isbn 978-971-0550-91-3 - techfactors, · pdf fileafrican and asian literature series...

African and AsianLiterature

Series Coordinators

Frances Paula L, Ibanez, M.A.Alexander C. Maximo, M.A.

Authors

John Paolo V. SandichoLeovigilda M. TumanengCristina G. Saulo

8The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is founded on the Communicative Language Teaching (CLT) approach to develop languagecompetencies. EnglishTek offers a blended learning program through the best practices in language education inside the classroom combined with e-learning technologies in order to make learning engaging and relevant for students. With EnglishTek, students become effective communicators who can understand and produce meaningful discourse, all the while enjoying rich and vibrant learning experiences.

9 789710 550913

ISBN 978-971-0550-91-3techfactors Inc. EnglishTek 8 B

.EG8.1.14.1

K-12SERIES

V O L U M E 1

VOLUME 1

ET8-Vol1-Cover.pdf 1 3/13/2015 4:04:38 PM

Vol. 1

First Edition

8African and Asian

Literature

John Paolo V. Sandicho

Leovigilda M. Tumaneng

Filipina R. Santos

Cristina G. Saulo

Series Coordinators

Alexander C. Maximo, M.A.

Frances Paula L. Ibañez, M.A.

ET8-Vol. 1-Front Matter.indd 1 4/2/2014 10:26:11 AM

TechFactors Inc.Trademark of TechFactors Inc.

Philippine Copyright 2014 by TechFactors Inc.

All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written consent of the copyright owner.

First edition, 2014ISBN 978-971-0550-91-3

Published by TechFactors Inc.Printed in the Philippines

Authors John Paolo V. Sandicho, Leovigilda M. Tumaneng, Filipina R. Santos, and Cristina G. SauloSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Ma. Jendell Valin Kirong, Leovigilda Tumaneng, and Zenia P. LazaroContent and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, and Jean Marie M. RomualdezCreatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela TorreIllustration Julius Caesar G. Barredo, Nadine Bartolome, and Darylle R. CajucomSystems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta, Kadmiel D.G. Ramos, and Raymond P. Baguio

Exclusively distributed by TechFactors Inc.101 V. Luna Road ExtensionSikatuna Village, Quezon City1101 Philippines

Telephone number: (632) 929 8094Email address: [email protected]: www.techfactorsinc.com

The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in the Philippines.

Any lapse or oversight is unintentional and will be corrected in the next editions.


iiiPhilippine Copyright 2014 Techfactors, Inc.

FOREWORD

Filipino students face challenges in learning the English language. More than ever, changes in learning environment now affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.

The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving graduates a competitive advantage.

Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA) which provides students with various activities before, during, and after reading. These activities include schema activation, vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in the book to help learners map their ideas and improve their learning strategies and information processing. These engaging activities are all designed to target communication skills. They also create occasions for the students to hear and use the target language.

Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek provides students with support through model paragraphs and guided practice.

Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between their classroom learning and their life experiences.

We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning process. By building these critical foundations of communication, we hope to produce effective communicators that think critically and can create meaningful discourse.

TechFactors Inc.


ivPhilippine Copyright 2014 Techfactors, Inc.

ABOUT THE AUTHORS

John Paolo Sandicho

Paolo graduated cum laude from the University of the Philippines Diliman with a Bachelor of Arts degree in English Studies, major in Language. He has taught Developmental Reading and Public Speaking at the JIL Colleges Foundation. He is currently a full-time writer in the Education and Discipleship Department of the Jesus Is Lord Church Worldwide where he is part of the team that develops and produces educational materials.

Leovigilda Tumaneng

Leovigilda Tumaneng is a graduate of the University of the Philippines, with a Bachelor of Arts degree in English Studies: Language. She currently serves as editor in the Legal Affairs division of the Department of Agrarian Reform central office, after working for a few years in the business process outsourcing industry.

Filipina R. Santos

Phnas is a reading specialist for an international school in the Philippines. She also worked as an assistant teacher at International School Manila and Wordlab School Inc. She has undergone training for teaching students with special needs and teaching in the content areas. She is currently finishing her Master’s degree in Reading Education at the University of the Philippines Diliman.

Cristina Gonzales-Saulo

Cristina is a former lecturer of Literature and College English classes at De La Salle-College of St. Benilde and Mapua Institute of Technology. She also worked as an English instructor and materials developer for several language centers for foreign students.She graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in English Studies, major in Language. She is currently finishing her Master’s degree in Reading Education at UP College of Education.

ABOUT THE SERIES COORDINATORS


Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.


Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language center, where she taught language teaching methodology. She heads the Content Group in TechFactors.


vPhilippine Copyright 2014 Techfactors, Inc.

TABLE OF CONTENTS

Unit 1: Remembering the Past

Lesson 1: Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Old Soldier’s Return (An Ancient Poem)Making InferencesNoun PhraseDefinition Essay

Lesson 2: Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Story of the Man ... by Yei Theodora OzakiSequencing EventsIndefinite Articles with Count and Mass NounsHow to Organize a Definition Essay

Lesson 3: Influences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Teaching Begins by Sir Rabindranath TagoreRelating to Your Own ExperiencesSimple Present TenseTransitional Devices

Lesson 4: Sacrifices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Rama’s Promise (Excerpts from The Rámáyan of Válmíki)Questioning the Character’s MotivesThe Verbs “Be” and “Have”Strategies in Writing Effective Sentences for Definition

Lesson 5: Tribute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Farewell to America by Phillis WheatleyReading in SentencesDependent and Independent ClausesDenotation and Connotation

Lesson 6: Adventures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Story of Sinbad the Voyager from The Arabian NightsPicturing the Action Adjective ClausesAvoiding Clichés

Lesson 7: Veracities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Sorrows of Han Acts I and II Breaking Down SentencesRestrictive and Non-restrictive Adjective ClausesForeign and Borrowed Words

Lesson 8: Tragedies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Sorrows of Han Acts III and IVEvaluating a Character’s DecisionReduction of DefinitionsCoined Terms and Words with New Meanings

Lesson 9: Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dream of Lizards by Jose Y. Dalisay Jr., PhDClarifying Sequence of EventsUses of CommaFreewriting

2

14

29

42

58

70

85

103

118

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viPhilippine Copyright 2014 Techfactors, Inc.

