10 (2, b yy LE De n4 thy h Wold Literature English Learner’s Material Module 4: Rebuilding Our Societies This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@deped.gov.ph We value your feedback and recommendations. Department of Education Republic of the Philippines ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Diversity through World Literatere — Grade 10 English - Learner's Material First Edition 2015 ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, ‘trademarks, etc. ) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors neither represent nor claim ownership over them Only institutions and companies that have entered into an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered into an agreement with FILCOLS must, i they wish to copy, contact the publishers and authors directly ‘Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02) 439-2204, respectively. Published by the Department of Education ‘Secretary: Br. Armin A, Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learner's Material Consultants: Dr. Edizon A. Fermin and Prof. Marla C, Papango Authors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A, Palomar, Grace B. Annette Barradas-Soriano, and Karen 8. Villanueva Reviewers: Ruth Alido, Mara Angelia Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo — Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Sefiires, and Dr. Roderick Tadeo Language Editor: Dr. Ma. Antoinette Montealegre Management Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr, Ricardo G. Ador Dionisio, and Ms. Anna Marie 8. San Diego lustrators: Angielyn G. Bariian, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Matthew Leysa, Camille Francesca Mondejar, and Jerby Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Office Address: Sth Floor Mabini Bidg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo.com ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016TABLE OF CONTENTS MODULE 4 Rebuilding Our Societies Lesson 4: Approaching Differences YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASK Task 1: More Fun in the Philippines 408 Task 2: Grounded 409 Task 3: Know Thyself 409 YOUR TEXT The Little Prince by Antoine de St. Exupery Task 4: World Match 410 Task 5: Background Check 410 Task 6: Sensations 414 Task 7: SGDW 415 Task 8: Enigma 415 Task 9: Project Runway 415 YOUR DISCOVERY TASKS Task 10: Silver-tongued 416 B: OPT 417 C: Soundings 418 YOUR FINAL TASK D: Local Treasures 420 MY TREASURE Lesson 2: Bridging Gaps YOUR JOURNEY. YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Magic Square 423 Task 2: Making Strange 425 Task 3: Picasso 425 YOUR TEXT A Martian Sends a Postcard Home by Craig Raine Task 4: Puzzling 426 Task 5: Infobits 428 Task 6: Mix and Match 429 Task 7: E.T. Phone Home 431 Task 8: Bridge the Gap 432 Task 9: Books or Movies 432 YOUR DISCOVERY TASKS Task 10: Trending 432 B: Hedge of Glory 433 C: Assets and Resources 434 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016D: Interview with Experts 435 E: Interview Time 436 YOUR FINAL TASK F: Write a Cultural Mapping Report 437 MY TREASURE Lesson 3: Transcending Borders YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Static or Dynamic 439 Task 2: Double Matching Type 440 Task 3: In Order 440 YOUR TEXT Les Miserables by Victor Hugo (excerpt) Task 4: K-W-L 441 Task 5: Survey Says 441 Task 6: Flags of Our Fathers 444 Task 7: SGDW 446 Task 8: What's'the Purpose? 4a7 YOUR DISCOVERY TASKS Task 9: Musical Feast 447 Task 10: WWYD 448 Task 11: Pros and Cons 448 Task 12: Cite Seeing 448 Task 13: Documented 452 A: Literature Review 453 YOUR FINAL TASK B: The Matrix 456 My TREASURE Lesson 4: Leaming in the 21st Century YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: My Learning Curve 457 Task 2: Learning in the 21st Century 459 YOUR TEXT Excerpt from Kaffir Boy by Mark Matabane YOUR DISCOVERY TASKS Task 3: Opposing Views 464 Task 4: Portrait of 21st-Century Learners 465 Task 5: Status Update 466 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 6: Make a Match! 466 A; Getting Ready to Write 467 B: Cite It Right 468 C: Right Write! an YOUR FINAL TASK Task 7: Writing with Your Heart 472 MY TREASURE Lesson 5: Moving Towards Convergence YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: ASEAN Integration 475 Task 2: Points of View 476 YOUR TEXT The United Fruit Co. by Pablo Neruda YOUR DISCOVERY TASKS Task 3: Think, Feel, Do! 480 Task 4: Rewriting with My Head 481 Task 5: Cite It Right! 482 YOUR FINAL TASK Task 6: Rewriting and Finalizing the Research Report 483 MY TREASURE Lesson 6: Advocating Global Citizenship YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Think Globally, Act Locally 486 Task 2: Wordle It! 486 YOUR TEXT What Does It Mean to be a Global Citizen by Ronald C. Israel YOUR DISCOVERY TASKS Task 3: Think, Share, Act! 492 YOUR FINAL TASK Task 4: Quests in Advocacy 494 MY TREASURE ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016INTRODUCTION This leamer’s material is especially designed to provide you with the roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that will develop your 21st-century real life-based skills, This module provides you with meaningful tasks to develop your skills for academic success and the world of work, Itis anchored on the general principles, goals, and objectives of the K to 12 Basic Education program for Grade 10 that will enable you to become self- actualizing, productive, and effective participant of the society and the world at large. This learner's material provides a variety of texts, particularly. world literary pieces, that are both relevant and meaningful to your life. It offers opportunities for you to be engaged in varied, interesting, motivating, challenging, meaningful, and worthwhile tasks to further develop and improve your listening, speaking, viewing, vocabulary, literary, grammar, and reading skills. These tasks are generated as communicative and real life-based activities anchored on the integration of literature and language skills. Positively, this material will help deepen your understanding on how you can enrich, enhance, and lead a meaningful life There are four modules in this learning material. Each module builds around a particular text for you to explore meaningfully through a variety of integrated, challenging, and interesting tasks, Module 1. Overcoming Challenges Module 2 Establishing Solidarity Module 3° Reconciling with Nature Module 4 Rebuilding Our Soci S Each module consists of six lessons, each of which is developed through the following phases: 1. Your Journey — provides an overview of what you should understand in the lesson. This includes clear directions and purpose of the lesson. 2. Your Objectives - states the expectations in line with what you should know, understand, and be able to do, produce, or perform to show there is transfer of leaming. 3. Your Initial Tasks — activates your prior knowledge and prepares you for higher-level tasks. ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 20164. Your Text - presents the main reading or literary text and the activities/ tasks that lead you to acquire knowledge, make sense of, and construct meaning out of the information and experiences contained therein. 5. Your Discovery Tasks — includes activities that will expand, enrich, enhance, and broaden your understanding of the target concepts and skills. 6. Your Final Task — presents the real life-based product or performance task a final output for the lesson that serves as evidence of understanding of the target concepts and skills. This is an enabling task for the main real Iife-based product or performance task covering the entire module. 7. My Treasure — enables you to express your insights, leaming, and realization on the lesson. This part contains prompts and other organizers that will help you sum up and synthesize what you have learned This learner's material includes formal pre and post assessments in both written response and multiple-choice formats. We hope that through this material, you will be provided with meaningful learning experiences and relevant competencies necessary for you to successfully meet the demands of the 21st century. ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 1 RESPECTING DIFFERENCES YOUR JOURNEY The Philippines is laden with fantastic resources that people have already utilized for their own benefit. The country is gifted with warm and tranquil white sand- beaches of Boracay, delicate chocolate hills in Bohol, the awesome Underground River in Palawan, the breath-taking Banaue Rice Terraces, and the charming island of Camiguin, to name a few. Really, the list goes on and on Apart from the natural wonders that are discovered and wonders that still need to be explored, our country is blessed with citizens who refuse to give in to despair. Come hell or high water, the Filipinos will brave any challenge or obstacle with faith in God, a heart full of hope and love, and a soul that will always be resilient. ‘You may ask, how diverse is the Philippines? To give a glimpse of how diverse the country is, here are some facts: The Philippines is composed of 7,107 islands, which make the country an archipelago. There are seven major ethnic groups that can be further divided into 183 ethnic and ethnolinguistic groups who speak 176 local languages. Thus, itis expected that differences may sometimes arise amiong the people. The challenge is how to approach and respect each other's differences to realize a ‘a. common goal. YOUR OBJECTIVES ‘As you go along your journey, you are expected to: + use locational skills to gather information from primary and secondary sources of information + listen to simplify, reorganize, synthesize, and evaluate information to expand, review, or update knowledge + compare and contrast the contents of the materials with outside sources of information in terms of accessibility and effectiveness + get familiar with technical terms in research + explain how the elements specific to a genre contribute to the theme of a particular literary selection + express appreciation for sensory images used + expand ideas using principles of cohesion and coherence + use appropriate language when delivering campaign speeches + observe the language of research, campaigns, and advocacies + develop a questionnaire about a local treasure 407 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Bear in mind that your expected output for this module is to competently present a research report on a relevant sociocultural issue. Also, it is important to take note that in this particular lesson, you are expected to develop a questionnaire about a local treasure. YOUR INITIAL TASKS Task 1 HAVE MORE FUN IN THE PHILIPPINES Complete the concept map by supplying it with information that can be taken from the video clip. Write the key concepts about the topic in the circles and the details about these key concepts in the rectangles. It is very important to closely watch the video. LT dg Philippines 38 Source: Its More Fun in the Philippines | DOT Official AVP. Retrieved on June 20, 2014, https:/Amwu, ‘youtube. comiwatch?v=ADNgEHFDYzo. Y-_e 408 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Processing Questions: 11, After watching the video, did you see how diverse our country really is? 2. What new information did you gather from the video? ‘Task 2 GROUNDED Can you classify and tell whether the materials listed below are primary or secondary sources of information? Write P if the material is primary or S if the material is secondary, 1. Letters and diaries 6. Encyclopedia 2. History textbook 7. Newspaper 3. Government documents 8. Journals 4. Manuscripts 9. Magazine 5. Video tape 10. Artifact Task 3 KNOW THYSELF Complete the statements below by identifying what you already know and what, you stil have to know about the topic. 1. Aquestionnaire is 2. Aquestionnaire is important because 3, Aquestionnaire can be created by 409 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR TEXT ‘Task 4 WORD MATCH Match the words under column A with the definitions under column B. Write the letter of the correct answer on your paper. A B 1. tame A. to take a deep audible breath 2. neglect B. no longer wild 3. sigh C. to fail to give the proper care orattention 4, burrow D. a ceremonial act 5. rite E. necessary; important 6. essential F. ahole dug as a living space by small animals G. a pointless star Task 5 BACKGROUND CHECK Answer the anticipation guide to preview the text you are about to read. On the Agree/Disagree column, place (“) if you agree or (x) if you disagree with the statement.Then, on the page column, write the page number where you find the answer to each statement. Statement Agree/Disagree Page The Fox immediately becomes a friend of the Little Prince The Little Prince is willing to tame the Fox. The Fox instructed the Little Prince about the "rite" that he must perform. The Fox cried when the Little Prince left Once a person tames something, it becomes special. 410 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Below is background information about the author of the text that you are about to read. Go over the information to help you understand the text. Antoine de Saint-Exupery (1900-1944), French writer and aviator. Antoine Marie Jean-Baptiste Roger de Saint-Exupéry was bor in Lyon and educated at the University of Fribourg. He joined the French Air Force in 1921 and became a commercial pilot in 1926. His first two books, Southern Mail (1929; translated 1933) and Night Flight (1931; translated 1932), are novels distinguished by a poetic evocation of the romance and discipline of flying, which requires devotion to duty at the risk of death. His later works, including Wind, Sand and Stars (1939; translated 1939), and Flight to Arras (1942; translated 1942), stress the humanistic philosophy of Saint-Exupéry. His popular children's book The Little Prince (1943; translated 1943) is also read by adults for its allegorical meaning During World War II, Saint-Exupéry rejoined the French Air Force, was shot, escaped to the United States, and later joined the Free French forces. On a reconnaissance mission over southern France in 1944, his plane was lost. The remains of the aircraft were not found until 2004 when scuba divers recovered a tailpiece bearing the serial number of the aircraft Saint-Exupéry was flying, a Lockheed P-38 Lightning. The cause of the crash, which occurred about 5 km (3 mi) off the French coast, between the cities of Marseille and Cassis, is still unknown. Saint-Exupéry's notebooks, collected under the title “Wisdom of the Sands” (1948; translated 1950), were published posthumously. Source:(Antoine de Saint-Exupery. Microsoft Encarta Premium. 