ENGLISH 8 LEARNING MODULEQUARTER III (OVERCOMING CHALLENGES)

LESSON NO. 2: Burmese/Myanmar Literature- Faith in Times of Challenges

1. INTRODUCTION AND FOCUS QUESTIONS:

Have you ever felt so down that you almost wanted to give up? How didyou cope with the challenges that came into your life? Have you ever wonderedhow others overcome challenges? You are not alone. Everybody goes throughdifficulties. And, it is possible to overcome these from the literary selections ofBurma or Myanmar.

In this lesson, Burmese Literature-Faith in Times of Challenges, youwill find out how critical understanding and appreciation of Afro-Asian literaryselections can help recognize the temperaments (prevailing or dominant qualityof mind that characterizes somebody) and psyche (human spirit or soul andmind) of your Asian and African neighbors in their response to the challenges ofmodernity.

Hence, remember to search the answers for the following focus questions:2. What does literature reveal about Asian and African character?3. How do Asians and Africans respond to the challenges of modernity as

reflected in their literary selections?

LESSON AND COVERAGE:

Here, you will examine the focus questions when you take the following lesson:

LESSON TITLE: The Temperaments and Psyche of the Burmese People in Response to the Challenges of Modernity

In this lesson, you will learn the following:

Topics/Skills/Domains

Learning Competencies

Listening Comprehension

*Determine the persons being addressed in an informativetalk, the objectives of the speaker and his/her attitudestowards issues*Note clues and links to show the speakers stand andassumption*Listen for clues and links to reveal the speakers’ train ofthoughts*Determine the stand of the speaker on a given issue

Speaking (Oral Language and Fluency)

*Use appropriate turn-taking strategies (topic nomination,topic development, topic shift, turn-getting, etc.) in extendedconversations*Use communication strategies (paraphrase, translations,and circumlocution) to repair breakdown in communication

Vocabulary Development

*Develop strategies for coping with unknown words andambiguous sentence structures and discourse

*Use collocations of difficult words as aids in unlockingvocabulary

Reading Comprehension

*Utilize varied reading strategies (covert dialogue with thewriter and the sectional approach) to process information ina text*Identify propaganda strategies used in advertisements(bandwagon, testimonial, transfer, repetition, emotionalwords) and consider these in formulating hypothesis*Note expressions that signal opinions (seems, to me, as Isee it)

Viewing Comprehension

*Analyze the elements that make up reality and fantasy froma program viewed

Literature *Discover Philippine and Afro Asian literature as a means ofexpanding experiences and outlook and enhancingworthwhile universal human values*Assess the Asian and African identity as reflected in theirliterature and oneself in the light of what makes one anAsian or African (through the different genres)

Writing and Composition

*Use specific cohesive and literary devices to constructintegrative literary and expository reviews, critiques,research reports, and scripts for broadcast communicationtexts, including screenplays*Expand ideas in well-constructed paragraphs observingcohesion, coherence and appropriate modes of paragraphdevelopment (expository, descriptive, narrative, persuasive,creative)

Grammar Awareness and Structure

*Use varied adjective complementation*Use appropriate idioms, collocations, and fixed expressions

Study Strategies *Derive information from various text types and sourcesusing the card catalog, vertical file, index, microfiche(microfilm), CD ROM, Internet, etc.

Attitude *Express a different opinion without being offensive

MODULE MAP:Here is a simple map of the above lesson you will cover:

ACTIVITIES MAP

ACTIVITIES FORACQUIRING KNOWLEDGE

AND SKILLS

ACTIVITIES FOR MAKINGMEANING ANDDEVELOPING

UNDERSTANDING

ACTIVITIESLEADING TOTRANSFER

KNOW• Guess Who?/

Snapshots (I, Group)• CSI Form /Character

Study of an Individual

• Featuring: Aung San Suu Kyi (I)

• Inbox (map of conceptual change) (I)

(G) • ComCon

(comparison and contrast) (G)

PROCESS• Welcome to Burma aka

Myanmar (G)• Introducing, the

Burmese People (G)• One’s Vision (complete

me) (G)• Bull’s I (idiom) (G)• Odds on Ads

(advertisements) (I)• Listen and be Heard (I)

• Think as a Butterfly (G)

• Meeting You (table) (G)

• Literary Carousel (G)• Character Analysis

Model (G)• I Draw (I)• The Propaganda (G)• Shout Out (chart) (G)• Speak Up, Let’s Talk

about it (G)

• Frequency Word List (I)

• First Impressions (impression writing) (I)

REFLECT AND UNDERSTAND• Your Mission (I) • The F’s (Faith and

Fight for Freedom) (G)

• Frequency Word List (G)

• Character RevelationFigure (G)

• Soldier Simulation/ Role-play (G)

• 3-2-1 (map of conceptual change) (I)

• PS at your Fingertips (précis/summary) (I)

• Lend me your Ears (editorial article) (I)

TRANSFER• Outbox (I)• Lesson Closure (I)

• Handing in your EvaluationPaper (I)

EXPECTED SKILLS:• To do well in this lesson, you need to remember and do the following:

• Listening/Writing: Write an editorial article concerning an issue raised by thespeaker listened to

• Speaking/Reading: Engage in a conversation based from a selection or text readusing communication strategies and expressions that signal opinions

• Reading/Literature/Vocabulary/Study Strategies: Produce a frequency word list andConstruct a paragraph containing impressions from a text or passage read

• Viewing/Writing: Write an evaluation paper of a program viewed• Grammar/Reading/Literature: Write a précis/summary regarding a text or passage

read

LEARNING GOALS AND TARGETS:For your expectations, write your own possible goals and targets for this lesson in the box below.

*

KNOW: Let us begin this lesson by reflecting on what you know so far about Asian and African literature, in particular, Burmese literature.

• Activity 1 : GUESS WHO?/SNAPSHOTS

To start the lesson, look at these pictures.

Camera-coloring-page.jpgsupercoloring.comNow, answer the following questions:

1. Do you know any of the people in the pictures? Give the names of those whom yourecognize.

2. What did they contribute in their countries? Provide examples. 3. Specifically, why are they considered as heroes or icons?

• Activity 2: FEATURING: AUNG SAN SUU KYI

Since you are already somewhat familiar with the above mentioned persons, wherein one is Aung San Suu Kyi, study more information about her from this short essay. Your teacher can read it through storytelling while you read silently and follow.

Aung San Suu Kyi

Aung San Suu Kyi was born in Rangoon (now named Yangon). Her father, Aung San, foundedthe modern Burmese army and negotiated Burma's independence from the British Empire in 1947;he was assassinated by his rivals in the same year. She grew up with her mother, Khin Kyi , and twobrothers, Aung San Lin and Aung San Oo , in Rangoon. Aung San Lin died at age eight, when hedrowned in an ornamental lake on the grounds of the house. Her elder brother emigrated to SanDiego, California, becoming a United States citizen. After Aung San Lin's death, the family moved toa house by Inya Lake where Suu Kyi met people of very different backgrounds, political views andreligions. She was educated in Methodist English High School (now Basic Education High School No.1 Dagon) for much of her childhood in Burma, where she was noted as having a talent for learninglanguages. She is a Theravada Buddhist . Suu Kyi's mother, Khin Kyi, gained prominence as apolitical figure in the newly formed Burmese government. She was appointed Burmese ambassadorto India and Nepal in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent ofJesus and Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with adegree in politics in 1964. Suu Kyi continued her education at St Hugh's College, Oxford, obtaining aB.A. degree in Philosophy, Politics and Economics in 1969. After graduating, she lived in New YorkCity with a family friend and worked at the UN for three years, primarily on budget matters, writingdaily to her future husband, Dr. Michael Aris. In 1972, Aung San Suu Kyi married Aris, a scholar ofTibetan culture, living abroad in Bhutan. The following year she gave birth to their first son,Alexander Aris, in London; their second son, Kim, was born in 1977. Subsequently, she earned a PhDat the School of Oriental and African Studies, University of London in 1985. She was elected as anHonorary Fellow in 1990. [26] For two years she was a Fellow at the Indian Institute of AdvancedStudies (IIAS) in Shimla, India. She also worked for the government of the Union of Burma.

In 1988 Suu Kyi returned to Burma, at first to tend for her ailing mother but later to lead thepro-democracy movement. Aris' visit in Christmas 1995 turned out to be the last time that he andSuu Kyi met, as Suu Kyi remained in Burma and the Burmese dictatorship denied him any furtherentry visas. Aris was diagnosed with prostate cancer in 1997 which was later found to be terminal.Despite appeals from prominent figures and organizations, including the United States, UN SecretaryGeneral Kofi Annan and Pope John Paul II , the Burmese government would not grant Aris a visa ,saying that they did not have the facilities to care for him, and instead urged Aung San Suu Kyi toleave the country to visit him. She was at that time temporarily free from house arrest but wasunwilling to depart, fearing that she would be refused re-entry if she left, as she did not trust themilitary junta 's assurance that she could return.

Aris died on his 53rd birthday on 27 March 1999. Since 1989, when his wife was first placedunder house arrest, he had seen her only five times, the last of which was for Christmas in 1995.She was also separated from her children, who live in the United Kingdom, but starting in 2011, theyhave visited her in Burma.

On 2 May 2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of her house and livedin virtual darkness after losing electricity in her dilapidated lakeside residence. She used candles atnight as she was not provided any generator set. Plans to renovate and repair the house wereannounced in August 2009. Suu Kyi was released from house arrest on 13 November 2010.

A short essay on life of Aung San Suu Kyiwww.meritnation.com/discuss/question/2463138 - India

Activity 3: CSI (Character Study of an Individual)

• Then, find a partner and fill out the CSI form based on her background information. Be ready to share your output, which can be folded in accordion style, in class for interactive discussion.

Name of Character• Personality

TraitsActions whichSupport Traits

Illustrations by: Amarjeet Malik

1.2.3.4.5.

1.2.3.4.5.

• Relate the previous activities to the focus questions:

1. What does literature (Burmese) reveal about Asian and African character?2. How do Asians and Africans (Burmese) respond to the challenges of modernity asreflected in their literary selections?

• Activity 4: INbox The-Box.jpgblog.hiredmyway.com

Now, refer to the map of conceptual change below, wherein you will be giving yourpersonal ideas and opinions about the focus questions. For this part, you will write on the“I Think” section of IN THE BOX. Make sure you connect it with the literature ofBurma/Myanmar and Burmese people, for example, Aung San Suu Kyi. IN THE BOX

I Think…

Activity 5: ComCon (Comparison Contrast)

• Feel free to exchange information with your classmates and take turns by comparing and contrasting your ideas using this graphic organizer.

Graphic Organizers Comparison & Contrastwww.slideshare.net/.../graphic-organizers-comparison-contrast-6865

As a review, you gave your initial ideas on the focus questions and Burmese literature. This time, let us find out how others would answer the questions and compare their ideas to your own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about an evaluation paper of a program viewed.

You will go on by doing the next activity.

PROCESS: Your goal in this section is to learn and understand key concepts regarding Burmese literature focusing on the temperaments and psyche of the people of Burma in their response to challenges of modernity.

burma-myanmar-name.jpgblog.burma-center.org

Activity 6: WELCOME TO BURMA AKA MYANMAR!

• Take note of the words used in context that you will encounter in reading the informative text. Beforehand, do the unlocking of difficulties through wordles. Your teacher can use the manual way or refer to this website for examples and instructions:

*Wordle Instructionswww.smsd.org/custom/StaffDev/Wordle%20QRG.pdf - United States

wordle-znjcxc.jpgteacherchallenge.edublogs.org

• Frequency Word List a. extant specimenb. dedicatory inscriptionsc. eloquent poemsd. Buddhist pietye. educated courtiersf. panegyric odesg. letter of an abboth. foreign literature was transplanted

For the manual way, go over the example given done in acrostic:EloquentMOTION

Include the said words in your frequency word list.

• A ctivi

ty 7: THINK AS A BUTTERFLY

1. Pair up with another partner and fill up the butterfly organizer on main idea with supporting details based from the same text. Respond also to the enumerated questions and use this as a basis for group dynamics.

1. What does prose usually contain? How about poetry? 2. What can you say about Burmese literature?3. What is considered as the first example of Burmese literature?4. Why is the founding of the University of Rangoon very significant in their literature? 5. How does their literature reveal the character of the Burmese people?

• THE LITERATURE OF MYANMAR

The literature of Myanmar, formerly Burma, has a long history. TheMayazedi inscription (A.D. 1113) is the earliest extant specimen of Burmeseliterature. It narrates the dedication of the Golden Buddha by a prince andthe gift of slave-villages to the image, ending with a prayer for the donorand his friends. Over a thousand such dedicatory inscriptions were set up inthe next 700 years, containing eloquent poems and prayers of poetic merit.

In the fifteenth century up to the nineteenth century, palm-leaf(scratched with a stylus) and folded-paper literature became common. Suchworks were filled with Buddhist piety and courtly refinement of language.The authors were monks, educated courtiers, and court poetesses. Proseworks during this period were few, mostly Buddhist scriptures and chroniclesof kings. Poetry was varied: there were historical ballads, panegyric odes,the pyo (Buddhist story in verse), and the ya-du (poems of love or nature).The writers also used the “mixed style” or prose and poetry together.Examples of this are the Yagan, a serio-comic epic, and the Myil-Ta-za, aletter of an abbot to the king. Modern fiction began with the novel. An example is Tet-Pon-gyn, aclassical novel. With the founding of the University of Rangoon in 1920 came an increasein output of Burmese literature. Foreign literature, especially English works,was transplanted. With independence in 1948, Burmese has graduallyreplaced English as the medium of instruction, and literature has becomenationalistic.

English Communication Arts and Skills through Afro-Asian Literature

1.

ayearofmanyfirsts.blogspot.com

Make your organizers creative by coloring, designing the edges and the like andpost these on one area of the room or wall/board for English corner.

Activity 8: INTRODUCING, THE BURMESE PEOPLE…

burma_main_image.jpghrw.orgTo continue, here is a written copy of a speech for more information about the

Burmese people, including their temperaments and psyche.

For the unlocking of difficulties, look for the functional definitions of the words below, meaning, how they were used in the text. Your teacher can do this through text twist.

• Activity 9: MEETING YOU

One of your classmates or a representative will read the said speech for you tofollow. Form groups with five (5) members and assign each to identify what are askedfrom the table. Be creative in presenting your output. Evils that Effects on Inevitables How Statements that

Frequency Word Lista. inevitables f. utilitarianb. fleeting g. exploitc. transitory h. rampantd. amass i. inexhaustiblee. insatiable j. wallow

Plague Humanity

the Livesof People

in Life ScienceConquers

each

Indicate Reality(actual, exists)

and Fantasy(dream,

imagination)1.23.

ON THE THREE EVILS

(The people of Myanmar are peace-loving and hardworking. Most of them live invillages and work as farmers. This speech of then Prime Minister U Nu serves to

remind the Myanmar people to pursue peace and unity among them) Humanity has been led astray by three evils – greed, hatred andignorance. Whether we are Buddhists, Hindus, Muslims, Christians, Animists,or Atheists, we cannot escape the three inevitables: old age, disease, anddeath. Nobody can deny that the five sense objects – pretty sight, delightfulsound, fragrant smell, savory taste, and nice touch – are only fleetingphenomena. They are neither lasting nor permanent. Nor can anybody deny that property is transitory: no one can carry awayhis property after death. Men have been chasing these transitory pleasureswith a dogged tenacity mainly because they hold false views regardingproperty. They forget that this life is not even one millionth part of thewhirlpool of Samsara (the cycles of rebirth), and go on amassing wealth eventhough it never brings them full satisfaction. This insatiable greed for wealth results in the profit motive which is notdirected toward any utilitarian purpose. Once upon a time all commoditieswere common property, and everybody had a right to use them for his ownbenefit. But with the advent of the profit motive these commodities becameobjects of exploitation. They became instruments of wealth and stimulus forgreed. This led to the following phenomena:

1. Human society was split into two classes: Haves and Have-nots.2. The Have-nots had to depend on the Haves for their living, and thus theevil system of exploitation of one class by another emerged.3. With class exploitation, the poor became poorer because they could notget adequate returns for their work. They had to resort to evil ways likestealing, looting, and prostitution. 4. The Lord Buddha has taught us that there are four causes of death:kamma, frame of mind, weather, and food. Under the system of classexploitation, how can the Have-nots enjoy good food and protect themselvesfrom extremes of weather? Can there be any sense of happiness orcontentment for them? Can even a good kamma favor one who is cheerless?Thus one who is born into the class of Have-nots is handicapped in all theabove four factors, and disease is the inevitable result.5. How can the Have-nots care for education with their hard struggle for abare living? Lack of education breeds an ever-increasing band ofignoramuses and Mr. Zeros.6. How can a country abounding in ignoramuses and Mr. Zeros everprogress? It is evident that most of the evils in the world can be traced to the adventof the profit motive. Do you remember the legend of the Padaythabin (thetree of fulfillment) we heard as children?

According to the legend, there was once a time when men and womencould get whatever they wanted from the Padaythabin tree. There was noproblem of food or clothes or housing, and there was no crime. Disease wascomparatively unknown. In course of time, however, the people fell victim togreed and spoiled the tree of fulfillment which eventually disappeared. Thena class of people who could not afford to eat well, dress well, or live wellappeared, and crime became rampant. Now I ask you to think of the Padaythabin as the natural wealth of ourcountry, both above and under the ground. If only this natural wealth is usedfor the common good of mankind it will be inexhaustible, besides satisfyingthe needs of everybody. But greed comes in the way. The poorest of the poorwants to become rich; the rich want to become richer, and the process goeson ad infinitum. Spurred on by greed, people are apt to “botanize on their

Activity 10: LITERARY CAROUSEL merrygoround_colorpage_july7.jpgspoonful.com

Likewise, have your own literary circle where each member will take turns inanswering the questions or explaining any of the following statements. Prepare andpresent your output through broadcasting.

1. What lesson does the legend of the Padaythabin tree teach the Burmese?2. What does this excerpt reveal about the temperaments and psyche of the

Burmese?3. Can you still lead a simple life today even amid the ongoing technological

advances? Elaborate.4. Explain the line, “Live simply so that others may simply live.”5. If you were a parent, what would you teach your children to make sure that they do

not grow up to be greedy people?*Questions Adopted from English Communication Arts and Skills through Afro-Asian Literature

Activity 11: ONE’S VISION (Complete Me)

Let us at the same time, have poetry from Burma. Listen to your teacher read thesaid poem or its recorded version. You will have the unlocking of difficulties through wordmatch play. Your teacher will distribute strips of paper, wherein one set includes words tobe defined and the other for definitions. Representatives/Volunteers from your classmatch the words with their definitions for extra points.

Frequency Word List

Activity 12: CHARACTER ANALYSIS MODEL

Form triads, read the copy of the poem for the second time and answer theCharacter Analysis Model based on the questions. Then, post your output on the boardfor checking as each group goes over the work of others.

gloominessbattereddespairforagingfleeing

spaciousvisionconcepts vast lotus

A country of great beautyPeople so gentle and kindThere is also uglinessAnd crueltyFleeing and hidingAnd foraging for foodTo surviveOur people are in painSuffering like no hell on earthDarkness and despairSurround themAnd freedom is out of reachBeaten and battered by lifeDeath and diseasesOf the mind and spiritSwallowed up by gloominessAnd bitternessHow can they carry on?Each of us has a role to playTo help our countrymenNot by hatred and blameNot by giving false hopeOr ideasOr conceptsBut to see the big visionA vision that’s not small or limitedA vision that’s vast and spaciousSo that Burma’s people may rise upLike a beautiful lotusFrom a muddy pond.

Burma Digest

VISION

by Feraya

What does he/she think?

1206559775279278925nicubunu_ Stick_figure_male_2.svg.hi.png

Reflect on the activity in relation to the Burmese people in their response to thechallenges of modernity. Activity 13: BULLS I!

Here is another text, an excerpt from a post/blog. Read orally and take note of theunderlined phrases. What are they called?

How does he/she act?

What does he/she say?What does

he/she hear?

What does he/she see?

How does he/she feel?

Bones Will Crow: An Insider's View (An Excerpt)

Posted by Arc, 17th October 2012

Bones will Crow comes from Moe Zaw’s poem Moonless Night. Co-editors ko kothett and James Byrne thought the Burmese idiom fitting for their anthology of ‘15 Contemporary Burmese Poets.’ Bones will Crow means chicken comes home to roost — whatever you give, you get back. The Burmese use it to express their resentment, the resentment against injustice. To be honest I did not find it very tasteful when I heard it for the first time. Since then I have acquired a taste for Bones. My ears have been tamed. My lips got used to saying it.

Bones Will Crow: An Insider's View - Arc Publications Blogwww.arcpublications.co.uk/blog.php?blog_id=166

Yes, these are examples of idioms. What are idioms or idiomatic expressions?

Idioms or idiomatic expressions are words, phrases or expressions

which are commonly used in everyday conversation by nativespeakers of English and usually figurative.

With this, give at least 10 examples of idioms that you know or use.

Activity 14: I DRAW

As a follow up, your teacher will distribute flash cards with idioms written on it.Make sense of the one you have, draw or illustrate its meaning at the back and present itas a pop up. Below are additional examples.

➼ Give me a hand➼ Hit the books➼ Keep an eye on you➼ You're pulling my leg➼ Cat's got your tongue➼ Zip your lip➼ Cold turkey➼ Wear your heart on your sleeve➼ In the doghouse➼ When pigs fly ➼ Put your foot in your mouth➼ On pins and needles➼ I'll be there with bells on➼ Bite off more than you can chew➼ Toss your cookies

Refer to the sample pop up below.

Pop-Up-Note-Card.JPGfavecrafts.com

Activity 15: ODDS ON ADS

Your teacher will show different pictures of products or services and relate to theimages and text below. What are these examples? You are right. The pictures, imagesand copy are considered as advertisements. What do you think are applied in advertisingso that consumers will buy products or avail of its services? Why are consumerspersuaded? What words or part of speech made the ads more interesting?

adaccessbh0690-med1.jpegillinoispixels.wordpress.com

Burma_Shave_slogans.jpgthe60sofficialsite.com

LUXURY PAINT AND PVC PIPING

Celebrities perform a range of different social, cultural and political functions. In Burma their social and cultural roles are no different, though they have the added burden of maintaining an identity within a politicallyrepressive and highly media-controlled society. In this environment,advertising provides celebrities with a short-term financial reward, and anopportunity to further promote their brand image. Though some actors haveused their fame to voice criticism against junta policies, most see advertisingin practical terms of maintaining a career. Many live near the relatively smallYangon CBD, in some of the few middle class (by Burmese standards)suburbs, where they may find it difficult to maintain anonymity. It is notuncommon see singers and actors in the street, during social encounters oreven whilst they are shooting a new TV commercial. The localness of famouspeople in Burma, in this sense, gives their patronage an extra sense offamiliarity in advertising work.

Advertising and Celebrity Endorsement in Burma Andrew King - Flowflowtv.org/2011/01/advertising-and-celebrity-endorsement-in-burma/

Activity 16: THE PROPAGANDA

Well, from the examples, focus your attention on propaganda and propagandastrategies in advertising. Propaganda can be utilized too, in texts, passages or evenliterary selections. On the other hand, adjectives can likewise add appeal to ads.

Answer the following questions: 1. What propaganda strategies were used in the advertisements?2. How were they integrated in the ad copies?

Glamour and Ordinariness – Actress Htet Htet Moe Oo singing the praises of ‘EVA Pipe’ (PVC Piping Suppliers)

3. Would you buy the said products? Why/Why not? Provide reasons.4. What words or part of speech were/was utilized in the advertisements?5. How did these words make the ads more effective?

Propaganda

Basic Propaganda Strategies1. Bandwagon—persuading consumers by telling them that others are doing the

same thing 2. Testimonial—when a product is sold by using words from famous people or

authority figuresi.e. Burmese celebrities promoting brands

3. Transfer—when a product is sold by the name or picture of a famous person orthing but no words from the said person or thing

4. Repetition—when the product’s name is repeated at least four times in the ad 5. Emotional Words—words that will make a consumer feel strongly about someone

or something are used http://modernhumorist.com/mh/0004/propaganda/mp3.cfm

Five Types of Propaganda Used in Advertisinghs.riverdale.k12.or.us/~dthompso/exhib_03/tianaa/propaganda.html

--publicity to promote something: information put out by an organization or government to promote a policy, idea, or cause

--misleading publicity: deceptive or distorted information that is systematically --misleading publicity: deceptive or distorted information that is systematically --misleading publicity: deceptive or distorted information that is systematically spread

Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.

Next to that, search forfive other advertisements fromnewspapers and magazines,identify the propaganda devicesand adjective or adjective

1.

Let ushave

examples for drill or exercise. Identify the adjective complements in the sentences.

Grammar/Language Adjectives and Complements

i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as guys

Adjectives

a. Add to the meaning of a noun or a pronounb. Can be articles like “a” “an” and “the”, or show possession such as your,

his, my, their, our, or itsc. Tell us more about the noun or pronoun, for instance that, what, those, or

these, or be interrogative, what, where, or whyd. Some modify by comparing, richer, whole or ideal impossiblee. Others are indefinite and include all, many, few, some, or severalf. Also, some give physical descriptions like big, old or browng. Others consist of beautiful, Burmese and advertising

Adjective ComplementClause or phrase that adds to the meaning of an adjective or modifies it, adjectivecomplement always follows the adjective it complements and it is a noun clause ora prepositional phrase

a. Noun clause is simply two or more words that act like a noun, it can be thesubject of a sentence, an object of a verb or preposition, or they cancomplement a subject or adjective i.e. what you see, that he is happy, and where the Burmese went

b. Prepositional phrase starts with a preposition and modifies nouns and verbsi.e. “It came with the ad”, “I need a ride to Myanmar”

What Is an Adjective Complement?grammar.yourdictionary.com › ... › Adjectives

• Subject Complement• Adjectives and adjective phrases function as subject complements. A

subject complement is a word, phrase, or clause that follows a linking verband describes the subject.

• i.e. Christmas cookies smell delicious.•• Object Complement

Adjectives and adjective phrases function as object complements. An object complement is a word, phrase, or clause that directly follows and describes the direct object. i.e. Judeo-Christians consider Jerusalem holy.

What Do Adjectives and Adjective Phrases Do in English Grammar?www.brighthubeducation.com › Homework Help › English Help

Examples of Adjective ComplementsNoun Clause and Prepositional Phrase:

1. She was hesitant to tell her parents.

2. The boss was anxious to promote sales.

3. Are you afraid of spiders?

4. We were shocked by the news.

5. I was delighted that she was chosen.

6. He is likely to be nominated.

7. The child was eager for Christmas to arrive.

8. I am curious what color it is.

9. It was wrong of her to go.

10. I am happy they got married.

11. We are all afraid that the storm will be severe.What Is an Adjective Complement?grammar.yourdictionary.com › ... ›

AdjectivesSubject and Object Complement:

1. My puppy is very mischievous.2. The patient appears dehydrated and feverish.3. The apple pie you made tastes sour.4. My grandmother was rather forward thinking.5. The British are fond of fish and chips.6. The little girl painted her bedroom bright pink.7. The preschoolers are coloring the trees purple and blue.8. The jury declared the defendant guilty.9. We voted her entry most original.10. Studying grammar makes me happy.

What Do Adjectives and Adjective Phrases Do in English Grammar?www.brighthubeducation.com › Homework Help › English Help

complementations used. Show outputs in class through a gallery walk of life-like addisplays.

Activity 17: LISTEN AND BE HEARDListen to this blog entry that will be read by one of your classmates and take down

notes.

suukyi1.jpggury.orgfree.com

Activity 18: SHOUT OUT!

Brainstorm by pairs then refer to your notes to fill out the information being asked.Present outputs by posting these around the classroom. Afterwards, other pairs will writetheir comments below.

Activity 19: SPEAK UP, LET’S TALK ABOUTIT

Inhere,you willbegroupedonceagaininto

eight (8) with 5 members each. You, together with other members will conduct a talkshow regarding the blog entry heard. Your teacher can also furnish a copy for yourreference. Assign speakers who will share their ideas and opinions using signal words.Consider the focus questions.

Opinion Signal Words

*may, ought, could, might, possibly, sometimes, often, I think, it is believed, usually, seem (s), probably, many people believe, everyone, no one, everybody, always

Opinion Signal Wordswww.e-tme.com/opinion%20signal%20words%20-%20sample.htm

Activity 20: FIRST IMPRESSIONS…

Based on the given texts, passages or literary selections that you have read andheard, write your impression/s (a lasting effect, opinion or mental image of somebody orsomething) on the literature of Myanmar and the Burmese people, that is, thetemperaments and psyche of the Burmese people in their response to the challenges ofmodernity.

Refer to the template with the possible prompts provided. Remember to developyour paragraphs observing the main idea and supporting details integrating any mode(expository, descriptive, narrative, persuasive, and creative).

SpeakerPersonbeing

Addressed

Objectivesof the

Speaker

Speaker’sAttitudestowardsIssues

PropagandaStrategy

Used

My First Impression

I was able to /The literature of Myanmar/The Burmese people…

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Reflect on the focus questions.

In this section, the discussion focused more on the temperaments and psyche of the Burmese people in their response to the challenges of modernity.

Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision?

Now that you know the important ideas about this topic, go deeper by moving on to the next section.

REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Burmese people in their response to the challenges of modernity.

Activity 21: THE F’S (Faith and Fight for Freedom)

Here is another poem for you to reflect upon. Read the poem orally as a class. Forthe unlocking of difficulties, have the game word auction. Your teacher will post phrasesfrom the poem and will ask the class if any of you knows the italicized words to be defined.If you have possible meanings, corresponding points will be given.

Frequency Word List

a. golden spiresb. saffron prayersc. only callousness and betrayald. stillness of their gazee. novice monk’s robe

f. serene downcast eyesg. ceremonial fineryh. anger is fiercer

Take note also of the guide questions before and after reading. 1. According to the speaker in the poem, what is happening in his/her country Burma?2. What can be done to attain peace and freedom?3. What was the role of the monks in the fight for freedom?4. Why is the poem entitled, “Prayer for Burma”?5. How would you feel under similar conditions?6. What does this quotation from the poem mean: “We shall never forget our monks

who were at the forefront of our march for freedom.”7. How does this poem show the temperaments and psyche of the Burmese people in

their response to the challenges of modernity?

Praying_Hands.jpgkadampa.org

Do you recall the land of golden spires?Where morning bells are answered with murmurs of saffron prayersAnd the silence of bare feet echoing their innocenceIn a land overwhelmed by evilness and greedA message of hope for hearts in deepest despairIn a language of love for a people enduring only callousness and betrayalAs their Meta Sutra chants rose high up aboveReflecting in the stillness of their gazeYou can see great courage and dignity in the eyes of Burmese monksI remember the summer a lifetime agoWhen your soft hair was shaved and the first time you wore yourThin-gann the novice monk’s robeAnd your beautiful boyish face was full of determinationWith serene downcast eyesAfter shedding Shinlaung’s ceremonial fineryYou remained a Buddhist monkTo devote your life to your people and your religionI also remember the dark winter nightsWhen you stayed up late studying Buddha’s scripture, poetry and politicsLooking to find answers for your people’s sufferingSince last SeptemberThe war against evil has only just begunAnd I know that you will fight onI am quite sure thatYour prayer will be answeredYour hopes will come trueAnd your fight will be wonNot becauseYour anger is fiercerAnd your power mightierOr their hatred more bitterBut becauseYour cause is justYour prayers are sincereYour wishes are trueYour hopes are pureAnd your love for Burma is rightYou will win in the endThere is nothing to stop your spirit and your hopeNo one can silence your prayers for peace and freedom in BurmaWe shall never forget our monks who were at the forefront of our march for freedom.

Burma Digest

Prayer for Burma (Poem)By May Ng

Afterwards, you will be grouped into two: one will deliver the poem in a simplespeech choir or choral reading and the remaining group will have it in a rap presentation orcreative jazz chant with choreography.

Activity 22: YOUR MISSION

Earlier, you read poems, now we have the story, The Country’s Good Son. Readthe said text silently.

The Country’s Good Son

Minn New Thein

Lin Aung’s mother had a shop in the Mingaladon market, where shesold slippers. Lin Aung helped his mother in the shop during his schoolholidays. As the Mingaladon market was an army market, soldiers could beseen shopping there daily. It was more crowded on Sundays. Manysoldiers could be seen moving about busily.

It was Sunday, and Lin Aung was sitting in front of the shop;“Younger Brother, do you have real ‘Sin-kye’ No. 9?” A young man, wearingtrousers, entered and asked him. Quickly Lin Aung took a pair of ‘Sinkye’No. 9 slippers and showed them. “How much are these slippers, YoungBrother?” Twenty -one Kyats, Elder Brother.” “Can I take only the rightside slipper and pay you ten Kyats and fifty pyas?”

The young man’s question made Lin Aung’s eyes become wide. If hesold only the right side, how could he sell the left side? And why did hewant only one slipper? “You can’t do that. If I sell only the right side, theone left in the shop will become useless. “Yes, but I want only the rightside. But wait, I’ll go and look for a partner.” Lin Aung was left behind,looking at the back of the young man, who walked away, limping.

Soon, the young man came back. He had another young man with

him. The first young man asked Ling Aung for the slippers, and gave theleft side slipper to the young man who had come with him. He lifted the legof his trouser and put on the slipper. Then he nodded with satisfaction.

Only then did Lin Aung understand. They were buying and sharingone pair of slippers. The first young man had a false left leg, and secondyoung man had a false right leg. So everything was all right because therewas one who wanted only the right side, and another who wanted only theleft side.

Lin Aung was sorry to see the condition of the two young men. Theywere quite young, and they each had a leg missing. “Don’t you feel sadthat you have only one leg?” Lin Aung as inquisitive and asked them. “Whyshould we be sad?” the first young man smiled. “We are soldiers whooffered even our own lives for our country. We are proud to lose a leg inprotecting our country.”

When Lin Aung heard the first young man’s answer, he respectedthem. They were very different from the young drug addicts about whomhe had often read in the newspapers. They were wasting their lives andkilling themselves.

These young men were the country’s good sons who were protectingthe country from its enemies. Their aims and intentions were as differentfrom those of the addicts as east from west, north from south. Althoughthese young men had one leg missing, they still wanted to serve theircountry. The two young soldiers told Lin Aung that they planned to work inthe disabled soldiers’ cooperative shop.

“I respect you and honor you. You good sons of the country are thejewels of our country. When I grow up, I will try to be a good son of thecountry like you.”

The two young soldiers smiled to hear Lin Aung’s words. “We admireyour intention. Our country’s future will really be bright if there were moreyoung people in our country with the same aim and intention as yours. Allright, we will go now.”

The two young soldiers said goodbye to Lin Aung and went away. LinAung was filled with the desire to become a good son of the country.

Literature in Focus II

Do the following exercises by groups (six).

Activity 23: CHARACTER REVELATION FIGURE

For groups 1 and 2, your leader and members will label the Character RevelationFigure by answering the questions. Present your work and defend your answers in frontof the class.

Which character experiences personal change from beginning to end? Explain.

Which character do youlike best? Why?

cartoon-soldier-standing-with-gun.- image-thumb22630222.jpgdreamstime.com

Activity 24: FREQUENCY WORD LIST

Groups 3 and 4 will be in charge of the Frequency Word List with membersreplacing the underlined words or phrases accordingly in the paragraphs from each pairfrom the options. Share answers with the other groups for interactive discussion.

1. Why should we be sad? We are soldiers who offered even our own lives for ourcountry. We are proud to lose a leg in protecting our country.

a. happy, gloomy b. would gladly die, would fight gladlyc. to lose our limbs, to lose our lives2. Lin Aung felt respect for both of them. They were very different from the young

drug addicts he often read about in the newspapers. These drug addicts were aburden to the country. They were wasting their lives and killing themselves.

a. admiration, satisfactionb. a contrast to, a far cry fromc. disgrace, problemd. ruining their lives, hurting their lives3. I respect and honor you. You good sons of the country are the jewels of our

country. When I grow up, I will try to be a good son of the country like you.a. praise, saluteb. patriots, heroesc. treasures, assetsd. imitate your patriotic example, be a heroic son like you

Activity 25: SOLDIER SIMULATION

Groups 5 and 6 will simulate or role play in class the situation wherein the memberswill pretend to be Lin Aung while the others play or act out the roles of the two youngsoldiers. Try to come up with another point of view or varied interpretation.

retro-soldier-silhouette- thumb3376569.jpgdreamstime.com

*Questions/Activities Adopted/Modified from Literature in Focus II

Activity 26: PS AT YOUR FINGERTIPS (PRECIS/SUMMARY)

Individually, write a précis/summary of the above story by discussingcomprehensively and identifying the proper paragraph development (expository,descriptive, narrative, persuasive, and creative). Relate it to your previous writing activityon impressions and refer to the following example.

How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Elaborate.

How do you think this situation could apply to Filipino soldiers? Give reasons.

A précis or a summary is a short version of a passage containing only the main points and main supporting points.

Sample Paragraph Teaching is the noblest of professions. A teacher has a sacredduty to perform. It is he on whom rests the responsibility of mouldingthe character of young children. Apart from developing their intellect,he can inculcate in them qualities of good citizenship, remaining neatand clean, talking decently and sitting properly. These virtues are noteasy to be imbibed. Only he who himself leads a life of simplicity,purity and rigid discipline can successfully cultivate these habits in hispupils. Besides a teacher always remain young. He may grow old in age,but not in spite. Perpetual contact with budding youths keeps himhappy and cheerful. There are moments when domestic worriesweigh heavily on his mind, but the delightful company of innocentchildren makes him overcome his transient moods of despair.

Precis/Summary Teaching is the noblest profession. A teacher himself leading asimple, pure and disciplined life can mould the character of the youngchildren and make them neat and good mannered citizens. Besideshe remains every young forgetting his own domestic worries in theconstant company of the young.

5 quality precis writing samples | Articles | Knowledge Hubwww.publishyourarticles.net/.../5-quality-precis-writing-samples.html

THE COUNTRY’S GOOD SON

A Summary of the Story

You can double check your work using this checklist:

Revision ChecklistAsk yourself the following questions:

➼ Is my précis/summary only one third of the original?➼ Did I include all the main points?➼ Have I left out the illustrations and less important ideas?➼ Have I written clearly in my own words using synonyms

for the author's words where possible?➼ Does my précis/summary accurately reflect the original in

tone?➼ Is my grammar and spelling correct?

Précis/Summarymember.tokoha-u.ac.jp/~dixonfdm/Core%20Activities/.../precis.htm

Activity 27: LEND ME YOUR EARS!On this part, you will listen and view a video clip of a speech delivered. Take down

notes and refer to these in writing your editorial article. At the same time, just like in yourpanel discussion, you can use terms or expressions that signal opinions and consider theright paragraph development. Refer to an example of editorial article below.

An editorial article expresses an opinion about a current issue or topic.

You canalsorefer totheTRACformatorgraphic

organizer in structuring your output.

Fine Arts

“Fine arts are important in the curriculum because of what they do forlearning,” stated Patty Taylor, arts consultant for the California StateDepartment of Education. In other words, the arts, especially music, shouldbe part of every school’s curriculum at every grade level. Music makesstudents smarter, gives children something positive to do, and builds self-confidence. Most students don’t have a chance to learn music outside ofschool, and everyone deserves that opportunity. Students would be much smarter if they had some music experience.They would improve their classroom skills, like paying attention, followingdirections, and participating without interrupting. People develop all theseskills when they learn music. Musicians are also better in math, and they gethigher S.A.T. scores. For instance, a study by the College EntranceExamination Board reported, “Students with 20 units of arts and musicscored 128 points higher on the S.A.T. verbal and 118 points higher inmath.” A Rockefeller Foundation study states that music majors have thehighest rate of admittance to medical school. Making music also lets childrenuse their imaginations, unlike playing with video games and electronicstuffed animals. “It provides students a chance to try out their own ideas,”according to the October 1997 California Educator. Music makes childrenwell-rounded students. Music not only makes children better students but also gives themsomething positive to do. In a music program, children can be part of a bandor choir instead of joining a gang. Parents can enjoy listening to theirchildren’s music instead of seeing them glued to a computer or TV screen. Inband, students get to be part of a team. They can interact with old friendsand make new friends through music. While learning and making music,children can also be exploring a potential career.

Music builds self-confidence. It gives children a sense ofaccomplishment and success. Making music is something for them to beproud of, and it lets kids practice performing in front of an audience. Asreported in the California Educator, “It gives [students] self-confidence and afeeling of importance to have a skill someone appreciates. They are alsolearning how to accomplish something from beginning to end and actuallycome out with a product that they can be proud of.” Music gives children anoutlet for self-expression, and that helps develop their self-confidence.

Once again, music is important because it can make children betterstudents, give them something positive to do, and build their character.Unfortunately, the children who need music lessons the most usually don’thave access to them outside of school. That is why music should be offeredin every single grade in every school.

Copyright © 2012 Houghton Mifflin Company. All rights reserved.

Editorial Graphic OrganizerT-Topic Sentence

NotesR-Reasons with SupportA-Answer, OppositionC-Conclusion

Editorial Graphic Organizer Twww.ccps.org/chms/research/davis/edigo.pdf

Activity 28: 3-2-1

With this chart, review by listing down or filling out what are asked and alwaysconnect everything with the focus questions.

1. What does (Burmese) literature reveal about Asian and African character?2. How do (Burmese) Asians and Africans respond to the challenges of modernity as

reflected in their literary selections?

In this section, the discussion was about the temperaments and psyche of the Burmese people in response to the challenges of modernity.

What new realizations do you have about the topic? What new connections have you made for yourself?

Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section.

3 THINGS YOU FOUND OUT

____________________________________________________________________________________________________________________________________________________________________________________

2 INTERESTING THINGS

________________________________________________________________________________________________________________________

1 QUESTION YOU STILL HAVE

TRANSFER: Your goal in this section is to apply your learning to real life situations.

You will be given a practical task which will demonstrate your understanding.

Activity 29: HANDING IN YOUR EVALUATION PAPER

Your task is to write an evaluation paper regarding a program viewed. You areinvited by a state university for a possible scholarship and one of the requirements is tosubmit an evaluation paper regarding current events or social issues. There will be ascreening of video clips to guide you and choices of topics for you to write on. Therefore,choose one as your basis and prepare to defend or discuss it in the form of a hot seat infront of the board members.

An evaluation paper is a type of argument that includes evidence to justify a writer's opinions about a subject.

You can find an example here for reference.

Evaluation Essay on Gender in Advertising Gender differences and biases have been a part of the normallives of humans ever since anyone can remember. Anthropologicalevidence has revealed that even the humans and the hominids ofancient times had separate roles for men and women in theirsocieties, and this relates to the concepts of epistemology. Therewere certain things that women were forbidden to do and similarlymen could not partake in some of the activities that were traditionally

reserved for women. This has given birth to the gender rolestereotypes that we find today. These differences have been passedon to our current times; although many differences occur now thathave caused a lot of debate amongst the people as to theirappropriateness and have made it possible for us to have astereotyping threat by which we sometimes assign certain qualities tocertain people without thinking. For example, many men are blamedfor undermining women and stereotyping them for traditional roles,and this could be said to be the same for men; men are alsostereotyped in many of their roles. This leads to socialconstructionism since the reality is not always depicted by what wesee by our eyes. These ideas have also carried on in the world ofadvertising and the differences shown between the males and thefemales are apparent in many advertisements we see today. This canhave some serious impacts on the society as people begin tostereotype the gender roles in reality. There has been a lot of attention given to the portrayal ofgender in advertising by both practitioners as well as academics andmuch of this has been done regarding the portrayal of women inadvertising (Ferguson, Kreshel, & Tinkham 40-51; Bellizzi & Milner71-79). This has led many to believe that most of the advertisementsand their contents are sexist in nature. It has been noted by viewingvarious ads that women are shown as being more concerned abouttheir beauty and figure rather than being shown as authority figuresin the ads; they are usually shown as the product users. Also, there isa tendency in many countries, including the United States, to portraywomen as being subordinate to men, as alluring sex objects, or asdecorative objects. This is not right as it portrays women as theweaker sex, being only good as objects. At the same time, many of the ads do not show gender biases inthe pictures or the graphics, but some bias does turn up in thelanguage of the ad. “Within language, bias is more evident in songsand dialogue than in formal speech or when popular culture isinvolved. For example, bias sneaks in through the use of idiomaticexpressions (man's best friend) and when the language refers tocharacters that depict traditional sex roles. One's normativeinterpretation of these results depends on one's ideologicalperspective and tolerance for the pace of change. It is encouragingthat the limited study of language in advertising indicates that theuse of gender-neutrality is commonplace. Advertisers can still reducethe stereotyping in ad pictures, and increase the amount of femalespeech relative to male speech, even though progress is evidenced.To the extent that advertisers prefer to speak to people in their ownlanguage, the bias present in popular culture will likely continue to bereflected in advertisements” (Artz et al 20). Advertisements are greatly responsible for eliciting such viewsfor the people of our society. The children also see these pictures andthey are also the ones who create stereotypes in their minds aboutthe different roles of men and women. All these facts combine to give

result to the different public opinion that becomes fact for many ofthe members of the society. Their opinion and views are based moreon the interpretation they conclude from the images that areprojected in the media than by their observations of the males andfemales in real life. This continues in a vicious circle as the mediatries to pick up and project what the society thinks and the people inthe society make their opinions based upon the images shown by themedia. People, therefore, should not base too much importance abouthow the media is trying to portray the members of the society; ratherthey should base their opinions on their own observation of howpeople interact together in the real world.

Work Cited Artz, N., Munger, J., and Purdy, W., “Gender Issues in Advertising Language”, Women and Language, 22, (2), 1999.

Bellizzi, J. A., & Milner, L. “Gender positioning of a traditionally male-dominant product”, Journal of Advertising Research, 31(3), 1991.

Ferguson, J. H., Kreshel, P. J., & Tinkham, S. F. “In the pages of Ms.: Sex role portrayals of women in advertising”, Journal of Advertising, 19 (1), 1990.

Refer to this rubric for assessment.

Evaluation Paper/Evaluative Essay RubricDirections: This rubric will be used to evaluate the final draft of your paper/essay. Before you turn in the final draft, fill out this rubric yourself. What score would you give yourself and why? Student: Date:

Score Level Criteria Comments

Content30-27 Excellent to Very Good :

knowledgeable, substantive development of thesis, relevant to assigned topic

26-22 Good to Average : sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail

21-17 Fair: limited knowledge of subject, little substance, inadequate development of topic

16-13 Needs Much Improvement: does not show knowledge of subject, not many details, not relevant to assigned topic or not enough to evaluate

Organization20-18 Excellent to Very Good : fluent

expression, ideas clearly stated/supported,

succinct, well-organized, logical sequencing, cohesive

17-14 Good to Average : somewhat choppy, loosely organized, but main ideas stand out, limited support, logical but incomplete sequencing

13-10 Fair: non-fluent, ideas are confusing or disconnected, lacks logical sequencing and development

9-7 Needs Much Improvement: does not communicate, no organization or not enough to evaluate

Vocabulary and Language Use

20-18 Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word form mastery

17-14 Good to Average : adequate range, occasional errors of word/idiom form, choice, usage but meaning understood

13-10 Fair: limited range, frequent errors of word/idiom form, choice, usage, meaning somewhat confusing or not understood

9-7 Needs Much Improvement: essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate

Grammar Usage25-22 Excellent to Very Good: effective,

complex sentences, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions

21-18 Good to Average : effective, but simple sentence construction, minor problems in complex constructions, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning understood

17-11 Fair: major problems in simple/complex sentences, many errors of agreement, tense, number, word order, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or not understood

10-5 Needs Much Improvement: almost no mastery of sentence construction rules,

many errors, ideas not understood or not enough to evaluate

Mechanics5 Excellent to Very Good: few errors of

spelling, punctuation, capitalization, paragraphing

4 Good to Average : some errors of spelling, punctuation, capitalization, paragraphing, but meaning understood

3 Fair: frequent errors of spelling, punctuation, capitalization, paragraphing, poor typing, meaning confused or not understood

2 Needs Much Improvement: many errors of spelling, punctuation, capitalization, paragraphing, typing is poor, or not enough to evaluate

Total Score: Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents.

Comments:

Activity 30: outBOX Out-of- the-Box.jpgempoweredonlineentrepreneurs.com

Let us go back to our box and finalize your map of conceptual change by finishingthe “I Think” OUT OF THE BOX area. Review the focus questions.

I Think…

Activity 31: LESSON CLOSURE

In summary, do the lesson closure as a reflection.

In this section, your task was to write an evaluation paper of a program viewed.

How did you find the performance task? How did the task help you seethe real world based on the topic?

You have completed this lesson. Carry on!

IN THE BOX

I Think…

OUT OF THE BOX

Today’s lesson...………….………………………………………………………….…………

………………………………..One key idea was…………………............…………….

………………………………………………………………………………………………………………………………………This is important because…………..…………………..….

…………………………..……………………………………………………………………………….

Another key idea…………………………………………………………………………....

………………………………This matters because………………………………………

……………………………………………………….In sum, today’s lesson…………… ..........................

GLOSSARY OF TERMS USED IN THIS LESSON:

Adjective. The part of speech or word that modifies a noun or pronoun.

Adjective Complement. A clause or phrase that adds to the meaning of an adjective ormodifies it. It always follows the adjective it complements and it is a noun clause or aprepositional phrase

Advertisement. A public announcement using the mass media.

Editorial Article. It expresses an opinion about a current issue or topic.

Evaluation Paper/Evaluative Essay. A type of argument that includes evidence to justifya writer's opinions about a subject.

Fantasy. It means a dream or imagination.

Frequency Word List. Set of words used in reading texts or selections for unlocking ofdifficulties or vocabulary building and development.

Idiom. A word, phrase or expression which is commonly used in everyday conversationby native speakers of English. It is figurative.

Impression. A lasting effect, opinion or mental image of somebody or something.

Opinion. It is a view or assessment about something.

Précis/Summary. This is a short version of a passage containing only the main pointsand main supporting points.

Propaganda. A publicity to promote something. An information put out by anorganization or government to promote a policy, idea or cause.

Psyche. The human spirit or soul and mind.

Reality. It is actual or exists.

Temperament. The prevailing or dominant quality of mind that characterizessomebody.

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

References

A-Z Learning Strategies. Religious Education Module. Catholic Education Archdiocese of Brisbane.

Alonzo, R., Meñez, A. & Villamarzo, P. (2001). Literature in Focus II. Quezon City:SIBS Publishing House.

Serrano, J. B. & Lapid, M. G. (2004). English Communication Arts and Skills throughAfro-Asian Literature: A Situational, Developmental, Interdisciplinary Approach. (4th

ed.) Quezon City: Phoenix Publishing House Inc.

Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: PrenticeHall Regents.

Websites

Painter. (2009, July 21). Paint the World Super Coloring. Retrieved November 23, 2012from http://www.supercoloring.com/A+E Television Networks, LLC. (1996-2012). Nelson Mandela photo gallery.

Retrieved November 23, 2012 from http://www. Biography .com/ people/nelson-mandela-9397017

Buzzing Everything! (Tech), Right Here! (2012, October 1). Is Mahatma Gandhi stillrelevant? Retrieved November 23, 2012 from http://www.rangaprabhu.

com/buzz/2012/10/is-mahatma-gandhi-still-relevant/E- Collaborative for Civic Education. (2011). Philippines- Aquino. Retrieved

November 23, 2012 from http://www.tavaana .org/ viewcasestudy.jsp? pageId=2071502000341264606266439&lang= en&restrictids= nu_

repeatitemid&restrictvalues=2071502000341283324272068Avalokiteshvara. (2011). His Holiness Dalai Lama. Retrieved November 23, 2012

from http://resources.tsemtulku.com/free-downloads/his-holiness-dala-lama.html

D’Souza, T. (2012, September 5). Mother Teresa's legacy for a "New Evangelisation"in the year of faith. Retrieved November 23, 2012 from http://www.asianews.it/news-en/Mother-Teresa's-legacy-for-a-new- evangelisation-in-the-Year-of-Faith-25732.html

Helen, P. (2011, July 26). Characteristics of a leader: Aung San Suu Kyi. RetrievedNovember 5, 2012 from http:// paigemonty .blogspot.com/2011/07/ characteristics-of-leader-aung-san-suu.html

Weiler, W. (2012). There is no box in job searching in Job Seekers, Networking, SocialMedia. Retrieved November 5, 2012 from http://blog. hiredmyway. com/there-is-no-box-in-job-searching/

Shanbhag. (2112, August 6). A short essay on life of Aung San Suu Kyi. RetrievedNovember 23, 2012 from http://www.meritnation. com/discuss/ question/2463138

Amthor, C. (2010, October 22). What’s the difference between Myanmar and Burma?Retrieved November 5, 2012 from http://blog.burma- center .org/ 2010/10/22/difference-between-myanmar-burma/

Burt, R. (2011, April 2). Free Tools Challenge #10: Word clouds with wordle. Retrieved November 11, 2012 from http:// teacherchallenge.edublogs.org/2011 / 04/02/free-tools-challenge-10-word- clouds-

with-wordle/

Lyndsey. (2012, May 7). Butterfly research. Retrieved November 5, 2012 from http://ayearofmanyfirsts.blogspot.com/2012/05/butterflies-homophones- and-end-

of-year.html

Platon. (2012). Human Rights Watch. Retrieved November 5, 2012 from http://www.hrw.org/burma-defenders

Carnival Carousel Coloring Page. (n.d.). Retrieved November 23, 2012 from http://spoonful.com/printables/carnival-carousel-coloring-page

OCAL. (2008, March 26). Stick figure male clip art. Retrieved November 5, 2012 fromhttp://www.clker.com/clipart-16625.html

Burma Digest. (2012). A Magazine specializing in Human Right affairs of Burma. Retrieved October 23, 2012 from http://burmadigest.info/

Arc. (2012, October 17). Bones will crow: An insider’s view. Retrieved October 23, 2012from http://www.arcpublications.co.uk/blog.php?blog_id=166

Pridemore, H. (2012). Pop up note card. Retrieved November 23, 2012 from http://www.favecrafts.com/Handmade-Cards/Pop-Up-Note-Card-from-C-T-Publishing#

The 60s Official Site. (n.d.). I remember back when…Retrieved November 5, 2012from http://www.the60sofficialsite.com/I_Remember_When.htmlKing, A. (2011, January 14). Advertising and celebrity endorsement in Burma

Andrew King / Consumer Research and Communications Consultant. Retrieved October 23, 2012 from http://flowtv.org/2011/01/advertising-and-celebrity-

endorsement-in-burma/

Digital Visual Resources and Tech Tips. (2010, September 27). Ad*Access project.Retrieved October 23, 2012 from http:// illinoispixels. wordpress. com/2010/09/27/adaccess-project/

Five Types of Propaganda Used in Advertising . (n.d.). Retrieved November 5, 2012from http:// hs.riverdale.k12.or.us/~ dthompso/exhib_ 03/tianaa/ propaganda.html

Your Dictionary Grammar. (1996-2012). What is an adjective complement? Retrieved December 3, 2012 from http://grammar.your dictionary .com/parts-of-speech/adjectives/what-is-an- adjective-complement.html

Kosur, H. M. (2012, February 9). The functions of adjectives and adjective phrases in English. Retrieved December 3, 2012 from http://www.brighthubeducation .com/ english-homework-help/33176- the-functions-of-adjectives-and-adjective-phrases/

Suu Kyi, A.S. (2012). Aung San Suu Kyi. Retrieved October 23, 2012 from http://gury.orgfree.com/suukyi1.htm

Opinion Signal Words. (n.d.). Retrieved October 23, 2012 from http://www.e-tme.com/opinion%20signal%20words%20-%20sample.htm

Kadampa Buddhism. (2012). Sojong. Retrieved November 5, 2012 from http://kadampa.org/buddhism/sojong/

Lyusha. (2000-2012). Stock Photography: Cartoon soldier standing with gun. Image.Retrieved November 5, 2012 from http://www.dreamstime .com/ stock-photography-cartoon-soldier-standing-gun.-image- image22630222

Fat*fa*tin. (2000-2012). Royalty Free Stock Images: Retro soldier silhouette. Retrieved November 5, 2012 from http://www.dreamstime.com/royalty- free-

stock-images-retro-soldier-silhouette-image3376569

Communicative Writing. (2012). Précis/Summary. Retrieved October 23, 2012 fromhttp://member.tokoha-u.ac.jp/~dixonfdm/ Core%20 Activities /academic_writing/precis.htm

Virani, M. (2012). 5 quality precis writing samples. Retrieved December 3, 2012 fromhttp://www.publishyourarticles.net/knowledge-hub/articles/5-quality- precis-writing-samples.html

Jess. (2012). Write Source. Retrieved December 3, 2012 from http://www.thewritesource.com/studentmodels/

How to Write an Editorial: Your Students Opinions Matter!(2009-2012). RetrievedNovember 23, 2012 from http://www.creative-writing-ideas-and- activities.com/how-to-write-an-editorial.html

Editorial Graphic Organizer. (n.d.). Retrieved October 23, 2012 from http://www.ccps.org/chms/research/davis/edigo.pdf

The Evaluation Paper. (n.d.). Retrieved November 23, 2012 from http://faculty.samford.edu/~drdedo/evalassign.html

Evaluation Essay on Gender in Advertising. (2003-2012). Retrieved December 3, 2012 from http://www.tailoredessays.com/samples/gender-in-advertising- essay.

htm

Sandyck, E. (2011, March 29). Living a life out of the box. Retrieved November 5, 2012from http://empoweredonlineentrepreneurs.com/marketing- psychology/living-a-life-out-of-the-box/ Aung San Suu Kyi. (n.d.). Retrieved November 5, 2012 from http://www.imdb.com/name/nm1238989/

Muppet. (2009, September 27). The Contemplative Psyche: Freedom...for Burma (Myanmar) . Retrieved October 23, 2012 from http://thecontemplative

psyche.blogspot.com/2009/09/freedom.html

Burma: Misc. (2010-2012). Retrieved December 3, 2012 from http://misc.thefullwiki.org/Burma

Myanmar (Burma). (1996-2012). Retrieved December 3, 2012 from http://travel.nationalgeographic.com/travel/countries/myanmar-guide/

Teachnology. (199-2012). Teacher guide to different types of writing. Retrieved October23, 2012 from http://www.teach-nology.com/ themes/ lang_arts/typesofwriting/

Voaclips. (2012, April 2). Daw Aung San Suu Kyi's Victory Speech (English). Retrieved November 5, 2012 from http://www. youtube.com /watch?v= 9iEWvhLC1Fs

Mancraft123. (2007, October 9). Oras Na (Dedicated to the Burmese people). Retrieved November 5, 2012 from http://www. Youtube. com/watch?

v=rI9930fObEo

MovieclipsTrailers. (2011, October 3). The Lady (2011) Trailer - HD Movie - Luc BessonMovie. Retrieved November 5, 2012 from ttp://www. youtube.com/watch?v=SMYAzQC3UjI

Minnegerode, L. (1999-2012). Writing an evaluation paper. Retrieved November 5, 2012 fromhttp://www.ehow.com/video_4755158_underground-writing.html?pid= 1&wa_vrid= 8a4a77ad-3344-4190-845e-f7efb347c95f&cp=1&wa_vlsrc=continuous