133

146

157

169

179

194

204

215

229

Unit 2: Comparing Histories

Lesson 1: Aphorisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .On Learning from the Analects of Confucius, Book IParaphrasingParallel StructureIllustration as a Pattern of Development

Lesson 2: Adages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Tao Te Ching by Lao Tzu, translated by D.C. LauQuestioning Causes and EffectsMagnitude StatementsWhen to Use Illustration

Lesson 3: Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Crime and Punishment by Kahlil GibranChallenging the TextFunctions of Prepositions in SentencesThesis Statement in an Illustrative Essay

Lesson 4: Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Haiku by Matsuō Basho, translated by Harold G. HendersonIdentifying Imagery in Poems Common Collocations (Verb + Prepositions) Three Ways to Illustrate a Point

Lesson 5: Legends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Legend of the Maha NaghkonDrawing InferencesPhrasal VerbsSources of Examples

Lesson 6: Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Language and Literature of Karens by Harry I. MarshallRecognizing Patterns of OrganizationArticles with Classified and Identified NounsTransitional Devices in an Illustration Essay

Lesson 7: Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Korean Poems, translated by Brother Anthony of Taize Interpreting Symbols Active and Passive VoiceAnalyzing Paragraphs that Use Examples

Lesson 8: Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Interesting Narrative ... by Olaudah EquianoSummarizing Dashes and HyphensStrategies in Writing Paragraphs that Use Illustration

Lesson 9: Authorities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .As Long as the Grass Shall Grow by Carlos BulosanAnalyzing Word ChoiceParentheses and BracketsIntegrating Images in an Essay that Uses Illustration


UNIT 1: Remembering the Past

Lesson 1: Memories Lesson 2: Values Lesson 3: Influences

Lesson 4: Sacrifices Lesson 5: Tribute Lesson 6: Adventures

Lesson 7: Veracities Lesson 8: Tragedies Lesson 9: Legacy

ET8-Vol. 1-Compiled.indb 1 3/11/2014 3:10:50 PM

2Philippine Copyright 2014 Techfactors, Inc.

Lesson 1: Memories

Lesson Objectives

• Toreflectonone’sesteemedortreasuredmomentswithlovedones

• TocompleteaFrayer’schartmodelasapre-listeningactivity

• Todistinguishthedifferenttypesofrhymeusedinwritingverses

• Todeterminethevarioustonemapsusedinreadingpoetryaloud

• Toidentifyanounphrase,itsparts,anditsfunctioninsentences

• Tounderstandthebasicnatureofadefinitionessay

• Toidentifyvarioustechniquesinwritingdefinitions

• Towritedefinitionsofselectedconceptsandapplythetechniquesindefining

Before Reading

Important Words

Activity:Studytheunderlinedwordineachsentence,andthenencircletheletterthatcontainsthecorrectmeaningoftheword.

1. My family travels to Baguio every summer to experience a cooler clime.

a. climateb. sound made by bellsc. to go up

2. Follow the map I gave you and surely you will never go astray in that mountainous forest.

a. a small dish used for throwing away ashesb. off the right path or routec. lose something while traveling

3. We saw a lot of children running down yonder to the foot of the mountain.

a. to make believeb. a staff used to shepherd flocksc. over there

4. We are planning to invite all of our kith and kin who are in the country for Christmas dinner.

a. friends and relativesb. friends and foesc. friends and classmates

5. Several fields have been lying fallow for almost two years because of drought.

a. to surrenderb. not active or productivec. unskillful

6. A group of teenagers traveled along a desolate stretch of muddy road.

a. lacking people, plants, animalsb. to feel warm and welcomedc. far from other roads

7. We commemorate the veterans of Bataan every 9th day of April.a. owners of bank accounts in certain placesb. commoners who lead a victoryc. someone who fought in a war as a soldier or sailor



8. Some farmers furrow the fields before rain comes during the hot season.

a. plant seeds using a machineryb. make long and narrow cuts in the groundc. develop skills needed in farming

Knowledge Activation

Chinaisacountrymoldedbywars.Infact,China’smostfamoustouristattraction,theGreatWall,isatestamenttoitstumultuoushistory.Duringthe7thcenturyB.C.,theemperororderedtheconstructionofahighwallalongthebordersoftheempireinordertoprotectitfromtheconstantinvasionofnomadsfromthenorth.Theseinvasionswerenotthefirst,however.Asearlyas8thcenturyB.C.,ancientChinahasbeenthesettingoframpantwars.Thisperiod,nowreferredtoastheEraofWarringForces,ischaracterizedbyalliancesandbetrayalsofsevenwarringfactions.Inmorerecenttimes,Chinahasalsoengagedinwar.Fromthe1920sonwards,ChinahaswitnessedcivilwarbetweentheNationalistandCommunistforces.Thisinternalconflicthasbeenhaltedduringthe1930stothe1940s,astheChineserepeatedlyfoughtagainsttheJapaneseduringtheSecondWorldWar.WhenJapanwithdrewitsforcesfromthecountryin1945,China’swarbecameinternalagain.In1949,theChineseNationalistParty(alsoknownastheKuomintang)leftChinaandestablisheditsbaseinTaiwan.Tothisday,ChinalivesundertheleadershipoftheCommunistParty.

Activity 1

CompletetheFrayer’schartbelowtowritedownwhatyouknowaboutsoldiers.

Definition facts/characteristics

examples non-examples

Activity 2

Whatemotionsandmoralissuesdosoldiersfaceuponsigningupforbattle?Doyouthinktheyreallywanttofightotherpeople?Whyorwhynot?Wouldyouconsiderfightingforyourcountryifnecessary?Justifyyouranswer.



Oral Interaction

Haveyoueverbeenawayfromhomeforaspanoftime?Howdidyoufeeluponcomingbackhome?Readthepoembelowandfindouthowthissoldierfeltuponreturninghomeafteralongtime.

Literary Selection

The Old Soldier’s ReturnAnAncientPoem

IwasbutfifteenwhenIleftmyfriendsFordistantclimestofightourCountry’sfoe,AndnowI’meighty—backforthefirsttimeToseethehomeIleftsolongago.Whereisthehouse?Ishouldbenearitnow,YetpossiblyImayhavegoneastray;Longyearsabroadhaveblurredtheyouthfulbrain,I’llaskthiscountrymantopointtheway.

‘Thehouseisyonder—midstthosegrassymounds,Beneaththeshadeoffirandcypress1trees,AndtherelieburiedallthekithandkinOfformertillersofthesefallowleas.’

1. cypress - may refer to Chinese Swamp Cypress which is native to subtropical southeastern China



Theveteransighedandwanderedtothehouse,Andfounditovergrownanddesolate;Astartledharefledthroughthekennel’shole,Andpheasants2flewfromceilingbeamsornate.Exhaustedbythejourneyandhisgrief,Theoldmanpluckedsomegrainfrompatcheswild,Andmallowsfromaroundthecourtyardwell,Asinthedayswhenbutalittlechild.Butwhenthehomelyfare3wascookedandspread,Andnotafriendtocheerthelonelyplace,Herose,andgoingouttoeastwardgazed,Whiletearsfloweddownhiswornandfurrowedface.

2. pheasants - any of numerous large often long-tailed and brightly colored Old World gallinaceous birds, including many raised as ornamental or game birds

3. fare - material provided for use, consumption, or enjoyment

Understanding Literature

Comprehension Questions

1. Whoisspeakinginthepoem?Writethreethingsabouthimorher.2. Doesthesoldierfeelvictoriousaftercominghomefromthewar?Explainyouranswer.3. Whyistheword“country”inthefirststanzacapitalized?Whatdoesthissignify?4. Noticetheshiftinpointofviewusedbythewriter.Whatdoyouthinkisthesignificanceofshiftingfromthefirst

persontothethirdperson?5. Whoistheveteran?Istheveteranalsoaspeakerinthepoem?6. Haveyoueverfeltexhaustedandlonely?Sharethisexperiencewithapartnerandtellhowyoucopedwithfatigue.7. Whatisthethemeofthepoem?Howdoyourelatethistoyourownlifeasateenager?8. Doyouknowanyonewhoisworkingasapoliceorasoldier?Whatareyourfirstimpressionsabouthimorher?9. Whatareyouropinionsaboutnationsfightingothernations?Whatcanyoudotohelpinmaintainingpeace?