2009) The advent of technology and the popularity of social media have proven that the gap between people in the 21st century has almost completely waned. With one search and a simple click on facebook, any user can add and confirm as many friends as one wants. With the convenience that technology brings in making friends, do you think that being a friend and befriending another has become superficial? Read the selection below and embark on the Little Prince's discovery of friendship. The Little Prince Antoine de Saint-Exupery (An excerpt) It was then that the Fox appeared. “Good morning,” said the Fox. “Good morning,” the Little Prince responded politely although when he turned around he saw nothing “I'm right here,” the voice said, “under the apple tree.” “Who are you?” asked the Little Prince, and added, “You're very pretty to look at “I'm a Fox,” the Fox said, att ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016“Come and play with me,” proposed the Little Prince, "'m so unhappy.” “I can't play with you,” the Fox said, ‘I'm not tamed.” “Ah! Please excuse me,” said the Little Prince. But after some thought, he added: “What does that mean — ‘tame'?" “You do not live here,” said the Fox, “What is it you're looking for?” “I'm looking for men,” said the Little Prince. “What does that mean — tame?" “Men,” said the Fox, “they've guns, and they hunt. It's very disturbing. They also raise chickens. These are their only interests. Are you looking for chickens” “No,” said the Little Prince. “I'm looking for friends. What does that mean — tame?” “It's an act too often neglected,” said the Fox. “It means to establish ties.” “To establish ties?” “Just that,” said the Fox. “To me, you're still nothing more than a little boy who's. just like a hundred thousand other little boys. And |/have no need of you. And you, on your part, have no need of me. To you I'm nothing more than a Fox like a hundred thousand other Foxes. But if you tame me, then we shall need each other. To me, you'll be unique in all the world, To you, | shall be unique in all the world” “'m beginning to understand,” said the Little Prince. “There's a flower...1 think she has tamed me...” “Itis possible,” said the Fox. “On earth one sees all sorts of things.” “Oh, but this is not on the earth!” said the Little Prince. The Fox seemed perplexed, and very curious. “On another planet?" “Yes.” “Are there hunters on that planet?” ihe ‘Ah, that's interesting! Are there chickens?” shi “Nothing is perfect,” sighed the Fox. But he came back to his idea. “My life's very monotonous,” he said. “I hunt chickens; men hunt me. All chickens are just alike, and all the men are just alike. And in consequence, | am a little bored. But if you tame me, it'll be as if the sun came to shine on my life. | shall know the sound of a step that'll be different from all the others. Other steps send me hurrying back undemeath the ground. Yours will call me, like music out of my burrow. And then look: you see the rain-fields down yonder? | do not eat bread, Wheat is of no use to me. The wheat fields have nothing to say to me. And that is sad. But you have hair that is the color of gold 412 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Think how wonderful that will be when you have tamed me! The grain, which is also golden, will bring me back the thought of you. And I shall love to listen to the wind in the wheat...” ‘The Fox gazed at the Litlle Prince, fora long time. “Please — tame me!” he said. “| want to, very much,” the Little Prince replied. “But I've not much time. I've friends to discover, and a great many things to understand.” “One only understands the things that one tames,” said the Fox. “Men have no more time to understand anything. They buy things all ready-made at the shops. But there's no shop anywhere where one can buy friendship, and so men have no friends any more. If you want a friend, tame me...” “What must | do, to tame you?” asked the Little Prince: “You must be very patient,” replied the Fox. “Fist you'll sit down at a Little distance from me - like that — in the grass. | shall look at you out of the comer of my eye, and you will say nothing. Words are the source of misunderstandings. But you'll sit little closer to me, every day...” The next day the Little Prince came back. “It would have been better to come back at the same hour,” said the Fox. “If for example, you came at four o'clock in the afternoon, then at three o'clock | shall begin to be happy. | shall feel happier and happier as the hour advances. At four o'clock, | shall be worrying and jumping about. | shall show you how happy ! am! But if you come at just any time, | shall never know at what hour my heart is ready to greet you... One must observe the proper ites...” “What's a rite?" asked the Little Prince “Those also are actions too often neglected,” said the Fox. "They're what make one day different from other days, one hour different from other hours. There's a rite, for example, among my hunters. Every Thursday they dance with the village girls. So, Thursday's @ wonderful day for me! | can take a walk as far as the vineyards. But if the hunters danced at just any time, every day would be like every other day, and | ‘should never have any vacation at all,” So the Little Prince tamed the Fox. And when the hour of his departure drew near — “Ah,” said the Fox, “I shall cry.” “Ws your own fault," said the Little Prince. “I never wished you any sort of harm; but you wanted me to tame you...” “Yes that is so,” said the Fox. “But now you're going to cry!” said the Little Prince. “Yes that is so,” said the Fox. 413 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016“Then, ithas done you no good at all!” “Ithas done me good,” said the Fox, “because of the color of the wheat fields.” And then he added, “Go and look again at the roses. You'll understand now that yours is unique in all the world. Then come back to say goodbye to me, and | will make you a present of a secret.” The Little Prince went away, to look again at the roses. “You're not at all like my rose,” he said. “As yet you are nothing. No one has tamed you, and you have tamed no one. You're like my Fox when | first knew him. He was only a Fox like a hundred thousand other Foxes. But | have made a friend, and now he’s unique in all the world.” And the roses were very much embarrassed. “You're beautiful, but you're empty,” he went on. “One could not die for you. To be sure, an ordinary passerby would think that my rose looked just like you — the rose that belongs to me. But in herself alone she’s, more important than all the hundreds of you other roses: because it is she that | have watered: because it is she that | have put under the glass globe; because it is for her that I've killed the caterpillars (except the two or three we saved to become butterflies); because it is she that | have listened to, when she grumbled, or boasted, or even sometimes when she said nothing. Because she is MY rose." ‘And he went back to meet the Fox. “Goodbye,” he said, ‘Goodbye,” said the Fox. “And now here’s my secret, a very simple secret: It is only with the heart that one can see rightly; what is essential is invisible to the eye.” “What is essential is invisible to the eye,” the Little Prince repeated, so that he would be sure to remember. “Itis the time you have wasted for yourrose that makes your rose so important.” It is the time | have wasted for my rose —" said the Little Prince so he would be sure to remember, “Men have forgotten this truth,” said the Fox. “But you must not forget it. You become responsible, forever, for what you have tamed. You are responsible for your rose...” “Lam responsible for my rose,” the Little Prince repeated, so that he would be sure to remember. Processing Questions: 1, Who are the characters in the excerpt? Describe each 2, How important is the “rite” or “ritual” of taming in the friendship of the Little Prince and the Fox? 3. Do you think you have tamed another and have been tamed as well? a4 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016‘Task 6 SENSATIONS Describe the Little Prince and the Fox by writing a sentence that would appeal to the senses. Be sure to use words that will create pictures in the minds of your readers. Let the graphic organizer below help you in this activity. fr Ay ‘Smell Hearing Sight Hearing Touch YOUR DISCOVERY TASKS Task 7 SGDW Work with your group and complete the following assigned tasks: Group 1 - Compose an open letter to the different planets that the Little Prince visited. Your letter must focus on how each of these planets may achieve lasting peace. Group 2 = Create a big greeting card with a message promoting respect for differences. Group 3 ~Role play a scenario when the Little Prince met the Fox Group 4 — Write a song about the Little Prince's travel and sing it in front of the class Group 5 = Your group is part of the Student Government and the Little Prince is the president. Design a school program that would foster friendship and camaraderie. Task 8 ENIGMA Your teacher will read to you a text about an important figure in world history. Be sure to take down information about the person's description, traits, and the reasons why he/she is well known. Processing Questions: 4. Who is the person being talked about in the text? 2. How did she start her career as a pilot? 415 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016‘Task 9 PROJECT RUNAWAY Workin groups and create your own graphic organizerto show the developments of Amelia Earhart’s aviation career. Be ready to present your output in class, Task 10 SILVER-TONGUED ‘A. Coherent writing means that the sentences, ideas, and details included blend so ‘smoothly that the readers will have an easy time following what the writer wants to put across. In order to achieve this, the writer must use devices that will help his delivery of thoughts. Study the following cohesive devices: 1. Repetition of a Key Term or Phrase - This helps to focus your ideas and to keep your reader on track. Example: The problem with contemporary art is that it is not easily understood by most people. Contemporary art is deliberately abstract, and that means it leaves the viewer wondering what she is looking al. 2. Synonyms - Synonyms are words that have essentially the same meaning, and they provide some variety in your word choices, helping the reader to stay focused on the idea being discussed. Example: Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a set of beliefs that are @ very real force in the lives of the people who tell them. 3, Pronouns - This, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously mentioned. Be sure, however, that what you are referring to is clear. Example: When scientific experiments do not work out as expected, they are often considered failures until some other scientist try them again. Those that work out better the second time around are the ones that promise the most rewards. 4. Transitional Words - There are many words in English that cue our readers to relationships between sentences, joining sentences together. Examples of transitional words are however, therefore, in addition, also, but, moreover, again, besides, and then, in addition to, compared with, in comparison with, similarly, again, likewise, nevertheless, instead, granted, certainly, it may be the case, on the contrary, etc. Example: | like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of red and the weather is mild, but | can’t help thinking ahead of the winter and the ice storms that will surely blow through here. In addition, that will be the season of chapped faces, too many layers of clothes to put on, and days when ll have to shovel heaps of snow from my car's windshield. ‘Source: Cohesive Devices. Retrieved on June 21, 2014. Retrieved from hilpihome.ku.edu.trdoregan ‘Writing/Cohesion html 416 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Now you that you know the devices that will make your ideas flow smoothly, you can now complete the following statements by filling in the square brackets with a cohesive device and the blank with details you would need to expand your ideas. 1. The Little Prince tamed the Fox| 2. The most important lesson that | leamed from Saint-Exupery’s story is Sy Wat insped me about Ameta Eamiers sory her aon tp 4. If | were Amelia Fara Lwould 5. The Little Prince and Amelia Earharts story are similar in terms of B. OPT In order to successfully complete a research report, you have to develop and limit a good research topic. Your teacher might assign a topic to you, but most of the time your teacher will allow you to select a topic of interest. You have to realize that selecting and limiting a good research topic may not be as easy as it sounds. The research topic must be focused enough to be significant and interesting, and comprehensive enough for you to find adequate information. Listen to your'teasher’s discussion about selecting and limiting a research topic. Then, work with your group and answer the questions in order to identify a good research topic. Use the graphic organizer for your answers. How to Select and Limit a Research Topic 1. Brainstorm for Ideas — What local treasure or heritage in the community would you like to research on? Why does it interest you and what you would you like to know more about it? Do you have an opinion about the local treasure or heritage? 2. Identify the Sources of General Background Information — What sources of information can you use to gather information? Who can help you in providing information about the topic? Can you use the library, magazines, journals, periodicals, or the intemet to collect information? Do you know any organization that can help you in gathering information? 3. Focus on Your Topic — What specific area or factor of the local treasure or heritage in the community would you focus your research on? Why did you decide to focus on that specific area or aspect? Who is affected by the topic? ay ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 20164, Make a List of Useful Keywords ~ What are the keywords that you can use to best describe your topic? 5. Be Flexible — What are the considerations or adjustments that you would do if ever there is a need to modify your research topic? 6. Define Your Topic as a Focused Research Question —Whatis the primary question that your research topic wants to answer? 7. Formulate a Thesis Statement — What is the thesis statement of the study that you would like to conduct? ‘Source: How to Limit and Select a Research Topic. Retrieved on June 21, 2014. Retrieved from http:/Mibrary.beu.ac.uk/eamer/writingguides/1.05.htm Now that you have completed the activity, assign a representative to share your output to the class. C, SOUNDINGS Name Date. Class Period. Step-by-Step Process Directions: Write each step in chronological order Then, add specific details about each of thase steps. List materials required hore. 418 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016At this point, you are going to focus on the method that is most commonly associated with survey research questionnaires. Questionnaires need to give you the information that you are looking for. Study the following steps on how to write a questionnaire: How to Develop a Questionnaire for Research 1. Figure out what information you are trying to gather from this survey. What is your main objective in doing the questionnaire? What information do you need from the respondents in order to meet your objectives? Think of questions that will address your objectives. You should not include any question that is not directly useful to your research. 2. Write an introduction for your questionnaire. This should explain a little about your questionnaire: why are you doing it and what is your goal. The introduction, while brief, should engage your target audience. Think about how much time they have, and administer the questionnaire based on that estimate. 3. Use closed questions for questionnaires. A closed question Is one that can be answered with a word or a phrase, This makes it easy for the respondent to give their answer without having to think of an articulate way to word it. Closed questions also make classification of responses easier. 4, Order your questions in a way thatis meaningful and easy to follow. Start with questions that are easy to understand and easy to answer. Opening with harder questions is discouraging and may scare your respondents before they complete your entire survey. Easy questions help encourage your participants to finish answering. The questions should flow in an order that sounds natural and does not skip around too much. 5. Putthe more important questions at the beginning of your questionnaire. Often, participants can lose interest on the latter part of the questionnaire, especially if the survey is rather lengthy. Place more important questions in the first part of the questionnaire, 6. Add a little variety to your questions. While closed questions are best for ease of answering and analyzing purposes, adding in a couple of open-ended questions helps keep respondents from becoming bored. Open-ended questions require respondents to write aut their answers and to include some detail ‘Adapted from: How to develop a questionnaire for research. Retrieved on June 21, 2014, Retieved from http: /yomw. wikihow. com/Develop-a-Questionnaire-for-Research Work with your group to analyze the sample questionnaire that your teacher will be presenting. Identify whether the sample questionnaire follows the guidelines presented above. Identify how it can be improved. Assign one or two representatives to share your group's work. 419 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK D. LOCAL TREASURES Now that your group has identified and limited the research topic as well as studied the guidelines on how to write a good questionnaire, you are now ready to develop your own questionnaire about a local treasure or a heritage in the community. You can use the template below as a model for your questionnaire. Use the rubrics given by your teacher as your guide in completing this activity. Local Treasure Questionnaire This questionnaire is used to help the researchers collect information in order to complete the study (title of your topic). Please answer all the questions by providing the appropriate information. The data will be treated with utmost confidentiality. General Information Name: Year and Section: Address: (Other pertinent information) ‘Questions: (Write as many questions as needed in your questionnaire.) ~]2]2)*]°)9]> Thank you for your time. 420 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016MY TREASURE Memento While taking part in this journey, you found out that you need not look far from home to discover an important treasure. By engaging in the activities included in each lesson, your learning experiences will assist you to further grow in your adventure called education Before moving forward, try to assess your growth by answering the following questions: 1. What new ideas and skills did you find interesting? 2. Which part of the lesson impacts the way you view the experience? 3. What follow-up is needed to further improve your knowledge? 