ENGLISH 2 Quarter 1 Week 8: Reflecting on What I've Learned

Subject: English

| Educational level: Year II

More Information

Language: English

Content type: Lesson Plan

Provided by: DepEd and E-turo

Submitted by: jfelizardo

Last updated: September 10, 2009, 2:36 am

Date Posted: May 18, 2009, 4:42 am

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QUARTERS 1 : LEARNING TO KNOW
Week 8 : Reflecting on What I've Learned

I. Objectives

    A.   Listening
          1.   Determine a speaker's attitude and feelings in what he says
          2.   Note details on clues that help one guess feelings

B. Grammar
Use pronoun-antecedent relationship in expression in expressing opinion

   C. Reading
          1.   Infer author's purpose
          2.   Single out the worthwhile human value of sincerity

D. Vocabulary
Get meaning of unfamiliar words through comparison and contrast

E. Writing
Write an unforgettable experience

F. Literature
Express appreciation for worthwhile Asian traditions and the values they represent

II.   Subject Matter
   Listening:   Meeting My Needs in English II
       Reading:   “Once Upon A Time”, English Arts II
   Literature: “My Idol's Imprint,” by Natividad A. Jusay
                        Moving Ahead in English II. FNB Educational Press, Q.C.

III.PROCEDURE

Day 1 – Listening

A. Pre-listening
People view an event differently depending on how they feel about it. Pair off ans share with your

            partner how the following persons would feel about a storm and why they would feel that way.
            1.   School children in areas where classes are called off because of the storm
            2.   People directly affected by the storm
            3.   People in other areas not affected by the storm.

   B.   Listening Proper
          1.   Listen to your teacher read a selection. Take note of the following points,
           a.   who the writer is
                 b.   what the selection is about
                 c.   how the writer feels about it.
                 d.   what details suggest those feelings.

Listening Text

It has been raining for two days. The weather bureau has warned all people living in low areas to move to higher ground. Father has started packing our blankets and a few pieces of clothes while mother is putting canned goods, rice, salts, and other food items in baskets. Father doesn't want to leave yet. He says it is too early to evacuate. Mother wants to go to our Grandma's house. It is on top of a hill. It is too high for the floods to reach. We have been through this several times before that we are not worried anymore. Except, for Mother, of course. She is the worrying type. In fact, she is so worried that she does not remember where she has kept the the key to the doors and the cabinets. To us children, this is just one of those things.

         2.   Listen to your teacher read the selection again. This time, look for the answers to these questions.
               a.    Who among the other members of the family are mentioned?
               b.    How does each member of the family feel about the coming disaster?
   c.    What details show their feelings?

C.   Post-listening
           Listen as your teacher reads the reports of three students on some calamities. Note the lines that show these feelings.
               a.    fear
               b.    concern
               c.    anger

The listening text

Introduction: The second year students are reporting on natural calamities. Here is what they say:

First Reporter: Of all the calamities, the most destructive is the volcanic eruption. When a volcano erupts, lava flows in all directions and people do not know where to run for shelter. Of course there are warnings issued, but not all people get to know about it on time. Or sometimes, there are places that are not expected to be destroyed but they get destroyed just the same.

Second Reporter: When flood waters begin to rise, we see people on rooftops or treetops desperately waiting to be rescued. Sometimes, help comes on time. there are times, however when help comes too late to save human lives. Many volunteers are seen in evacuation centers. Many women prepare hot soup for the victims, especially the children. Some go around to ask for food and blankets.

Third Reporter: During a fire, there are usually some policemen or local authorities who take charge of the safety of the people. On occasions like this, there are very many people around. Many are curious onlookers. Others take advantage of the panicking people and steal the items they are trying to save. Because of the number of people around, firemen and policemen have to shout and push people out of the way to do their work well. Sometimes they have to use brute force on people bent on looting other people's property. These are common happenings during a fire.

Possible Answers:
Passages that show:

               1.   fear
                     a.   Lave flows in all directions that people don't know where to run for shelter.
                     b. There are places that are not expected to be destroyed but are destroyed just the same.

               2.   concern
   a   There are times when help comes too late to save human lives.
                     b.   Many volunteers are seen in evacuation centers.
                     c.   Women prepare hot soup for the victims.

               3.   anger
                     a.   Others take advantage of the panicking people and steal the items they are trying to save.
                     b.   Firemen and policemen have to shout and push out of the way
                     c.   Sometimes policemen need to use brute force on people bent on looting other people's property.

Day 2 – Grammar

Form: Pronoun-Antecedent Relationship
Function: Expressing Opinions

1. Presentation of the language structure

Read the following summary of The Spider's Thread by Ryunosuke Akutagawa, one of Japan's outstanding writers. Write in your English notebook, the pronoun which you think are appropriate.

One day, the Buddha was strolling along the brink of the lotus pond of Paradise. His eyes fell on a man named Kandata (1. who, which, where) was squirming with the other sinners in the bottom of hell. This Kandata had done many evil things in (2. his, her, their) lifetime but (3. he, she, it) had to his credit one good action. Once, while on his way through a deep forest, he had noticed a little spider creeping along beside the road. He was about to trample (4. he, her, it) to death when he suddenly changed his mind and spared the spider's' life.

Now, as he looked down into hell, the Buddha remembered this good deed and thought he would like to deliver Kandata out of hell. Looking around (5. he, she, it) saw a spider of Paradise spinning a beautiful silvery thread on the lotus leaves. The Buddha took up the spider's thread in his hand and let it straight down to the bottom of hell (6. who, which, where) held Kandata securely with the other sinners in the Pool of Blood on the floor of hell.

On this day, Kandata lifted his head by chance and saw a silver spider's thread slipping down toward him from the high heavens. Kandata grasped the thread tightly in (7. his, he, its) two hands and began to climb up and up with all his might.

After climbing for a while, he was finally exhausted and could not ascend an inch higher. He stopped to rest and looked below him. What he saw filled him with fear. For, below, on the thread, countless sinners were climbing eagerly after (8. him, her, them), up and up, like a procession of ants.

Kandata blinked his eyes at (9. him, her, them) with his big mouth hanging foolishly open in surprise and terror. How could that slender spider's thread (10. who, which, where) seemed as if it must break with him alone, ever support the weight of all those people? If (11. he, they, it) would break in mid air, even he (12. himself, herself, itself) would have to fall headlong back to Hell.

So Kandata cried out in loud voice. "Hey, you, sinners! This thread is mine. Who gave you permission to come up it? Get down! Get down!"

At that moment, the spider's thread broke with a snap at the point where Kandata was hanging. Without even time to utter a cry, Kandata shot down and fell headlong into the darkness, spinning swiftly around and around like a top.

           Study your answers and give an explanation for your choices. Check your answers with the following:
               1.   who refers to Kandata, a person
               2.   his refers to Kandata, a male
               3.   he refers to Kandata
               4.   it refers to the spider
               5.   he refers to Kandata
               6.   which refers to hell
               7.   his refers to Kandata
               8.   him refers to Kandata
               9.   them refers to sinners
             10.   which refers to thread
             11.   it refers to thread
             12.   himself refers to Kandata

GENERALIZATION
The word that the pronoun refers to is called antecedent. What do you notice about the relationship between the pronoun and its antecedent?
Study the following rules regarding pronoun-antecedent agreement. The pronoun is underlined once and its antecedent, enclosed in parenthesis.

1. Pronouns agree with their antecedents in gender, number and person.
(India) is dependent upon the monsoons for its rain especially the moisture-laden winds

from the southwest that start in May.
The most striking feature of the (people) of India is their diversity in culture, race and

religion.

2. When two or more antecedents are connected by and, a pronoun referring to them is plural.
The (young) man and his (cousin) made Mahatma Gandhi their model. (Marie) and (I)

have contributed our share for the success of the affair.

3. When the antecedent is each, either, or neither followed by a plural modifier, a singular pronoun

                      is preferred.
                               (Each of the boys) in the team is confident he is going to bring home the bacon.
                               (Neither of the men) would admit his mistake
                               (Either of these women) may lose her patience at any time.

4. When the antecedent is everybody, each, either, everyone, neither, nobody, a person, a singular

                      pronoun is preferred.
                                (Each) has his own bailiwick.
                                (Everybody) has her alibi ready.
                                (Nobody) has finished his assignment.
                                (Everyone) was keeping his fingers crossed.
                                (A person) often finds himself or herself in a crunch during elections.

5. When the antecedent is the impersonal pronoun one, the third person pronoun is generally used,

                     unless the style is very formal.
                                If (one) had a second chance, how much wiser he or she might be.
                                (One) sometimes finds oneself at a loss for words on certain occasions.

6. When the antecedent is a collective noun, the pronoun may either be singular or plural,

                     depending on whether the group is thought of as a unit or as several individuals.
                                The (committee) had its back to the wall.
                                The (committee) is electing its chairman now.

7. The relative pronoun who is used when the antecedent is a person; which is used when the

                    antecedent is a thing; that is used to refer to persons, animals or things.
                                The (girl) who wants to write a feature article about India is her.
                                The (package) that was left on the table belongs to the stranger.
                                (One of the gifts) which she received was expensive.

        Activity 1
        Choose the correct pronoun-antecedent. Cite the particular rule that support your choice.
        1.   He (who, which) perseveres will succeed.
        2.   Is this the picture (who, which) you need?
        3.   The speech (that, who) was made yesterday, was the first of a series.
        4.    The incubator is a modern device for hatching eggs. All poultrymen who do business on a large

               scale use (it, them).
        5.    Leo is taking Logic, a subject (you, he) should have in preparation for a law course.
        6.   India, like every other country has (its, their) traditions.
        7.   David sent flowers to a girl not knowing that (it, she) was Roy's special friend.
        8.   Each of the boys is willing to do (his, their) share.
        9.   In the end, the coach and the manager kept (his, their) word.
      10.   Neither Cris nor Marco has written (his, their) essay.
      11.   Everybody wanted to have (his or her, their) vacation in Baguio.
      12.   Everyone should learn to take care of (himself or herself, themselves).
      13.   Every girl must be given a chance to develop (his, her) special aptitudes.
      14.    The man, (who, which) I thought was my friend, deceived me.
      15.   Delia and I are sure of (my, our) answers.

Activity 2
In your notebook, write C if the pronoun agrees with its antecedent. If it does not, revise the underlined pronoun to make it correct.

1. Everyone wanted their money back.

2. Everybody should form their own opinions.

3. As each entered the room they became silent.

4. Neither of the girls expected to have their request granted.

5. If anybody wishes to leave they may do so.

6. Every person should be careful of their manner.

7. Each of the boys should be given an opportunity to explain his side on the matter.

8. The widow gave her word that she would treat the mother less boy as his own.

9. Each of the ladies told the organizers why they objected to the project.

10. Everybody had made their point clear.

11. Either of the two will come to give their side of the issue.

12. Everyone is expected to bring their own bedding.

13. Each of them wants to be recognized on their own merit.

14. Not one of those present was willing to give their testimony.

15. Everybody wanted their views to be heard.

Activity 3

Give the appropriate pronoun.
1-3. African leaders have faith in ______ national dignity and capability in solving the problems of

                ___________ countries. ___________ do not need th intervention of non-Africans.
          4.   Everybody should have the freedom to seek ______ own destiny.
          5.   Anita trusts ________ own ability to accomplish assigned tasks.
          6.   Cristina and Imelda are good friends. Both are in ______ early teens.
          7.   Any body who plans _______ work well is likely to succeed.
          8.   Everyone has ________ own important role in life.
          9.   To be effective, a doctor should have the trust of ______ patients.
        10.   Filipino scientist are doing ________ best to find a substitute for oil.

         Activity 4 – Oral Communication ActivityPair off. Take turns in expressing your opinion on the                                  following topics. Be to use pronoun antecedent relationship.
         1.   MMDA Chair Bayani Fernando on the dismantling of illegal vendors
         2.   The imposition of curfew on minors as a deterrent to juvenile criminality
         3.   The number coding system of public and private vehicles as a means of the traffic problem in Metro

Manila

Day 3 - Reading

A. Pre-reading activities

1. Preparation
When you bump into someone or step on someone's toes accidental, do you sometimes say

sorry without meaning it?

                2. Vocabulary Enrichment
         2.1    Study the following line from the poem "Once Upon a Time."
                                 ■   Shows only my teeth like a snake's bare fangs

Take note of the comparison of teeth with the word fangs. The comparison suggests

that fangs are similar to teeth.

2.2 Study the following again.
■ Although the appeal in her eyes was mute, it spoke volumes

The contrast suggests that mute is the opposite of speaking.

2.3 Exercise: Use comparison and contrast clues to get the meaning of the underlined

words. Point out the comparison or contrast made.

                                  1. The frigid welcome we received was similar to the cold climate of the North Pole.
                                  2. The furnishings look antiquated but they are actually new.
                                  3. The facade of the building was like the front part of our municipal hall.
                                  4. The older brother was a conformist. On the other hand, the younger one tended to

be rebellious.
5. In some countries, the bride is expected to give her bridegroom a dowry; in other

countries, it is the bridegroom who gives the bride's family some property as a gift.
6. The famished children ate like a pack of hungry dogs.

B. Reading Proper

Motivation – As you read, find out the difference between laughing with the heart and the eyes and laughing with the teeth. Think about situations which make a person unable to laugh with his or her heart.

Reading Text

Once Upon a Time
Gabriel Okara

                                      Once upon a time, child,
                                      they used to laugh with their hearts
                                      and laugh with their eyes;
                                      but now they only laugh with their teeth
                                      while their ice-block-cold eyes
                                      search behind my shadows.

                                      There was a time indeed
                                       they used to shake hands with their hearts;
                                       but that's gone, child.
                                       Now they shake hands without hearts
                                       while their left hands search
                                       my empty pockets.

                                      'Feel at home!', Come again',
                                      they say, and when I come again and feel
                                      at home, once, twice
                                      there will be no thrice –
                                      for then I find doors shut on me.

                                      So have I learned many things, child.
                                      I have learned to wear my faces
                                      like dresses – homeface,
                                      officeface, streetface, hostface,
                                      cocktail face, with all their conforming smiles
                                      like a fixed portrait smile.

                                      And I have learned, too,
                                      to laugh with only my teeth
                                      and shake hands without my heart,
                                      I have also learned to say, 'Goodbye'
                                      when I mean 'Good riddance',
                                      to say 'Glad to meet you',
                                      without being glad; and to say 'It's been
                                      nice talking to you', after being bored.

                                      But believe me, child,
                                      I want to be what I used to be
                                      when I was like you. I want
                                      to unlearn all these muting things.
                                      Most of all, I want to unlearn
                                      how to laugh, for my laugh in the mirror
                                      shows only my teeth like a snake's bare fangs!

                                      So show me, child,
                                      how to laugh; show me how
                                      I used to laugh and smile
                                      once upon a time when I was like you.

C. Exchanging Insights

1. Who is speaking in the poem? Whom does he or she talk with? Who are the they referred to in

the poem?

2. What is the difference between laughing with the heart and the eyes and laughing with the teeth ?

shaking hands with the heart and shaking hands without the heart? Would the same idea be

                      conveyed by other expressions? Explain.
               3.   What does the third stanza mean?
               4.   What has the speaker in the poem learned to do? Do you also do the same? Explain.
               5.   Is the speaker in the poem happy with what he or she had learned to do? Cite phrases from the

                     last two stanzas to support your answer.
               6.   Would you rather smile with your heart or smile with your teeth? Explain.
               7.   What traits do you show when you smile with your teeth? Are these traits positive? Explain.
               8.   What, do you think, is the author's purpose?

D. Post-reading

       1.    Enumerate five things/traits you used to do/be
              Ex.   I used to take a nap every afternoon
                      I used to be very extravagant
               a.   __________________________________
               b.   __________________________________
               c.   __________________________________
               d.   __________________________________
               e.   __________________________________

2. Based on lines from the poem, construct as dialogue with a classmate
a. I have learned to wear many faces like dresses _______ homeface, officeface, streetface,

hostface, cocktailface.
b. They used to laugh with their hearts and laugh with their eyes. But now they only laugh with

their teeth.
c. "Feel at home", "Come again" they say and when I come again ___________ I find

doors shut on me.
d. Believe me, son I want to be what I used to be when I was like you I want to relearn how to

laugh.

Day 4 – WRITING

1. Pre-writing
Think about the experiences you have undergone. Which of them is the most unforgettable?

Why is it unforgettable?

How would you write about it to make your reader feel the excitement you feel at the time? Here

are some guidelines:

a. Organize your ideas
Help them draw a time line to outline the sequence of cevents.

b. Use vivid expressions
Take up with the students vivid expressions of other overused words like: go – limp, plod,

                          tread, scamper
                          pretty – exotic, fascinating, attractive, lovely
                          grow well – grow profusely, grow in lush abundance grow in wild abandon

                 c.   Give the students practice in communicating feelings. Have them describe their emotions
                       and feelings when they are happy or angry.
                       Examples:
                           happy – The trouble that hung like lead on my shoulders melted away. My whole body

seemed as light as a feather.

angry – My blood surged up. I was struck dumb by the child's audacity.

Study the following example from Gombei and the Wild Ducks by Yoshico. Point out the phrases that help you to sense Gombei's fear.

Gombei's face turned white and then green, but all he could do was hold on with all his strength to the ninety-nine pieces of rope. If he let go now, all would be over. He glanced down and then quickly clamped his eyes shut. The land below was whirling about like a toy top.

Slowly, Gombei felt the ropes slide from his numb figures and, finally he was unable to hold on any longer. He closed his eyes tight and murmured a quick prayer as he plummeted pell-well down to earth. The wild ducks, not knowing what had happened, flew on trailing their ropes behind like ribbons in the sky.

d. End the story soon after the climax

        2. Writing Proper
              Be guided by the following
                 a. Choose and limit a topic
                 b. Organize your ideas
                 c. Begin writing. Keep your topic, purpose
   d. Add new details as you write.
   e. Concentrate on ideas. Do not be concerned with grammar and punctuation at this time.

        3.   Post-writing
   a. Read your draft.
   b. Mark any changes in your paper.
                 c. Check your writing for errors in grammar and usage, capitalization, punctuation and spelling.
                 d. Proofread your writing again. Correct mistakes neatly.

Day 5 – Literature

Preparation –

Our childhood experiences leave imprints in our minds. They influence us a great deal that we often

have flashbacks as we grow older.

A. Motive Question
How influential was Phanat's grandmother in her life?

B. Vocabulary Enrichment
Try to get the meaning of the underlined word from the sentence context. Then choose the nearest

                 meaning of the word.
                 1.    He was awed by her beauty; he stared at her for a long time.
                         a.    dumbstruck
                         b.    tantalized
                         c.    afraid
                  2.    They enjoyed the mouth-watering dishes served in the party.
                         a.    hot and spicy
                         b.    rotten
                         c.    tasty
                  3.    During special occasions, Mother brings out the hand-embroidered mantle for the main dining

                         table.
                         a.    centerpiece
                         b.    vase
   c.    silverware
                  4.    The family bestowed great respect upon her.
                         a.    showed
                         b.    removed
                         c.   provided
                  5.   Her grandmother was the authoritative figure in the family.
                         a.   scandalous
   b.    fearless
                         c.    influential

C. Reading of the literature selection

My Idol's Imprint
Retold by Natividad A. Jusay

This story was shared by Phanat, a Malaysian friend who used to work with me at the United States Refugee Program. Of all the stories we shared, I remembered most especially this one about her childhood experiences. I envied her for such wonderful experiences since I lost my mother when I was still young.
Phanat was awed by her grandmother who was living with them. This old woman was small-built, looking as if she were helpless.

However, she had an authority that everyone felt. To her, this woman was full of my stery and it amazed her how she could make everyone listen when she talked. Even her father who seemed to be very strong and very authoritative listened and agreed with what the woman was saying. Her mother, who usually talked so much, would just keep quiet.

For her, this woman was a mystery. She was short, almost an entire arm's lengt h shorter than her father. Her body build was small and everytime she would do household chores she would reject any form of help offered to her. Phanat would watch from the sidelines how this woman would go about her chores. It amazed her how fast she moved around. Everytime the woman was asked questions, she seemed to be a very knowledgeable person. With deep thoughts, she would answer every inquiry and the information she shared was considered a word of law. Phanat would often ask why everyone reacted to this woman this way. She always thought that probably it was due to her greying hair, the lines on her face and the wrinkles of her hands.

Although everyone in the family showed some fear, they bestowed respect and love upon her. She was ever ready to serve food to everyone. Phanat's family would serve this woman and she would hug them in return. They showered her with all the love and care they could offer.

On ordinary days, the old woman would cook delicious dishes which everyone con sidered a special treat. Her tiny hands turned out surprises using cloths and various thread colors. Her hands could make dull-looking cloths into beautifully – made dresses for her children. She nursed her children when they were sick. She would then give them a good massage.

Phanat remembered a special occasion. She was not aware at first why suddenly their
house was full of people. Some women in the neighborhood came and helped in the cooking of various mouth-watering dishes. Then, some men came and offered to help in the preparation of the small garden. She could not understand whyeveryone was busy. Every time she would ask what was happening, nobody would , but she would be reminded to keep out of the way. This woman, whom she knew as her grandmother, was merely watching people come and go, move around the house and do their chores quietly.

Just before lunch, the old mantle which was her grandmother's favorite was brought out of the old redwood cabinet. Her mother prepared the big table lovingly. The women set the table in what appeared to be a feast fit for a king. Phanat thought that a very important and dignified person was coming for a visit. But she waited patiently at the door while her grandmother sat at the head of the table.

Suddenly, all food preparation and the cooking stopped. Everyone gathered at the table and sang a very beautiful song about a mother. Her mother slowly went to stand beside her grandmother and hugged her tightly. With the accompaniment of her father's old guitar, singing continued. Men and women danced and partook in the celebration. Then it dawned on her that it was her grandmother's natal day. Everyone came to pay their respects and honor to her.

Years passed and her grandmother grew weaker. Phanat was now doing the task her grandmother used to do for her. Now she served her grandmother. She attended to her needs as her mother did. She showered her with attention and love. Slowly, she understood the importance of her grandmother in their lives. She was the link to the past. She was the wisdom which people her age lacked. She was the model of what a mother, friend, grandmother should be. Then one day, her grandmother was gone.

Now, so many years have passed since her death, Phanat still lovingly remembers this wonderful, energetic woman who had influenced her life in all aspects.

D. Comprehension Check

   1.   How influential was Phanat's grandmother to her? to her parents? neighbors?
       2.   As a young girl, how did Phanat see her grandmother? How did Phanat feel?
       3.   Describe the activity in their house on that special day.
       4.   Using the comparison chart, compare the Malaysian customs and traditions with those of the Filipinos.

Comparison Chart

E. Closure/Evaluation

How Much Have You Learned?

Here, again, are the key ideas and important skills you should have developed that you have just finished. Put a check mark in the column that would show well you learned these items.

	VERY MUCH	MUCH	TO SOME EXTENT	VERY LITTLE
Listening 1. Determine a speaker's attitude and feelings in what he says 2. Note details on clues that help one guess feelings
Grammar 3. Use pronoun-antecedent relationship in expressing opinion
Reading 4. Infer author's purpose 5. Single out the worthwhile human value of sincerity
Vocabulary 6. Get meanings of unfamiliar words through comparison and contrast
Writing 7. Write an unforgettable experience
Literature 8. Express appreciation for worthwhile Asian tradition and the values they represent

II. ASSIGNMENT

As you go through your day-to-day activities you encounter trials, tribulations and challenges. These

difficulties give you the opportunity to learn and grow. Write your insights on the lessons you've learned

and about life.

Read up or interview an

Submitted by Markweee on Fri, 07/16/2010 - 07:45.

Read up or interview an authority about the Philippine Law on compulsory education. Be able to compare it with the proclamation mentioned in the story.