.. “You have been sleeping so long…”
Jiya slowly answered “I shall never see them again.” as he puts his hands over
his eyes. “I shall keep thinking about them..floating in the sea..”
“Drink this bowl of soup at least, Jiya, my son.” said Mother. Jiya drinks and
lets the bowl fall. It was wooden and did not break.

THIRD YEAR ENGLISH
VARIED VALUES
“I want t sleep.” said Jiya .”Sleep, my son, sleep is good for you.” Then, he
leads Jiya to the bed and covers him with the quilt.
“Jiya is not yet ready to live. We must wait.” Said Father ..”:Will he die?”
Kino asked “Life is stronger than death. He will live.” answered Father.
_____________ Cut here __________________________________________
Scene 4:
The body heals first, and the body heals the mind and the soul.. Jiya ate
food., he got out of bed sometimes, but he was still tired. He did not want to
think or remember. He only wants to sleep. He woke to eat, and then he went
to sleep again. In the quiet, clean room Jiya slept, and the mother spread the
quilt over him and closed the door and went away. Dropping down on the
bench beside his father Kino asked,” Is Jiya asleep again?” “Yes, and it is good
for him. When he sleeps enough, he will wake and remember.” ”But should he
remember ” Kino asked again .”Only when he dares to remember his parents
will he be happy again.”
All through the days Kino did not lay about as once he had. He was no longer a
child. He worked hard beside his Father in the field. They did not talk much,
and neither of them wanted to look at the sea. It was enough to look at the
earth, dark and rich beneath their feet.
One evening Kino climbed the mountain behind the house and looked up at
the volcano. The heavy cloud of smoke had gone away, and the sky was clear.
He was glad that the volcano was no longer angry and he went down again to
the house. On the threshold his father was smoking his usual evening pipe. In
the house his mother was giving Setsu her evening bath.
“Father, are we not very unfortunate people in Japan?” “Why do you think
so?” The volcano is behind our house, and the sea is in front. When they work
together to make earthquake and big wave, we are helpless. Always, many of
us are lost.” To live in the presence of death makes us brave and strong. That
is why our people never fear death. We see it too often, and we do not fear
it. To die a little sooner or a little later does not matter. But, to live bravely,
to love life, to see how beautiful the trees are and the mountains – yes, and
even the sea – to enjoy work because it produces food – in these we are
fortunate people. We love life because we live in danger. We do not fear
death, for we understand that death and life are necessary to each other.”
“What is death?”.. “Death is the great gateway.”..”The gateway
.where?” ..”Can you remember when you were born?”...“I was too small.”
Father smiling said “I remember very well. Oh, how hard you thought it was
to be born. You cried and you screamed.”
Kino, very much interested, asked, “Didn’t I want to be born? You did not.
You wanted to stay just where you were, in the warm dark house of the
unborn. But the time came for you to be born, and the gate of life opened,”

THIRD YEAR ENGLISH
VARIED VALUES
… “Did I know it was the gate of life…” You did not know anything about it,
and so you were afraid. But, see how foolish you were! Here we are waiting
for you, your parents, already loving you and eager to welcome you. And you
have been happy, haven’t you?”…”Until the big waves came. Now I am afraid
again because of the death the big waves brought.” “You are only afraid
because you don’t know anything about death. But, someday you will wonder
why you were afraid, even as today you wonder why you once feared to be
born.” “I think I understand .I begin to understand…” Do not hurry yourself.
You have plenty of time.” He rises to his feet ”now what do I see? A lantern
coming up the hill.”
Kino ran to the edge of the threshold. “Who can be coming now? It is almost
night.”
“A visitor….ah ,why, it’s the Old Gentleman!”
The Old Gentleman indeed is climbing the hill. He is somewhat breathless in
spite f his long staff. His manservant carries the lantern and gives way for
him.
“Is this the house of Uchiyama, the farmer?”
“It is. Please, Honored Sir what can I do for you?”
“Do you have a lad here by the name of Jiya?”
“He is sleeping in my house.”
“I wish to see him.”
“Sir, he suffered the loss of his parents when the big wave came. Now sleeps
help him.”
“I will not wake him. I only wish to look at him.”
“Please, come in!”
Then, the manservant holds the lantern so that the light does not fall on
Jiya’s face directly. The Old Gentlemen looked at him deeply
“Tall and strong for his age – intelligent, Hmm yes It is my habit, when the big
waves comes, to take care for those who are orphaned by it. Thrice in my
lifetime I have searched out the orphans, and I have fed them and sheltered
them. But, I have heard of this boy, Jiya, and wish to do more for him. If he is
good, I will take him for my own.”
“But Jiya is ours!” Father said.
“Hush, we are only poor people. If Old gentleman wants Jiya, we cannot say
we will not give him up.” answered Kino.
“Exactly!” said the Old Gentleman, “I will give him fine clothes and send him
to school and he may become a great man and honor to our whole province
and even to the nation.”