421 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 2 BRIDGING GAPS “lke to see myself as a bridge builder, that is me building bridges between people, between races, between cultures, between politics, trying to find common ground.” -T.D. Jakes YOUR JOURNEY The advent of the 21st century showed how small the world is. Italso exposed the idea that we are not simply citizens of our nation but we are part of a bigger, more diverse international community. However, with diversity, we have witnessed civil strife, conflicts, misunderstandings, and disputes resulting death and destruction Thus, it is necessary that we try to bridge the gap between nations, cultures, beliefs, and generations. It is essential that we build bridges and find the shared benevolence in all of us YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives: * get vital information from various websites on the internet, + get different viewpoints on various local or global issues + distinguish the important points from the less important ones in any listening text + compare and contrast the contents of the materials viewed with outside sources of information in terms of accessibility and effectiveness + get familiar with technical terms used in research + explain how the elements specific to a genre contribute to the theme of a particular literary selection + explain literary devices used + use a variety of informative, persuasive, and argumentative writing techniques show courtesy and politeness when delivering campaign speeches + observe the language of research, campaigns, and advocacies + write a cultural mapping report about a topic of your choice Remember that the final task in this lesson will be for you to write a cultural mapping report about a topic of your choice. Therefore, itis important that you successfully complete all the tasks. [lights reserved. No pat his material may be reproduced or transmitted in any form of by any means lectronicor mactancal including photocopying - without wition permission rom tho DopEd Central Ofico First Editon, 2015. 422YOUR INITIAL TASKS Task 1 MAGIC SQUARE: How well do you know these concepts? Select from the numbered statements the best description for each of the concepts. Put the number of your answer in the proper space in the “magic square box.” The sum of the numbers will be the same across each row and down each column. Each correct answer is worth 1 point, and if you find the MAGIC NUMBER, you get an additional 4 points. | Concepts Statements. A Alteration 1. The incidence where an implausible concept or character 5 is brought into the story in order to resolve the conflict Be alhiaicn and to bring about a pleasing solution. ©. Hyperbole 2. Meaning or identity ascribed to\oné)subject by way or D. Irony another. E. Metaphor 3. The use of concepts or ideas that are contradictory to one another, yet, when placed together hold significant F. Metonymy value on several levels. G.Onomatopoeia | 4. Playing round with words such that the meaning implied by a sentence or word is actually different from H. Oxymoron the literal meaning |, Paradox 5. Afigure of speech whereby the author refers to a subject as Parsaruncatign, matter’Such as a place, event, or literary work by way of a passing reference. K. Simik mile 6. The practice of drawing comparisons between two LL. Litotes unrelated and dissimilar things, people, beings, places and concepls. It is marked with words "like" or “as M. Analogy 7. Words whose sounds are close to the sound they are N- Allegory meant to depict, O. Caesura 8. A symbolism device where the meaning of a greater, often abstract, concept is conveyed with the aid of a Abie as Machina! more material object or idea being used as an example. 423 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016~eExCr~1r~s+-r - >-+>’’r - > >>> rer" 9. Alliterary device wherein the author uses specific words and phrases that exaggerate and overemphasize the basic crux of the statement in order to produce a grander, more noticeable effect 10. The practice of attaching human traits and characteristics to inanimate objects, phenomena, and animals. 11. The practice of not using the formal word for an object or subject and instead referring to it by using another word thal is intricately linked to the formal name ar ward, 12, Involves creating a fracture of sorts within a sentence where the two separate parts are distinguishable from ‘one another yet intrinsically linked to one another. 13. A literary device that helps to establish a relationship based on similarities between two concepts or ideas. 14. Aliterary device as itallows the author touse contradictory, contrasting concepts placed together in a manner that actually ends up making sense in a strange, and slightly complex manner. 15. A discreet way:of saying something unpleasant without directly using negativity 16. Aliterary device that uses words in quick succession. Itbegins with letters belonging to the same sound group, MAGIC SQUARE BOX A B c D | E F G H Magic Number: 424 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 2 MAKING STRANGE GUESS Below are two texts that describe an ordinary object that you might have encountered. Can you guess what is described by drawing the image beside your answer? She's a snow queen wearing her golden-brown gown and her ruby scepter, ruling her frosty kingdom that’s surrounded with ice-cold walls and the shivering dark sea. By Anjoline Cate Z. Pascual Answer: Image: A ballet dancer dressed in a golden-yellow tutu with a chocolate-colored top. She had this blushing red face and her slightly rusty tiara while wearing her favorite nude ballet shoes. She dances gracefully with her white ribbon at the middle of the stage with white curtains. By Anjoline Cate Z. Pascual Answer: Image: Task 3 PICASSO Analyze one of Picasso's most famous paintings. Guess its title and answer the questions that follow. Title: 1. What image is seen in the painting? 2. What is the expression of the image? Explain the details to support your answer. 3. Do you think the painting is an accurate representation of reality? Explain your answer. 425 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016This painting series is regarded as @ thematic continuation of the tragedy depicted in Picasso's epic painting Guernica. By focusing on the image of a woman crying, the artist was no longer painting the effects of the Spanish Civil War directly, but rather referring toa singular universal image of suffering. YOUR TEXT Task 4 PUZZLING Unlock the puzzle by working within your group. Be sure to discuss how you came up with the solution. Also, assign a group member to tell how you arrived at your answers to the puzzle. COUNTING U INEFriendED) =H MO ER MOMENT W AS ee TICKET TICKET Answers Oosens If you were going to experience everything all over again, do you think you will have a different perception should you have no prior knowledge about it? if you will describe everything as though for the first time, how are you going to picture them? 426 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Read the poem below and try to see how the speaker of the poem creates pictures of the objects that he sees. A Martian Sends a Postcard Home Craig Raine (1979) Caxtons are mechanical birds with many wings and some are treasured for their markings — they cause the eyes to melt or the body to shriek without pain. | have never seen one fly, but sometimes they perch on the hand, Mist is when the sky is tired of flight and rests its soft machine on ground: then the world is dim and bookish like engravings under tissue paper. Rain is when the earth is television. ithas the property of making colours darker. Model T is a room with the lock inside — a key is turned to free the world for movement, so quick there is a film to watch for anything missed. But time is tied to the wrist or kept in a box, ticking with impatience 427 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016In homes, a haunted apparatus sleeps, that snores when you pick it up. Ifthe ghost cries, they carry it to their lips and soothe it to sleep with sounds. And yet, they wake it up deliberately, by tickling with a finger. Only the young are allowed to suffer openly. Adults go to a punishment room with water but nothing to eat. They lack the door and suffer the.noises alone. No one is exempt and everyone's pain has a different smell Atnight, when all the colours die, they hide in pairs and read about themselves — in colour, with their eyelids shut. 428 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 5 INFOBITS Read the background information about the poem and the author. Then, answer the questions that follow. About the poem: This poem seeks to describe human behavior and objects as if they are being seen for the first time by a visiting Martian. Consequently, the tone is detached and objective, but also inquisitive. The ordinary and common place are illuminated by a fresh perspective in thirty-four unrhymed couplets. While the poem is almost like a series of riddles that invite the reader to decipher them, the use of language is original and evocative. About the author: Craig Raine was educated at Oxford. He is a poet, a novelist, and recently the poetry editor of Faber and Faber, and an academic at New College, Oxford, where he is now Professor Emeritus. He is founder and editor of the literary magazine Areté. His first collection of poetry was published in 1978, and he has gone on to produce eleven collections, in addition to two novels and some literary criticisms. What is the first object that the Martian is able to describe? What two forms of weather are mentioned in the poem? How does the Martian describe the forms of weather? What other objects are described by the Martian? How different does the Martian see the objects? Cite some lines from the text to prove your answer. PaeNe Task 6 MIX AND MATCH Identify which of the images appeared in the poem. Extract passages from the poem and write the appropriate passage for each image. Text 429 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016430 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016an AR re Sy YOUR DISCOVERY TASK TASK 7 E.T. PHONE HOME Watch the 1982 American science fiction filmE.T. directed by Steven Spielberg and, in your groups, answer the following questions. You need to assign a representative to share your answers to the class. 1. Choose one word to describe your reaction to the movie. 2. What image from the movie lingers in your mind? 3. How would you describe the film to someone who hasn't seen it? 4. What do you think is the message of the film? 5. Who are the characters in the film? Describe their reactions in meeting and ‘overcoming a problem. 6. What new ideas did you get from the film? 7. Has the film influenced your thinking in terms of overcoming differences? Explain your answer. 431 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 8 BRIDGE THE GAP Do the following assigned tasks for your group. Group 1 — Make an outline for a film review of E:T. Write it on manila paper and present it in class. Group 2 ~ Create a piece of artwork that highlights the theme of ET. Group 3 ~ Choose a piece of music that best communicates the theme of ET. Group 4 ~ Choose meaningful dialogues from £7. and write original quotations about friendship based on your chosen lines. Group 5 ~ Role play the first encounter of ET. and Elliot. ‘Task 9 BOOKS OR MOVIES Complete the following tasks by supplying the blanks with the needed information, Tread a text titled written by Then | watched directed by ‘The major similarities of the text and themovieare - The major differences of the text and the movie are | liked the better because 432 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK Task 10 TRENDING A. Listen to your teacher as he/she reads the text “Memo for President P-Noy: The National Artist Award — re-examination needed (an excerpt)" by F. Sionil Jose. Complete the table below while listening to the text. PART 14 Title: ISSUE: MAJOR POINTS MINOR POINTS PERSONAL VIEWPOINTS Select a sociocultural issue that is important in terms of its effect on the people living in your community and on the culture that it preserves and protects. You may also use the issue presented in the text above, if you wish, Afterward, interview people from different age groups and occupations and take note of their personal viewpoints regarding your chosen topic. Use your own graphic organizer and assign a representative to present your output to the class. B, HEDGE OF GLORY Itis often believed that academic writing, particularly scientific writing, is factual and is.used simply to convey facts and information. However, it is now recognized that an important feature of academic writing is the concept of cautious language, often called “hedging.” Hedging is a significant communicative resource for academics since it both confirms the individual's professional persona and represents a critical element in the rhetorical means of gaining acceptance of claims. Hedges allow writers to anticipate possible opposition to claims by expressing statements with precision, caution, and diplomatic deference to the view of colleagues. ‘Source: Hedging in Science Research Articles. Retrieved on June 21, 2014. Retrieved from http://applij.org/content/17/4/433.abstract 433 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Complete the sentences below by underlining the appropriate word from the list. 1, Itcan be [concluded, suggested, proven, estimated] that, for young adult males, the portrayal of alcohol on a television screen might lead to increased alcohol consumption. 2. Which [will, may, musf have been the case when they entered the laboratory setting alone. 3, Itis not (definite, unlikely, normal] that the characters in the movies are going to lead a sad life 4. In real life, waiting for other's reaction [should, could, may] not be advisable at times. 5, Nevertheless, feedbacks from people [will, would, must] show a reflection of your actions. C. ASSETS AND RESOURCES Cultural mapping refers to a research tool to holistically understand the cultural assets of a place based on the local knowledge of the people (Creativity Network of Canada, 2008). Cultural mapping is gaining more acceptance as an essential planning and economic development too! that helps planners rediscover the wealth of places. Work with your groups and decide on a local heritage that you would like to preserve. Talk about its importanoe, its history, and its influence on your culture. You must also use the internet to gather relevant information about your chosen topic. Use the template to complete this activity. Assign one or two representatives from your group to share your output in class. (intonation rom Cty (~ rtocmation from) Statist, Tourism octal Media Viunorthe NY | Offi, Mansi trary members ofthe Information from other 434 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016D. INTERVIEW WITH EXPERTS Your teacher has invited the Director of Tourism and his staff in your locality. They will give a lecture about the importance of cultural heritage, particularly the ones in your locality. You are to prepare an interview guide for the event. Study the input on the Interview Guide and Interviewing Interview Guide summarizes the content that researchers cover during interviews. At one extreme, it may provide very minimal directions, leading to “less structured” interviews that are designed primarily to explore the participant's own perspective on the research topic. At the other extreme, interview guides may contain elaborate specifications to ensure that the researchers topics of interest are thoroughly covered Interview guides may be unstructured; that ask general questions to draw out the participant's own accounts or maybe highly structured, like the survey questionnaire that identifies both the content and the possible responses to each question. Most qualitative interviewers, those who seek detailed descriptions and explanations of the topic on hand prefer to position themselves between these two extremes by using a semi-structured interview. In that case, the interview guide typically contains a general framework for the interview, but the researcher also has the freedom to pursue the questions in.a different order and to allocate more time to some questions than to others depending on what is most appropriate for discussing the research topic with each individual participant. Interview guides may be questions-based or topic-based. Questions are the more common format for interview guides, so that the expected content ofthe interview is outlined in terms of a series of questions the interviewer intends to ask. In contrast, a topic-based guide consists ofa list of areas and issues the interviewer wants to hear about, and these also are often organized in an outline format to make it easier to monitor which topics have already been covered. Interviewing is a conversational practice where knowledge is produced through the interaction between an interviewer and an interviewee or a group of interviewees. Unlike everyday conversations, the research interview is most often carried out to serve the researcher's ends, which are extemal to the conversation itself (e.g., to obtain knowledge about a given topic or some area of human experience). In most cases, research interviewing involves a “one-way dialogue” with the researcher asking questions and the interviewee being cast in the role of respondent. The concrete