QUARTER    2:        INTERACTIONS
Week        6:    Non-Verbal Interactions

I.   OBJECTIVES

      A.     Listening
      1.    Listen for clues to enable one to tune in to the topic
      2.    Listen closely to instructions

III. PROCEDURE

Day 1

A.  Previewing
      [Show the class samples of works of art.]

      1.    What makes them beautiful?
      2.     Can you  also find the beauty of art in nature? Cite examples.

              Works of art are non-verbal expressions of the artist's creative imagination and his deepest emotions. It mirrors his soul. There's so much we can discover and learn from the artist's works besides them filling us with awe and wonder.

       B.  Tasks

             Task 1
             Which  word best completes the sentence?
             1.    Drab surroundings are (temporary, realistic, unattractive).
             2.     An intangible object cannot be (touched, changed, forgotten).
             3.    A design has symmetry if it is (unusually colorful, skillfully done, well-balanced).
             4.    The aesthetic quality of an object refers to its (usefulness, beauty, economy).

             Which is the most appropriate paraphrase of the passage?

              1.  I know I am far from being alone in my appreciation of the natural elegance and charm of this earth.
                   a. I am alone in my appreciation of the beauty of the earth.
                   b. There are many like me who appreciate the beauty of the earth.
                   c. If I live alone and far from other people, I can appreciate better the beauty of  the earth.
              2.  If you want more of this radiance in your life, start looking at everything with new eyes.
                   a.  Look for more radiance in your life.
                   b. Everything new in life has radiance.
                   c. Start looking at everything with a fresh outlook.

              3.  When you no longer label any scene as ordinary, when you can describe a  gray day and gray  scene in terms of beauty, you are an artist in your own right.
                   a. Everyone has the right to become an artist.
                   b. Only an artist can describe a gray day.
                   c. You become an artist when you see beauty in the ordinary.

      Task 2
      1.    Scan the selection for colorful phrases.
      2.    Read the selection: “There's An Artist In All of Us.” Find out if you agree with the writer.

There's An Artist In All Of Us Marguerette Gilmore Reprinted from Reader's Digest, July 1983        One afternoon when my husband and I were living in a little town, a friend looked out from our kitchen window and remarked, "Not much to see from here, is there?"        The area is mostly plains, but I was surprised by her remark: I loved the view from that window. I tried to look at it with my friend's eyes – a straight-line horizon, a water tower, dozen cottonwood trees, a few houses and an expanse of wheat field covered with stubble. That was all. And yet, from the moment I first saw it, that scene had held grandeur and endless inspiration for me.        With the bright afternoon sun shining, the wheat field was a  sea of silver ripples: cotton-candy clouds floated in an immensity of blue, and mosaics of yellows and nut-browns ringed the cottonwoods. By evening the scene would shift into sundown colors, the houses would send rays of warmth from lighted windows and the water tower, splendid at any time, would be more magnificent, holding a red light to guide the passing planes.          I thought of all I had viewed from that window, the visual magic that had enhanced my life. Early spring would drape the  cottonwoods in wispy chartreuse, enabling July mornings to sift through bright summer-green leaves. The fields would melt into oceans of emerald and wait out the months for molten gold, all the time providing lush nesting places for meadowlarks, brown thrashers and turtledoves. The lemon-yellow moons of spring would swing from pearly-plated evening skies, and then at harvest time rich, orange ones would lurk low on the horizon.  Every day and night I would find myself fascinated by the subtle changes across the vista, like pages turning slowly toward the fall and on into winter's silent scenes of white.           I had reaped endless inspiration from one simple  landscape, and yet my friend found it uninteresting. After she left, I thought about this difference in viewpoints. I wondered just how true is the statement, "You take the beauty to the roses."           I know I am far from being alone in my appreciation of the  natural elegance and charm of this earth, but I wonder how many people find beauty in the usual, normal scenes, the so-called drab, monotonous ones. It is easy to appreciate the scenes that are too wonderful to ignore. But how many people feel their daily surroundings are dull and that only at vacation time or at other rare times, can they enjoy true beauty?           It is essential, I feel, to find beauty in the ordinary settings in which we live. Great painters know this. Henri Matisse once told a friend, "I grow artichokes. Every morning I go into the garden and watch these plants. I see the play of light and shade on the leaves and I discover new combinations of color and fantastic patterns. They inspire me. Then, I go back into my studio and paint."           The appreciation of symmetry and grace, of color combinations and aesthetic qualities in ordinary scenes, comes as a built-in feature – not only for a few chosen ones like the painters, the writers, the musicmakers and dreamers. It is a part of everyone and can be awakened so that each person, no matter how humble the surroundings, can have an abundance of it in his or her life.            If you want more of this radiance in your life, start looking at  everything with new eyes. Think beauty, expect beauty, take beauty wherever you go. As the French writer Joseph Joubert said, "You won't find poetry (or any other form of art) unless you bring some with you." Every landscape has something to offer, even on a cloudy day in the dreariest month of the year.            When you are tired or lonely or bored – or in a mood to experience something truly uplifting, look out the window or take a walk. Hunting the beautiful is like truly collecting paintings or  jewels of great worth, except that the intangible treasures cost you nothing – but giving of self and can never be taken from you.             When you get started on this hunt you will make many unusual finds – an old fence draped with ivy, a slice of sunshine on a shadowy field, a sturdy banyan stretched on a purple sky. Or maybe just a path lined with pebbles becomes a wonder of shapes and designs that will intrigue the imagination. Courtless simple scenes become many-faceted diamonds spread along  your way to enrich the mind and soul.             As you become more observing, more appreciative, new and unexpected vistas will open up. Your world will never again  seem drab. You will have discovered your own artistic self, and life will become more rewarding when you really see and appreciate the loveliness around you. When you no longer label any scene as ordinary, when you can describe a gray day a gray scene in terms of beauty, you are an artist in your own right.             You may never write or paint or compose a song on paper  but in your heart and mind and life you will create a change that will equal nothing less than a masterpiece.