THIRD YEAR ENGLISH
VARIED VALUES
Kino answered,” But if he lives in the castle we can’t be brothers!”

“We think of Jiya’s good.” Then, looking at the Old Gentleman he said, “Sir,
it is very kind of you to propose this to Jiya. I planned to take him for my own
son, now that he has lost his birth parents; but only I am a poor farmer, and I
cannot pretend that my house is as good as yours or that I could afford to
send Jiya to a fine school. Tomorrow when he wakes I will tell him of your
kind offer. He will decide.”
“Very well. But let him come and tell me himself.” Father proudly answered,”
“Certainly, Jiya must speak for himself.”
The Old Gentleman bows slightly and prepares to depart. Father bows deeply
and taps Kino on the head to make him bow. Old Gentleman and his servant
return down the mountain.
“If Jiya goes away, I shall never have a brother.” Kino mumbled. “Kino don’t
be selfish. You must allow Jiya to make his own choice. It would not be fair to
Jiya to let him grow used to thinking of this house as his home. He must make
a choice today, before he has time to put down his new roots., Go now, Kino
and weed the lower terrace.”
Then, he heard his name called. “Kino!”
Kino waited for Father and Jiya to come down to the terrace. Jiya is very sad.
When he sees Kino, he tries not to cried
___________________________ Cut here ____________________________
Scene 5:
“Jiya you must not mind that you cry easily. Until now you couldn’t cry
because you weren’t fully alive. You have been hurt too much. But today you
are beginning to live and so your tears flow. It is good for you. Let your tears
come- don’t stop them” And he turns to Kino and said,” I have told Jiya that
he must decide where he will live until he has seen inside the castle.”
“I don’t want to live in the castle.” Jiya said.
“You don’t know whether you do or not; you have never seen the castle
inside. Kino, you are to go with Jiya and when you reach the castle you must
persuade him to stay there for his own sake. Go as you are. You are a
farmer’s son.”
When the reach the castle they were met by the gardener. Then, they were
brought inside the castle. Kino grasp his breathe and said “How beautiful it is
– of course you will want to stay here. Who couldn’t blame you?”
Jiya does not answer. He walks with his head held high. They come to a great
door where a man servant bids them to take off their shoes and leave.
They see the Old Gentleman taking up the scroll and said,” It is not my own
poem, it is the saying of a wise man of India, but I like it so much that I have
painted it on this scroll to hang there in the alcove where I can see it

THIRD YEAR ENGLISH
VARIED VALUES
everyday.” Then he reads slowly. “The children of God are very dear, but very
queer- Very nice and very narrow.”
Jiya said “We do not understand it, sir.” “Ah, we are all children of God.
Well? Will you be my son? Say yes or no. Either word is nor hard to speak.”
Jiya too embarrassed to speak, bites his lips, looks away and said,” I will say
no. I thank you Sir, but I have a home .on the farm.” Kino repress his joy but
he said,” Jiya , remember how poor we are.”
The old gentleman, smiling but half sad said, “They are certainly very poor
and here, you know, you would have everything. You can invite this farm boy
to come and play, sometimes, if you like, and I am quite willing for you to
give the family some money. It would be suitable as my son for you to help
the poor.”
Suddenly, as though he had not heard anything said, “Where are the others
who were saved from the big wave.”
The Old Gentleman answered, “Some wanted to go away, and the ones who
wanted to stay or out in the backyard with my servants.”Jiya being curious
asked,” The Old Gentleman somewhat outrage by this Jiya being curious
asked,” Why do you not invite them to come into this castle and be your sons
and daughters?” Because I don’t want them for my sons and daughters. You
are bright and handsome boy. They told me you are the best boy in the
village.” “I am not better than the others. My father was a fisherman.”
The Old Gentleman answered, “Very well- I will do without a son.”
The manservant motioned the boys to come follow him and said “How foolish
you are! Our Old Gentleman is very kind. You would have everything here.”
“Not everything.” .Jiya answered. “Let’s hurry – hurry”.
They run down the mountain and up the hill to the farm house. Setsu sees
them and comes flying to meet him, the sleeves of her bright kimono like
wings, and her feet clattering in their wooden sandals.
Setsu shouted with joy,”Jiya has come home – “Jiya!Jiya!”,Jiya sees her
happy face and opens his arms and gives her a great hug.
Source: English 111