interaction between the interviewer and the interviewee is just one stage in the process of doing interview research. The interview itself is carried out to enable the researcher to answer ane or more of his or her research questions. The interview conversation is introduced by a briefing in which the interviewer defines the situation for the participant and informs him or her about the purpose of the interview. Usually, the interviewer has prepared an interview guide in which the 435 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016research questions are given a form that renders them suitable to be posed directly as interview questions. Most research interviews are audio recorded and then transcribed. Unless the researcher works directly with the audio recording of the interview, itis the transcription rather than the original oral interview conversation that serves as the researcher's primary data source when he or she interprets and analyzes the interview. - The Sage Encyclopedia of Qualitative Research (2003) In your groups, formulate guide questions for the quest speakers regarding the importance of cultural heritage to your locality and to your generation. You must also include questions about how the youth can participate in the campaign, Follow- up questions must be asked whenever necessary. You can use the template below as your guide in writing your guide questions. (Short title about the interview) (Short description of what the interview is about) Guide Questions: 4, (Question) 2. (Question) 3. (Question) 4, (Question) —<—$—<—— 5. (Question) ———$— 436 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016E. INTERVIEW TIME You are now given the chance to interview the Director of Tourism and his staff in your locality. Listen very well to their lecture about the importance of our cultural heritage, particularly the ones in your locality. Note the details that they will mention. After the lecture, you will use your interview guide to get answers to questions that weren't covered in the lecture. YOUR FINAL TASK F. WRITE A CULTURAL MAPPING REPORT After you have collected all the information from the different sources, especially from your interview with the experts, you are now ready to write a cultural mapping report about a local treasure or heritage of your choice. Remember to include the data and facts you've gathered to make your output valid. Use cohesive devices to ensure a smooth flow of writing. Use the rubric given by your teacher to guide you. MY TREASURE Having identified the value of sociocultural treasures through interviewing different personalities and writing about it in your cultural mapping report, the time has come for you to also assess the insights that you have realized in this lesson. Write your responses in the graphic organizer. P (Plus) ™M (Minus) (inquiry) Parts of the lesson that are | Parts of the lesson that stil | Parts of the lesson that very helpful need reinforcement need clarification 437 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 3 TRANSCENDING BORDERS YOUR JOURNEY ‘As a citizen of the country and of the world, you play @ great role in the country's growth and improvement. As you've realized in the previous lessons, there will always be diversity across cultures that can make connections dificult to establish. However, itis our uniqueness that makes each of us special. Once you've successfully established connections on the basis of uniqueness, you can transcend, borders, develop understanding, hamess your leadership skills, and become a better person. YOUR OBJECTIVES Following the track of your journey, you are to be guided by the following objectives: + synthesize essential information about a chosen issue + get different viewpoints on various local or global issues + appraise the unity of plot, setting and characterization in a material viewed to achieve the writer's purpose + get familiar with technical terms used in documentary + determine tone, mood, techniques, and purpose of the author + acknowledge sources by preparing a bibliography + demonstrate the appropriate stage stance and behavior when persuading others in a campaign speech + observe the language of research, campaigns, and advocacies + make a literature review matrix in preparation for the research report about a socio-cultural issue. Bear in mind that the final task in this lesson is for you to make a literature review matrix in preparation for the research p report about a sociocultural issue. Thus, it is essential that you complete all the tasks fruitfully. Work well. 438 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR INITIAL TASKS Task 1 STATIC OR DYNAMIC Classify the following popular characters according to whether they are static or dynamic. Write your answers under the correct column. STATIC CHARACTERS: DYNAMIC Harry Potter Eponine Jean Valjean Shrek Elsa Draco Malfoy Aslan Frodo 439 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016d Fantine Processing Questions: 1, What are your impressions about the activity? 2. How did you complete the activity? 3, What are the characteristics of static as against dynamic character? ‘Task 2 DOUBLE MATCHING TYPE Match the setting in column A with the characters in column B and the conflict in column C B c A B c 1. Hogwarts a. Samwise h. The evil white witch rules over it. 2. France b. Cosette i. The whole island is frozen. . Narnia o: Pevensies j. The fairy godmother plans to overturn the kingdom. 4. Mordor d. Anna k. The Dark Lord spreads fear and death. 5. Erandel e. Fiona |. Civil war is ongoing, 6. Far Far Away f Esmeralda m. Sauron seeks to return and rule, 7. Notre Dame g. Ron & Hermoine _n. Social upheaval is about to rise. Processing Questions: 4, What does each column represent? 2, How important is the setting in establishing the conflict of a story? 3, Why is there a need to have a supporting character in any piece of literature? Task 3 IN ORDER Guidedby the steps in making a documentary, arrange the following sequentially. Identify the correct sequence by writing the number (1, 2, 3... or 7) before each step. Research about the topic. Arrange the shooting schedule. Edit the documentary. 440 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Choose a worthy topic. Write the outline. Shoot the documentary. Screen the documentary. YOUR TEXT Task 4 K-W-L In preparation for reading Les Miserables, complete the task by writing what you already know about the text in the first column, what you want to know about it in the second column, and after you have read the story, write what you learned in the third column. LES MISERABLES by Victor Hugo. KNOW WHAT LEARN Task 5 SURVEY SAYS Your class will be divided into different groups. Do a survey within the group about the challenges that the world is facing, Be sure to elicit responses from all the members of the group and make a graph (line graph, bar graph, pie chart, etc.) for your survey results. Elect a representative to share the group's output. WORLD'S CHALLENGES 15% (5%, / NV = 50% => Task 6 FLAGS OF OUR FATHERS: Can you identify the following? Examine the symbols and write the meaning as well as the selection or story where it came from. ‘Symbols Meaning Selection/Story 441 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 5 allowed you to identify the challenges that our world is facing, It also gave you the opportunity to campaign for their solutions. Task 6 made you realize that jas or symbols of identity create a big impact in the memory of readers and audiences. At this point, you are going to create your very own insignia to go along with your campaign. Be sure to make it artistic and iconic so that it wll be remembered by your classmates when a representative from your group share it, INFOBITS About the author: Victor Hugo is, without doubt, the most famous figure ever to have lived in the Channel Islands. He is famous worldwide as both a literary and political celebrity and he has succeeded in the difficult task of being both intellectually respectable and at the same time immensely popular, especially through two of his major works, Notre Dame de Parisand Les Misérables, which was completed in Guernsey. About the text: Les Misérables employs Hugo's style of imaginative realism, a very detailed and believable creation of an imagined world, and is set in an artificially created human hell that emphasizes the three major predicaments of the nineteenth century. Each of the three major characters in the navel symbolizes one of these predicaments: Jean Valjean represents the degradation of man in the proletariat, Fantine represents 442 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016the subjugation of women through hunger, and Cosette represents the atrophy of the child by darkness. In part, the novel's fame has endured because Hugo successfully created characters that serve as symbols of larger problems without being flat devices. Sources: A Brief Summary of Victor Hugo's Life Retrieved on June 21, 2014. Retrieved from http://www visitguemsey.com/ Les Miserables. Victor Hugo. Retrieved on June 21, 2014. Retrieved from http://www.sparknotes.comili/lesmis/context.htm! In this excerpt, Jean Valjean will be seen fulfiling his promise to the dying Fantine to find her daughter and take good care of her. As you read the excerpt, notice and take down notes about the behavior of the characters as well as the experiences that they will share through their dialogue. Chapter Vil. Cosette Side by Side with the Stranger in the Dark Excerpt rom Les Miserables by Victor Hugo Cosette, as we have said, was not frightened. ‘The man accosted her. He spoke in a voice that was grave and almost bass. “My child, what you are carrying is very heavy for you.” Cosette raised her head and replied:— “Yes, si “Give it to me,” said the man; “I will carry it for you.” Cosette let go of the bucket-handle. The man walked along beside her. “It really is very heavy,’ he muttered between his teeth. Then he added:— “How old are you, little one?” “Eight, sir.” “And have you come from far like this?” “From the spring in the forest.” “Are you going far?” “Agood quarter of an hour's walk from here.” ‘The man said nothing for a moment; then he remarked abruptly:— “So you have no mother.” “I don't know,” answered the child. 443 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Before the man had time to speak again, she added:— “Idon't think so. Other people have mothers. | have none.” And after a silence she went on:— “I think that I never had any.” ‘The man halted; he set the bucket on the ground, bent down and placed bath hands ‘on the child's shoulders, making an effort to look at her and to see her face in the dark. Cosette's thin and sickly face was vaguely outlined by the livid light in the sky. “What is your name?" said the man. “Cosette.” ‘The man seemed to have received an electric shock. He looked at her once more; then he removed his hands from Cosette's shoulders, seized the bucket, and set out again. After a moment he inquired:— “Where do you live, little one?” “At Montfermeil (Mon-twee), if you know where that is.” “That is where we are going?” “Yes, sit.” He paused; then began again:— “Who sent you at such an Hour to get water in the forest?" “Itwas Madame Thenardier (Ten-are-dee-ay).” The man resumed, in a Voice which he strove to render indifferent, but in which there was, nevertheless, a singular tremor:— "What does your Madame Thenardier do?” “She is my mistress,” said the child. “She keeps the inn.” “The inn?” said the man. "Well, | am going to lodge there tonight. Show me the way.” “We are on the way there,” said the child. The man walked tolerably fast. Cosette followed him without difficulty. She no longer felt any fatigue. From time to time she raised her eyes towards the man, with a sort of tranquility and an indescribable confidence. She had never been taught to turn to Providence and to pray; nevertheless, she felt within her something which resembled hope and joy, and which mounted towards heaven. Several minutes elapsed. The man resumed:— 444 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016“Is there no servant in Madame Thenardier's house?" “No, “Are you alone there?” ‘Yes, sit.” Another pause ensued. Cosette lifted up her voice-— “That is to say, there are two little girls.” “What little girls?” “Eponine and Zelma.” This was the way the child simplified the romantic names so dear to the female Thenardier. ‘Who are Eponine and Zeima?” “They are Madame Thenardier's young ladies; her daughters, as you would say.” “And what do those girls do?” “Oh! said the child, “they have beautiful dolls; things with gold in them, all full of affairs. They play; they amuse themselves.” “All day long?” “Yes, sir.” “And you?” “1? |work.” “All day long?” The child raised her great eyes, in which hung a tear, which was not visible because of the darkness, and replied gently:— “Yes, sir.” After an interval of silence she went on:— “Sometimes, when | have finished my work and they let me, | amuse myself, too.” “How do you amuse yourself?" “In the best way I can. They let me alone: but | have not many playthings. Eponine and Zeima will not let me play with their dolls. | have only a litte lead sword, no longer than that.” The child held up her tiny finger. “And it will not cut?” 445 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016"Yes, sir,” said the child; “it cuts salad and the heads of flies.” They reached the village. Cosette guided the stranger through the streets. They passed the bakeshop, but Cosette did not think of the bread which she had been ordered to fetch. The man had ceased to ply her with questions, and now preserved a gloomy silence. ‘When they had left the church behind them, the man, on perceiving all the open-air booths, asked Cosette— “So there is a fair going on here?” “No, sir; itis Christmas.” As they approached the tavern, Cosette timidly touched his arm:— “Monsieur?” “What, my child?” “We are quite near the hous “well? “will you let me take my bucket now?” "Why?" “If Madame sees that someone has carried it for me, she will beat me.” ‘The man handed her the bucket. An instant later they were at the tavern door. Processing Questions: 1, Who are the characters in the story? Describe both of them. 2. What is the little girl doing in the forest at that time of the night? What about the man? Task 7 SGDW ‘Work your group and complete the task assigned to you. Group 1 — Retell the events using cohesive devices. Use a graphic organizer to help you in the retelling. Group 2 — Identify the characters’ emotions, thoughts, and actions through a comic strip. Group 3 — Draw the scene when the two characters meet. Group 4 — Create a comic strip showing Eponine and Zelma bullying Cosette. Group 5 ~ Act out the scene when Jean Valjean meets Cosette. 446 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Task 8 WHAT'S THE PURPOSE Tell the purpose of the author in writing the story by answering the activity sheet below. Be ready to share your answer. Author's Purpose: In writing the story To Persuade To Inform To Entertain Details Details Details YOUR DISCOVERY TASKS Task 9 MUSICAL FEASTS Secure a copy of Les Miserables and invite your parents to watch it with you. After watching the movie, discuss the following questions with them and list down the answers on the appropriate column in the table. 1. What is the best part of the movie for you? 2. Who is your favorite character in the movie? Why? 3, What feelings do you share with any characters in the movie? 4: f you have a chance to ask a character from the movie, who would it be and what would be your question? 5. Ifyou were the author, would you change the ending? What changes would you do with the story? 447 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Question Name of Family Member Response 1 alalol|n ‘Task 10 WWYD (WHAT WOULD YOU DO?) Work with your group and discuss your assigned scenario. Delegate a member to share the output to the class Group 1 — If you were a delinquent student who would love to change your ways for the better, what would you do? Group 2 ~ If you were near the place where Javert committed suicide, what would you tell him to stop him from taking his own life? Group 3 — If you were the Bishop, what would you do if you discovered what Valjean stole from you? Would you also forgive him or would you let the law punish him? Group 4 — If you were Fantine, would you also do the things she did to support your daughter? Group 5 ~ If you were a resident of the city, would you join the civil war? Task 11 PROS AND CONS Compare and contrast the movie from the text by identifying the positive and negative points of each. Create your own graphic organizer and be ready to present it in class. Task 12 CITE SEEING When you compare and contrast the movie from the selection that you've read, you need to use different references to support your ideas. In academic writing, you must remember that it is important to give credit where it is due. If the idea that you presented did not come from you, you must acknowledge its source. This is where the knowledge of citation guidelines comes in handy. Read the information about citation guidelines below and listen to your teacher's ideas. Afterward, answer the exercise. APA (American Psychological Association) style is most commonly used to cite sources within the social sciences. Study some rules in referencing based on the ‘American Psychological Association (APA) Guidelines. 