                           1.    What qualities of art does the writer find in her surroundings?
                           2.    According to her, how can we develop an eye for beauty"
                           3.    What do we gain from looking for beauty in the ordinary?
                           4.     Read the last paragraph. What does she mean by "change that  equals nothing less than a masterpiece?"
                           5.     Do you agree with the writer that there is an artist in all of us?
 Explain your answer.
                           6.     Pick out the word pictures from paragraphs 2, 4, and 6 of the  selection.

Word pictures can be as eye-catching and memorable as  paintings. The writer just like the painter can use color, contrast, sense impressions and focus to create a vivid picture for the reader.

      Task 3
        Read the paragraph and answer the questions that follow.

Below him, bouncing from rock to rock, ran the brook, laughing in the sunlight and tossing the spray high in the air in a mad frolic. Across the swirling line of silver lay a sparse meadow strewn with rock, plotted with squares of last year's crops – potatoes, carrots and turnips – and now combed into straight green lines of early cabbages and string beans. Beyond this a ragged picture, fenced with blackened stumps from which came the tinkle of cow's bells and farther on the grim, silent forest – miles of forest seamed by a single road.

Example:
1.    The  boy walked to the door.
2.     The boy tiptoed to the door.
3.    The man talked on and on.
4.    The hamburger is cooking in the pan.
5.     Joey sat on the chair.
6.    "That is mine!" the woman said.
7.    “That is not true!" he replied.

    Task 4
    Give a word that would vividly describe the following:
    1.    the sound of the stopping car
    2.    the taste of unripe mango
    3.    the feel of your chair or desk
    4.    the sound of your stomach when hungry
    5.    the smell of an old room
    6.    the feel of sand under your feet on a sunny day

C.     Closure
         Look around you. Write a vivid description of what you see. Remember that there is beauty even in the most ordinary things.

D.     Assignment
         Name ways of expressing messages non-verbally.

Day 2

A.     Recapitulation
         A painting is an example of a non-verbal expression of messages. In what  does the artist has expressed his message?

         What are the other types of non-verbal communication?

B.     Tasks 

         Task 1
          1.     What do you think will happen, if the drivers have to read long sentences to  follow traffic rules?
          2.    Look at the following signs or symbols? What do they mean?

          Task 2
          Group work
          Let's Play Charades
          Each group will act out a message which they will ask the other groups to guess. The activity goes on until all the groups are able to present their work.

          Task 3

          Sometimes, written materials contain many facts about a number  that are difficult to understand and remember. To help one do this, a writer may use a special drawing called a graph. Graphs are often included in social studies lessons, science books, newspapers and magazines.
   
          The following are examples of graphs.

          1.  Pie Graph

          Study the pie graph of the employment sector and answer the following questions:
          a.  What are the three biggest sectors?
          b.  Which two sectors have the same labor force?
          c.  Which sector has only 3.5 percent of the total labor force?
          d.  How many percent is the sector for commerce bigger than that of manufacturing?

2.  Line Graph
    Compare the facts and figures of the paragraph below with the one you get by studying the graph that follows.

                         Zero Growth Looms for RP Next Year

         The Philippines may have to contend with at least a zero growth rate in its Gross National Product (GNP) next year in view of the sharp drop in capital outlays under the proposed 1999 budget program. With some adjustment in the economic policies, the downward trend may be  arrested for a scant 2% gain in year 2000. The negative growth rate started early in 1989 after the country had posted a gain of 5.7% from below zero in 1985.

3.  Bar Graph

Which part of the graph illustrates the drop and rise in the price of copra?

4.  Picture Graph or Pictograph

              Questions:
              a.  What was the population in Manila in 1903?
              b.  How does it compare with the population in 1939?
              c.  What was the population in 1986?
              d. What is the difference between the population for 1995 and 1990? between 1995 and 2000?
              e.  What generalization can be made about the population in Manila?

To read and understand a graph, do the following: 1) Read the title above it. The title tells you what information the graph shows. 2) Read the key below the graph, if there is any. Some graphs, like pictographs, include a key that tells what each picture stands for. 3) Read the labels at the side and at the bottom. These labels give important information. In the line graph the numbers at the side stand for the percentage of growth. The number at the bottom give the year. Note that from 1985 to 1989, there was a steady climb of 5.7% in GNP. But in 1990, the GNP deteriorated to 3.5%. Note also the broken lines. These stands for a possible outcome – something that has not happened yet, but likely to happen.

C.  Closure
      List down the advantages and disadvantages of being able to read and interpret different kinds of graphs.

D.  Assignment
      Bring a short text which you can present in a graph.

Day 3

A.  Recapitulation
        How do you read a graph?

B. Tasks
     Task 1
        Read and interpret this employment section table.

        Comparison of Jobs Held by Men and Women in Percentages.

	PROFESSIONAL TECHNICAL RELATED JOBS	EXECUTIVE ADMINISTRATIVE MANAGERIAL	CLERICAL	SALES	FARMERS LABORERS
Men	39.4	80.3	49.3	38.7	66
Women	60.6	19.7	50.7	61.3	24

        Answer these questions:
             1.    In what job do women outnumber men?
             2.    In what job do men outnumber women?
             3.    Which job has the least number of women employed?
             4.    Which job has the most number of women employed?
             5.    In what job are men and women employees almost equal?

     Task 2 GroupWork
           Choose a text from among those brought by your groupmates. Decide what type of graph you will use to present its contents. Be ready to present your group's graph to the class.

     Task 3
            Present your group's graph to the class. Ask your classmates questions to guide them in reading your graph.

C.  Closure
      Choose one graph from among those taken up in class. Write an interpretation of the graph in paragraph form.

D.  Assignment
1.    What is an editorial cartoon?
2.    Clip an educational cartoon from a leading newspaper. Be ready to interpret your editorial cartoon.

Day 4

A.  Recapitulation
      1.    What are some ways of presenting facts and figures non-verbally?
      2.    In what way can you present your ideas or opinions non-verbally?

B.  Tasks

      Task 1
        The teacher present an editorial cartoon.

        1.  What do you see in the cartoon?
        2.  What does each figure or element in the cartoon represent?
        3.  What is the situation expressed in the cartoon?
        4.  Interpret what you see.     

       Task 2
       Discussion:

       1.  What is striking about the editorial cartoon?
       2.  Why is it called an editorial?
       3.  What are the outstanding characteristics of a good editorial cartoon?
       4.  It is necessary to label the editorial cartoon? Why? Why not?     

       Task 3
       Look at your own editorial cartoon. What do you see? What do the figures stand for? What does the cartoon show? A problem? An issue? An event? What is the message of the cartoon?

       Task 4
       Exchange cartoon with a classmate. Share your ideas about the cartoon.

C.  Closure
      Write an opinion on any of the issues presented in the editorial cartoons.

D.  Assignment
     1.  Look for synonyms for the underlined word.

•  man with a hoe
•  stolid and stunned
•  plundered, profaned, disinherited
•  perfidious wrongs and  immedicable woes

      2.    How would heavily burdened person look like?

Day 5

A.  Recapitulation
      What does an editorial cartoon express?

B.  Tasks

      Task 1   Unlocking of Difficulties
      1.  Take up the synonyms with the class. Ask them to use the synonyms in a  sentence.
      2.  Show to the class a picture of the man with a hoe or a picture of a man who  looks heavily burdened.

      Task 2
      (First reading by the teacher)
      (Second reading by the students)