LESSON PLAN FOR THE 2002 INTERACTIVE CURRICULUM IN ENGLISH PROTOTYPE LESSON PLANS IN ENGLISH FOURTH YEAR

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LESSON PLAN FOR THE 2002 INTERACTIVE CURRICULUM IN ENGLISH PROTOTYPE LESSON PLANS IN ENGLISH FOURTH YEAR Powered By Docstoc
					PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                             DEPARTMENT OF EDUCATION

QUARTER          3 :    EDUCATION FOR SUSTAINABLE DEVELOPMENT
Week             3 :    Change is Costly

I.    Objectives
      A.    LISTENING/SPEAKING
            1.    Listen attentively to what is being conveyed in a song
            2.    Analyze and react critically to ideas presented
            3.    Give reactions to what was heard

      B.    Reading
            1.    Collect pertinent information from variety of sources
            2.    Identify changes that occurred in the community, the country or the world
            3.    Determine the meaning of words through context clues

      C.    Language Forms in Use
            1.    Express observations using active and passive construction
            2.    Answer queries, give information and instruction using active and passive
                  construction

      D.    Literature
            1.    Show understanding and appreciation of the literary technique and style
                  adapted by the author to achieve his purpose
            2.    Note the time line in a narrative
            3.    Deduce the theme of a short story

      E.    Vocabulary
                  Use idioms in expressing observations and giving information

      F.    Writing
            1.    Write a letter of appeal or complaint
            2.    Use the appropriate format for a letter of appeal

II.   SUBJECT MATTER
      A.    Selections
            1.    Song: ―Constant Change‖ by Jose Mari Chan
            2.    Changes in Transportation and Communication
            3.    ―Mission Possible‖ by June Ocampo
            4.    ―Social Change and Development‖ by June Ocampo, Philippine Star
                  Business Networks, February 15, 2002
            5.    ―The Wise Old Woman‖ by Yoshiko Uchida, Language in Literature,
                  pp. 37-41


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       B.   Language Forms in Use
                   Active/Passive construction

       C.   Writing
                   Writing a letter of appeal


III.   PROCEDURE
       A.   Previewing
            Activity 1
                Put together all the words inside the squares to come up with a quoted
            passage. The first four words are given.
                   ―It is not possible     _____________________________________________
             _______________________________________________________________.‖


                    is             any           change   without
                                                                           (Answer: ―It is not
                                                                           possible to change
                    of         structure          not      hearts
                                                                           any structure without
                                                                           changing the hearts of
                   and          women             men        It            men and women.‖)

                 changing      possible           the        to


            1.     What is the main point of this quoted passage?
            2.     How does this quotation apply to our life at present?


       B.   Listening
            Pre-Listening
            Activity 1. Moving Forward—Evolution of Land Transportation
                 Form groups of five and brainstorm on a list of things that change. Report
            back to class. Example: seasons of the year, hours of daily light, length of hair.
                 With the same group, look closely at the set of pictures and arrange them
            from the earliest to the latest means of transportation. The first group to finish the
            task correctly will be declared the winner. (pictures of calesa, jeep, tricycle, bus,
            pedicab, taxi, cars, FX, LRT, MRT, trambiya, PNR train, bicycle, motorcycle) Talk
            about their transformation.

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            Activity 2. I think and Feel...
                  Given the title ―constant change‖ what do you think will the song be about?

            While Listening
            Activity 3. Let’s Tune In
                  Tune in to the song ―Constant Change‖ and check your projections in
            Activity 2. Compare your answers with those of two or three of your classmates.

            Activity 4
                Read the text of the song ―Constant Change‖ and sing along with the singer.
            Then answer the following questions:
            1. What basic truth in life is highlighted in the song?
            2. Pick out lines which clearly explain or exemplify changes in life.
            3. What was the complaint of the singer?
            4. In what ways are we like clouds?
            5. Why does the singer say he/she moves from place to place? Who could the
                singer be? Give reasons for your answer.
            6. What kind of life’s changes are hinted in the song? Read lines to prove your
                point.

                                                 Constant Change
                                                   Jose Mari Chan

                            We’re on the road, we move from place to place.
                            And oftentimes when I’m about to call it home.
                            We’d home to move along, life is a constant change.

                            The friends we know, we meet along the way
                            Too soon the times we share form part of yesterday
                            ’Cause life’s a constant change
                            And nothing stays the same, oh no.
                            Clouds that move across the skies
                            Are changing form before our very eyes

                            Why couldn’t we keep time from movin’ on?
                            Hold on to all the years before this moment’s gone?
                            Why must we live the days at such a frightening pace?

                            We’re all like clouds that move across the skies
                            And changing form before our very eyes
                            Have we outgrown our Peter Pans and wings?
                            We’ve simply grown too old for tales of knights and kings
                            ’Cause life’s a constant change
                            And nothing stays the same, oh no.