448 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Your references should begin on @ new page separate from the text of the essay; label this page “References” centered at the top of the page (do NOT boldface, underline, or use quotation marks for the title). All texts, should be double-spaced just like the rest of your essay. Basic Rules Alllines after the first line of each entry in your reference list should be indented ‘one-half inch from the left margin. This is called hanging indentation. Authors’ names are inverted (last name first); give the last name and initials for all authors of a particular work for up to and including seven authors. If the work has more than seven authors, list the first six authors and then use ellipses after the sixth author's name. After the ellipses; list the last author's name of the work. Reference list entries should be alphabetized by the last name of the first author of each work. For multiple articles by the same author, or authors listed in the same order, list the entries in chronological order, from earliest to most recent. Present the journal title in full Maintain the punctuation and capitalization that is used by the journal init title. For example: ReCALL not RECALL or Knowledge Management Research & Practice not Knowledge Management Research and Practice. Capitalize all major words in journal titles. ‘When referring to books, chapters, articles, or Web pages, capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in @ hyphenated compound word. Htalicize titles of longer works such as books and journals. Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections. Basic Format for Books Author, A.A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Note: For "Location," you should always list the city and the state using the two letter postal abbreviation without periods (New York, NY). Calfee, R.C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for joumal publication. Washington, DC: American Psychological Association. Edited Book, No Author Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York, NY: Russell Sage Foundation. 449 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Edited Book with an Author or Authors Plath, S. (2000). The unabridged journals. K. V, Kukil (Ed.). New York, NY: Anchor. A Translation Laplace, P. S. (1951). A philosophical essay on probabilities. (F.W. Truscott & F. L Emory, Trans.). New York, NY: Dover. (Original work published 1814) Note: When you cite a republished work, like the one above, in your text, it should appear with both dates: Laplace (1814/1951) Edition Other Than the First Helfer, M.E., Kempe, R. S., & Krugman, R. D. (1997). The battered child (Sth ed.) Chicago, IL: University of Chicago Press. Article or Chapter in an Edited Book ‘Author, A. A., & Author, 8. B. (Year of publication). Title of chapter. In A.A. Editor & B B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher. Articles in Periodicals Basic Form APA style dictates that authors last name is written first followed by thier first ame initials; publication year goes between parentheses, followed by a period. The title of the article is in sentence-case, meaning only the first word and proper nouns in the title are capitalized. The periodical title is run in title case, and is followed by the volume number which, with the title, is also italicized. If a DOI has been assigned to the article that you are using, you should include this after the page numbers for the article. If no DO! has been assigned and you are accessing the periodical online, use the URL of the website from which you are retrieving the periodical. Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. hitp2//dx. doi, org/xx.2oxK/yyyyy Article in Journal Paginated by Volume Journals that are paginated by volume begin with page one in issue one, and continue numbering issue two where issue one ended, etc. Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative and Physiological Psychology, 55, 893-896. 450 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Article in Journal Paginated by Issue Journals paginated by issue begin with page one every issue; therefore, the issue number gels indicated in parentheses after the volume. The parentheses and issue number are not italicized or underlined. Scruton, R. (1998). The eclipse of listening. The New Criterion, 15(3), 5-13. Article in a Magazine Henry, W.A,, Iil. (1990, April 8). Making the grade in today’s schools. Time, 135, 28-31 Article in a Newspaper Unlike other periodicals, p. or pp. precedes page numbers for a newspaper reference in APA style. Single pages take p., e.g., p. 82; multiple pages take pp., e.g., pp. B2, B4 or pp. C1, C3-C4, Schultz, S. (2005, December 28). Calis made to strengthen state energy policies. The Country Today, pp. 1A, 2A Letter to the Editor Moller, G. (2002, August). Ripples versus rumbles [Letter to the editor]. Scientific American, 287(2), 12. Review Baumeister, R. F: (1993). Exposing the self-knowledge myth [Review of the book The self-knower: A hero under control, by R.A Wicklund & M. Eckert}. Contemporary Psychology, 38, 466-467. Reference List: Electronic Sources (Web Publications) Article from an Online Periodical Online articles follow the same guidelines for printed articles. Include all information the online host makes available, inoluding an issue number in parentheses, Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number (issue number if available). Retrieved from http:/mww.someaddress.com/full/url/ Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from htlp:/www.alistapart.com/articles/writeliving 451 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Newspaper Article Author, A. A. (Year, Month Day). Title of article. Title of Newspaper. Retrieved from hitp:/www.someaddress.com/fullfurl/ Parker-Pope, T. (2008, May 6). Psychiatry handbook linked to drug industry. The New York Times. Retrieved from http:/!well.blogs.nytimes.com Electronic Books De Huff, E. W. (n.d.). Taytay’s tales: Traditional Pueblo Indian tales. Retrieved from hitp://digital.library upenn.edu/women/dehuffitaytay/taytay html Davis, J. (n.d.). Familiar birdsongs of the Northwest. Available from http:/Awww. powells.com/cgi-bin/biblio? inkey= 1-9780931686108-0 Source: General APA Guidelines Retrieved on June 21, 2014. Retrieved from https:// owl.english.purdue, edufowliresource/560/01/ Prepare a reference of works based on the following information. 1. English for Specific Purposes: A Leamer-Centered Approach. England: Cambridge University Press:'Hutchinson, T. & A. Waters. 1987. 2, Communicative Syllabus Design. Cambridge University Press, 1978. John Munby. 3. Suggested Instructional Materials in Teaching Paragraph Writing for Fourth Year High School Students, Villadolid, Vynette G Unpublished Seminar Paper. May 2006. Philippine Normal University, Taft Avenue, Manila, 4. Al-Humaidi, Majid M. Global Warming and Its Effects. Retrieved on April 26, 2010. http;/faculty.ksu.edu.sa/alhumaidi/publications/English%20_ for'%20Specific%20%Review% 200f%20Literature.pdf.:2009. 5. How Languages are Learned 2nd Edition. Lightbrown, Patsy M. and Nina Spada. Oxford: Oxford University Press. 2006. YOUR FINAL TASK Task 13 DOCUMENTED You are asked by your teacher to create a research report about a sociocultural issue in your community. Work with your group and plan on how you want to complete your output by answering the questions below. Assign a representative to share your group's output. What will your research report be about? Why do you need to study it? 452 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016What sources will you need to study your subject? How do you complete data gathering? How will you work with the outline of your research? How do you go about writing your research report? Who will be in charge of the editing? Who will be the target reader of the research? How can you prepare the references? A. LITERATURE REVIEW A well-written research report is partly founded on the presentation and discussion of existing bodies of literature related to the study at hand. It is always helpful to be able to clearly see how the topic builds upon previous works. Researchers must explicitly connect the existing body of knowledge to the study that they want to complete, Alliterature review or ‘review of related literature, "is the part of the research that discusses published information in a particular subject area. Some might think that itis simply a summary of sources, but is actually more than that. It provides the recap and a re-organization of information, or it might also trace the intellectual progress on the subject at hand. Furthermore, the literature review evaluates the sources and advises the reader on the most pertinent or relevant information. The task of writing a literature review becomes complicated when there are plenty of authors that have researched about the subject matter. When faced with this situation, how will you keep track of the information? One way to do so Is to create a graphic organizer that allows you to see the different authors’ ideas conveniently. One kind of graphic organizer for this is the Literature Review Matrix. Study the following characteristics of a good literature review matrix. Qualities of a Good Literature Review Matrix Limitation. Good matrices limit the amount of information you have to work with to write your paper. In a 15-page article, maybe only a few paragraphs pertain to your research question. Don't bother highlighting or writing down the rest of the information. On your matrix take note only of the ideas that address your research question, which you will write at the top of your matrix as a reminder to keep yourself ‘on track. ‘Comparison. Besides limiting the number of ideas and amount of text, the placement of notes on your matrix will give you a bird's-eye view of how the authors’ ideas relate to other authors’ ideas. By labeling the ideas that pertain to your question, you can see where authors agree and disagree — and where other authors ignored an 453 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016idea altogether. (You may want to find out why.) As you fill out your matrix, themes will start to emerge: where do disagreements arise, which ideas seem to gain consensus among authors, and so on. Discovery. You can anticipate what ideas will emerge and label those in advance of your reading. But do leave some blanks for surprises — those times when authors bring up ideas you haven't thought about before. What will you do with those “loner” insights — the ones mentioned by only one author? Are they worth including as. you attempt to provide a thorough answer to your question? How will you decide? Location. You will create a reference list as you read your articles. That is easy to do if you keep track of citations as you find the sources in electronic databases or in the Internet. When you are finished, remove from the reference page any articles you did not cite in the paper. Your matrix will alert you to the sources you pian to cite, If you place page numbers in the matrix boxes along with your notes, you will never have to search twice for the supporting evidence you want to cite. Labeling. The names of the first authors of each study appear across the top of the matrix. The names can easily be related to the full citation information. Note-taking. As you read the research, make brief notes in the blank cells about ideas that address your research question. Do include page numbers. Do not include information that does not address your question in some fashion. As you fill in the cells, you may find that some of the authors provide little useful information. You can drop those authors from your references. At other times you will uncover themes that you want to pursue further (as long as it relates to your research question). If that is the case, you may want to look for more research. Keep adding and deleting sources until you see a pattern of ideas emerging that will help you answer your research question. Expanding. The matrix will need to be expanded as you review more studies. ‘You can expand by adding pages. If you like, you can tape pages together to create a spreadsheet. If you are proficient with Excel, you can create your matrix in Excel. You can even draw your matrix on poster paper. Source: Literature Reviews, Using a Matrix to Organize Resoarch, The Writing Center. Sant Mary's University of Minnesota, Retrieved on October 31, 2074, Retrieved from htp:/Aww2.smumnu! deptpagesitewrtingcentertforns_of writing tRevMatri. TC. pot Now that you know the qualities of a good literature matrix, assess the sample with your groups. Make sure to check whether the sample exhibits the qualities given above. After the given time by your teacher, a representative from each group wil share their output 454 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016‘Sample Literature Review Matrix Group 1 Literature Review Matrix Topic: Social Comparison and the Effects of Advertising Images of Ideal Female Beauty Title Source/Type | Author/s or | Year | Notes and Proponentis ings 1. Colonial Faces’ Thesis Rondilla, 2012 | Women strive Beauty and Skin Joanne for ideal beauty Color Hierarchy Laxamana with proximity to in the Philippines popular media and the U.S. imagery. 2. The "White Skin" [GMA Online News [JRLopez | 2013 [Even with Standard in Gonzales the advent of Filipina Beauty | Intemet Article technology, most Filipinas still believe that fair skin beauty is the standard and must be imitated for one to be deemed beautiful} 3.SKINDEEP: | CNN.com Marianne | 2002 [Spurred by Dying to be 4 Bray modern white Intemet Article marketing and a cultural history that cherishes faimess, hordes ‘of women across Asia are slapping ‘on whitening lotions, serums, correctors, and essences to bleach their skins. 455 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK B. THE MATRIX Work with your group to make your Literature Review Matrix, in preparation for the research report about a sociocultural issue of your choice. Be sure to follow the guidelines and the rubries given by your teacher. MY TREASURE Recorded The tasks that you have already accomplished are the foundations that you need in order to accomplish the final tasks in the following lesson. However, before you proceed, it is important that you look back on your journey. Complete the ‘organizer below to record your experiences in this lesson. Which partis of the lesson did you find most interesting? Which parts of the lesson How did you complete the did you find challenging? activities successfully? What did you do to help each other in completing tasks per group? 456 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 Lesson 4 Learning in the 21st Century YOUR JOURNEY The 21st centuryhas brought dramatic changes to society atlarge. Through technology, people from different parts of the world have become more connected today than they were in the past. This means that huge amounts of information can be easily accessed in seconds. This change has prompted a rewiring of how human beings think and what is deemed worth learning; this means that gaining information is no longer an end in itself. As a 21st-century learner, one must acquire the knowledge and skills that are important in meeting the demands of the academe and the industry. With the help of the tasks and chosen poems you'll explore in this lesson, you'll surely hone your communication skills and improve your understanding of the target concepts and sub-themes. YOUR OBJECTIVES ‘As you continue your journey, you are expected to: + draw conclusions from a sel of details + raise questions and seek clarification on issues discussed in the text listened to + get familiar with technical terms used in research + use a variety of informative, persuasive, and argumentative writing techniques + explain how the elements specific to a selection build its theme + observe the language of research, campaigns, and advocacies * compose a research report on a relevant social issue YOUR INITIAL TASKS. Task 1 MY LEARNING CURVE Use the following illustration to assess and graph your learning progress in the different subject areas. Based on these assigned numerical values (0-100%), determine your level of proficiency. Use the guide below the graph. Afterward, answer the questions that follow. 457 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016My Learning Curve Levels of Proficiency Source: DepEd Order 73, s. 2012 Level of Proficiency [Equivalent Nurmerical Valve Beginning 74% and below — — 579% Developing Anproaching Profic/ency_ [F Proficient Advanced Questions to answer: 1. What is your level of proficiency in each subject? Fill out the matrix using the Levels of Proficiency matrix found above. Subjects Level of Proficiency Math English Filipino Social Studies ‘Science MAPE. Values Education 458 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 20162. Inwhat subject areas are you doing well? How can you sustain this? I'm good at... can sustain this by. 3. What areas need improvement? How can you address this? I need help with... | can improve in thisithese arealareas by... Task 2 LEARNING IN THE 21st CENTURY Being a 21st-century leamer means acquiring the essential knowledge, skills, and the right attitude to navigate the world. One of the most important skills that will enable you to achieve this is your skill in doing research. Use the IN THE BOX portion to answer this question: In what way can research help you achieve 21st-century skills? 459 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016IN THE BOX QUT OF THE BOX YOUR TEXTS: Read the two texts and think about the importance of education. Think about the relevance of the story to 2st-century education. READING TEXT 1: Excerpt from Kaffir Boy by Mark Matahbane Though | disliked school, largely because | knew nothing about what actually went on there, and the little | knew had painted a dreadful picture, the fact that a father would not want his son to go to school, especially a father who didn't go to school, seemed hard to understand. “Why do you want me to go to school, Mama?” | asked, hoping that she might, somehow, clear up some of the confusion that was building in my mind. 460 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016“I want you to have a future, child,” my mother said. “And, contrary to what your father says, school is the only means to a future. | don’t want you growing up to be like your father.” The latter statement hit me like a bolt of lightning, It just about shattered every defense mechanism and every pretext | had against going to school. “Your father didn’t go to school,” she continued, dabbing her puffed eyes to reduce the swelling with a piece of cloth dipped in warm water, “that's why he is doing some of the bad things he's doing. Things like drinking, gambling and neglecting his family. He didn’t learn how to read and write; therefore, he can't find a decent job. Lack of any education has narrowly focused his life. He sees nothing beyond himself. He still thinks in the old, tribal way and still believes that things should be as they were back in the old days when he was growing up as a tribal boy in Louis Trichardt. Though he’s my husband, and your father, he doesn't see any of that.” “Why didn’t he go to school, Mama?” “He refused to go to school because his father led him to believe that an education was a tool through which white people were going to take things away from him, like they did black people in the old days. And that a white man’s education was worthless insofar as black people were concemed because it prepared them for jobs that they can't have. But | know it isn’t totally so, child, because times have changed somewhat, Though our lot isn't any better today, an education will get you a decent job. if you can read and write, you'll be better off than those of us who can't. Take my situation: | can't find a job because | don't have papers, and | can't get papers because white people mainly want to register people who can read and write. But | want things to be different for you, child. For you and your brothers and sisters. | want you to go to school, because | believe that an education is the key you need to open up a new world and a new life for yourself, a world and life different from either your father's or mine. It is the only key that can do that, and only those who seek it earnestly and perseveringly will get anywhere in the white man’s world. Education will open doors where none seem to exist. It'll make people talk to you, listen to you and help you; people who otherwise wouldn't bother. It will make you soar, like a bird lifting up into the endless blue sky, and leave poverty, hunger and suffering behind. It'll teach you to learn to embrace what's good and shun what's bad and evil. Above all, itl make you somebody in this world. It'll make you grow up to be a good and proud person. That's why I want you to go to school, child, so that education can do all that, and more for you.” ‘Along awkward silence followed, during which | reflected upon the significance of my mother's lengthy speech. | looked at my mother; she looked at me. Finally, | asked, "How come you know so much about school, Mama? You didn’t go to school, did you?” “No, child,” my mother replied. “Just like your father, | never went to school.” For the second time that evening, a mere statement of fact had a thunderous impact ‘on me. Alll the confusion | had about school seemed to leave my mind, like darkness giving way to light. And what had previously been @ dark, yawning void in my mind 461 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016was suddenly transformed into a beacon of life that began to grow larger and larger, until it had swallowed up, blotted out, all the blackness. That beacon of light seemed to reveal things and facts, which, though they must have always existed in me, | hadn't been aware of up until now. “But unlike your father," my mother went on, “I've always wanted to go to school, but couldn't because my father, under the sway of tribal traditions, thought it unnecessary to educate females. That's why | so much want you to go, child, for if you do, | know that someday | too would go, old as | would be then. Promise me, therefore, that no matter what, you'll go to school. And I, in turn, promise that Ill do everything in my power to keep you there.” With tears streaming down my cheeks and falling upon my mother’s bosom, | promised her that | would go to school “forever.” That night, at seven and a half years ‘of my life, the battielines in the family were drawn, My mother on the one sida, literate but determined to have me drink, for better or for worse, from the well of knowledge. On the other side, my father, he too illiterate, yet determined to have me drink from the well of ignorance. Scarcely aware of the magnitude of the decision | was making, or rather, the decision which was being emotionally thrust upon me, I chose to fight on my mother's side, and thus my destiny was forever altered. Questions to answer: What is the boy's initial attitude toward going to school? What does the mother promise the boy? What is the boy's realization towards the end of the excerpt? If you were the character, would you also be persuaded by the mother's viewpoints? Why/why not? In what way does the story show the same challenges that students of the 24st century face? What are some similaritiesidifferences? Sens a READING TEXT 2 Motive Question: What makes liberal education different from technical education? What Is a Liberal Education? by Sir Richard Livingstone What is a liberal education? Most people would probably reply: Subjects like history, literature, languages, pure mathematics, and sciences are a liberal education, but subjects like bookkeeping, business administration, commercial French, accountancy, cooking, and shorthand are not. They are technical or vocational, not liberal. So faras it goes, that answer would be true. But why are some subjects classed as liberal education and others not? In itself liberal education is an odd phrase. What has the adjective “liberal” to do with education, and why should a “liberal” education be regarded as a good thing? To answer that question, we must go back to the country 462 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016where the phrase “liberal education” was first used. The word “liberal,” “belonging to a free man,” comes from @ world where slavery existed, and has survived into times when, in the literal sense, it has no meaning because there are no slaves. To understand it, we must imagine ourselves in the Greek world where the great distinction was between free men and slaves, and a liberal education was the education fitted to a free citizen, That distinction may seem obsolete in a world where slavery has been abolished. But though slavery has gone, the ideal of a free man’s education is not antiquated. Here, as so often, the Greeks saw to the heart of the matter and put their fingers on an essential distinction. If we had understood and remembered this idea of a free man's education, our views of a free man’s education, our views of education would have been less confused and we should have gone straighter to our goal. Of siaves the Greeks took litle account. Their condition prevented them from being men in the full sense of the word. But they held that the free man, the real man, the complete man, must be something more than a breadwinner, and must have something besides the knowledge necessary to earn his living. He must have also the education which will give him the chance of developing the gifts and faculties of human nature and becoming a full human being. They saw clearly that men were breadwinners but also that they were, or ought to be, something more: that a man might be a doctor or a lawyer or a shopkeeper or an artisan or a clerk, but that he was also a man, and that education should recognize this and help each individual to become, so far as his capacities allowed, what a man ought to be. That was the meaning of a liberal education, and that is its aim-the making of men; and clearly it is different from a technical education which simply enables us to earn our bread, but does not make us complete human beings. ‘And what is a complete human being? Again | shall take the Greek answer to this question, Human beings have bodies, minds and characters. Each of these is capable of what the Greeks called “virtue’...or what we might call “excellence.” The virtue or excellence of the body is health and fitness and strength, the firm and sensitive hand, the clear eye; the excellence of the mind is to know and to understand and to think, to have some idea of what the world is and of what man has done and has been and can be; the excellence of the character lies in the great virtues. This trinity of body, mind, and character is man; man’s aim, besides earning his living, is to make the most of all three, to have as good a mind, body, and character as possible; and a liberal education, a free man's education, is to help him to this; not because a sound body, mind, and character help to success, or even because they help to happiness, but because they are good things in themselves, and because what is good is worthwhile, simply because it is good. So, we get that clear and important distinction between technical education which aims at earning a living or making money or a some narrowly practical skill, and the free man’s education which aims at producing as perfect and complete a human being as may be. This is not to despise a technical education which is essential; everyone has to learn to make a living and to do his job, and he cannot do it without training; a technical or vocational education is as much wanted as liberal education. But they are nol to be confused. They are both important, both necessary, but they are different. And yet to some extent they overlap. Take French. A man may study it in order to 463 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016be able to order his meals in a French restaurant, or for business purposes; then it is a technical education. He, as a man, is no better for being able to talk to a French waiter or to order goods in the French language. But he may study French to extend his knowledge of the thoughts of and history and civilization of a great people; then it is liberal education. He, as a man, is more complete for that knowledge. Or take carpentering: its study may be a means to a living or to making furniture or boats or other objects; then itis technical education. But it may also give a clearer eye, a finer sense of touch, a more deft hand, and in so far make a better human being: then carpentering is liberal education. Or take Greek; it may be studied in order to get access to the wisdom and beauty of Greek literature; then itis liberal education. Or the student may have no interest in these things, but simply be taking it in order to get an extra credit in the school certificate; then it is technical education — it is anything. In fact as Aristotle remarked, "In education it makes all the difference why a man does or learns anything; if he studies it for the sake of his own development or with a view to excellence, itis liberal.” This is the kind of education (without prejudice to others) which we want — that people should study “for the sake of their own development or with a view to excellence,” so that they may become human beings in the Greek meaning of the words, and not remain mere businessmen, mere chemists or physicists, mere clerks, mere artisans or laborers. If so, we have a clue to the maze of education, a guide to choosing dishes from the educational menu. Whatever else we select to meet our personal tastes or needs, the dinner must include the vitamins necessary to human health, so that we achieve that liberal education which makes men fully developed, within the range of their individual capacities, in body, character, and mind. Questions to answer What does liberal education mean according to the Greeks? What constitutes liberal education? What is the origin of the word “liberal”? What ‘view does the essayist forward concerning the “free man, the real man, the complete man"? What is technical education? Is technical education also important? Why? ‘What is the difference between technical and liberal education? Sens Noo Task 3 OPPOSING VIEWS Determine the different views toward schooling as seen in the excerpt from Kaffir Boy. Use Venn diagram to note the contrast in these views. Summarize your notes in three sentences by completing the phrase, “They say.” Forward your own, views by completing the phrase, “I say.” 464 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016They say. Isay..... YOUR DISCOVERY TASK Task 4 PORTRAIT OF 21st-CENTURY LEARNERS Use the illustration below’ to indicate what you have leaned about the knowledge, skills, and attitude that 21st-century learners must possess. KNOWLEDGE 465 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016FINDING CONNECTIONS Write a short response to this question, "How can liberal education help the learner acquire 21st-century skills?" Task 5 STATUS UPDATE In Lessons 1 to 3, you have chosen and narrowed down your topic, created a tentative list of references, written notes, and finalized your outlines. As you get ready to write your research report, review what you have done so far. Use the checklist below to determine if you are ready to write your draft. Status Update Pre-Writing Essentials The research topic is suitable to intended purpose. The topic is relevant to my intended audience. The thesis statement is well-formulated; it forwards the focus of the research. ‘The notes | have gathered are accurate. Ihave an assortment of notes: quotation, paraphrase, and summary The outline contains all the essential details that will be elaborated on in the draft. YOUR FINAL TASK ‘Task 6 MAKE A MATCH! Get to know some research terms. Match the descriptions Column A with the corresponding section names listed in Column B. A B 1. Presents background information, scope, and| A. Methodology focus of the research paper 2. Provides a review of what others have written or| —_B. Literature Review researched on concerning the topic 3._ Explains how the research was conducted C._ Introduction 4. Presents the information gathered through the] D. Reference research 5._ Evaluates the results of the study or research E._ Discussion 6. Provides the summary of the research F__ Conclusion 466 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 20167._Lists all the sources used in the research G._ Results 8. Contains other related information such as| H. Research graphs, charts, tables, lists 9. Summarizes all sections and helps readers! |. Abstract decide whether or not to read the entire report 10.A systematic investigation to contribute to an| J. Appendix existing body of knowledge A. GETTING READY TO WRITE Before you set out to write your draft, answer the writing disposition survey found below. Place a check mark on the response that best describes how you generally feel toward writing. To what extent do you agree or disagree with the following statements? 1: Strongly Disagree 2: Disagree 3: Neither Agree nor Disagree 4: Agree 5: Strongly Agree My Writing Disposition STATEMENTS 1[2[3/4]5 4. Lwrite well in English. 2. Being a proficient writer will help me succeed academically and professionally. 3. Good writers know the rules of grammar and mechanics. 4. I don't bother rewriting my written output especially when | am busy. 5. I don’t usually pay attention to the purpose why I'm writing an output or to whom it is addressed. 6. It is important to reread, revise, and edit my written outputs. 7._lam nervous about writing in English. 8. [find it helpful to show my written output to others and get feedback. 9. I find it difficult to express my ideas accurately. 