isbn 978-971-0550-94-4 - educational technology ... · british and american literature series...

British and AmericanLiterature

Series Coordinators

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

Authors

Anne Millaine T. AmbayecEunice V. RiveraMa. Regina B. Penarroyo

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 789710 550944

ISBN 978-971-0550-94-4

9 K-12SERIES

V O L U M E 1

VOLUME 1

techfactors Inc. EnglishTek 9 B.EG

9.1.14.1

ET9-Vol1-Cover.pdf 1 3/13/2015 4:05:36 PM

Vol. 1

First Edition

9British and American

Literature

Anne Millaine T. Ambayec

Eunice V. Rivera

Ma. Regina B. Peñarroyo

Series Coordinators

Alexander C. Maximo, M.A.

Frances Paula L. Ibañez, M.A.

ET9-Vol. 1-Front Matter.indd 1 4/2/2014 10:59:35 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 978-971-0550-94-4

Published by TechFactors Inc.Printed in the Philippines

Authors Anne Millaine T. Ambayec, Eunice V. Rivera, and Ma. Regina B. PeñarroyoSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Angela Paula M. Temblor 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 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

Anne Millaine Ambayec

Anne Millaine Ambayec holds a Master of Arts degree in Language and Literature from De La Salle University and a Bachelor of Arts degree in Mass Communication minor in Broadcast Journalism from St. Scholastica’s College-Manila. She was an assistant professor of Literature and Social Sciences at Mapua Institute of Technology. She is currently working as a training officer and materials development specialist for a private financial institution.

Eunice Rivera

Eunice Rivera graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major in Anglo-American Literature. She is currently pursuing her Master of Arts degree in Reading Education at the same university. She is also a LET passer. At present, she is an English teacher and a co-adviser of the Speech Arts Society at Benigno “Ninoy” S. Aquino High School. She used to work as a copyeditor for local publishing houses and as a freelance web content writer.


Regina graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major in Language. For her research work, she studied children’s literacy, specifically, the effects of schema on the reading comprehension and writing skills of young students. She is currently pursuing her Master of Arts degree in Educational Technology at the same university. She is also working as Content Developer at TechFactors.

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.

Unit 1: Reflecting on Oneself

TABLE OF CONTENTS

Lesson 1: Interests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Books vs. Cigarettes by George OrwellRecognizing Author’s PurposeFour Functions of Sentences Cause and Effect

Lesson 2: Fortitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Day’s Wait by Ernest HemingwayRecognizing Themes in LiteratureShifts in SentencesWhen to Use Cause-and-Effect Development

Lesson 3: Achievements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Luck by Mark TwainIdentifying SimilesSubject-Verb Agreement (Part 1) How to Organize Cause-and-Effect Essay

Lesson 4: Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Lady, or the Tiger? by Frank StocktonUnderstanding IdiomsSubject-Verb Agreement (Part 2)Cohesive Devices

Lesson 5: Selflessness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Gift of the Magi by O. HenryIdentifying AllusionsCapitalizationWords that Signal Cause-and-Effect Relationship

Lesson 6: Deference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Last Leaf by Oliver Wendell HolmesInterpreting MetaphorsEnd MarksStrategies in Writing Effective Sentences

Lesson 7: Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Thank You, M’am by Langston HughesResponding to CharactersAbbreviationsKey Points in Writing a Cause-and-Effect Essay

Lesson 8: Greatness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .It’s Not Talent; It’s Just Work by Annie DillardWords with Multiple MeaningsAffixesProofreading Strategies

Lesson 9: Maturity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Fifteen by William StaffordDrawing ConclusionsSentence MeaningProofreading Symbols

2

15

29

41

55

68

78

91

100

ET9-Vol. 1-Table of Contents.indd 5 4/2/2014 11:31:28 AM

viPhilippine Copyright 2014 Techfactors, Inc.

Unit 2: Strengthening Relationships

Lesson 1: Friendship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Decay of Friendship by Samuel JohnsonUsing Context CluesDegrees of Comparison Comparison and Contrast

Lesson 2: Passion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .An Appointment with Love by Sulamith Ish-KishorRecognizing HyperboleObjects and ComplementsComparison and Contrast – General Guidelines

Lesson 3: Counsel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .If by Rudyard KiplingInferring the Speaker’s AttitudeThe Five Basic Sentence PatternsWhen to Use Comparison and Contrast

Lesson 4: Admiration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sonnet 43 by E.B. Browning & Sonnet 18 by W. ShakespeareConnecting to the Writer’s ExperiencesSentence Patterns for Inverted Sentences and QuestionsHow to Organize a Comparison and Contrast Essay

Lesson 5: Empathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Scarlet Ibis by James HurstForeshadowingMisplaced ModifiersGraphic Organizers for Comparison and Contrast

Lesson 6: Morality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Possibility of Evil by Shirley JacksonMaking Inferences about CharactersDangling ModifiersWords that Signal Comparison and Contrast

Lesson 7: Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Cask of Amontillado by Edgar Allan Poe ParaphrasingCorrecting Common Errors in the Use of ModifiersHow to Write an Effective Comparison and Contrast Essay

Lesson 8: Inspirations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Teacher Who Changed My Life by Nicholas GageHow Purpose Affects WritingUse of Commas in SentencesPeer Editing – Definition and Steps

Lesson 9: Humanity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Aha Moment by Julia AlvarezRecognizing Contrast CluesUses of Quotation Marks and ParenthesesPeer Editing Guidelines

114

126

139

151

165

178

190

207

220


UNIT 1: Reflecting On Oneself

Lesson 1: Interests Lesson 2: Fortitude Lesson 3: Achievements

Lesson 4: Decisions Lesson 5: Selflessness Lesson 6: Deference

Lesson 7: Integrity Lesson 8: Greatness Lesson 9: Maturity

ET9-Unit 1-Compiled.indb 1 3/11/2014 5:15:32 PM

2Philippine Copyright 2014 Techfactors, Inc.

Lesson 1: Interests

Lesson Objectives

• Toinstilltheimportanceofreadingasarecreation

• Todevelopinterestandpassionforreading

• Toidentifytheargumentofanessayandtorealizetheimportanceofevidencestomakeastrongargument

• Tointerviewaprofessionalinaparticularfield

• Tousecriticalthinkingwhenformulatingquestionsforaninterview

• Tolearnandappreciatetheuseofmultimediaincreatingacampaign

• Tounderstandtheuseofcontrastinanessay

• Todetermineandunderstandthefoursentencefunctions

• Toidentifythecausesandeffectsofdifferentscenariosandtounderstandtherelationshipbetweenthecauseandtheeffect

Before Reading

Important Words

Fillinthemissinglettersofeachword.Usethegivenmeaningasclues.Afterward,useeachwordinasentencebasedonhowitwasdefined.

Word Meaning Your Sentence

r _ c k _ nto establish by calculation

d_ f _c _ dvandalized; to spoil an object’s appearance

_ d d m _ n t sitems that are usually leftovers

_ n f l _ t _ d excessively high

c _ m p l _ m _ n t _ r ygiven or supplied for free usually out of courtesy

r_cr_ _t _ _nactivity done for enjoyment during one’s spare time

p _ _ s _ n ta person from low social class

c _ n s _ m _ p t _ _ n act of using



Knowledge Activation

Readingisprobablyoneoftheoldestrecreationsintheworld.However,duetotheadventofinstantinformationtechnology,itcanbesaidthatreadingisalsooneofthemostneglectedactivities.Isreadingoneofyourinterests?Watchthevideoyourteacherwillplay.Thisvideohighlightstheimportanceofreadinginthe21stcentury.Beforewatching,dothefirstactivitybelow.Accomplishthenexttwoactivitiesafterwatchingthevideo.

Activity 1

Belowisachecklistofstoriesthatarepopularamongchildrenandyoungadults.Checkthenumberifyouhavereadthestory.Shareyourlistwithasmallgroup.Talkaboutsimilaritiesanddifferencesinyouranswers.

1. A Wrinkle in Time 2. Alice in Wonderland3. Ang Kamatis ni Peles4. Ang Pambihirang Buhok ni Raquel5. Ang Unang Baboy Sa Langit 6. Anne of Green Gables7. Black Beauty8. Chenilyn! Chenilyn!9. Christmas Carol

10. Chronicles of Narnia 11. Coraline 12. Diary of a Young Girl 13. Filemon Mamon14. Holes 15. Ibong Adarna16. Inkheart 17. Juan Tamad18. Little Women19. Mahiyaing Manok20. Mariang Alimango

21. Matilda22. Number the Stars23. Pagong at Matsing 24. Peter Pan25. Roll of Thunder, Hear My Cry 26. Sandosenang Sapatos27. Serendipity28. Si Langgam at Si Tipaklong29. Pilandok Series 30. Si Pilong Patago-tago31. The Bridge to Terabithia32. The Giver33. The Little Prince 34. The Lorax35. The Secret Garden36. The Wonderful Wizard of Oz37. Tiktaktok at Pikpakbum38. Tom Sawyer 39. Tuwing Sabado40. Walk Two Moons



Activity 2

TheReadingBillofRightsclaimsthat“theabilitytoreadisthedooropenerofyoungpeopletothe21stcentury.”Doyouagreewiththisclaim?Whyorwhynot?IfyouaretocreatethesameBillforthePhilippines,whatpointswouldyouincludeinyourownversionoftheReadingBillofRights?