Third Year High School Textbook
SEDP Series

THIRD YEAR ENGLISH
VARIED VALUES
Student Activity Sheet 3A

Map It!
Directions: Fill the needed information in the story.
First
Then
Then
Then
Finally

THIRD YEAR ENGLISH
VARIED VALUES
Student Activity Sheet 3B

Things In Common
Directions: Write the differences and commonalities of a farmer and fisherman's way of life using the Venn
diagram below.
FARMER'S WAY OF LIFE

COMMONALITIES FISHERMAN'S WAY OF LIFE

THIRD YEAR ENGLISH
VARIED VALUES
Student Activity Sheet 3C

“Feel What I Felt”
Prompt:The story is laden with strong emotions and feelings. Write these observable emotions and
feelings in the chart below.
Statements taken from the story that tells Identify the Emotion shown
emotions

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 2
Scoring Rubric for Cooperative Group Work
Exceptional Admirable Acceptable Amateur Points

earned
Criteria 4 3 2 1
Group All students At least 75% of At least half of Only one two
Presentation participated the students the students persons in the
actively with actively actively group
full participated in participated in participated in
enthusiasm on the activity the activity the activity
the activity
Shared Responsibility Responsibility is Responsibility is Exclusive

for task is shared by most shared by half reliance on on
responsibility
shared evenly group members of the group person
members
Quality of Excellent Students Some ability to Little

listening and showed interact; interaction;
Interaction
leadership adeptness in attentive very brief
skills interacting listening; some conversations;s
exhibited: lively discussion evidence of ome students
students centered on discussion of were
reflected task. alternatives. disinterested or
awareness of distracted. No
other's views effort was
and opinions in made to assign
their roles to
discussions. members.
Roles within Each student Each student is Students are No effort was
group is assigned a assigned a role assigned roles made to assign
clearly defined but not clearly but roles were roles to
role; group defined or not consistently members.
members. consistently adhered to.
adhered to.
Content Completely Mostly Somewhat Completely

accurate, all accurate, a few accurate;more inaccurate;the
accuracy
facts were inconsistencies than a few facts were
precise and or errors inconsistencies misleading.
explicit presented. or errors
presented.
Total points
earned

THIRD YEAR ENGLISH
VARIED VALUES

In My Opinion
Direction:
● Read the issues in the left column.
● Write your opinion in the second column.
ISSUES MY OPINION
1. To live in the presence of death makes us

strong and strong.
2. It is better to live in the farm than to live

near the sea.
3. Death is a gateway.
4. There are times when gods leave men

alone.
5. Fear makes us weak.

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 3
Scoring Rubric for “In My Opinion”
CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT POINTS

EARNED
Validity and
strength of
arguments
Accuracy in
grammar
Organization
of ideas
Total points
earned

THIRD YEAR ENGLISH
VARIED VALUES

Writing a Convincing Editorial
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents the newspaper's opinion on an issue. It reflects the
majority vote of the editorial board, the governing body of the newspaper made up of editors
and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial
writers build on an argument and try to persuade readers to think the same way they do.
Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause
people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:
1. Introduction, body and conclusion like other news stories

2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer
addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues,
not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a
problem, but a good editorial should take a pro-active approach to making the situation better
by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some
punch.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper
covered a sensitive or controversial subject. School newspapers may explain new school rules or
a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while
providing solutions to the problem identified. Immediate purpose is to get readers to see the
problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From
the first paragraph, readers will be encouraged to take a specific, positive action. Political
endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are
not as common as the other three.
Writing an Editorial
1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is
important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures,
quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can
acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge.
Encourage

THIRD YEAR ENGLISH
VARIED VALUES
critical thinking and pro-active reaction.