10. find it hard to write fluidly. 467 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 201611. | always consider the when | write, 12. It is important to consider my audience when | write. 13. Writing is a social activity. 14.1 need not engage others in my writing process. 15. Engaging in the writing process helps me become a better writer. tended purpose Questions to answer: 1, Based on your responses, what is your view of the writing process? 2. Is writing a solitary or social affair? 3. Why should you consider your intended audience or readers when you write? B. CITE IT RIGHT! A. Review what you have learned about academic honesty. Read the statements below and write A if the act shows academic honesty or P if otherwise. AorP ‘STATEMENTS A student... 4. submits the same paper to two teachers without the knowledge of both. 2. copies a paragraph from a source, uses quotation marks, and neglects to cite the source. 3. changes the structure of copied sentences from a source, and cites the source of the sentences. 4. forgets the original source of the copied material, and creates a fictional author's name. 5. copies the passage verbatim, encloses it in quotation marks, and cites the source. 6. grabs a photo from the internet, includes it in the submitted work, and fails to cite the source. 7. uses another concept from a source, rephrases the idea, and provides proper citation 8. purchases an essay from the intemet, and submits it to the professor. 9._paraphrases a passage completely, and claims it as hers or his. 70. asks a family member to write her or his class requirement, and submits it to the professor. 468 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016B. Learn more about plagiarism and its pitfalls through the Grammar Bytes video. Before watching the video, read the processing questions. These questions are your quideposts in determining what details to note during the viewing session. Write your answers in your notebook http:!/www.youtube.comiwatch? mDRI Questions to answer: 1. What is plagiarism? 2. According to the video, are copying and pasting passages from the internet always wrong? 3. What are signs of plagiarism? 4. What are ways to avoid plagiarism? C. Consider the list below and determine which should be cited. Change the point toa check mark if there is a need to cite the listed items. + common knowledge (i. Miriam College is located in Quezon City.) + own work that. was previously published + exact word or phrase from a material + own work published for the first time + speeches + videos + interviews + “email messages + common expressions + “lab experiment results + PDF files + electronic books + films + letters + software + audio recording 469 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016D. Lear more on how to avoid plagiarism by incorporating in-text citations following the APA format. ; Plagiarism occurs when ideas, information, and even i, _ pictures are used without proper acknowledgment of the "//original sources. In order to provide due credit, a writer can use the APA format. Providing in-text citation or parenthetical documentation of a quoted, summarized, or paraphrased text from another source is a surefire method to avoid plagiarism. 1. Use the author-date system when integrating a summary of paraphrase. There are several ways to do this. Refer to the samples below: a. Running Text According to Shane (2001), use of in-text citation shows that the idea is hot yours and that you acknowledge its rightful source. b. Within Parenthesis The use of in-text citation shows that the idea is not yours and that you acknowledge its rightful source (Shane, 2001), Note that in the running text format, only the year of publication is found within the parenthesis. On the other hand, both the author's name and the year of the publication are placed in the parenthesis for the other format. 2. Shift to author-date-page number system when incorporating direct quotations. Study the sample found below. According to Campbell, Ballou, and Slade (1990)"Direct quotation can be a waste of time if you do not plan to use the quotations in the paper or if you merely copy information without understanding or digesting it” (p. 16), The following words can be used to introduce quotations: remarked, advocated, maintained, mentioned, pointed out, reasoned, revealed. 470 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016C. RIGHT WRITE! Having gone through the preliminary steps in Lessons 1, 2, and 3, you are now ready to put together the data and information that you have gathered. Writing the draft is a recursive process; it entails gathering more information and using these to provide support to your thesis statement. Review the different sections that you need to write for your research report. Writing the Introduction Let us start with the first goal by reviewing the essential parts of the introduction: ‘A. Brief Background: Provide an overview of the scope of the research. B. Objectives of the Study: Articulate what you intend to find out or achieve in the study. Some researchers use research questions that they intend to address in the report, Others articulate the objectives of the study. Either way, research questions or objectives are tools to guide readers in knowing the direction of the research C. Significance of the Study: Discuss the relevance of the study to your intended audience. Cite the specific benefits that they can get from the findings of the research, D. Literature Review: Discuss previous studies done on the chosen topic. Relate how your research relates to these previous researches. In writing the introduction, you also have to think of catchy devices or hooks that would get the interest of your readers. This can be done through the use of questions, a direct quotation, a startling fact, or vivid description, Writing the Body ‘The body of research reports contains the substantial amount of information that needs to be clearly and accurately presented and analyzed. The data that will be presented in this section are meant to address the research questions or objectives. In presenting the gathered information you can use pie charts, graphs, or tables. Note that you must introduce each illustration appropriately followed by an adequate discussion of the data presented. Moreover, you need to use related studies to support or refute the findings. You can do this by incorporating the notes (summary, quote, paraphrase) that you have gathered in the pre-writing phase. Remember to cite your sources using the recommended system of documentation. Also, introduce and explain the direct quotation, paraphrase, or summary that you have incorporated in the discussions. a7 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Writing the Conclusion The conclusion is important in bringing home the highlights of the research paper. A well-written conclusion allows readers to take on a new perspective about the thesis. Moreover, it provides readers with recommendations that can be explored concerning the topic. YOUR FINAL TASK ‘Task 7 WRITE WITH YOUR HEART! Using what you have learned about writing a research report and the notes that you have gathered in the previous leaming segments, you can now write the draft of your research. Remember that writing is a recursive process, Do not be discouraged if you have to gather more information to support the claims you have stated in your thesis statement. Also, you may be encountering writer's block; do not feel frustrated if words evade you. Refer to the notes and outline you made earlier. These tools will help you organize your thoughts. Use the guide below in writing the draft of your research report. |. Introduction Discuss the following Background Information Incorporate ‘a grabber or Objestves of the Stady ) hook in this segment of A 8. lyour introduction. ©. Significance of the Study D. Related Literature I, Body Present and analyze your - research data or information. Incorporate Think of catchy titles for| the notes, summary, paraphrase, and |___ |the sub-headings of the direct quotations that you wrote during Paper. the pre-writing phase. Cite your sources in order to avoid plagiarism. Remember! It is perfectly fine to use the ideas of lothers as long as you cite their names properly. Ill. Conclusion ‘Summarize your findings. Include a set of recommendations to address the issue or concer that you have tackled in your research paper. 472 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Meet the Standards Read closely the scoring guide or rubric below. Underline the key words found on the Proficient column. Compare with the standards under the Excellent column. Take note of what you need to accomplish in order to achieve your target score. RESEARCH REPORT Adapted from Rubistar.com Criteria 4 3 2 1 Excellent Proficient Developing Beginning Catchy exceptional|- proficient|+ basic + weak or no Introduction | introduction} —_introduction| _introduetion | __ introduction that grabs] that ~—is| _ that states, of topic interest of] interesting] topic but reader and| and states|_—_lacks states topic topic interest Credible exceptionally [* information |* information |+ information researched relates to relates to has little or detailed the main the main nothing to and accurate | topicithesis/ | topic, few do with the information objectives details and/ | thesis information well- or examples |+ information clearly researched | are given has weak relates to in detail uses limited] or no the thesis or] and froma | sources connection theresearch | variety of to the thesis questions! sources objectives Well exceptionally |* consistent some . d Explained critical, connections | connections | or no relevant, made made connections and between between made consistent evidence evidence between connections | and thesis and thesis evidence made good some and thesis between analysis analysis [+ lacks evidence analysis and thesis excellent analysis 473 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Well + exceptionally |* clearand + somewhat lacks Organized | clear, logical, logical clear and develop mature, and order that logical ment of thorough supports develop- ideas with development | the topic ment with weak or no of the with good basic transitions ‘topic with transitions transitions between excellent between between and within transitions and within and within paragraphs between paragraphs paragraphs and within paragraphs Compelling [+ excellent ‘good = basic lacks Conclusion | summary of | summary summary of | summary of topic with of topic topic with topic concluding with clear some final ideas that concluding | concluding impact ideas ideas reader introduces ]+ introduces + introduces no new no new no new information |__ information information Well- + control of contains |* contains ‘so many Written ‘grammar, few several spelling, usage, and spelling, spelling, punctua- mechanics punctua- punctua- tion, and + almost tion, and tion, and grammatical entirely free | grammatical] grammatical] errors that of spelling, errors errors that the paper punctuation, which cannot be and detract from understood grammatical the paper's errors readability MY TREASURE Use the OUT OF THE BOX portion to answer this question. In what way can research help you achieve 21st-century skills? IN THE BOX OUTSIDE THE BOX 474 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 5 ‘Moving Towards Convergence YOUR JOURNEY Moving toward the same point or goal may seem a challenge in a society that is heavily marked by diversity. However, through technology, convergence has become more possible in the 21st century. People from different global points have become more connected. In this lesson, you will explore the necessity of having a meeting of minds in spite of differences brought about by culture and other influences. Through the help of the tasks and reading texts in this lesson, you'll surely hone your communication skills and improve your understanding of the target concepts and sub- themes. YOUR OBJECTIVES As you continue your joumey, you are expected to: + draw conclusions from a set of details * react to the falsity or soundness of an argument * compare and contrast the contents of materials viewed + explain how a selection may be influenced by culture, history, environment, or other factors, acknowledge sources by prépating a bibliography use writing conventions to acknowledge sources ‘observe the language of research, campaign, and advocacies. evaluate literature as an instrument to express and resolve conflicts within, between, and among societies. YOUR INITIAL TASKS Task 1 ASEAN INTEGRATION Study the illustration below and think of ways you can practice the ASEAN motto. Copy the box on the next page and write your pledge of support in your notebook. The motto of ASEAN is “ One Vision, One Identity, One Community ” Ses rasa Ss > 475 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016My Pledge of Support ‘Task 2 POINTS OF VIEW Use the diagram below to compare and contrast the points presented in each video. A B ~B pia |THE ASEAN COMMUNITY | ra) } 2015 ‘ se ere ad sé as http:/wen youtube. com! hitp:iwww. youtube. comwatch 9v=xV_ watch?v=¥mk5UQDd00 ptCcHEz0 476 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR NOTES YOUR NOTES Questions to answer: 1. Based on the videos, what does ASEAN connectedness look like? 2. Is ASEAN integration really important? Why or why not? 3. Have the videos convinced you that ASEAN integration can benefit the member countries? Why? Why not? 4. In particular, how can ASEAN 2015 benefit the Filipinos? YOUR TEXTS Read the poem and detarmine the meaning of words through context clues. Answer the questions that follow. READING TEXT 1 The United Fruit Co. Determine the meaning of words in the Pablo Neruda poem through hints or clues given by the author. Using context clues will help increase your vocabulary and enhance When the trumpet sounded, it was out cori ohenston oki all prepared on the earth, the Jehovah parcelled out the earth to Coca Cola Inc., Anaconda, The viehovehiparcalted unsthe geri Ford Motors, and other entities: Siuesorhints: ' to Coca Cola Inc, Anaconda, Ford THELERL Company Int Motors, and other entities: reserved for itself the most succulent, Meaning: divided into portions and the central coast of my own land, distributed the delicate waist of America. 477 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Itrechristened its territories as the "Banana Republics” reserved for itself the most succulent and over the sleeping dead, over the restless heroes Sivescer hints: who brought about the greatness, the liberty and the flags, Meaning: it established the comic opera: abolished the independencies, presented crowns of Caesar, heathed envy, attracted unsheathed envy, attrat well trained in tyranny. the dictatorship of the flies, Trujillo fies, Tacho flies, . Clues or hints: Carias flies, Martines flies, Ubico flies, damp flies . Meaning: of modest blood and marmalade, drunken flies who zoom, over the ordinary graves, circus flies, wise fies well rained in tyranny. Among the bloodthirsty flies the Fruit Company lands its ships, taking off the coffee and the fruit; the treasure of our submerged territories flow as though cn plates into the ships. Meanwhile Indians are falling into the sugared chasms 478 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016of the harbours, wrapped for burials in the mist of the dawn; | ("#a7s ave Faling into the sugared chasms a body rolls, a thing tarKesnonemejetaencapte; | SSS bins a cluster of the dead fruit dicen thrown down on the dump. aa: Questions to answer 1. What is referred to in the first five lines of the poem? 2. Which company seems to be in the most advantageous position? What does the line, “The Fruit Company, reserved for itself the most succulent, the central coast of my own land, the delicate waist of America.” mean? What name does it give its territories? What is the significance behind the name? What does the Fruit Company do as stated in stanza 2? Who suffers the most as described in stanza 3? What do the lines, “a body rolls, a thing that has no name...” imply? What are possible historical and social realities that have influenced the writing of this poem? 10. What prevents convergence or connectedness from happening in this situation? 