Activity 3

Workwithapartnerandlistdownsomeofthereasonsmentionedinthevideoabouttheimportanceofreadinginayoungperson’slife.Afterward,createa“promisetoread”notetoalwaysremindyourselfofwhyyoushouldimmerseyourselfinreading.Whenyouaredone,placeyournotesonyournotebook,book,ordiarysoyouwillalwaysberemindedoftheimportanceofreadinginyourlife.

Oral Interaction

Whataresomeoftheactivitiesthatyouenjoy?Wouldyouconsiderreadingagoodbookinyouridletime?Shareyouranswerswithagroup.Afterthesharingactivity,readtheessayaboutbooksasoneofthemostinexpensiveformsofrecreationandfindoutwhytheauthorthinkspeopleshouldspendmoretimeandmoneyinbooksthaninotherthings.

Literary Selection

Books vs. CigarettesbyGeorgeOrwell



Acoupleofyearsagoafriendofmine,anewspapereditor,wasfirewatchingwithsomefactoryworkers.Theyfelltotalkingabouthisnewspaper,whichmostofthemreadandapprovedof,butwhenheaskedthemwhattheythoughtoftheliterarysection,theanswerhegotwas:“Youdon’tsupposewereadthatstuff,doyou?Why,halfthetimeyou’retalkingaboutbooksthatcosttwelveandsixpence!Chaps1likeuscouldn’tspendtwelveandsixpenceonabook.”These,hesaid,weremenwhothoughtnothingofspendingseveralpoundsonadaytriptoBlackpool.2

Thisideathatthebuying,oreventhereading,ofbooksisanexpensivehobbyandbeyondthereachoftheaveragepersonissowidespreadthatitdeservessomedetailedexamination.Exactlywhatreadingcosts,reckonedintermsofpenceperhour,isdifficulttoestimate,butIhavemadeastartbyinventoryingmyownbooksandaddinguptheirtotalprice.Afterallowingforvariousotherexpenses,Icanmakeafairlygoodguessatmyexpenditureoverthelastfifteenyears.

ThebooksthatIhavecountedandpricedaretheonesIhavehere,inmyflat.Ihaveaboutanequalnumberstoredinanotherplace,sothatIshalldoublethefinalfigureinordertoarriveatthecompleteamount.Ihavenotcountedoddmentssuchasproofcopies,defacedvolumes,cheappaper-coverededitions,pamphlets,ormagazines,unlessboundupintobookform.NorhaveIcountedthekindofjunkybooks-oldschooltext-booksandsoforth—thataccumulateinthebottomsofcupboards.IhavecountedonlythosebookswhichIhaveacquiredvoluntarily,orelsewouldhaveacquiredvoluntarily,andwhichIintendtokeep.InthiscategoryIfindthatIhave442books,acquiredinthefollowingways:

Bought (mostly secondhand) 251

Given to me or bought with book tokens 33

Review copies and complimentary copies 143

Borrowed and not returned 10

Temporarily on loan 5

Total 442

Nowastothemethodofpricing.ThosebooksthatIhaveboughtIhavelistedattheirfullprice,ascloselyasIcandetermineit.Ihavealsolistedattheirfullpricethebooksthathavebeengiventome,andthosethatIhavetemporarilyborrowed,orborrowedandkept.Thisisbecausebook-giving,book-borrowing,andbookstealingmoreorlessevenout.Ipossessbooksthatdonotstrictlyspeakingbelongtome,butmanyotherpeoplealsohavebooksofmine:sothatthebooksIhavenotpaidforcanbetakenasbalancingotherswhichIhavepaidforbutnolongerpossess.OntheotherhandIhavelistedthereviewandcomplimentarycopiesathalf-price.ThatisaboutwhatIwouldhavepaidforthemsecondhand,andtheyaremostlybooksthatIwouldonlyhaveboughtsecondhand,ifatall.ForthepricesIhavesometimeshadtorelyonguesswork,butmyfigureswillnotbefarout. Thecosts3wereasfollows:

1. chaps – in old English, refers to men; shortcut for chapsmen

2. Blackpool – a town in England popular for its beach

3. costs – in Orwell’s time one pound (£) was equal to 20 shillings (s.) and one shilling was equal to 12 pence (d.) (from http://orwell.ru/library/articles/cigar/english/e_cigar, accessed October 18, 2012)



Bought 36 9 0

Gifts 10 10 0

Review copies, etc 25 11 9

Borrowed and not returned 4 16 9

On loan 3 10 0

Shelves 2 0 0

Total 82 17 6

£ s. d.

AddingtheotherbatchofbooksthatIhaveelsewhere,itseemsthatIpossessaltogethernearly900books,atacostof£16515s.Thisistheaccumulationofaboutfifteenyears—actuallymore,sincesomeofthesebooksdatefrommychildhood:butcallitfifteenyears.Thisworksoutat£111sayear,butthereareotherchargesthatmustbeaddedinordertoestimatemyfullreadingexpenses.Thebiggestwillbefornewspapersandperiodicals,4andforthisIthink£8ayearwouldbeareasonablefigure.Eightpoundsayearcoversthecostoftwodailypapers,oneeveningpaper,twoSundaypapers,oneweeklyreview,andoneortwomonthlymagazines.Thisbringsthefigureupto£191s,buttoarriveatthegrandtotalonehastomakeaguess.Obviouslyoneoftenspendsmoneyonbookswithoutafterwardshavinganythingtoshowforit.Therearelibrarysubscriptions,andtherearealsothebooks,chieflyPenguins5andothercheapeditions,whichonebuysandthenlosesorthrowsaway.However,onthebasisofmyotherfigures,itlooksasthough£6ayearwouldbequiteenoughtoaddforexpenditureofthiskind.Somytotalreadingexpensesoverthepastfifteenyearshavebeenintheneighbourhoodof£25ayear.

Twenty-fivepoundsayearsoundsquitealotuntilyoubegintomeasureitagainstotherkindsofexpenditure.Itisnearly9s9daweek,andatpresent9s9distheequivalentofabout83cigarettes(Players):evenbeforethewaritwouldhaveboughtyoulessthan200cigarettes.Withpricesastheynoware,IamspendingfarmoreontobaccothanIdoonbooks.Ismokesixouncesaweek,athalf-a-crownanounce,makingnearly£40ayear.Evenbeforethewarwhenthesametobaccocost8danounce,Iwasspendingover£10ayearonit:andifIalsoaveragedapintofbeeraday,atsixpence,thesetwoitemstogetherwillhavecostmecloseon£20ayear.

Thiswasprobablynotmuchabovethenationalaverage.In1938thepeopleofthiscountryspentnearly£10perheadperannumonalcoholandtobacco:however,20percentofthepopulationwerechildrenunderfifteenandanother40percentwerewomen,sothattheaveragesmokeranddrinkermusthavebeenspendingmuchmorethan£10.In1944,theannualexpenditureperheadontheseitemswasnolessthan£23.Allowforthewomenandchildrenasbefore,and£40isareasonableindividualfigure.FortypoundsayearwouldjustaboutpayforapacketofWoodbines6everydayandhalfapintofmildsixdaysaweek—notamagnificentallowance.Ofcourse,allpricesarenowinflated,

4. periodicals – publications issued at regular intervals (e.g. magazines, journals)

5. Penguin – a publishing company that published some of Orwell’s works

6. Woodbines – a brand of cigarette made in England



includingthepriceofbooks:still,itlooksasthoughthecostofreading,evenifyoubuybooksinsteadofborrowingthemandtakeinafairlylargenumberofperiodicals,doesnotamounttomorethanthecombinedcostofsmokinganddrinking.

Itisdifficulttoestablishanyrelationshipbetweenthepriceofbooksandthevalueonegetsoutofthem.“Books”includesnovels,poetry,textbooks,worksofreference,sociologicaltreatises,andmuchelse,andlengthandpricedonotcorrespondtooneanother,especiallyifonehabituallybuysbookssecondhand.Youmayspendtenshillingsonapoemof500lines,andyoumayspendsixpenceonadictionarywhichyouconsultatoddmomentsoveraperiodoftwentyyears.Therearebooksthatonereadsoverandoveragain,booksthatbecomepartofthefurnitureofone’smindandalterone’swholeattitudetolife,booksthatonedipsintobutneverreadsthrough,booksthatonereadsatasinglesittingandforgetsaweeklater:andthecost,intermsofmoney,maybethesameineachcase.Butifoneregardsreadingsimplyasarecreation,likegoingtothepictures,7thenitispossibletomakearoughestimateofwhatitcosts.Ifyoureadnothingbutnovelsand“light”literature,andboughteverybookthatyouread,youwouldbespending—allowingeightshillingsasthepriceofabook,andfourhoursasthetimespentinreadingit—twoshillingsanhour.Thisisaboutwhatitcoststositinoneofthemoreexpensiveseatsinthecinema.Ifyouconcentratedonmoreseriousbooks,andstillboughteverythingthatyouread,yourexpenseswouldbeaboutthesame.Thebookswouldcostmorebuttheywouldtakelongertoread.Ineithercaseyouwouldstillpossessthebooksafteryouhadreadthem,andtheywouldbesaleableataboutathirdoftheirpurchaseprice.Ifyouboughtonlysecondhandbooks,yourreadingexpenseswould,ofcourse,bemuchless:perhapssixpenceanhourwouldbeafairestimate.Andontheotherhandifyoudon’tbuybooks,butmerelyborrowthemfromthelendinglibrary,readingcostsyouroundaboutahalfpennyanhour:ifyouborrowthemfromthepubliclibrary,itcostsyounextdoortonothing.