10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"
A Sample Structure
I. Lead with an Objective Explanation of the Issue/Controversy.
Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking
to cut funding from public television. Hearings were held …)
 Pull in facts and quotations from the sources which are relevant.
 Additional research may be necessary.
II. Present Your Opposition First.
As the writer you disagree with these viewpoints. Identify the people (specifically who oppose
you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only
the rich watch public television.)
 Use facts and quotations to state objectively their opinions.
 Give a strong position of the opposition. You gain nothing in refuting a weak position.
III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public television is a "sandbox for
the rich." However, statistics show most people who watch public television make less than
$40,000 per year.)
 Pull in other facts and quotations from people who support your position.
 Concede a valid point of the opposition which will make you appear rational, one who
has considered all the options (fiscal times are tough, and we can cut some of the
funding for the arts; however,)
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away
from public television is robbing children of their education )
 Use a literary or cultural allusion that lends to your credibility and perceived intelligence
(We should render unto Caesar that which belongs to him )
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to
where real wastes exist — perhaps in defense and entitlements to find ways to save money.
Digging into public television's pocket hurts us all.)
 A quotation can be effective, especially if from a respected source
 A rhetorical question can be an effective concluder as well (If the government doesn't
defend the interests of children, who will?)
http://library.thinkquest.org/50084/index.shtml
http://library.thinkquest.org/50084/editorials/index.html

THIRD YEAR ENGLISH
VARIED VALUES
Here's a sample Editorial for your reference

World Asthma Day:
You Can Control Your Asthma
In the hope of building public awareness on asthma, its control, and treatment ,
World Asthma Day is being observed all over the world today, May 6.It is an annual
observance led by the global initiative for Asthma . World Asthma Day which is
celebrated on the first Tuesday of May was instituted in 1998 with the support of
more than 35 countries.
A chronic disorder of the respiratory system, asthma is often characterized by an
inflamed, swollen, and narrowed airways which led to difficulty in breathing. Some
of the factors which contribute to asthma are family history: exposure to
allergens,irritants, air pollution, industrial chemicals, and tobacco smoke.
Conditions such as sudden change of weather, emotional stress, and viral infections
such as cold and flu can worsen asthma.
Asthma attacks are unpredictable. They may suddenly occur or may take days to
develop. Attacks range from mild to moderate to severe. A moderate attack is
characterized by restlessness, uneasiness, difficulty in sleeping and chest tightness
accompanied by coughing with phlegm. A person experiencing this attack makes
whistling or a wheezing sound when gasping for air. In severe cases, breathlessness
and difficulty in talking can be observed. Breathing becomes more forceful.,
muscles in the neck constrict, and there is discoloration of the lips and fingernails.
More than 300 million people around the world suffer from asthma. With proper
diagnosis, education, effective treatment, and healthy lifestyle, asthma patients
can still enjoy their lives tot he fullest.
Let us support the call of the Global Initiative for Asthma in addressing the problem
of asthma and pay attention to the possible barriers so that this year's theme,” You
Can Control Your Asthma,” will be achieved.
Source: Manila Bulletin

Tuesday, May 6, 2008

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 4
Scoring Rubric on Editorial Writing
Excellent Fair Needs

CRITERIA 3 points 2 points Development Points
earned
1 point
Validity and strength Arguments are Arguments are not Arguments are not at
of arguments strong and factual convincing and only all supported by
as supported by few sources of data citations of sources of
citations of and information are data and information.
sources of data cited.
and information.
The paper is The paper contains The paper contains

completely minimal errors in prominent errors in
Accuracy in
flawless in terms spelling,grammar, grammar, spelling,
grammar, spelling,
of grammar, and punctuations. and punctuation.
and punctuation
spelling, and
punctuations.
Ideas are logically Ideas are not Ideas are not all
connected by clearly connected connected logically as
transition signals, as some transition no transition signals
unified in tense signals are are used. Some ideas
and ideas, and incorrectly used, go out of focus and
Organization of ideas
emphatic. but unified in tense use of tense is not
and ideas, and accurate. Ideas are
emphatic. less emphatic.
Total points earned