11. Does the poem continue to reflect how the world is today? OONOTS READING TEXT 2 Read this informational text concerning ASEAN. Thereafter, answer the questions that follow. er The goal of ASEAN, then, is to create, not to destroy. This, the Foreign Minister of Thailand, Thanat Khoman, stressed when it was his tum to speak. At a time when the Vietnam conflict was raging and American forces seemed forever entrenched in Indochina, he had foreseen their Yi S&S ] eventual withdrawal from the area and had accordingly Sy applied himself to adjusting Thailand’s foreign policy to a reality that would only become apparent more than half a decade later. He must have had that in mind when, on that / oceasion, he said that the countries of Southeast Asia had No choice but to adjust to the exigencies of the time, to move toward closer cooperation and even integration. Elaborating 479 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016‘on ASEAN objectives, he spoke of “building a new society that will be responsive to the needs of our time and efficiently equipped to bring about, for the enjoyment and the material as well as spiritual advancement of our peoples, conditions of stability and progress. Particularly what millions of men and women in our part of the world want is to erase the old and obsolete concept of domination and subjection of the past and replace it with the new spirit of give and take, of equality and partnership. More than anything else, they want to be master of their own house and to enjoy the inherent right to decide their own destiny...” Source: http://www asean org/asean/about-aseanhhistory Questions to answer: ‘According to the reading text, what is the goal of ASEAN? Why is integration important? Who would benefit from this integration? What are the benefits of the integration? PONS YOUR DISCOVERY TASKS Task 3 THINK, FEEL, DO Literature has been considered an. instrument for social change. Through the works of many authors, readers have been exposed to realities in the society. Consequently, after being exposed to these injustices or discrimination as conveyed powerfully by written words, readers are prompted to take action and make a difference. Fill out the diagram as you deepen your understanding of the poem, “United Fruit Company.” 480 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016What do you think about | How do you feel about this? Is | What do you intend to do how the “Indians” are| the poem effective in making | about a situation such as treated as depicted in] you realize that such situations | this? the poem? existed and continue to exist our society? Tas 4 REWRITING WITHIN MY HEAD You have spent considerable time writing the draft of your research report After a much-needed short break from writing, you are now ready to rewrite your draft. However, before you work on the organization of your paper, recall first what you have learned about achieving unity in your writing. Consider these questions: 1. Do the sentences in each paragraph support the topic sentence? 2. Do all the paragraphs discuss or refer back to the thesis statement? If there are sénitences or paragraphs that do not support the overarching topic of the paper, then these must be deleted or revised. After you have succeeded in ensuring unity in your paragraphs, then itis time to consider the nuts and bolts of writing. Your ideas must be logically sequenced and linked in order for readers to understand your point. To help readers move from one idea to another, use the following transition devices: PURPOSE | TRANSITION WORDS SAMPLE SENTENCES Addition and, also, in addition, In addition, ASEAN 2015 will lead to in other words, again, | economic growth and development moreover, furthermore Summary [as a resull, finally,|In conclusion, ASEAN 2015 will spur in other words, to | collaboration among its member states. conclude, to sum up Comparison |similarly, like, in|Like the other member states, the comparison, likewise | Philippines is. getting ready for ASEAN| integration in 2015. 481 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Contrast [rather than, although, on the contrary unlike, however, but, on the other hand, whereas, regardless, Although the member states of ASEAN 2015 are currently faced with numerous challenges, they will eventually reap the rewards of economic integration. Cause or Result —_| thus, for, as a result because, consequently, The ASEAN 2016 integration will have an impact on the educational landscape of the country. Consequently, some academic institutions have implemented the shift in their academic calendar year. To introduce an illustration, the following transition words can beused: thus, io illustrate, for example, for instance. To refer to a previously mentioned idea or information, the following can be used: as we have seen, on the whole, as mentioned above, as stated previously, as | have said, it seems then. Task 5 CITE IT RIGHT! As you prepare the final manuscript of your research paper, you have to remember to cite your sources properly. Apply what you previously have leamed about APA in-text citation through the exercises found below. Supply the missing elements, including punctuation marks, based on the entries found on the right column. According to Stewart _ there are many daily manifestations of how people from various global points are deeply interconnected. Technological convergence paved the way for the economic and social growth of many nations. across the world 2010). Economic integration will provide more job opportunities to the citizens of the member states (Wu Carlos, J. (2010). Towards convergence. Wilkins Publishing Company: Singapore. Stewart, V. (2012). Aworld-class education learning from intemational models of excellence and innovation. ASCD: USA. Wu, J. (2011). Economic integration: challenges and opportunities. Engage Publishing Company: Japan. 482 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR FINAL TASK ‘Task 6 REWRITING AND FINALIZING THE RESEARCH REPORT A. Before you start to revise the draft of your paper, subject it to self and peer assessment. The following checklist can help you and your peer identify the areas that need to be improved. vo x | Checklist |__1. Does the introduction hook the attention of the readers? 2. Isthe thesis clear? 3._Do all the points refer back to the thesis statements? ‘4. Are ideas organized in a logical and coherent manner? |_5. Are there enough supporting details for each point? 6._Are sources given proper citation? 7. Does the conclusion tie everything together? B. Assess your work and fill out the plan of action column, Criteria Scale of ‘Explanation and Plan of Action Sacer IF you gave yourselves a rating of below 4, explain Rate yourself the areas that you need to improve on. State a from 4-4 ‘specific plan of action so you can eam a higher mark| Well- Organized Ideas Relevant Proficient Use of Language 483 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016C. Summarize what you have accomplished in terms of research writing and what you need to work on to achieve higher levels of proficiency. Output Satisfaction Worksheet We are most satisfied with... We are least satisfied with... ‘We are having problems with... MY TREASURE Think about these questions and write your responses in your notebook. What is convergence? Why is it important? Fill out the Exit Ticket below. Crystal Clear Muddiest Point 4e4 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Module 4 LESSON 6 ‘Advocating Global Citizenship YOUR JOURNEY Thinking and feeling alone will not do much in addressing societal concems and in making a difference in our global society. UNESCO (www.unesco.org) forwards that being a global citizen means acquiring the “knowledge, skills, values and attitudes leamers need in order to build a more just, peaceful, tolerant, inclusive, secure and sustainable world.” Through the help of the tasks and chosen poems you will explore in this lesson, you will surely hone your communication skills and improve your understanding of the target concepts and sub-themes. YOUR OBJECTIVES ‘As you continue your journey, you are expected to: * point out relationships among statements. + describe the emotional appeal of a text + draw similarities and differences of the featured selections in relation to the theme + compose a research report on a'relevant social issue + deliver a self-composed campaign speech on advocacies, social issues, and ‘concerns * observe the language of research, campaigns, and advocacies Be reminded that your expected output is to present a research report on solutions to pressing social concerns and issues. 485 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR INITIAL TASKS. Task 1 THINK GLOBALLY, ACT LOCALLY What does it mean to be a global citizen? Assess your global citizenship competencies by using the checklist below. Place a © on the middle column to signify that you possess the indicated competency. As a global citizen |... ‘am aware of current global issues and trends ‘embody universalvalues (peace and human rights, diversity, justice, democracy, tolerance, and nondiscrimination) have cognitive skills for critical, creative and innovative thinking, problem solving and. decision making have noncognitive skills such as empathy, openness to experiences and other perspectives, interpersonal’ communicative skis and aptitude for networking and interacting with people of different backgrounds and origins have behavioral capacities to launch and engage in proactive actions. ‘Adapted from: hifp/iunesdoc.unesco orgimagesi0022/00224 1/2241 15e pdt ‘Task 2 WORDLE IT! Make a quick write-up of what you understand about being a global citizen. Go to www.wordle.net and create a word cloud using the key words in your short write-up. 486 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016YOUR TEXTS Task 3 Read the texts below and answer the questions that follow. READING TEXT 1 What Does It Mean to Be a Global Citizen? by Ronald C. Israel At The Global Citizens’ Initiative we say that a “global citizen” is someone who identifies with being part of an emerging world community and whose actions contribute to building this community's values and practices. To test the validity of this definition we examine its basic assumptions: (a) that there is such a thing as an emerging world community with which people can identity; and (b) that such a community has a nascent set of values and practices. Historically, human beings have always formed communities based on shared identity. Such identity gets forged in response toa variety of human needs — economic, political, religious, and social. As group identities grow stronger, those who hold them organize into communities, articulate their shared values, and build governance structures to support their beliefs. Today, the forces of global engagement are helping some people identify as global citizens who have a sense of belonging to a world community. This growing global identity in large part is made possible by the forces of modern information, communications, and transportation technologies. In increasing ways, these technologies are strengthening our ability to connect to the rest of the world — through the Internet; through participation in the global economy; through the ways in which worldwide environmental factors play havoc with our lives; through the empathy we feel when we see pictures of humanitarian disasters in other countries; or through the ease with which we can travel and visit other parts of the world. Those of us who see ourselves as global citizens are not abandoning other identities, such as allegiances to our countries, ethnicities, and political beliefs. These traditional identities give meaning to our lives and will continue to help shape who we are. However, as a result of living in a globalized world, we understand that we have an added layer of responsibility; we also are responsible for being members of a worldwide community of people who share the same global identity that we have. ‘We may not yet be fully awakened to this new layer of responsibilty, but itis, there waiting to be grasped. The major challenge that we face in the new millennium is to embrace our global way of being and build a sustainable values-based community. ‘What might our community's values be? They are the values that world leaders have been advocating for the past 70 years and include human rights, environmental protection, religious pluralism, gender equity, sustainable worldwide economic growth, poverty alleviation, prevention of conflicts between countries, elimination of weapons of mass destruction, humanitarian assistance, and preservation of cultural diversity. 487 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016Since Worid War Il, efforts have been undertaken to develop global policies and institutional structures that can support these enduring values. These efforts have been made by intemational organizations, sovereign states, transnational corporations, international professional associations, and others. They have resulted in a growing body of international agreements, treaties, statutes, and technical standards. Yet, despite these efforts we have a long way to go before there is a global policy and institutional infrastructure that can support the emerging world community and the values it stands for. There are significant gaps of policy in many domains, large questions about how to get countries and organizations to comply with existing policy frameworks, issues of accountability and transparency and, most important of all from a global citizenship perspective, an absence of mechanisms that enable greater citizen participation in the institutions of global governance. The Global Citizens’ Initiative sees the need for a cadre of citizen leaders who can play activist roles in efforts to build our emerging world community. Such global citizenship activism can take many forms, including advocating, at the local and global level for policy and programmatic solutions that address global problems; participating in the decision-making processes of global governance organizations; adopting and promoting changes in behavior that help protect the earth’s environment; contributing to world-wide humanitarian relief efforts; and organizing events that celebrate the diversity in world music and art, culture and spiritual traditions. ‘Most of us on the path to global citizenship are still somewhere at the beginning of our journey. Our eyes have been opened and our consciousness raised. instinctively, we feel a connection with others around the world yet we lack the adequate tools, resources, and support to act on our vision. Our ways of thinking and being are still colored by the trapping of old allegiances and ways of seeing things that no longer are as valid as they used to be. There is a longing to pull back the veil that keeps us from more clearly seeing the world as a whole and finding more sustainable ways of connecting with those who share our common humanity. htto-iwwkosmosjoumal.org/articlehwhat-does-it-mean-io-be-a-global-citizeni Questions to answer: What does global citizenship mean? What are its basic assumptions? What is the foremost challenge that we face in the new millennium? What have the world leaders been advocating for the past 70 years? What does global citizenship entail? How can you play your role as a global citizen? @asena 488 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016READING TEXT 2 Read the short write-up about Severn Suzuki. Thereafter, read her speech and find out how young members of the society live out their role as global citizens, Severn Cullis-Suzuki has been active in environmental and social justice work ever since kindergarten. She was 12 years old when she gave this speech, and she received a standing ovation. Now 23, Cullis-Suzuki spearheads (The SkyFish Project) and continues to speak to schools and corporations, and at ‘many conferences and international meetings. She lives in Vancouver, British Columbia. Source: The Collage Foundation ‘Source: http:/www.sustainablestyle.org/sass/heirbrains/O3suzuki.htm| Hello, I'm Severn Suzuki speaking for E.C.0.— The C pinokateeebauall Environmental Children's Organisation. We are a group of an Ne H}}| tvelve and thirteen-year-olds from Canada trying to make a difference: Vanessa Sutlie, Morgan Geisler, Michelle Quigg and me. We raised all the money ourselves to come six thousand miles to tell you adults you must change your ways. Coming here today, | have no hidden agenda. | am fighting for my future, Losing my future is not like losing an election or a few points on the stock market. | am here to speak for all generations to come, | am here to speak on behalf of the starving children around the world whose cries go unheard. lam here to speak for the countless animals dying across this planet because they have nowhere left to go. We cannot afford to be not heard | am afraid to go out in the sun now because of the holes in the ozone. | am afraid to breathe 'the air because | don’t know what chemicals are in it. | used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers. And now we hear about animals and plants going extinct every day — vanishing forever. In my life, | have dreamt of seeing the great herds of wild animals, jungles and rainforests full of birds and butterflies, but now I wonder if they will even exist for my children to see. Did you have to worry about these little things when you were my age? All this is happening before our eyes and yet we act as if we have all the time we want and all the solutions. |'m only a child and | don’t have all the solutions, but | want you to realize, neither do you! 489 ‘Al tghts coserved. No part of this material may be reproduced or transmitted in any frm or by any means ~ ‘ectonie or mechan cal including photocopying without witen permission from tho DepEd Central Ofice. Fist Edion, 2016