10. Inyouropinion,howdoesliteraturehelppeopleunderstandtheimportanceofmaintainingpeace?

Literary Analysis

Rhymesaresimilarsoundsthatrepeatedlyoccuramongagroupofwords.Inpoetry,rhymesareoftenusedtofacilitaterhythm.Contrarytopopularbelief,rhymesarefoundnotonlyattheendoflines.Rhymescanbepositionedatthebeginningormiddleofaline,andcanoccurwithintheline,orbetweentwolines.



Thetablesbelowshowssomeofthecommontypesofrhymes.Thefirstsetshowsthetypesofrhymeaccordingtoposition.

Type of Rhyme Explanation Example

1. Beginning rhyme (also called alliteration)

This refers to the use of the same consonant sound at the beginning of words in a line or verse.

The nursery rhyme “Peter Piper” illustrates beginning rhyme.

Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?

2. Internal rhyme Internal rhyme occurs between a word in a line and another word either in the same line or the next.

A good example of internal rhyme is “The Raven” by Edgar Allan Poe.

Once upon a midnight dreary, while I pondered weak and weary,

Over many a quaint and curious volume of forgotten lore,

While I nodded, nearly napping, suddenly there came a tapping

3. End rhyme This is a rhyme that occurs at the last words of the lines of a poem.

“Stopping By Woods On a Snowy Evening” by Robert Frost is a popular example of end rhyme.

The woods are lovely, dark and deep.

But I have promises to keep,

Thesecondsetshowsthetypesofrhymeaccordingtothenatureoftheirsimilaritytoeachother.

Type of Rhyme Explanation

1. Perfect rhyme (also called full rhyme or true rhyme)

This kind of rhyme is exact, meaning the two words contain the exact same sound. Usually, a perfect rhyme is immediately recognizable because of spelling of the rhyming words.

Rest when you reach the top of the mountain,take off your hat and drink from the fountain.

2. Imperfect rhyme (also half rhyme, or near rhyme)

This term refers to rhymes that are close but not exact.

Emily Dickinson’s “Hope is the thing with feathers” uses imperfect rhyme.

Hope is the thing with feathersThat perches in the soul,And sings the tune without the words,And never stops at all.

3. Eye rhyme (also called visual rhyme or sight rhyme)

Eye rhyme is a rhyme where two words look alike but do not sound alike. Some of these words reflect historical changes in pronunciation because at one point, they may have been pronounced similarly.

And the town after the floodburied in mud, steel, and wood



4. Identical rhyme (from French rime riche)

When the same word is used twice to complete a rhyme, it is called an identical rhyme. The example below is taken from “Bells” by Edgar Allan Poe.

In a clamorous appealing to the mercy of the fire,In a mad expostulation with the deaf and frantic fire

5. Rich rhyme In a rich rhyme, a word rhymes with its homonym.

“A First Attempt in Rhyme” by Thomas Hood uses rich rhyme.

Partake the fire divine that burns,

In Milton, Pope, and Scottish Burns,

Who sang his native braes and burns.

Activity 3

A. Re-read“TheOldSoldier’sReturn”withaspecialattentiontorhyme.Below,listdownthreekindsofrhymesusedinthepoem.Giveanexampleofthespecificlinesthatusetheparticularkindofrhyme.

Kind of rhyme lines showing the kind of rhyme

B. Tryyourhandatcomposingrhymesaboutmemory.Ifyouwant,youcanfocusonspecificmemoriesofyourchildhood.Youmayalsowanttowriteaboutthememoriesofanotherperson.Bepreparedtoshareyourrhymeswiththerestoftheclass.

Kind of rhyme Your own rhyme

1. Identical rhyme

2. Eye rhyme

3. Imperfect rhyme

4. Perfect rhyme

5. Rich rhyme



Responding to Literature

Oral Communication

Researchabouttone mapswhenreadingpoetry.Onyourown,trytolabelthedifferenttonesyourecognizeinthepoem“TheOldSoldier’sReturn.”Afterward,formagroupwithfivemembersandreadthepoemaloudusingthetonemaps.Toevaluatehowwellyoudidonrecognizingtoneandmoodinpoetry,distributeasetofcriteriathatwillgradeyourperformanceamongtheaudience.Invitetheaudiencetocommentonyourperformance.

Research and Writing

FindavideothatpresentsinterestingfactsaboutChinesesoldiersduringtheancientwar.Showthisvideototheclassandprepare five questionsthatyouwouldwantyourclassmatestoansweraboutwhattheyhavewatched.Thequestionsshouldbegearedtowardsunderstandingtheadvantagesanddisadvantagesofgettinginvolvedinthemilitary.

Skills Development: Making Inferences

Whenreading,weoftentakenoteofimportantdetailstomakesureweunderstandwhatwearereading.Usually,thesedetailsaredirectlymentionedinthetext,butthereareinstanceswhenwehavetoreadbetweenthelinesorinferfromthetexttograsptherealmessage.

Inferencesarethejudgmentandconclusionswedrawafterreadingatextandconnectingitsdetailstoourownexperiences.

A. Rereadthepoem“TheOldSoldier’sReturnHome”andtakenoteofthreeimportantstatements.Writethesestatementsinthechartbelowandcompletethestatementswithyourknowledgeandinferences.

Details or Statementsfrom Poem

What I Know fromReading or Experience

Inference



B. Studythefollowingexcerptsfromthepoem“DistasteforOfficialLife”byTaoTsienwrittenduringtheT’sinDynasty.Makeinferencesabouttheitalicizedlinesineachstanza.Createachartsimilartotheoneusedinthefirstactivity.

1. Farfromthebusymartandhucksteringcrowd,Striving for gold or place with brawlings loud— From youth to middle age I’ve passed my daysMidstflowersandfieldshearingwhatNaturesays.

2. Andnow,alas!I’monthisboatandboundForfarKing-chow,withrankandofficecrowned;TovillagehomeandfriendsI’vebidfarewell,And of life’s peace, I fear, I’ve tolled the knell.

3. I cannot sleep, the future weights my mind, The calls of office—cares of every kindOppressmewithasenseofcomingwoes—Aforlornhopeagainstunnumberedfoes!

4. HowcanIleavemyformerhappylifeTomingleinambition’sworldlystrife!What care I for the spoils of rank and power, The petty triumphs of the passing hour!

5. MyofficeI’llresignandhomewardturnTotillmyfarmbesidetheripplingburn,Where I in happy freedom may once more The Muses and the Book of Nature pore.

Grammar Review: Noun Phrase (NP)

Oneofthefundamentalconceptsinlanguage,whetherinwrittenorspokenform,isthenoun phraseorNP.

Anoun phraseisagroupofwordswhichincludeanounandthemodifier(s)thatdescribe(s)it.Itisimportanttolearntodistinguishnounphrasesinsentencessincethesubjectsofsentencesareusuallyfoundinthenounphrase.Belowarethevariousformationsofnounphrases.

formation samples

article + noun the family, a cousin

possessive pronoun + noun their vacation, my gift

demonstrative pronoun + noun that house, this picture

adjective + noun exciting adventure, memorable week



Thebasicformsgivenonthepreviouspagecanalsobecombinedinordertoformmorecomplexnounphrases.

formation samples

article + adjective + nounthe artistic family

a generous cousin

possessive pronoun + adjective + nountheir long vacation

my personal gift

demonstrative pronoun + adjective + nounthat well-designed house

this colorful picture

Nounphrasesalsotaketheformofnoun + modifiers,butthiswillbediscussedinlaterchaptersofthebook.

Grammar Workout

A. Underlinethenounphraseineachsentencebelow.Writetheunderlinedwordsonthesecondcolumn.Afterwards,identifythepartsofeachnounphrasebywritingtheformationinthelastcolumn.

Sentence NP Parts

1. The Santos family decided to have a reunion one Saturday.

2. Mrs. Lina Santos called the children to tell them about the plan.

3. Efren, who was a reputable doctor, promised to arrive at the house early.

4. Ann, a passionate teacher, became very excited upon hearing the plan from her students’ parents.

5. On the appointed day, they all went out for lunch at their favorite restaurant.

6. After the sumptuous lunch, they visited the amusement park, which was a memorable part of their childhood.



7. After enjoying the rides, they sat down on one of the benches and talked about their funny experiences in the past.

8. Their father, Mr. Fred Santos, surprised them with old pictures from their photo albums at home.

9. After looking at the pictures, Ann took out her camera and requested a passerby to take a picture of them.

10. All of them assured one another that they would have a reunion again and treasure the moments they spent together.

B. Giveexamplesofnounphraseswiththespecifiedformations.Useyourgivennounphrasesinmeaningfulsentences.

1. adjective+noun________________________________________________________________________________________________________________________________________________________________________________

2. demonstrativepronoun+adjective+noun________________________________________________________________________________________________________________________________________________________________________________

3. pronoun+noun________________________________________________________________________________________________________________________________________________________________________________

4. article+noun________________________________________________________________________________________________________________________________________________________________________________

5. possessivepronoun+adjective+noun________________________________________________________________________________________________________________________________________________________________________________

Collaborative Task

Formagroupwithfivemembers.Asagroup,takeaphotographofpeoplewhichshowstheimportanceofrelationshipsamonglovedones.Youmayalsochoosetothinkofascenewhichyoucandraworpaint.Bepreparedtopresentyourworkbeforetheclassandtoexplainthemessagethatyourworkconveys.



Writing Topic: Definition Essay

Inthecollaborativeactivity,youusedthebasicprinciplesofdefiningsomething.Asagroup,youthoughtabouthowtoexplainthebackgroundandmessageoftheoutputofyourgroupinorderfortheaudiencetounderstandit.

Asabasicpreparationforwritingadefinitionessay,youmustfirstlearnhowtodefineterms.Ofcourse,therearewordsthatcanbeeasilydefined,especiallythosethatareconcretenounssuchasdesktop computer, suspensionbridge,andnational parks.However,whenitcomestodefiningabstracttermssuchasloveandjustice,youmustgothroughalotofstepsinordertohelpyourreaderunderstandthewords.

Tohelpyoudefinetermseffectively,herearesomereminders:

• Chooseaspecificterm—broadtopicsarehardtodefine;• Lookforreliablesourcesthatcanhelpyoudefinetheterm;• Thinkofillustrationsandexamplesthatcanhelpreaderscomprehendthedefinition.

Youcanalsoemploydifferentstrategiesindefiningaspecificterm.Youcan:

• Definethetermbyexplainingwhatitdoes• Definethetermbycomparingitwithotherrelatedtermsorconcepts• Definethetermbyshowingitsopposite

Guided Reading

Tofurtherhelpyoudefineterms,thesampleparagraphsbelowwilldemonstratethedifferentstrategiesyoucouldusewhenyouwriteyourdefinitionessay.

Paragraph 1 - Defining the term by explaining what it does

A war is a formally declared battle between two opposing forces. It uproots men from their otherwise peaceful lives and hurls them into the field of battle to kill other men. A war injures people physically and mentally. It instills fear. It breaks families. It destroys homes.

Paragraph 2 - Defining the term by comparing it with other related terms or concepts

Although the terms ‘house’ and ‘home’ are sometimes used interchangeably, the latter term carries a sense of fondness that is somewhat lacking in the first term. To say an architectural structure is a house is to merely describe it as a shelter. However, to refer to it as a ‘home’ implies that people live in that shelter and that these people consider each other family.



Paragraph 3 - Defining the term by showing its opposite

During a time of war, soldiers are responsible for protecting their country. They are deployed into the battlefield and are expected to engage in combat whether on air, on land, or at sea. Members of the armed forces who don’t engage in these activities but are instead responsible for tending the wounded and the sick are called non-combatants.

Individual Activity

A. Readeachparagraphbelowanddeterminewhatkindofstrategythewriterusedindefiningeachconcept.

Asocietyunderthestateofdystopia doesnotexhibitanyoftheparadisiacalqualitieswhichcharacterizeautopia.Thewordutopiawasfirstusedin1516bySirThomasMoreinhisnovelofthesametitle.Inautopiansociety,everyonelivesinperpetualharmony.Thereareneithercatastrophicnaturaldisastersnorwars.Thereisalsonomoral,intellectual,orfinancialpoverty.

1

Nostalgia isanintensefeelingoflongingforthepast.Nostalgiarendersthepastbeautifulandperfect,andapersonexperiencingnostalgiayearnstoreturntothoseblissfulmomentsthatarelonggone.Nostalgiaturnsapersonmelancholicaswellassentimental.

2

Somefamilieshaveatreasuredobjectthatgetspasseddownfromgenerationtogeneration.Thisobjectiscalledanheirloom.Usually,anheirloomisanantiquethatplaysasignificantroleinthefamily’shistory.Itmayalsobeofconsiderablemonetaryvalue,likejewelryorfurniture.Morethananinheritance,however,anheirloomisagift.

3

B. Defineanyofthefollowingtermsusingonestrategydiscussedinthislesson.

• Memory• Longing• Grief• Loss• Reunion


African and AsianLiterature

Series Coordinators

Frances Paula L, Ibanez, M.A.Alexander C. Maximo, M.A.

Authors

John Paolo V. SandichoLeovigilda M. TumanengCristina G. Saulo

The EnglishTek K-12 Series offers a holistic and fun approach to learning English. EnglishTek is founded on the Communicative Language Teaching (CLT) approach to develop languagecompetencies. EnglishTek offers a blended learning program through the best practices in language education inside the classroom combined with e-learning technologies in order to make learning engaging and relevant for students. With EnglishTek, students become effective communicators who can understand and produce meaningful discourse, all the while enjoying rich and vibrant learning experiences.

9 786218 000025

ISBN 978-621-8000-02-5techfactors Inc. EnglishTek 8 B

.EG8.1.14.1

8 K-12SERIES

V O L U M E 2

VOLUME 2

ET8-Vol2-Cover.pdf 1 3/13/2015 4:05:06 PM

Vol. 2

First Edition

8African and Asian

Literature

John Paolo V. Sandicho

Leovigilda M. Tumaneng

Filipina R. Santos

Cristina G. Saulo

Series Coordinators




TechFactors Inc.Trademark of TechFactors Inc.

Philippine Copyright 2014 by TechFactors Inc.

All rights reserved. No part of this courseware may be reproduced or copied in any form, in whole, or in part, without written consent of the copyright owner.

First edition, 2014ISBN 978-621-8000-02-5

Published by TechFactors Inc.Printed in the Philippines

Authors John Paolo V. Sandicho, Leovigilda M. Tumaneng, Filipina R. Santos, and Cristina G. SauloSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Ma. Jendell Valin Kirong, Leovigilda Tumaneng, and Zenia P. LazaroContent and Editorial Cristina G. Saulo, Ma. Regina B. Peñarroyo, Eris Heidi L. Ramos, and Jean Marie M. RomualdezCreatives Julius Caesar G. Barredo, Darylle R. Cajucom, Regina M. Zapata, and Samboy M. Dela TorreIllustration Julius Caesar G. Barredo, Nadine Bartolome, and Darylle R. CajucomSystems Kim A. Benebese, Mark B. Abliter, Allan Nicole C. Celestino, Kenneth T. Salazar, Robie Marc R. Peralta, Kadmiel D.G. Ramos, and Raymond P. Baguio

Exclusively distributed by TechFactors Inc.101 V. Luna Road ExtensionSikatuna Village, Quezon City1101 Philippines

Telephone number: (632) 929 8094Email address: [email protected]: www.techfactorsinc.com

The materials reprinted in this book, both literary materials and images, are obtained from open domain sources. The copyrights of the literary materials have already expired, and thus are free from copyright in their respective countries and in the Philippines.

Any lapse or oversight is unintentional and will be corrected in the next editions.


iiiPhilippine Copyright 2014 Techfactors, Inc.

FOREWORD

Filipino students face challenges in learning the English language. More than ever, changes in learning environment now affect how we approach language education. Teaching approaches and methods have to fit 21st century learners.

The EnglishTek K to 12 series is TechFactors’ innovation in English learning. Based on the principles of Communicative Language Teaching (CLT) and Blended Learning, EnglishTek incorporates current practices in language learning and educational technology. Aside from developing communicative competence in students, EnglishTek meets the competency standards of the Department of Education K-12 curricula and also focuses on honing vital 21st century skills, giving graduates a competitive advantage.

Lessons in the EnglishTek 7 to 10 volumes are literature-based. They follow the Directed Reading Approach (DRA) which provides students with various activities before, during, and after reading. These activities include schema activation, vocabulary enrichment, comprehension exercises, and real-life application of values. Graphic organizers are also provided in the book to help learners map their ideas and improve their learning strategies and information processing. These engaging activities are all designed to target communication skills. They also create occasions for the students to hear and use the target language.

Moreover, EnglishTek provides holistic learning by highlighting the Reading-Writing connection. Each reading selection is followed by a literary analysis, as well as a discussion of a related grammatical point. The grammar lessons are then connected to a writing lesson. This ensures that the learning of the students is applied. In these writing lessons, EnglishTek provides students with support through model paragraphs and guided practice.

Most of all, learning is made relevant by situating learners in context and by using situations, examples, and texts that can be found in the real world. Through authentic materials that reflect Filipino values, learners can develop connections between their classroom learning and their life experiences.

We hope that, with this series, students become effective communicators in English and simultaneously enjoy the learning process. By building these critical foundations of communication, we hope to produce effective communicators that think critically and can create meaningful discourse.

TechFactors Inc.


ivPhilippine Copyright 2014 Techfactors, Inc.

ABOUT THE AUTHORS

John Paolo Sandicho

Paolo graduated cum laude from the University of the Philippines Diliman with a Bachelor of Arts degree in English Studies, major in Language. He has taught Developmental Reading and Public Speaking at the JIL Colleges Foundation. He is currently a full-time writer in the Education and Discipleship Department of the Jesus Is Lord Church Worldwide where he is part of the team that develops and produces educational materials.

Leovigilda Tumaneng

Leovigilda Tumaneng is a graduate of the University of the Philippines, with a Bachelor of Arts degree in English Studies: Language. She currently serves as editor in the Legal Affairs division of the Department of Agrarian Reform central office, after working for a few years in the business process outsourcing industry.

Filipina R. Santos

Phnas is a reading specialist for an international school in the Philippines. She also worked as an assistant teacher at International School Manila and Wordlab School Inc. She has undergone training for teaching students with special needs and teaching in the content areas. She is currently finishing her Master’s degree in Reading Education at the University of the Philippines Diliman.

Cristina Gonzales-Saulo

Cristina is a former lecturer of Literature and College English classes at De La Salle-College of St. Benilde and Mapua Institute of Technology. She also worked as an English instructor and materials developer for several language centers for foreign students.She graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in English Studies, major in Language. She is currently finishing her Master’s degree in Reading Education at UP College of Education.

ABOUT THE SERIES COORDINATORS


Alex holds a Master of Arts degree and a Bachelor of Arts degree, magna cum laude in English Studies: Language, from the University of the Philippines Diliman. He teaches with the Department of English and Comparative Literature of UP Diliman where he has handled English courses in the undergraduate and graduate level. His research interests include critical discourse analysis, corpus linguistics, organizational communication, and computer-mediated communication. With technology as another passion, he is currently exploring the use of e-learning to develop language skills. He has co-authored books on office productivity, multimedia, and business writing. He also currently serves as project manager for TechFactors.


Frances graduated from the University of the Philippines Diliman with a Bachelor of Arts degree in Communication, major in Journalism. She also earned her Master’s degree in Education, major in Language Education, from the same institution. She worked as a technical writer in several computer firms for eight years, developing user guides and tutorials on different software. She taught part-time in a preschool, where she handled the Nursery class, and in an English language center, where she taught language teaching methodology. She heads the Content Group in TechFactors.


vPhilippine Copyright 2014 Techfactors, Inc.

TABLE OF CONTENTS

Unit 3: Analyzing Perspective

Lesson 1: Love . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Gift by Li Young LeeConnotationsNoun CompoundsClassification Essay

Lesson 2: Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Muh-LanAnalyzing Poetic EffectsOther and Its RelativesFinding a Basis and Purpose for Classifying Items

Lesson 3: Truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .In A Grove by Ryunosuke AkutagawaCharacterizationCoordinationCreating Distinct Categories

Lesson 4: Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Watch by William Alfred WoodResponding to the StorySubordinationUsing Graphic Organizers to Visualize Classification

Lesson 5: Casualties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Diameter of the Bomb by Yehuda AmichaiExplaining UnderstatementsConditional SentencesOrganizing a Classification Essay

Lesson 6: Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interpreter of Maladies by Jhumpa LahiriJudging the Character’s ActionsMost and Its RelativeAchieving Coherence in a Classification Essay

Lesson 7: Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Cut by Ma. Celeste Flores-CoscolluelaEvaluating AdvertisementsArticles with Generic Noun PhrasesWriting the Introductory Paragraph for Classification Essay

Lesson 8: Strength . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Excerpt from Things Fall Apart by Chinua AchebeExplaining ProverbsUses of SemicolonDeveloping Supports in a Classification Essay

Lesson 9: Beauty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Beauty: The Korean Way by Julia YooUsing the ThesaurusUses of ColonWriting the Concluding Paragraph for a Classification Essay

2

15

28

42

53

65

75

87

97


viPhilippine Copyright 2014 Techfactors, Inc.

Lesson 1: Fortitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Swamp Dwellers by Wole SoyinkaAnalyzing EditorialsVerb Structure ParallelismThe Process Analysis Essay

Lesson 2: Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The God Stealer by F. Sionil JoseReading Comic StripsVerbalsDirectional and the Informational Process Analysis Essays

Lesson 3: Equiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Taj Mahal by Sahir LudhianviAnalyzing a Feature ArticlePrepositions of TimeWriting a Complete Process Analysis Essay

Lesson 4: Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Poem by Taufiq RafatAnalyzing a Music VideoNondefining Adjective Clause in Simple PastWriting a Coherent Process Analysis Essay

Lesson 5: Dichotomy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Piano and Drums by Gabriel OkaraAnalyzing a DocumentaryNondefining Adjective Clauses in Past ContinuousWriting a Process Paragraph

Lesson 6: Parity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Pillow Book: Women in High Office by Sei ShōnagonAnalyzing a Stage PlayNondefining Adjective Clauses in Perfect TensesPracticing Process Analysis in Small Groups

Lesson 7: Prejudice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .By Any Other Name by Santha Rama RauAnalyzing a Political SpeechCapitalizationPracticing Writing a Process Analysis Essay

Lesson 8: Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sing to the Dawn: Chapter 1 by Minfong HoReviewing a Panel DiscussionContractionsAnalyzing Writer’s Strategies

Lesson 9: Survival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .All This Weight by An NaReviewing a Public Service AnnouncementAbbreviations Compiling a Portfolio

108

117

125

136

146

156

166

178

191

Unit 4: Challenging Generalizations


UNIT 3: Analyzing Perspectives

Lesson 1: Love Lesson 2: Honor Lesson 3: Truth

Lesson 4: Death Lesson 5: Casualties Lesson 6: Identity

Lesson 7: Gender Lesson 8: Strength Lesson 9: Beauty

ET8-Unit 3-Compiled.indb 1 3/11/2014 4:19:55 PM


Lesson 1: Love

Lesson Objectives

• Touseantonymsandsynonymsascontextcluesinfindingthemeaningofunfamiliarword

• Toenumeraterelatedandsynonymouswordsforaconceptbycreatingawordmap

• Toanalyzehowapoet’schoiceofwordsaffectthemoodandmeaninginpoetry

• Todeterminepointsforemphasisinapiecefororation

• TocreateacollectionofpoeminaneBookformat

• Toevaluateaword’sconnotativemeaningandhowitaffectstheoverallmeaningofasentenceorpassage

• Tousedifferentnouncompoundsinsentenceseffectively

• Toreviewwaysofclassifyingideas

• Toevaluatehowanauthorusesclassificationtoforwardanargumentaboutatopic

Before Reading

Important Words

Readeachsentenceandtakenoteoftheunderlinedword.Thenchooseanothersentencethatusesthewordsimilarly.

1. Witnesses said that after the explosion, everything in the store just exploded into splinters.

a. When she heard that her husband is very sick, Amy’s heart seemed to break into splinters.

b. After the accident, I felt a sudden pain in my right ring finger. I checked it and saw a splinter of wood that penetrated my skin.

2. The blast site was in shambles as shards and slivers of glass and debris scattered the affected area.

a. After the typhoon, a lot of the evacuees returned to their homes with a sliver of hope even as they faced their future with uncertainty.

b. The sliver of wood that you found in your things came from the neighbor’s old house that is being demolished when you left your window open.

3. Mila looks at her newborn child with so much tenderness that it is almost heart-wrenching.

a. Nurse Celia is very popular in that hospital because her patients always experienced her dedication and tenderness when they need her the most. In honor of her, they prepared a little party to express their gratitude and the hospital authorities to commend her for Nurse Celia’s exemplary performance.

b. I think you should let the doctor see your right backside. The tenderness you felt and the pain that you mentioned earlier on that part is very alarming.

4. The lead guitarist was really in high spirits during the concert that when he suddenly smashed his guitar sending shards of wood flying through the air, the crowd just went wild and got even more aggressive.

a. You are too young to get your heart broken into shards so you must focus on your studies first.

b. Milo was so nervous that his father will punish him that he accidentally stepped into the shards of broken glass lying on the floor.



Knowledge Activation

AmongFilipinos,theadage“Kung anong puno, siya ang bunga”representstheirbeliefthatwhatevertheparentsteachtheirsonsordaughtersinchildhoodwoulddefinitelyaffecttheirattitudeandperspectiveinlife.However,basedonsociologicalstudies,thisviewabouttheinfluenceofparentsonchildrenissharedamongAsiancountries.

Listenasyourteacherreadsanarticleentitled“ImpactsofKoreanFathers’AttachmentandParentingBehavioronTheirChildren’sSocialCompetence,”astudybyJin-YoungChaeandKangYiLeepublishedinaninternationaljournal.InthisarticleyouwilllearnthesimilaritiesbetweenKoreanandFilipinocultureregardingparenthood.

Activity 1

Beforelistening,definethefollowingtermsasaclass:attachment,parenting,andsocialcompetence.Howarethesetermsdefinedwhenstudyingaboutsocietyandculture?Writedownthedefinitionthatthewholeclasswillcomeupwithforthesetermsandwritethemonthespacesprovidedbelow.

attachment:

parenting:

social competence:



Activity 2

A. Completethechartbelowwithdetailsabouttheresearcharticleyoulistenedto.Thechartpresentstheimportantpartsofaresearch:

Parts of a Research Guide Questions

Statement of the Research Problem

What did the study aim to find out?

Significance of the Research How does the study contribute to Korean culture in academic and social aspects?

Definition of Terms How did the researchers define the terms:

attachment

parenting

social competence

Review of Literature What did the researchers mention about the following topics:

child-mother relationships

role of fathers in a family

Korean fathers and their parenting behavior

B. ReflectonthestudyandlistdownnewandimportantdetailsyoulearnedaboutKoreanparentingorfather-sonrelationshipinKorea.Howdoyouthinkthisinformationwillhelpyouunderstandthepoemyouwereassignedforthislesson?

Oral Interaction

Ifyouseeachildcryinginfrontofhisorherfather,whatreasonswouldyouinitiallythinkof?Howdidyoucomeupwithsuchnotions?Readthepoem“TheGift”byaLi-YoungLeeandfindoutwhythespeakerinthepoemcriedinfrontofhisfather.



Literary Selection

The GiftbyLi-YoungLee

About the Author.Li-YoungLeewasborntoChineseparentsin1957inJakarta,Indonesia.HisfatherservedunderMaoZedongasphysicianinChina.Lateron,hemovedthefamilytoIndonesiaandhelpedfoundGamalielUniversity.In1959,theLeefamilyfledthecountryandaftersettlingforquitesometimeinHongKong,Macau,andJapan,theyfinallysettledintheUnitedStatesin1964.

LeewenttocollegeattheUniversitiesofPittsburgh,wherehedevelopedhisloveforwriting.Hispoems’recurringthemesarethoseofsimplicity,strength,andsilence.Lee’sworksincludeTheWingedSeed:ARemembrance(BOAEditions,2013),BehindMyEyes(Norton,2008),BookofMyNights(2001),TheCityinWhichILoveYou(1991),andRose(1986).

HehasbeenarecipientofseveralawardsandfellowshipgrantsliketheLannanLiteraryAwardandFellowshipfromtheAcademyofAmericanPoetsamongothers.HealsoreceivedthehonorarydegreeofDoctorofHumaneLettersfromStateUniversityofNewYorkatBrockportin1998.

Critical Viewing.Createanarrativeabouttheillustration.Whatdoyouthinkishappeninginthepicture?Whatarethetwocharacterstalkingabout?Whydoyousayso?



During Reading.Asyoureadeachstanzaofthepoem,writedownthewordsthatyouthinkarerelatedtooneanother.Writethesewordsdownoneachoftheboxesandtrytoshowhowcloselyrelatedthesewordsarethroughwordmapping.Howdidthesewordshelpyouintellingthetheme,mood,andmessageofthepoem?

Understanding Literature

Comprehension Questions

3. Whatarethetwostoriesthatthepersonanarratedinthepoem?Howarethesestoriesdifferent?4. Howisthethemeofloveexploredbythewriter?Whatkindoflovewasdepictedinthepoem?5. Describethepersona’sfatherbasedonthedetailsfromthepoem.Whydoyousayso?6. Describethepersonaasahusband.Whatkindofhusbandandfatherdoyouthinkhegrewuptobe?7. Noticehowthepersonadescribethemetalsplinterthathurthimwhenhewasachild.Whatnamesdidhecallit?

Whatarethesignificancesofmentioningthesenames?8. Whatwasthegiftgiventothepersona?Whydoyouthinkheconsidersitagift?9. Doyouagreethatgiftsmaycomeinvariousformsandtheyarenotlimitedtomaterialthings?Why?

10. InAsiancultures,howimportantdoyouthinkistheinfluenceofafatherinafamily?Isafather’sinfluencesimilartoamother’sinfluence?Explainyouranswer.



Literary Analysis

Moodandmeaninginpoetryareestablishedbythepoetthroughhisorherchoiceofwords,figurativelanguage,sentencestructure,lengthofpoeticline,andpunctuationmarks.Moodreferstothefeelingconveyedinthewholepoemandmeaning referstothemessagethatthepoetwantstocommunicate.

Readthefirsttwolinesofthepoem“TheGift”byLi-YoungLee:

To pull the metal splinter from my palmmy father recited a story in a low voice.

Fromthesetwolines,howdoyouthinkthepoetestablishedtheinitialmoodofthepoem?Inthefirstline,thelettersmandlsetaninitialquietmoodforthepoemandthisquietnessisconfirmedasthepoetusedthephraselow voice. Imagineifthepoetusedthewordpluckinsteadofpullandhandinsteadofpalm. Doyouthinkhewillbeabletoestablishthesamemood?Thisisonewayoflookingathowtheauthor’schoiceofwordsaffectthemoodandmeaninginpoetry.

Imagine,too,ifthepoetusedanotherwordfor recited.Somesynonymsforthesewordsarenarrate,recount,rehearse,andsay.Doyouthinkoneofthesewordswillcreatethesameeffectasthewordreciteinthephraserecite a story?Definitelynot.Althoughthesewordsaresynonymous,themeaningofeachwordactuallygivesthewriterahintastowhatcanbeappropriatelyusedtomaintaintheestablishedmood.Torecitemeanstogiveanoralorwrittenaccountofindetail.Thepersonainthestoryisnotnarratingorsimplyrecountingastorybutrecitingitwhichconnotesseriousnessandsincerity.

Readthelinesagainandaskyourself,whatdidthefatherused“topullthemetalsplinter?”Wasaninstrumentmentioned?Ifyoucarefullyanalyzethestructureofthesentence,youwouldfindoutthatinsteadofmentioningarealmedicalinstrument,thepoetreferredtothe“story”recitedbythefatherastheinstrumentusedforpullingthesplinter.Noticehowthepoetcreatedametaphorintheselines.

Additionally,whydoyouthinkthepoetchosetoplaceaprepositionalphrasefirstbeforetheindependentclause?Thesubjectordoeroftheactionisnotemphasizedbydoingthisandthus,thepoetwasabletomaintain,onceagain,thequietnessofthenarration.

Notice,too,thepoet’schoiceofnotusingacommaafterthewordpalm.Inwriting,weusuallyuseacommawhenwewriteaprepositionalphrasefirstbeforethemainclauseasin:

To pull the metal splinter from my palm, my father recited a story in a low voice.

Comparethisifwesimplywritethewholesentencewithoutthecomma.

To pull the metal splinter from my palm my father recited a story in a low voice.

Didyounoticehowdramaticthephrases“mypalmmyfather”becomes?Withtheseanalysesforthefirsttwolinesofthepoem,whatconclusioncanyoudrawaboutthemessagethepoetwantstocommunicate?



Activity

A. Readthewholepoemagainandanalyzeifthepoetwasabletomaintaintheinitialquietmoodthroughoutthepiece.Iftherehasbeenachangeofmood,explainbelowhowthewriterestablishedanewmoodthroughhischoiceofwords,figurativelanguage,andsentencestructure.

B. Whatdoyouthinkisthemessageofpoem?Whatdoestheauthorwanttotellitsreadersnotonlyabouthisfatherbutalsoabouttheconceptof“fatherhood”inKorea?Explainyouranswersbelow.

Responding to Literature

Oral Communication

ObtainacopyofUSPresidentBarrackObama’sspeechforFather’sDaylastJune2013.Readitcarefullyandpreparetopresentanoratorical speech usingthispiece.Submitanannotatedcopyofthespeechtoyourteacherbeforeyouspeakinfrontofyourclassmates.Yourcopyshouldshowwhichsentencesyouwillemphasizeinyourorationandthereasonsforit.

Research and Writing

ReadmoreaboutpoetryinKoreanliterature.ComeupwithaeBookcollectionofpoems.Yourcollectionshouldhaveashortintroductionthatinformsyourreadersaboutyourrationaleforputtingtogetherthepoemsyouhavechoseninacollection.



Skills Development: Connotations

Connotationsrefertotheassociationsandemotionalsuggestionsconnectedtoawordusedinacertaincontext.Itiscontrastedwithdenotationwhichreferstoaword’sliteralordictionarymeaning.Whenreading,beingabletounderstandthemeaningofwordsasusedincontexthelpsthereader“readbetweenthelines”andthuslearnaboutimpliedideasinatext.Analyzingconnotationsinatextcanalsohelpthereaderunderstandtheauthor’sattitudeorbiasestowardatopic.

Theconnotativemeaningofawordcaneitherbepositiveornegative.Apositiveconnotationconveysafavorableimpressionwhileanegativeconnotationconveysanunflatteringimpression.Studythefollowingexamples:

(1)Noella is a talkative student.

She always tells personal stories in class.

(2)Noella loves to talk in class. She always shares personal

stories in class.

Activity

A. Differentiatethefollowingpairsofwordsbylistingtheirconnotativemeanings.

splinter - sliver

job - career

immigrant - alien

home - house

love - passion

WORDS



B. Inthislesson,youreadthepoementitled“TheGift.”Howdidtheauthordefinetheconceptofgiftorgivinginthepoem?Ifyouweretowritethepoemusingthepointofviewofthefather,whattitlewouldyouuse?Areyoustillgoingtousethesametitle?Ifyes,whatconnotationsoftheconceptwouldyouemphasize?Ifno,whatnewtitlewouldyouuse?Explainyouranswerinthespacebelow.

Grammar Review: Noun Compounds

Nouncompoundsaretwoormorenounsthatfunctionasonetorepresentanewconcept.Thesearecommoninscientificwriting.Forexample:

The scientist studied a cold virus.

Nouncompoundsaredifferentfromcompoundnouns.Nouncompoundsarecomposedoftwonouns:thefirstnounactsasamodifierforthesecondnoun.

Noun Compounds Compound Nouns

• greenhouse gases

• fossil fuel• placeboeffect

• bedroom• haircut• software• sunrise• breakfast



Nouncompoundscanbeclassifiedaccordingtotheirfunctions:

Grammar Workout

A. Encricletheletterofthecorrectdefinitionofthenouncompounds.

Functions Examples

1. Properties What are its characteristics?

tablet computer(a type of mobile computer)

2. Material What is it composed of?

carbon deposit (the deposit is made of carbon)

3. Mode of Operation How does it work?

air brake (a type of brake that uses compressed air)

4. Purpose What does it do?

water filter(a filter for cleaning water)

5. Location Where is it used/ found?

internal combustion (the burning of fuel happens inside the engine)

6. Time When is it used?

winter gear(clothes used protection during winter)

7. Shape / form What does it look like?

cylinder pump (a pump shaped like a cylinder)

8. Inventor / user Who discovered/ uses it?

Erlenmeyer flask (a flask created by Emil Erlenmeyer)

a. Techniques for survival over a long period of time

b. Techniques for survival that takes a long period of time to learn

long term survival techniques

a. a small amount of blood taken as a sample

b. an example of what blood is

blood sample

a. Wire made of copper

b. Copper made out of wire

copper wire



B. Writethenouncompoundoftheunderlinedwords.

a. Applications that operate in a network

b. A network that operates applications

network applications

a. Filters out air

b. Filter that cleans the air

air filter

a. Cottage used during the summer

b. Cottage built during the summer

summer cottage

a. Effect proposed by Christian Doppler

b. Effect of Christian Doppler on the frequency of a wave

Doppler effect

a. Brakes shaped like round discs

b. Brakes that stop discs

disc brakes

a. Computer that can be used on a person’s lap

b. Computer used by your lap

laptop computer

a. A doctor for horses

b. A doctor who is a horse

horse doctor

Sentence Your answer

1. The truck used in construction uses an engine powered by diesel.

2. She enrolled in two major subjects for the semester in the winter

season.

3. The economic growth experienced by the Philippines this year was

due to new businesses started with capital from foreign countries.

4. Teenagers from our neighborhood spend their weekends cooking in

a big pot for soup to distribute to homeless people.

5. Various items can be found in the holiday bazaar such as ornaments,

cakes, and gingerbread that is shaped like a house.

6. In the next town lives an old man who specializes in repairing the

engines of sports cars.



Collaborative Task

Studytheimage.PretendthatyourgroupispartoftheRoomMake-OverTeams.Yourtaskistosuggeststepsonwhatyourteamwilldofirsttomaketheroomlookbetter.Keepinmindthattheclientstillwantstouseallofthethingsyoucanseeinsidetheroom;nothingshouldbethrownedout.Theclientjustwantstheroomtolookorganized.Whatstepsdoyouthinkyoucansuggest?Presentyourplanonawholesheetofcartolina.

Writing Topic: Classification Essay

Classifyingisanimportantwritingstrategyfororganizingideas.Whenyouclassify,eitheryougrouprelatedideasoryoudividethem.Forinstance,awriterworkingonthetopicoflovemaystartwithgroupingrelatedideas(agape,phileo,storge,anderos)andthenlabelthisgroupwithageneralterm(love).

love

agape

phileo

eros

storge

Orthewritermaystartwiththegeneraldefinitionofloveandthendividethistopicintoitsdifferenttypes.

love

agape phileo erosstorge

Youcanuseclassificationindevelopingyouressay,especiallywhenyouplantotalkaboutalotofinformation.Yourreaderwilllookforalogicalorganizationofyourthoughts.

7. In Math class this year, the students will be learning about a theorem

proven by Pythagoras.

8. He makes it a point to incorporate exercise in his daily habit.

9. Living in the desert means that you will encounter storms that are

composed of sand.

10. Some trains operate by levitating it using a magnet rather than using

wheels.



Guided Reading

Readtheessaybelowandnoticehowthewriterusedclassificationindevelopingtheessay.Howdidthewriterintroducethetopicandhowwereeachcategorydiscussed?Also,doyouthinktheconclusionisappropriate?

Four Facets of LoveModern day definitions of love are closely-related to relationships. There is love between a man and a woman, be-

tween a parent and a child, between friends, and love for oneself. Interestingly, there are actually four types of love and it has existed from the time of the Ancient Greeks and they are the following: agape, phileo, storge, and eros.

Agape means deep and unconditional love that exists between parent and child or a married couple. It is a selfless love that does not expect anything in return. It was also the Bible’s reference to God’s unwavering love for humanity that requires sacrifice. Phileo, on the other hand, refers to love between friends and family and requires trust and loyalty. Love with acceptance and familiarity is what the Greeks labeled as Storge. It is also unconditional and based on accept-ance. This can also be seen between friends and family. Lastly, Eros is passionate love that exists between lovers. It is a deep and strong attraction between a man and a woman. And this could be more familiar to most because of the Greek god Eros, or Cupid, as he is known in Roman mythology.

Given these four types of love, one can deduce that man indeed, is a social being. He cannot live alone and needs human interaction and affection that will be part of his life from the day he was born until his death.

Individual Activity

A. Tellwhetherornotthegroupingofideasmakessense.Explaininbriefyourargumentforeach.

B. Writedownallideasyoucanrelatetoeachtopic.Compareyourlistwiththatofyouseatmate.Aretheresimilarideasyouhavewritten?Whatdoesthissayaboutyourknowledgeorexperienceabouteachtopic?

types of people you meet types of moviegoers types of readers


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