Ihavesaidenoughtoshowthatreadingisoneofthecheaperrecreations:afterlisteningtotheradioprobablyTHEcheapest.Meanwhile,whatistheactualamountthattheBritishpublicspendsonbooks?Icannotdiscoveranyfigures,thoughnodoubttheyexist.ButIdoknowthatbeforethewarthiscountrywaspublishingannuallyabout15,000books,whichincludedreprintsandschoolbooks.Ifasmanyas10,000copiesofeachbookweresold—andevenallowingfortheschoolbooks,thisisprobablyahighestimate——theaveragepersonwasonlybuying,directlyorindirectly,aboutthreebooksayear.Thesethreebookstakentogethermightcost£1,orprobablyless.

Thesefiguresareguesswork,andIshouldbeinterestedifsomeonewouldcorrectthemforme.Butifmyestimateisanywherenearright,itisnotaproudrecordforacountrywhichisnearly100percentliterateandwheretheordinarymanspendsmoreoncigarettesthananIndianpeasanthasforhiswholelivelihood.Andifourbookconsumptionremainsaslowasithasbeen,atleastletusadmitthatitisbecausereadingisalessexcitingpastimethangoingtothedogs,thepictures,orthepub,andnotbecausebooks,whetherboughtorborrowed,aretooexpensive.

7. pictures - movies



Understanding Literature

Comprehension Questions

1. Whatwasthefactoryworkers’reactionwhenaskedwhattheythoughtabouttheliterarysectionofthenewspaper?2. Whatideadidtheauthorsaywassowidespread?3. Towhatotherkindsofexpenditurewastheexpenseofbookscompared?4. Howdidtheauthoridentifythepricesofhisbooks?5. Whydidtheauthorsaythatitisdifficulttoestablishanyrelationshipbetweenthepriceofbooksanditsvalue?6. Howdidtheauthorargueinfavorofbooks?Providespecificinstancesfromtheessaytosupportyouranswer.7. Istheauthor’sargumentwell-founded?Whydoyousayso?8. Doyouagreewiththeauthor’sargumentthatreadingisthecheapestrecreationnexttolisteningtotheradio?

Whyorwhynot?9. Afterreadingtheessay,wouldyouconsiderreadingasoneofyourto-doactivitiesduringyoursparetime?Whyor

whynot?10. Whatdoyouthinkistheauthor’spurposeinwritingthisessay?

Literary Analysis

Allessayshaveapurpose.Alongwiththispurposeisthewriter’spointofvieworpositionaboutthesubject.Thisspecificposition,togetherwithallthestatementsthatsupportit,iscalledtheargumentoftheessay.Anargumentisastylebywhichthewriterusesreasonstowinhisreaders’supportforhisproposition.

Anargumentisusuallymadeupoftwokindsofstatements:theclaimandtheevidence.Theclaimisthestatementthattheauthorwantsthereaderstobelieve,accept,value,ordo.Theevidencearereasonsorstatementsthatsupporttheauthor’sclaim.

Tohelpyouidentifyandunderstandtheargumentofanessay,youcandothefollowing:

• identifytheauthor’spositionaboutthesubject;• identifytheproofs,piecesofevidence,andreasonstheauthorprovidestosupportthepositionorclaim.

Activity

A. WhatisGeorgeOrwell’sclaiminhisessay“Booksvs.Cigarettes”?Inwhichpartoftheessayisthisclaimstated?

B. WhatevidenceorreasonsdidOrwellprovidetosupporthisclaim?



Responding to Literature

Oral Communication

Howmuchdoesitcosttoread?Intheessay“Booksvs.Cigarettes,”GeorgeOrwellarguesthatreadingisthecheapestformofrecreation.Conductaninterviewwithoneofyourlibrariansinschoolandfindouthowmuchitcoststomaintainawell-stockedlibrary.Someofthequestionsthatyoucanaskare:

• Howmanybooksdoesthelibraryhouse?• Onaverage,howmanyreadersvisitthelibraryinaday?• Whatarethemostexpensiveandcheapestbooksinthelibrary?

Reportyourfindingstotheclass.

Research and Writing

Asidefromreading,therearemanyotheractivitiesthatareadvantageous.Hiking,forexample,isaverycommonrecreationalactivityinAmericaandCanada.Thisactivityhasbeenproventohavepositiveeffectsonone’smuscularandcardio-respiratoryhealth.

Researchonthedifferentrecreationalactivitiesthatareenjoyedbypeoplearoundtheglobe.Whichoftheseactivitiesisthemostpopular?Whichoneistheleastpreferred?Then,conductasurveywithinyourschoolandfindoutwhichoftheseactivitiesteenagerslikeyouaretrulyinterestedin.Createbargraphstoillustrateyourfindings.Compareandcontrastyourfindingsinclass.

Skills Development: Recognizing author’s purpose

Thereasonsforwritingarevaried.Somewritetoinform;otherswritetoexplainorpersuade.Thereasonwhyauthorswritesomethingiscalledtheauthor’s purpose.

Recognizingtheauthor’spurposeforwritingallowsustoexaminethetextdeeper.Webegintoseethateverywordthewriterwrotehasbeenchosendeliberately.Wealsobecomeawarethat,inordertofurtherhisorherpurpose,thewriterusesstrategiesortechniquestoconvincethereadertheadvantagesofonepointofviewcomparedtoanother.

A. Inhisessay“Booksvs.Cigarettes,”GeorgeOrwellcomparedandcontrastedbookstootherformsofrecreation.Whydoyouthinkhedidthis?

B. GeorgeOrwellusedadetailedtabletocataloguehisbookspurchase.Asareader,howdidthisorganizedpresentationofdataaffectyourviewofthearticle?



Grammar Review: Four Functions of Sentences

Sentenceshavedifferentfunctions.Somesentencesexplain;somesentencescommand.Eventhewayweaskastrangerfordirectionsisdifferentfromthewaywetellasecrettoafriend.Inshort,ourpurposeforcommunicationdeterminesthekindofsentencesweuseeveryday.

Therearefour kinds of sentences according tofunction:declarative,interrogative,imperative,andexclamatory.Ourabilitytochoosetheappropriatekindsofsentencestosuitourpurposesfacilitatesclearcommunication.

Adeclarativesentence(alsocalledindicative)statesanideaandisusedtomakeastatement.Declarativesentencesendwithaperiod.

The books that I have counted and priced are the ones I have here, in my flat.The school will be closed for the holidays.

Aninterrogativesentenceasksaquestionandendswithaquestionmark.Therearethreekindsofinterrogatives:Yes-Noquestions,WHquestions,andtagquestions.

• Yes or No questionsareaskedusingthehelpingverbsbe(is,are,am,was,were),do(does,did,do),andhave(has,had,have).

Are you fond of reading books? Did you like the story?

• WH-questionsmaystartwithanyinterrogativepronoun(who,what,when,where,why).Theanswertothiskindofinterrogativeisneverayesorano.

What is the actual amount that the British public spends on books?

• Tag questionsaremadeupofadeclarativeandthenfollowedbyayesornoquestion.Notethatiftheverbinthedeclarativeispositive,thetagisnegative.Iftheverbinthedeclarativeisnegative,thetagispositive.

You don’t suppose we read that stuff, do you?It was a productive day, wasn’t it?

Animperativesentencegivesacommand,order,ordirection.Imperativesentencesendwithaperiodoranexclamationmarkwhenitconveysforceoremotion.

Good luck!Please call me.Watch out!Eat your vegetables.

Notethatmostimperativesentenceshaveanimplied“you”asthesubject.

Anexclamatory sentenceexpressesstrongemotionandendswithanexclamationmark.Exclamatorysentencesoftenstartwithaninterjection.

Fantastic!Aha, I caught you!Isn’t that marvelous!The battle has begun!



Thelasttwoexamplesareinterrogativeanddeclarativesentencesrespectively.Notethattheycanbeclassifiedasexclamatorysentenceswhentheirprimarypurposeistoconveystrongemotion.

Grammar Workout

A. Identifyeachsentenceasdeclarative,interrogative,imperative,orexclamatory.Then,puttheproperendpunctuationmarks.

declarativeMorepeopleshouldreadmorebooks.

_______________1. ThereissomethingpeculiaraboutMartha

_______________2. Foragirlofthirteen,sheisprettyquietandlikestokeeptoherself

_______________3. Ourclassmatetalksaboutherbehindherback,sayingnegativethingsaboutherbehavior

_______________4. “Sheissmart,yes,butisn’tsheabitloopy”

_______________5. Atonepoint,Igotsofedupwithourclassmates’gossipingthatIraisedmyvoiceandshoutedatthem

_______________6. Pleasestoptalkingaboutherlikethat

_______________7. Loandbehold

_______________8. Ourclassmatesfeltsoguilty

_______________9. Marthathankedmeafterclassthatday

_______________10.Thenextday,shebroughtacopyofherfavoritebookandsharedthestorywithme

_______________11.Apparently,shelikesbooksmorethanshelikestalkingtopeople

_______________12.Booksaregoodcompany,shesaid,butit’ssomuchnicertohavesomeonesharemypassionforreading

_______________13.Sheisverymuchlikeme

_______________14.Fromthenonwestartedswappingbooksanddiscussingfantasticmake-believeworlds

_______________15.Everythingturnedoutwell,didn’tit

B. Usingtheunderlinedtopic,writethegivensentencefunctionindicatedbeforethenumber.

BooksInterrogative

1. ____________________________________________________________________________________Imperative

2. ____________________________________________________________________________________

LiteratureDeclarative

3. ____________________________________________________________________________________Exclamatory

4. ____________________________________________________________________________________



MusicDeclarative

5. ____________________________________________________________________________________Interrogative

6. ____________________________________________________________________________________

VideoGamesExclamatory

7. ____________________________________________________________________________________Imperative

8. ____________________________________________________________________________________

MoviesInterrogative

9. ____________________________________________________________________________________Declarative

10. ____________________________________________________________________________________

Collaborative Task

Formagroupwithfourmembers.Eachmemberoftheteamshouldtakeaturntellingthegroupaboutatimewhenheorshehadaverybadday.Makesuretotellyourgroupmemberswhythatparticulardaywasbadandwhathappenedduringthatentireday.Afterward,thegroupshouldpickwhichstorytosharetotheclass.

Writing Topic: Cause and Effect

Whenyouwereidentifyingthereasonwhyyourclassmatesexperiencedbaddays,youwereactuallylookingforthecause ofanevent.Acauseiswhatmakessomethinghappen.Tofindthecause,askyourself:Why did something happen?

Ontheotherhand,aneffectiswhathappensbecauseofthecause.Toidentifytheeffectofacause,askyourself:What happened afterwards? Chronologicallyspeaking,thecausealwayshappensbefore theeffect.Itisimportanttotakenoteofthis,becausesomesentencesstatetheeffectbeforethecause.

Letustakealookatthefollowingexample:

There was an ongoing road construction along EDSA, so I was late for school again. My teacher told me that I was to get detention because I had already incurred five instances of tardiness. He said that if I arrived late for class one more time, he would have to invite my parents for a talk.

Ifwebreakthisparagraphdownandseparatethecausefromtheeffect,wewillhavesomethingthatlookslikethis:



Cause Effect

There was an ongoing road construction along EDSA, so I was late for school again.

I had already incurred five instances of tardiness I was to get detention.

If I arrived late for class one more time he would have to invite my parents for a talk.

Inreadingandwritingcauseandeffectessays,wemustbeawareoffalse causality,ortheattributionofaneffecttoafalsecause.

Todeterminetherealcauseofsomething,firstlistdownallthethingswhichyouthinkarecauses.Then,foreachitemonthelist,imaginewhetherornottheeffectwouldstillhavehappenedhadthe‘cause’beenabsent.Askyourself,“Withoutthis,willthatstillhavehappened?”Ifyouanswer“Yes”,thenthe“cause”isafalseone.

In“BooksandCigarettes”, GeorgeOrwellpresentsbothfalseandrealcausesofwhypeopledon’tbuybooks.Bycomparingandcontrastingthesefalseandrealcauses,Orwellhighlightshowtriflepeople’sexcusesareagainsttheunderlyingtruecause.

Guided Reading

Belowisanexampleofacause-and-effectparagraphthatmayhelpyouinyourwritingactivity.Asyouread,thinkofwhattheauthor’spurposemaybe,andhowcause-and-effecthelpstheauthorachieveit.

Everyonehasahobby.Itcanbeasextremeasskydivingorasobscureasnoodling.Ontheonehand,therearethosepeoplewhoturntheirpassionintobusinessandmakeitbig.ThelateSteveJobs,co-founder

andformerCEOofAppleInc.,isanexampleofthis.Ontheotherhand,therearepeoplewhogetsoaddictedtoa

hobbythattheyendupjeopardizingtheirlives.

TheAmericanPsychiatricAssociationsetsevencriteriaforthediagnosisofaddiction.

Oneofthesedecisivefactorsstatesthatsomethingisconsideredanaddictionifitstopsorreducesa

person’simportantsocial,occupational,orrecreationalactivities.Inotherwords,apersonaddictedtosomethingstartstolosesomethingvital:

sleep,money,orrelationships.Inworstcases,apersonmayevenlosehisorherlife.

InFebruary2012,amannamedChenRong-yuwasfounddeadinacomputershopafterplayingLeagueofLegendsfor23hoursstraight.InJulythatsameyear,an18-yearoldboyidentifiedonlyasChuang,diedafter40hoursofcontinuouslyplayingDiabloIII.

Theseexamplesonlyshowthatsomethingspecial—likeahobby—cancorruptsomeonewhenitisdoneinexcess.

The author cites examples of two extreme cases. What is the author trying to do here?

What do you think is the author’s purpose?

How does cause and effect help further the author’s purpose?



Individual Activity

A. Determineifthegivenstatementsarecausesoreffects.Writeyouranswerontheblankbeforeeachnumber.Then,writeanappropriatephrasetocompleteeachsentence.

______________1. WhentyphoonSendongmadealandfall,________________________________________.

______________2. ___________________________manypeoplearedeletingtheirsocialnetworkingaccounts.

______________3. Myfatherhadtoworkoverseas________________________________________________.

______________4. Sincenoonesignedupforthetalentshow_______________________________________.

______________5. __________________________________becauseourentirebarangay experiencedblackout.

B. Thinkofscenariosthathavecause-and-effectrelationships.Writeacauseonthelineofeacharrow.Writeitseffectonthetarget.


British and AmericanLiterature

Series Coordinators

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

Authors

Anne Millaine T. AmbayecEunice V. RiveraMa. Regina B. Penarroyo

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 789710 550999

ISBN 978-971-0550-99-9

9 K-12SERIES

V O L U M E 2

VOLUME 2

techfactors Inc. EnglishTek 9 B.EG

9.1.14.1

ET9-Vol2-Cover.pdf 1 3/13/2015 4:06:11 PM

Vol. 2

First Edition

9British and American

Literature

Anne Millaine T. Ambayec

Eunice V. Rivera


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 978-971-0550-99-9

Published by TechFactors Inc.Printed in the Philippines

Authors Anne Millaine T. Ambayec, Eunice V. Rivera, and Ma. Regina B. PeñarroyoSeries Coordinators Alexander C. Maximo, M.A. and Frances Paula L. Ibañez, M.A.

Creative Writer Angela Paula M. Temblor 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 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

Anne Millaine Ambayec

Anne Millaine Ambayec holds a Master of Arts degree in Language and Literature from De La Salle University and a Bachelor of Arts degree in Mass Communication minor in Broadcast Journalism from St. Scholastica’s College-Manila. She was an assistant professor of Literature and Social Sciences at Mapua Institute of Technology. She is currently working as a training officer and materials development specialist for a private financial institution.

Eunice Rivera

Eunice Rivera graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major in Anglo-American Literature. She is currently pursuing her Master of Arts degree in Reading Education at the same university. She is also a LET passer. At present, she is an English teacher and a co-adviser of the Speech Arts Society at Benigno “Ninoy” S. Aquino High School. She used to work as a copyeditor for local publishing houses and as a freelance web content writer.


Regina graduated from the University of the Philippines Diliman with a Bachelor of Arts in English Studies, major in Language. For her research work, she studied children’s literacy, specifically, the effects of schema on the reading comprehension and writing skills of young students. She is currently pursuing her Master of Arts degree in Educational Technology at the same university. She is also working as Content Developer at TechFactors.

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: Overcoming Adversities

Lesson 1: Honor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Sir Gawain and the Green Knight by Cathy S. MosleyReading a Web PageVoice of the Verb Choosing a Topic for a Persuasive Essay

Lesson 2: Choices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Invictus by William Ernest HenleyWord RootsPrepositional PhrasesConsider Purpose and Audience

Lesson 3: Determination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Jonathan Livingston Seagull (Part 1) by Richard Bach Distinguishing Between Facts and OpinionsGerundsDeveloping Reasons and Evidence

Lesson 4: Self-Reliance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Excerpt from “Self Reliance” by Ralph Waldo Emerson Taking Notes in Outline FormParticipial PhrasesOrdering of Arguments

Lesson 5: Repentance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Parable of the Prodigal Son from KJV BibleSequencing and Chronological OrderInfinitive PhrasesRecognizing Fallacies

Lesson 6: Endurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Verses Upon the Burning of Our House by Anne Bradstreet ParaphrasingAdjective ClauseAvoiding Gender-Biased Language

Lesson 7: Courage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Courage by Anne SextonUsing a DictionaryAdverbial ClauseUsing Transition Words and Phrases

Lesson 8: Cooperation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Crisis, No. 1 by Thomas PaineReading and Interpreting GraphsDirect and Indirect SpeechWriting a Draft for Your Persuasive Essay

Lesson 9: Ideologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Barbie-Q by Sandra CisnerosUsing Maps for Verification and InterpretationSemicolon and Colon RulesEvaluating and Revising Your Persuasive Essay

2

19

32

46

61

73

86

99

120


viPhilippine Copyright 2014 Techfactors, Inc.

Unit 4: Developing Leadership Skills

Lesson 1: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I Have a Dream by Dr. Martin Luther King Jr.Text OrganizationFaulty ParallelismChoosing a Research Topic

Lesson 2: Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Lather and Nothing Else by Hernando TellezClassifying InformationFaulty CoordinationDifferent Sources of Information

Lesson 3: Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .O Captain! My Captain! by Walt WhitmanExtended MetaphorExcessive CoordinationChoosing Credible Sources

Lesson 4: Virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Virtues from the Autobiography of Benjamin FranklinDistinguishing Facts from OpinionsRecognizing Double NegativesBasic Structure of a Research Paper

Lesson 5: Chivalry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Beginning from T.H. White’s The Once and Future KingMonitoring ComprehensionExpanding Sentences – Adding Other ElementsEthics for Primary Research

Lesson 6: Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Julius Caesar by William ShakespeareLogos, Pathos, EthosExpanding Sentences Using Nominals and AppositivesUnity and Coherence

Lesson 7: Rights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .I Chose to Remain by Rosa Parks with Jim HaskinsChronological OrderVarying Sentence BeginningsHow to Avoid Plagiarism

Lesson 8: Archetypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Odyssey by HomerSummarizing Basic Events and IdeasCombining SentencesPreparing Note Cards

Lesson 9: Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Most Important Day of My Life by Helen KellerUnderstanding Abstract-Concrete WordsDashes, Parentheses, BracketsWriting Annotations

134

144

155

164

178

189

208

219

230


UNIT 3: Overcoming Adversities

Lesson 1: Honor Lesson 2: Choices Lesson 3: Determination

Lesson 4: Self-Reliance Lesson 5: Repentance Lesson 6: Endurance

Lesson 7: Courage Lesson 8: Cooperation Lesson 9: Humanity

ET9-Unit 3-Compiled.indb 1 3/12/2014 8:51:32 AM


Lesson 1: Honor

Lesson Objectives

• Tolistenattentivelyfordetails

• Todefineromanceandgiveexamplesofthisnarrativeform

• Totalkcriticallyabouttheconceptofhonor

• Touseone’screativityandtechnicalknow-howinmakinganRSAAnimatevideo

• Togatherinformationfromwebpages

• Totransformsentencesintheactivevoicetopassivevoice

• Todeliverpersuasivepresentations

• Toselectatopicforpersuasivewriting

Before Reading

Important Words

Magic SquaresFindthemagicnumberbymatchingthecorrectwordanddefinitionandenteringthenumberintheappropriatesquareonthegrid.Hint:Whenaddedacross,down,ordiagonally,thenumberalwaysequalsthesamesum.Thefirstitemhasbeendoneforyou.

A: 9

The floor of a fireplace

B: _____

An attendant who carries baggage

C: _____

Pleasing through beauty or perfection

D: _____

A rounded hill

E: _____

A withered old woman

F: _____

deep wrinkle

G: _____

to shake or wave menacingly

H: _____

to wound slightly

I: _____

extraordinary ability

Themagicnumberis_______________.

List of Words

3 furrow 9 hearth 15 nick

4 brandish 10 crone 16 exquisite

5 porter 11 prowess 17 mound

Now,usethenewwordsthatyoulearnedinsentences.



Knowledge Activation

TheQueenofEnglanddubsmenasknightsiftheyhavecontributedsomethingsignificanttosociety.SomeexamplesofmodernknightsareSirJamesPaulMcCartney,anEnglishsingerandcomposer;SirDavidFrederickAttenborough,aBritishbroadcasterandnaturalist;andSirBillGates,founderofMicrosoft.

KingArthurandhisKnightsoftheRoundTableareprobablythemostfamousknightsintheworldofliterature.TheconceptofknighthoodoriginatedintheMedievalAges.Youwillfindoutmoreaboutknightsasyoulistentoyourteacherreadtoyouaboutmedievalknights.

Activity 1

Asyoulisten,completethesentencesbelowbyencirclingthecorrectword.

1. Thewarhorsealonecouldcosttheequivalentofasmall(airplane,chicken,pony).

2. InthelateMiddleAges,manyprospectiveknightsbegantopay(militaryservices,shieldmoney,professionalfee)totheirlordsothattheywouldn’thavetoserveintheking’sarmy.

3. Whenaboywaseightyearsold,hewassenttotheneighboringcastlewherehewastrainedasa(page,cabbage,salvage).

4. Hepracticedagainstawoodendummycalleda(quintain,fountain,curtain).

5. Attheageoffifteenorsixteen,aboybecamea(squirrel,squire,square)inservicetoaknight.

6. Whenhewasabout(twelve,twenty,twenty-five),asquirecouldbecomeaknightafterprovinghimselfworthy.

7. Knightsbelievedinthecodeof(heraldry,rivalry,chivalry).

8. Theywerealsoexpectedtonot“talktoomuch.”Inotherwords,theyshouldn’t(bow,bully,boast).

9. Asuitof(chain,fur,air)mailcouldhavemorethan200,000rings.

10. Knightsdecoratedtheirshieldswiththeirfamily(enamel,emblem,embroidery)orcrestandthefamilymotto.

Oral Interaction

ColortheKnightwhatevercoloryouthinkrepresentsyouasaperson.Then,faceyourseatmateandexplaintohim/herwhyyouchosethatcolorandwhatitrepresents.Aftersharingyouranswerswithyourpartner,telltheclasswhatyouhavelearnedfromyourpartner’sexplanation.

Now,read“SirGawainandtheGreenKnight”andfindoutwhatkindofpersonSirGawainis.



Literary Selection

Sir Gawain and the Green KnightRetoldbyCathyS.Mosley

InatimewellpastwhenCamelotwasyoung,KingArthurandhisQueen,Guinevere,presidedoveraNewYear’sfeast;amerryfeastfortheKnightsoftheRoundTableandtheirladies.YettheirKing,beingyoungandrestless,wouldnoteatuntilsomethingmarveloushappened—somethingastounding!!AndifArthurwouldnoteatthennoneinthehallwouldtouchtheirfood,andsotheykeptthemselvesamusedwithjestsandcourtlyconversation.

However,beforethefoodturnedcoldthedoorstothegreathallburstopen,andcominginwiththeicywindrodeaproudknight.Agreatmanallofgreen,ridinguponagreenhorse;helackedarmor,andinonecarriedasprigofholly,andintheotherhecarriedagreat,greenbattleaxe.“Whopresidesoverthisfeast?”hebellowed.

KingArthurstoodanddeclared,“Ido!Ifyoucomeinpeaceyouarewelcomeinthishall...butifyoucomeforbattle....”

TheGreenKnightlaughed—asoundthatrumbledthroughthehall—andsaid,“Icomeinpeace.IfIcameforbattlenoneofyourchildrenwouldbeabletostandagainstme.”

TheKingturnedredwithanger,andtherewasashufflingofchairsastheknightsstood.“Whydoyoucome?!Andwhoareyou?!”hedemanded.

“IamtheGreenKnight,andIcometoofferyouachallenge,”thestrangersaid.Heheldhisbattleaxealoft,andcontinued,“Iofferyouthechancetoswingthisaxeandtakemyhead.However,inoneyear’stimeyoumustbowyourheadtomeandletmebeheadyou.”



Hisemeraldgazeswepttheassemblyandhesaid,“Whotakesmyoffer?”

Andbeyondtheshufflingofbodiesnosoundwasheard.

AgaintheGreenKnightslaughterrumbledthroughthehall.“Childrenindeed.Andcowardstoboot!”

“Iwillswingtheaxe!”KingArthurdeclared,andhesteppedforwardtolifttheweapon.

FromQueenGuinevere’ssideSirGawainstood;ashandsomeandfineaknightasanywouldhopetosee.HehurriedtohisKing,droppedtohisknee,andsaid,“YourHighness,pleaseallowmethehonor.Yourlifeistooprecioustogivetothisknight.”

Arthurshruggedandhandedovertheaxe.“Maketheblowcount,”hetoldGawain,andsteppedaside.

Theyoungknightrosetohisfeetandturnedtothegiantstranger.“Whereareyoufrom,GoodSir?”

TheGreenKnightlookedattheyoungmanapprovinglyandsaid,“Iwilltellyouonceyouhavestrucktheblow.”

Gawainseemedpuzzled,butoncethegianthadbowedhisheadtheyoungknightraisedtheaxe.Andswungdown—hard!

Noseovercrownthehead,withitsgreenmane,rolledacrossthehall,makingmanyalordandladystepbackfromthegrizzly1prize.Theyscatteredevenfurtherwhenthemassivetorso2ofthestrangeknightstood.TheGreenKnighteasilyfoundhisheadandtuckeditunderhisarm.

Thentheheadspoke,“Meetmeinayear’stimeattheGreenChapel.”

TheGreenKnightswungtohishorse—headandall—androdefromthefeastinghall;leavingSirGawainholdingtheemeraldbattleaxe.

AndwhateverKingArthurmighthavefeltatsuchadisplayhedidnotshow;insteadhesaidtohisQueen,“Donotlookdowncast,MyLady,suchcunning3playswellbecomeaChristmastide.”Hestartedtoheadbacktohisthrone,butstoppedandaddedtoSirGawain,“Hangupthebattleaxe.Ithashewnenoughthisday.”

WinterswiftlyturnedtoSpring,andSpringwiththesamespeedbecameSummer,andwithequalswiftnessSummerturnedtoFall.AndSirGawainknewthatnowheneededtogoseektheGreenChapel,sinceheknewnotwhatdirectionitlay.So,onAllSouls’DayhebidhisKingAndQueen,andalltheKnightsoftheRoundTable,farewellandsetoffonhisquest.

1. grizzly - also grisly, causing horror or fear

2. torso - the main part of the human body not including the head, arms, and legs

3. cunning - getting what is wanted in a clever and often deceptive way



Thewaywashard,andGawainmetwithmanyadventures,butnoonehemetalongthewaycouldtellhimwheretheGreenChapellay.Atlast,withthesnowpilinghigh,andhishorsesotiredthatitbarelycouldputonehoofbeforethenext,hesawthewallsofthecastlethroughthethicktreesofthewoods.SirGawaindismountedandstruggledtothegatetoaskforhospitality.

Theporterswungthegreatgatesopenandletthefrozenyoungknight,andhishorse,intothecourtyard.ServantsrantohelptheGawainoutofhisarmor,andtotakehissteedofftothestable;othersrantoalertthelordofthemanor.Norwasitlongbeforeasplendidlyportionedman,withthickrussethairandbeard,cametogreettheknightandescorthimtothehallandthehearth.TheownerofthecastleintroducedhimselfasLordBertilak,andheisdelightedwhenGawainintroducedhimselfasaKnightofArthur’sRoundTable.AstheyapproachedthefireofthegreathearththeymetwithLadyBertilakandanoldcrone;4theolderwomanwasasuglyastheladyofthecastlewasbeautiful.Andwithallofhisknightlygracetheyoungmangreetedeachladywithgreatcourtesy.

LordBertilakinvitedSirGawaintothefeastthatwastobeheldthatnight,andwhenthetimecametheKnightwasgiventheplaceofhighesthonoratthetable.Andoncetheyhadeatenwell,andwerecomfortablyengagedinconversationLordBertilakasked,“Why,myfriend,doyouridesofarintothisforest?Fewtravelthisway,andevenlessinthewinter.”

“IseektheGreenChapelbytheNewYear,”SirGawainansweredsimply.

“Ahha!”theLordlaughed,“Thatiseasyenough!!ThatChapelisnotfarfromhere.”

“Youwouldhavemydeepestgratitude,”theyoungknightsaid,“ifyoucouldshowmetheway.”

“Allingoodtime,”Bertilakanswered.“ItisstillfourdaysfromtheNewYear.Resthereandregainyourhealthbeforefollowingsucharoughpathintothewilds.”Heroseandadded,“Nowistimeforbed.TomorrowIgohuntingandmustrisebeforethesun.”

“Ahunt?”Gawainasked.“MayIjoinyou?”

“Nay,nay,”saidLordBertilak.“Sleepintomorrow.”Hegesturedtowardshiswife,andadded,“AndwhenyouriseforfoodmygoodLadycanentertainyou.”Hisgoodhumorreachedhiseyes,andtheLordsaid,“ButsoyoudonotfeelleftoutIofferyouasmallcontest.”

“Yes?”theyoungknightasked.

“WhateverIcatch,saidtheLordofthecastle,Iwillgivetoyouandwhateveryougaintomorrowyoucangivetome.”

“Agreed,”saidGawain.

4. crone - an ugly and cruel woman



LongpastthetimethatLordBertilakhadgonetohuntdeerSirGawainawakenedtothesoundofsomeoneinhisroom,andadoorboltbeingshot.HepeeredfrombeneathhiscoversasthelovelyLadyBertilakcametostandbyhisbed,andwhenshedidnotgohepretendedtobejustwaking.

TheLadyofferedhimmanypleasures,butSirGawainbeinganhonorablemanrefusedallofheradvancesasgraciouslyashecould.Andatlast,soastonotinsultthelady,heacceptedonekissfromherexquisite5lips.

ThatnightLordBertilakandhismenreturnedwithhorsespiledhighwiththemeatofthehind,andtheLordofthecastlehadhissharelaidatSirGawain’sfeet.“There,”Bertilaklaughed,“IswhatIfoundthisday.Andwhatofyou?”

“Onlyakiss,MyLord,”SirGawainsaid.

“Andwheredidyougainsuchapleasantprize?”theLordofthecastleasked.

Theyoungknightlaughedandsaid,“That,Sir,wasnotinourbargain.”

“True,”Bertilaksaid,clappingtheknightontheshoulder.

Thenextdaypassedmuchthesame,exceptthatLordBertilakbroughthometheheadofaboar,andSirGawainhadtwokissestoexchange.

Withthecomingofthethirdday,andthethirdhunt,SirGawainawakenedtoagrayday;hissleephadbeentroubledbydreamsoftheGreenKnight.NorwashepleasedtoseethatLadyBertilakhadagaincometohisroom.

Againshepressedheroffer,andwhenherefusedjustasadamantly6asshedemanded,“AreyoupledgedtoanotherLady?”

“No,”hesaid,“norcanIbewithwhatawaitsmetomorrow.”

“Then,”shesaid,“letmehaveatokentorememberyouby.”

“Ihavenothing,”Gawainanswered,“onlymyhorseandmyarmor,andthoseareneededtotakemetotheGreenChapel.”

Shepulledaringfromherfingerandhelditouttohim.“Thenremembermewiththis.”

Gawainshookhisheadandsaid,“Ihavenothingofvaluetogiveinreturn.”

LadyBertilak’slovelybrowfurrowedinthought,andfinallyshepulledfromherwaistagreen,silksash.“This,”shesaid,“istrivial.7Pleasetakeit.”

“Icannot,”theyoungknightprotested.

5. exquisite - very beautiful or delicate

6. adamant - not willing to change an opinion or decision

7. trivial - of little worth or importance



“Butithasmagicalpropertiesthatwillprotectyoufromharm,”shemurmuredassheleanedcloser.

Hefingeredthesashandthoughtofthefatethatawaitedhimthenextday.HecouldnotputhisheadbackonhisbodyliketheGreenKnightdid.“Thankyou,”hesaid,anddidnotprotesttoomuchwhensheclaimedthreekissesfromhim.

“Promiseme,though,”shesaidassheleft,“donottellmyhusbandofthesash.”

“Ishallnot,”Gawainpromised.Andwhenshehadgonehedressed,andwenttothecastleschapeltoprayandconfess.

Wheneveningcame,andLordBertilakreturnedwithafoxpelt,SirGawainhurriedlyofferedthethreekisses—evenbeforethelordofthecastlehadsaidawordaboutthefox.

OnNewYear’sDay,SirGawainwasledbyaservantupacruel,windytrail,andbeforetheyreacheditspeaktheservantbeggedtheyoungknighttoreconsider,tellingofallthehorriblestoriesabouttheGreenKnight’scruelty.AndwhentheservantofferedtoliethatSirGawainhadgonetotheChapel,sothattheyoungmancouldfleeunharmed,theknightangrilysentthemanbackdownthetrail.

AloneGawainrodetheremainderoftheway;untilhecametoadesolatemound,withonlyoneopening.Muchlikeafairymound.OrmaybeithadbeenaChapel—sometimeinancienttimes?Astheknightenteredthedoorwayheheardtheterrible,echoingsoundofthegrindingofanaxe,andhefollowedthesoundintotheheartofthemound.TherehefoundtheGreenKnight,sittingamongsttorches,grindinganewgreenaxe.

“Ah,excellent,”hedeclared.“You’vecome!Nowridyourselfofyourcloakandhelmetandletusbeatourgame!!”

“Oneblowisyouronlyright,”SirGawaingrowled,layinghisheadonthewaitingblock.

Butwhentheaxewasbroughtdowntheyoungmanflinched.8

“Whatisthis?!”theGreenKnightdeclared,“Doyousofeartheaxethatyouwouldpullfromit?Ididnotflinchwhenyoustruckyourblow!”

“Iwillnotflinchormoveagain,”SirGawainsaid.

Thesecondblowstoppedjustshortofhisneck.

“Atest,”theGreenKnightlaughed,“toseeifyourheartwasset.”

“Striketheblow!”SirGawaindemanded.

“SoIshall,”theGreenKnightsaid,andletswing.

8. flinch - to move suddenly because you are afraid of being hit



YettheaxeonlynickedyoungGawain’sneck,andwhenhesawthetrickleofblooduponthedirtheleapttohisfeet,brandishinghissword.“Thatwasyouroneblow!”hecried,“Nowwearedone!”

“Indeedweare,”theGreenKnightsaid,leaningcalmlyuponhisaxe.“Muchworsecouldhavebefallenyou,butyouprovedyourselfaworthyknight.”

“Whoareyou?”theyoungknightdemanded.

“IamLordBertilakandwiththehelpofmyLadyWifewetestedyou.IstayedmyhandonthefirsttwoblowsbecauseyourefusedthetemptationsthatLadyBertilakofferedyou.Andgaveyouonlyanickbecauseyouhidthesashfromme,thoughIcouldnotblameyouforwishingtosaveyourownlife.Butthefactthatyoucamehereandlaidyourheadupontheblockiswhatsavedyourlife.Aworthyman.”

SirGawain’scheekshadgrownredwithshame,andhetorethesashfromabouthiswaist.Throwingittotheground.

“No,no,”LordBertilaksaid,“TakeitupandwearittoprovethatyoufacedtheGreenKnightandlived.Andthatwepartedfriends.”

“Friends...yes.ButIwillwearittoremindmenottobetooproudinmyprowess—thatItooamaflawedman,”theyoungknightansweredwhilehepickedupthesash.Whenhestraightenedheasked,“Butwhythistest?”

“TheoldwomanisMorganleFay,andhalf-sistertoKingArthur.Sheisalsoyouraunt,”LordBertilaksaid,“AndshelaidthisenchantmentuponmesothatQueenGuenevere’sheartwouldbetroubled,andsothattheKnightsoftheRoundTablecouldprovetheirmettle.”Heheldouthisgreat,greenhandandsaid,“Whichyouhave.SocomeasourfriendtoourhallandfeastintheNewYear.”

“Ithankyou,”saidSirGawain,“ButnowmyquestisdoneImustreturntoCamelot.”

Hedidreturn,andtoldKingArthurandthecourtofhisquestandhistrials.Andwhileheworethegreensashtorememberhumility,theotherknightsworegreensashestorememberSirGawain’sbravery.

Understanding Literature

Comprehension Questions

A. Answerthefollowingquestions.

1. Whoarethecharactersinthestory?Describeeachcharacter.2. WhatchallengedidtheGreenKnightpresenttoArthurandhisknights?3. WhatwasthereasonSirGawainrequestedArthurthathebetheonetoaccepttheGreenKnight’schallenge?

Whatqualitiesofaknightdidhe,therefore,exhibit?4. HowmanytimesdidLadyBertilakattempttoseduceSirGawain?Wasshesuccessfulinherattempts?5. WhydidtheGreenKnightraisehisaxethreetimesoverGawain’sneck?



B. Withagroup,discussthefollowingquestions:

1. Gawainputhislifeatrisktwice:onceatthebeginningofthestorywhenhetookArthur’schallengeashisown,andagainattheendofthestorywhenhemettheGreenKnightinthewoods. DoyouthinkGawaindidtherightthingwhenheriskedhislife(1)atthebeginningofthestory,(2)attheendofthestory,(3)bothtimes,or(4)neithertime?Chooseoneofthefourandsaywhy.

2. IsGawain’sflawofcherishinghisownlifemorethanhishonestyhonorable?Usethediscussionwebonthenextpage.

Yes, because ...

• _______________________

• _______________________

• _______________________

• _______________________

• _______________________

No, because ...

• _______________________

• _______________________

• _______________________

• _______________________

• _______________________

Is Gawain’s flaw of cherishing his own life more than his

honesty honorable?

Conclusion

3. BoththeGreenKnightandKingArthurforgaveGawainforkeepingthegirdleandnottellinghishostaboutit,butGawaindidnotforgivehimself. DoyouforgiveGawainfortakingthegirdleandnottellinghishost?AnswerYESorNOanddiscusswhy.

4. WhydoyouthinktheauthorusedgreenasthecoloroftheKnight?Ifyouweretheauthorofthestory,whatcolorwouldyougivetheKnight?Why?

5. IfSirGawaindidnotacceptthesashfromLadyBertilak,howwouldthestoryhaveended?Giveyourownendingtothestory.

Literary Analysis

Medieval Romance“SirGawainandtheGreenKnight”isanexampleofmedieval romance literature.MedievalromanceisaproseorversenarrativepopularinEuropethatfeaturesthefollowing:

• a knight-errant-theword“errant”meaning“wandering”relateshowtheknightwandersinlandsandkingdomsinsearchofadventures

• adventure - queststhattesttheprowessofthehero• supernatural - ofteninvolvesmonstersandgiants• chivalry - thecodeofconductofmedievalknights • love - winningthefavorofalady



Activity

Withagroup,dothefollowing:

A. Explainhow“SirGawainandtheGreenKnight”isconsideredaromance.Usethefollowingquestionstoguideyou.

• Identifytheelementsin“SirGawainandtheGreenKnight”thatmakesitamedievalromance.• IdentifycharacteristicsofSirGawainthatmakeshimanidealheroinamedievalromance.• CharacterizeSirGawainaccordingtotheidealsofchivalry.Doeshefulfilltheidealsorfallshortofthem?

B. ListdownTVprograms,movies,andliteraryworksthathavethecharacteristicsofromance.

Responding to Literature

Oral Communication

ImaginethatyouareoneofthecharactersinthestoryandyourclassmatesaretheguestsinthefeastandtheotherKnightsoftheRoundTable.Pickacharacterandtaskfromthefollowingandcreateapresentation.

• KingArthur–DeliveraspeechhonoringSirGawainforfulfillinghisquest.• QueenGuinevere–DeliveraspeechthankingSirGawainforsavingKingArthurbytakingthechallengeofthe

GreenKnight.• SirGawain–DeliveraspeechapologizingforhiscowardiceintakingthesashofLadyBertilak.• TheGreenKnight–DeliveraspeechmakingamendswithKingArthurandhisknights.

Research and Writing

Formfivegroups.ResearchaboutoneofthefollowingtopicsthendoanRSAAnimatestylevideoaboutit.

A. MedievaltournamentsB. TherealandthelegendaryKingArthurC. MedievalweaponsD. TheKnightsoftheRoundTableE. CodeofChivalry

InordertodotheRSAAnimatevideo,youneedtousestoryboardsheetstoplantheimageforeachscene.Addnotesbeloweachscene.Youalsoneedtomakeascriptthatallowsyoutocompletelywriteoutwhatyouwillsayineachscene.Assigntaskstoeachmembersofthegroup.Then,shootthevideo.Itishighlyencouragedthatyouhavearehearsalbeforefilming.

Oncethevideohasbeenshot,importthevideoclipsfromthecameraintoavideoeditingsoftwarelikeMSMovieMakeroriMovie.Removetheaudiofromtheoriginalvideo.Thefinalvideofootageisthenspeduptoruntwotothreetimesfasterthantheoriginalfootage,thisgivethevideotheappearanceofextremelyquickwritinganddrawingthatcanbevoiced-overlater.

An RSA Animate video is filmed with a dry erase marker writing words, pictures, and ideas. The footage is sped up and edited with narration. This style of video requires two additional steps after the filming: speeding up the footage and providing the voice over. Here is an example of an RSA Animate video: http://www.youtube.com/watch?feature=player_embedded&v=XBmJay_qdNc



Skills Development: Reading a Web Page

Asidefromgoingtothelibrary,youmayalsousetheInternetforfasterandeasieraccesstoinformation.Thiswhyyouneedtoknowhowtogetinformationfromawebpage.Herearesomestrategiestousewhenreadingawebpage:

Look for the page’s Web address, sometimes called a URL or Uniform Resource Locator. If you think you will return to the page, write down the address or bookmark it.

The banner is an area at the top of the page that is often the same on all the pages of the web site. It may contain a company logo. It often has a search box located there and sometimes a hot spot to take you back to the home page.

Read the title of the page to find out what topics the page covers.

Look for a menu bar along the top, botttom, or side of the page. This tells you about other parts of the site.

Watch for hyperlinks or links to related pages. These links are often signaled by underlined or colored words or images, or both, on your web page.

The footer often contains copyright notices, links to terms and conditions, and a privacy statement. Sometimes, it also contains a hot spot.



Activity

Studythewebpageonthislink:www.themiddleages.net/life/dances.htmlthenanswerthequestionsthatfollow.

1. What is the page’s URL?

2. What is the banner of the page?

3. What information can you gather from this page?

4. Can you read information about modern dances from this page?

5. Enumerate the first five hyperlinks under the portion “The Dance Steps.”

6. If you want to learn the dance steps for Bransle Hay, what hyperlink will you click?

7. The hyperlinks on this page are in what color?

8. Does this page contain a search box?

9. Does this page contain a hot spot where you can go back to the main page?

10. What is the year of the copyright?



Grammar Review: Voice of the Verb

Voice isthatformofthetransitiveverbwhichshowswhetherthesubjectactsorisactedupon.Therearetwokindsofvoice:

Active voice – if the subject of a sentence is the doer of the action, the verb is in the active voice.

Passive voice – if the subject is the receiver of the action, the verb is in the passive voice.

The Green Knight presents a challenge.King Arthur took the Green Knight’s challenge.Lord Bertilak will invite Sir Gawain to his castle.Lady Bertilak gave Sir Gawain a sash.

A challenge is presented by the Green Knight.The Green Knight’s challenge was taken by King Arthur.Sir Gawain will be invited by Lord Bertilak to his castle. Sir Gawain was given a sash by Lady Bertilak. (OR A sash was given to Sir Gawain by Lady Bertilak.)

Tochangethe active voice to passive voice,dothefollowing:

1. Movetheobjectoftheactivesentencetobethesubjectofthepassivesentence.

2. Addthecorrectformoftheverb“be”accordingtothetenseoftheverbandthenumberofthesubject.

3. Placethepastparticipleoftheverbafterthe“be”verb.Ifthereisamodalverb,itmustbekeptinthisform:modalverb+be+pastparticiple.

4. Movethesubjectoftheactivesentencetothebackofthepassivesentencewiththeaidofthepreposition“by.”Ifthesubjectoftheactivesentenceisnotimportant,omitit.

e.g., He rode his horse. à His horse was ridden by him. OR His horse was ridden.

5. Iftherearetwoobjects,useoneofthem(directorindirect)tobethesubjectofthepassivesentence;normally,theindirectobjectisused.

6. Whenchangingasentencewithaprogressivetenseverbtopassiveform,followthispattern:+'tobe'verb+being+pastparticiple

e.g., Lady Bertilak was kissing Sir Gawain. à Sir Gawain was being kissed by Lady Bertilak.

Somegrammariansrecommendthatyouavoidwritinginthepassiveformbecausethepassivevoicehasthetendencytoweakentheclarityofyourwriting.However,scientistsarefrequentlyencouragedtowriteinpassivevoicetolendtheirwritingasenseofobjectivity.



Grammar Workout

A. Tellwhetherthefollowingsentencesareintheactivevoiceorinthepassive.WriteActiveorPassiveontheblankbeforeeachnumber.

______________1. Knowledgegivespower.______________2. The Twilight SagawaswrittenbyStephanieMeyer.______________3. Thesongofthenightingaleisheardinthegrove.______________4. TheangelsdeclarethegloryofGod.______________5. Thebookwaswrittenbymyfather.______________6. Allstudentswillundergoahealthcheckup.______________7. Thebabywasawakened.______________8. Mrs.Santosisteachingthatsubject.______________9. Annawasbeinggivenanaward.______________10. Thestudentswillbegivenanassignment.

B. Changethefollowingsentencestopassivevoice.

1. Therobberstolesomejewels.________________________________________________________________________________________

2. Hispaperdiscussestheeffectsofunemployment.________________________________________________________________________________________

3. EveryoneadmiresMs.Mendoza’squalities.________________________________________________________________________________________

4. Thecompanymadeahugeprofit.________________________________________________________________________________________

5. Theyouthvolunteerspaintedthebridge.________________________________________________________________________________________

6. Agarbagetruckknockedhisredcar.________________________________________________________________________________________

7. Themanagerisreviewingtheemployee’sreport.________________________________________________________________________________________

8. Thepoliceareinvestigatingtheaccident.________________________________________________________________________________________

9. Thecompanywillofferyouajob.________________________________________________________________________________________

10. ThelocalchurchchoirwhowonthecontestissingingaChristmassong.________________________________________________________________________________________



Collaborative Task

Formfivegroups.Then,selectonesituationthatyouwillactoutinfrontoftheclass.

a. persuadeateachertogiveahomeworkextensionb. convinceababytoeatvegetablesc. persuadeaclassmatetolendyouhisfavoritegadgetd. convinceaparenttoincreaseyourallowancee. encourageyourfriendtojoinamarathon

Writing Topic: Choosing a Topic for a Persuasive Essay

Youprobablylearnedfromthecollaborativetaskthatyoudidabovethatpersuasioncanaccomplishresultsthatyouwant.Indeed,persuasionisoneofthemosteffectivetoolsyoucanusetomakeadifferenceinyourworld.

Inpersuasivewriting,issuesareimportant.An issue isatopicwithatleasttwosidesaboutwhichpeopledisagree.Forexample,ifyouweregivenachoicebetweenwearingauniformorcivilianclothes,youwillprobablytakeastandfortheonethatyouprefer.Ofcourse,youmayanswerthatyoudonotcareaboutit.Butifyouhavetowriteapersuasiveparagraphoressay,youneedtotakeastandonthisissue.

Herearesomegoodquestionstoaskyourselfasyouchooseyourtopic:

QUESTIONS TO ASK WHEN CHOOSING A TOPIC

1. Is this really a controversial topic that people will have different opinions about?

2. Do I have a strong opinion about this topic?

3. Do I have enough knowledge about this topic?

4. Do I have a personal connection to this topic?

5. Will my readers be interested in this topic?

Theissueyouchooseshouldberelevanttoyou.Ifyoudonotcareaboutanissue,howcanyouconvinceyourreaderstocareaboutit?So,rememberthatwhenyoupickatopic,askyourselfwhatissuesaffectyourworld.Asidefromthat,trychoosinganissuethatgetspeoplefiredup.Forexample,“schoolhours”isatopicthatcanbeexplained,while“makingtheschooldaylonger”isanissueaboutwhichmanypeopledisagree.



Guided Reading

Readthesampleparagraphbelowwrittenbyahighschoolstudent.

No Homework on Weekends

Teachersshouldconsidernotgivinghomeworkonweekends.Hereareseveralreasonswhy.First,ittakesawayourfamilytime.Ifwebringithome,wewillrushthroughitsowecouldnotspendtimedoingthethingswelikesuchasplayingvideogamesorgoingtothemallwithourfamily.Insteadofplayingwithoursiblingsorhelpingourparentsdosomechores,weendupdoingamountainofschoolworkathomethatcouldbedoneduringclasshours.Second,weareonlygiventwodaystorestanddothethingswelovedoing.Forfivedays,weburnoureyebrowstounderstandnewconcepts.Then,whenwegethome,wespendourweeknightsdoinghomeworkalready.Ifwe

haveourweekendsfreeofschoolwork,thiswouldgiveustimetorestandrechargeourenergiesforthenextschoolweek.Third,weendupbecomingfatbecausewecannotgooutsidetoplay.Weekendsarethebesttimetodosportsactivitiesthatwelove.Fourth,itisbettertodoschoolworkatschoolbecausewehavebetterequipmentthere.Librariesareclosedonweekends.Besides,whenwedoourhomeworkathome,itisirksomewhenwecannotaskourteacherorotherclassmatesquestionsforclarification.Sosometimes,weendupdoingthehomeworkinschoolbeforetheclassstartsbecausethatistheplacewherewecanfindclassmateswhocanhelpusclarifythings.Lastly,itishardertoconcentrateathomewhenallwecouldthinkaboutisplayingcomputergameswithourfriendsorsleepingtheentireday.Therefore,teachersshouldbeconsiderateenoughnottogivehomeworkonweekends.

What is the main argument of the writer?

How did the writer explain the argument? Do you think the explanation is logical and convincing?

Can you identify some opinions that you think are not well-founded? If you were to rewrite this piece, which points would you revise? Why?

Individual Activity

A. Completethefollowingsentencestohelpyouidentifyissuesthatmattertoyou.

1. IbecomeupsetwhenIsee__________________________________________________________________

2. Mycommunitywouldbeabetterplaceif______________________________________________________

3. Theschoolwouldbenefitfrom_______________________________________________________________

4. TheRHBillshouldbe_____________________________________________________________________

5. Ithinkcyberdatingis______________________________________________________________________

6. Others(chooseyourowntopic)______________________________________________________________



B. Now,selectonetopicfromthefivelistedabove.Followthesestepstofindargumentstosupportyourtopic.

1. Brainstormaboutyourtopicusinglistingorfreewriting.

2. Readthroughyourbrainstormingnotesandcircleanyargumentsthatyoucanusetosupportyourtopic.

3. Lastly,usethespacebelowtowritedownthreeargumentsthatyoumightuseinyouressay.


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