THIRD YEAR ENGLISH
VARIED VALUES

Input on Editorial Cartoon
Tips:
● Be most concerned with the originality and clarity of your cartoon's ideas. The artistic
merit of the cartoon will be considered secondarily and only after the judges have had a
nice meal.
● Select news of major continuing interest – what's news in December may not be news in
March, when the contest closes. And few people outside of your family are going to be
interested in a caricature of your uncle Ernie.
● Study some professionally drawn editorial cartoons closely before trying to create one of
your own. Remember, study them, but don't copy them.
● Don't clutter your cartoon with too many different ideas. Decide on a single point you
want to make.
● Use black ink on white paper. Draw in bold lines. Keep lettering large and legible.
● Draw your cartoons in a horizontal.
● Don't create a cartoon that is just a slogan( “Don't Smoke”,”Watch less TV”). Be funny or
thought provoking or both.
● Again, and we cannot stress this enough, be original. Your cartoon may express a widely
held view of a leader or issue,but it cannot reflect another cartoonist's way of expressing
that idea.
● A sample is given to you.

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 5
Scoring Rubric on Editorial Cartoon
Let's Sketch
CATEGORY 4 points 3 points 2 points 1 point
Student clearly Student mostly Student shows Student shows

shows shows some no
Subject Matter understanding of understanding understanding understanding
environmental of of of environmental
concept. environmental environmental concept.
concept. concept.
Way Topic is Student's point of Student's point Student's point Student's point
Conveyed view is clearly of view is of view is of view is poorly
conveyed. mostly well marginally conveyed.
conveyed. conveyed.
Visual Text and Text and Text and Text and

Presentation of graphics are graphics are graphics are graphics are not
Environmental clearly legible. not clearly vague legible.
Cartoon legible
Total Points earned

THIRD YEAR ENGLISH
VARIED VALUES
Assessment Tool 6
Observation Checklist
Student's Name
Criteria Excellent Very Satisfactory Needs Points

Satisfactory Improvement earned
4 points 2 points
3 points 1 point
Cartoonist is
imaginative
to show
concept
through
good chosen
caricature
Cartoonist is
innovative
in her/his
design
Caption used
is very
striking
Cartoonist
show
balance in
shading
Cartoonist is
very
creative in
his / design

THIRD YEAR ENGLISH
VARIED VALUES
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


English 9 Expressing Opinions

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English 9 Expressing Opinions

Uploaded by

Copyright:

Available Formats

BASIC EDUCATION ASSISTANCE FOR MINDANAO

Third Year English

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Basic Education Assistance for Mindanao

• Emotion is an important element of a strong story like The Big Wave.

Specific vocabulary introduced

Suggested organizational strategies

Activities in this Learning Guide

Basic Education Assistance for Mindanao

Activity 3: Guess It Right!

Basic Education Assistance for Mindanao

Key Assessment Strategies

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

Recovery”,Teacher Resource Material 3 “Katrina Hits New Orleans”, and Teacher

2. Setting the Context

Basic Education Assistance for Mindanao

• Teacher Resource Material 5 “Talk Show” on page 23

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

4. Check for Understanding of the topic or skill

Basic Education Assistance for Mindanao

5. Practice and Application

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

9. Let students write their observations about the cartoons.

Basic Education Assistance for Mindanao

Teacher Resource Material 1

Basic Education Assistance for Mindanao

It lifted the alert for Indonesia about two hours later.

Basic Education Assistance for Mindanao

Teacher Resource Material 2

LEGASPI,31 March, 2008-

Source: GMA News

Basic Education Assistance for Mindanao

Teacher Resource Material 3

Source: GMA News

Basic Education Assistance for Mindanao

Teacher Resource Material 4

Tacloban City, Philippines- Geo-scientists and other experts from the

Basic Education Assistance for Mindanao

Student Activity Sheet 1

Who was there?

Why did it happen?

When did it happen?

Where did it happen?

Basic Education Assistance for Mindanao

Teacher Resource Material 5

Basic Education Assistance for Mindanao

Shows enthusiasm Gives relevant Communicates Works

Basic Education Assistance for Mindanao

Student Activity Sheet 2

Basic Education Assistance for Mindanao

a. loud, prolonged sound b. strong cry c. somewhat like monster d.

Basic Education Assistance for Mindanao

Teacher Resource Material 6

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao