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ENGLISH 3 Quarter 2 Week 5: Interaction with Idea - Self-talk
Week 5: Interaction with Idea -Self-Talk
1. Listen to note significant details
2. Listen to appreciate the melody and meaning of a song
1. Change direct speech to reported speech
2 Express one's faith through participation in group interaction
1. React critically to what is read
2. Analyze imaging for both surface and deeper meanings of word
3. Scan rapidly for sequence signals as basis for understanding discourse and rhetorical organization of texts
4. Summarize the points read into one topic sentence
5. Arrive at meanings of words through context clues
1. Single out values from materials read
2. Explain reasons for people's behavior and attitudes
3. Synthesize ideas stated in a poem
1. Demonstrate the ability to supply details to support a main idea
2. Apply the principles of unity and coherence in writing a paragraph
A. Listening/Speaking: "On My Way to You GOD" by Barbara Streisand
Reference: One with Others by Sr. Eleanor Alpino RVM and Wilma Reyes, pp. 175-177
Reference: English American Rhythms 3 by Bilgera, Montealegre Quilala
Reference: English III by Linda D. Reyes and Lourdes M. Ribo, pp. 95-97
Writing: Paragraph Writing
The Topic Sentence and Supporting Details
Have you ever felt the need to be alone? When does this happen? Why do you need to be alone? When you engage in this kind of activity, you go through the process of introspection.
What do these lines mean?
1. Live and let live.
2. Life is not a race. It is a journey.
3. Live each day at a time.
1. Listen to the song.
2. List down what the singer does while waiting for sleep to come.
On My Way to You GOD
by Barbara Streisand
So often as I wait for sleep
I find myself reciting
The words I've said or should have said
Like a poem that needs rewriting
The smiles I never answered
Doors perhaps I should have opened
I relive the roles I played
The tears I may have squandered
The many pipers I have paid
Along the roads I've wondered
Yet at the time I knew it
Love was somewhere out there waiting
Though I may regret a kiss or two
If I have changed one simple day
What went amiss I went astray
I may have never found my way to you
I wouldn't change a thing that happened
On my way to You.
Answer the following questions:
1. To whom does You in the title of the song refer?
2. From whose point of view is the song written?
3. What is the "I" going through as expressed in the first stanza?
4. What can you infer about the kind of life that the "I" lived?
5. Does he have regrets? Which stanza tells you this?
6. What implications are there that speak of the writer's relationship with GOD? Which lines tell you this?
Reflect on: When are the times you need to be alone? What are some of the things you think of?
1. Bring artwork materials: two sheets of oslo paper, drawing pencil, ruler, color paper, scissors, etc.
2. Look up the meaning of the following:
a) in the bivouac of life
b) a hero in strife
c) makes one's life sublime
d) life's solemn main
Why is there a need for a person to go through introspection?
Sharing in the assigned vocabulary words. [Write some of the meanings on the board. Ask the class to determine later which meaning is most suitable to the poem “A Psalm of Life."]
1. in the bivouac of life
2. a hero in the strife
3. make our life sublime
4. o'er life solemn main
First reading of the poem by the teacher.
Second reading by the class.
A Psalm of Life
Tell me not in mournful numbers,
Life is but an empty dream!
For the soul is dead that slumbers
And things are not what they seem
Life is real!: Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment; and not sorrow,
Is our destined end or way?
But to act, that each tomorrow
Find us farther than today.
Art is long, and Time is fleeting,
And our hearts though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world's broad fields of battle,
In the bivouac of life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, how're pleasant!
Let the dead Past bury its dead!
Act – act in the living Present!
Hear within, and God o'erheard.
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time.
Footprints, that perhaps another
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother
Seeing shall take heart again.
Let us, then, be up and doing,
With a heart for any fate,
Still achieving, still pursuing,
Learn to labor and to wait.
1. Why does the poet say that "life is but an empty dream"? What instances in your life tell you that there is something in you that keeps you alive" What is it that makes you move ahead and accomplish something meaningful?
2. What is meant by "dust thou art, to dust returnest?" Does it also apply to the soul? Explain your answer.
3. What is man's end or goal in life? (Refer to stanza 3)
4. What do these phrases express? fleeting time, muffled dream, field of battle, bivouac of life.
5. Why does he suggest that we "act in the living present?"
6. How can one live a meaningful life?
7. Name some great men/women whose lives have served as inspiration to us.
What is meant by "footprints on the sands of time?"
8. What is the message of the poem?
Reflect on the message of the poem. What is your Psalm of life?
In your journal, write your thoughts about the best legacy that you can leave to the next generation. Do a research on General Douglas MacArthur.
How can we give meaning to our life?
Scan the text to locate the phrases. Read the sentence where they are found. Give the meaning of the following phrases.
1. temper of the will 3. snow of pessimism
2. wires are all down 4. ice of cynicism
Talk about people in your community who have done admirable deeds. Take up the biography of the author and ask the class to give additional information. Then, read the selection silently.
Keys to Understanding
About the AuthorGeneral Douglas MacArthur graduated as the head of his class at the U.S. Military Academy at West Point. He was also a service officer in their corps of cadets.
During the Second World War, he was made the Supreme Commander of the Allied Forces in the Pacific. After the surrender of Japan on September 2, 1945, he supervised its reconstruction and the establishment of a democratic form of government.
When North Korean Communist troops crossed the 38th parallel and invaded South Korea in June 1950, MacArthur was put in charge of the UN forces. Despite heavy odds against him, he was finally able to stop the Communist advance.
He returned to the United States in 1951 and returned to private life after having been placed on the active list for life as general.
Live with Enthusiasmby General Douglas MacArthurSome people who are advanced in years feel that they are still young. On the other hand, some who are young in years feel that they are already old, what could be the reason for this? The selection below gives an explanation.Youth is not a time of life. It's a state of the mind. It's a temper of the will, a quality of the imagination, a vigor of the emotions, a predominance of courage over timidity, of the appetite for adventure over the love of ease.Nobody grows old by merely living a number of years. People grow old only by deserting their ideas. Years wrinkle the skin, but to give up enthusiasm wrinkles the soul.Worry, doubt, distrust, fear and despair – these bow the head and turn the growing spirit to dust.Whether 60 or 16, there is in every being's heart the love of wonder, the sweet amazement at the stars and the star like things and thoughts, the undaunted challenge of events, the unfailing appetite for what – next and the joy of the game of living.You are as young as your faith, as old as your doubt, as young as your self-confidence, as old as your feat, as young as your hope, as old as your despair. So long as your heart receives messages of beauty, cheer, courage, grandeur and power from the earth. From man and from the infinite, so long are you young.When the wires are all down, and all the central places of your heart are covered with the snows of pessimism and the ice of cynicism, then, only then are you grown old indeed, and may God have mercy on your soul.
"Live everyday of your life as though you expect to grow forever."
1. What is the meaning of the first two statements?
2. What is the author's definition of youth? of old age?
3. Describe how one can live with enthusiasm.
4. What is inspiring about the essay?
5. Would you recommend this essay for reading by young people only? or old people only? or both? Why?
6. Based on what he has written, assess General MacArthur's attitude towards life . Support your answer with facts from his biography.
Complete the line: I can live my life to the fullest by ______________________.
What is a topic sentence? Pick out the topic sentence of a paragraph. Clip ex amples of paragraphs for practice.
We can find much inspiration around us to make us live life with enthusiasm. It is sad sometimes, we do not open our minds, our hearts, our very own eyes to it. We only need to see, to understand and to feel it in our soul and we can find it.
Study the following:
What is a paragraph?
A paragraph is a connected series of sentences developing a single topic.
There are (3) three principles for writing a good paragraph. These are:
1. Utility – this requires that the paragraph should be about a single topic.
2. Continuity – this requires that the ideas should flows smoothly from sentence to sentence.
3. Emphasis – this demands that the paragraph must have system and preparation in its development.
Soap is a kind of detergent. With the aid of water, it washes away dirt. Soap products are found in different forms like: bar, paste, powder, or liquid. Soaps have different purposes, too. There are soaps with cleansing effects for the body, for clothes, for dishes. There are also soaps for washing impurities in wood, tiles, glass and metal products.
1. What is the central idea of the paragraph?
2. Which is the topic sentence of the paragraph?
3. Does every sentence contribute to the idea of soap as a kind of detergent?
4. How is each sentence related to one another?
5. What is a paragraph?
What is a topic sentence?
The topic sentence is the central thought developed in a paragraph. This may be found at the beginning or at the end of the paragraph.
The example in task 1 illustrates a topic sentence found at the beginning of the paragraph.
The following example illustrates a topic sentence found at the end.
Some people are cheerful. Others are habitually depressed. Some are generous and find happiness in giving and sharing with others; others are possessive and it would break their hearts to give anything away. Indeed, we encounter different kinds of people in our everyday life.
1. What is the central idea in the paragraph?
2. What details are there to suggest the central idea?
Read the following paragraphs. Pick out the topic sentence and enumerate the details that support the central idea.
1. With a broad education and thorough training you get a better chance of getting ahead. You cannot afford to take chances in inviting a whole lifetime in some occupation that seems easy and in which someone also made good. You will face increasingly stiff job competitions. Only with effective career planning and preparation will you be able to look forward to a sue:-rewarding career.
2. Common laborers are needed everywhere as much as the workers of any other level. Workers at this level do most of the menial jobs that don't need a lot of judgment and skill. What is required is a strong and healthy body. It is not a disgrace to be a worker on this level. There is a chance to enter another level with a little more training and planning. Unskilled workers work as common laborers in any field.
3. One of the first steps in planning a career is to study the many different occupations. Let us take a look at a cross-section of the occupational life in the different fields. There are roughly six general levels of workers found in all occupational divisions. These are: 1) unskilled laborers; 2) semi-skilled workers; 3) skilled craftsmen; 4) professional and technical specialists; 5) executives; 6) proprietors.
[The teacher should add more to the above exercises.]
1. When is a paragraphs said to be a good one?
2. What principles for paragraph writing should the writer bear in mind?
For writing practice, choose one of the following topics and develop it into a paragraph.
1. I did my best, but it wasn't enough
2. A habit I want to change
3. People seem to misunderstand me all the time
4. With such a comrade, such a friend.
5. A pain would walk till journey's end
Added pointers for writing good paragraphs:
1. Put only one thought into each paragraphs.
2. Make each sentence contribute to the development of the thought directly or indirectly.
3. Use a topic sentence to express the main thought of the paragraph.
4. Most topic sentences are placed at the beginning of the paragraph. However, they may be placed at the end for suspense or variety.
5. Use connectives or transition words that will establish connection between sentences.
6. Arrange your details according to time or space sequence.
7. After the topic sentence, arrange your ideas from the least to the most interesting.
How do the principles of unity and coherence work in paragraph writing? Give an example to illustrate each.
Recall pointers for writing a good paragraph.
Read the paragraph.
It was a terribly hot day. The men had taken off their shirts in the machine shop where Papa works. Perspiration rolled in little rivulets down their torsos. Not a breath of air entered the large enclosure where the men worked
Answer the following questions:
1. What is the topic sentence? Answer (sentence l).
2. What details are there in the succeeding sentences that support the central idea. "It was a terribly hot day!" Answer: (taken off their shirts; perspiration rolled; not a breath of air).
[Unity in a composition means having a sense of oneness. All details to be included in the paragraph should contribute in developing its central idea. All irrelevant ideas and digressions should be left out. It is important to remember that omitting necessary details is as disastrous as including unnecessary ones.]
Add two sentences to the above paragraph.
Be sure the sentences will contribute details to support the central idea.
Share your work with your seatmate.
What is the law of coherence? How is it applied in a composition?
Coherence means sticking together. The flow of ideas from sentence to sentence should be made clear by the use of connectives, reference words, transition words.
It will help to maintain a single point of view. Observe how the following devices are used for coherence purposes, example:
1. I met her for the first time during the entrance test at the high school. She looked very young, then. (time reference device)
2. He felt very uncomfortable in his new shirt, so he took it off. (transition word device)
3. The suspect argued that he was not the one who assaulted the lady. He said that he was across the street and he witnessed how another fellow had assaulted her. (word reference device)
Write sentences illustrating the use of coherent devices as in the above examples. Develop your idea into a paragraph.
Choose one and develop a unified and coherent paragraph.
1. Exercise is important.
2. Street crimes have increased in the last two years.
3. Basketball is an exciting sport.
4. Filipinos love to eat good food.
5. My mother/father is a great cook.
Ask one of your classmates to evaluate your work. Revise your work and submit the final copy.
Gather symbols through which we can communicate ideas without having to spell them out in words.
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