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            Activity 5
                  Choral singing of the song


            Activity 6
                Jot down things in the field of communication and transportation that
            change after you listen to your teacher read a passage. Relate your list to the
            song ―Constant Change.‖

                  Listening: Changes in Transportation and Communication



                            There has been an acceleration of change in the areas of
                      transportation and communication from the past to the present
                      time. Because of this change, man is able to conquer space and
                      time, making even the whole solar system a seemingly
                      immediate neighbor to him. Thus, the possibilities of extending
                      his explorations out of the solar system towards any part of the
                      whole universe maybe possible in the near future. Moreover,
                      man has perfected certain sophisticated instruments for com-
                      munications like the domestic satellite or DOMSAT (the commu-
                      nication via satellite), an interplanetary relay and receiving
                      system with the aim of communicating with extraterrestrial
                      beings, and the radar sounding system.




            Activity 7. In Five Minutes...
                 In groups of ten, make a list of other things that change in the field of
            transporation and communication. The biggest number of correct entries will be
            given a prize.


            Activity 8. Discovery and Change
                Retain your groupings and make a list of technological inventions that have
            changed the way people live. Rank them in the order of their importance.


            Activity 9. (Retain the same groupings)
                Describe the most significant/important/valuable inventions/discovery you’ve
            chosen in Activity 8 and talk about how advantageous it is to human beings.



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            Activity 10. Walking Tour
                  Design a walking tour by way of describing the changes in your community/
            self/family. Make a list of interesting buildings and places in the community.
            Present an interview of people giving information about how things change in the
            community and school. Work with the same group as in Activities 7, 8 and 9.


            Continuing Assignment
            1.    Consult an encyclopedia to find out what happened to Amelia Earheart (the
                  first woman to fly solo across the Atlantic). Scout also for the lyrics of the
                  copy of the song ―What Happened to Amelia Earheart.‖ Present your
                  findings to class.
            2.    Bring in objects from your past and present:
                  a. photos of yourselves as babies, as young children and as adolescents
                  b. an old favorite toy
                  c. printing or drawings in the past
                  d. photos of your home (past and present)



      C.    Reading
                  Checking of the assignment given the day before

            Activity 1. Then and Now
                Form groups of ten and bring out the objects you have brought, then ask
            each other these questions:
            1.    Who is in this picture? How old were you then? What about this one? How
                  do they differ?
            2.    Why did you prefer that toy before?
            3.    What happened to this house?
            4.    When you were younger how did you spend your day? What about now?
            5.    Why did you change your ________________?
            6.    What price did you pay for this change?


            Activity 2. ―Whatever Happened To Amelia Earheart?‖
                  Tune in to the song ―Whatever Happened To...?‖ As you read your partner’s
            written report on the same assignment, compare the original lyrics to your
            researched copy. What do they have in common?



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            Activity 3. Run Together Text/Cast Strangers Out
                  Try to come up with a meaningful statement by casting out all unnecessary
            letters in the following word puzzle.

                                  ―QSCHANGEXRISRALLQWAROUNDVLUS,
                                     FANDYSITLRISWXINEVITABLEXQ.‖

            1.    What local, national or international issues can you relate to this quoted
                  statement?
            2.    What price do we have to pay for the said change?


            Activity 4. Vocabulary Check
                Match the word on the left with its meaning on the right. Then use each
            word in your own sentence

                  A                                     B
            1.    phenomenon                     a.     existing in someone or something as a perma-
                                                        nent element, quality
            2.    inherent                       b.     broken, incomplete
            3.    fragmentary                    c.     ideas, etc. and their relationships.
            4.    perspective                    d.     not able to be seen or perceived clearly
            5.    indiscernible                  e.     one’s mental view of facts
                                                 f.     a fact, occurrence, or circumstances observed
                                                        or observable.


            Activity 5. Guess What...?
                 ―Mission Possible‖ is the title or headline of a news report. Work with a
            partner and guess what the news is about.


                                                      Mission Possible
                                                        June Ocampo

                       What the computerization program is doing to the LTO is
                  transforming it into a paperless agency. This may look simple at first
                  glance, but not if you look closely at the millions of documents the
                  agency handles every day in its numerous offices.


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                  Giant Task
                       The idea to computerize the LTO came in 1992 to the then
                  President Fidel Ramos who wanted to capitalize on information
                  technology to improve the government. Being a self-confessed IT
                  fanatic, Mr. Ramos knew the computers couldn’t only replace
                  typewriters; when networked, they could be a powerful tool that would
                  allow any enterprise to save on time, personnel and money.
                       President Ramos ordered a feasibility study first. Funded by a
                  $500,000.00 grant from the United States Trade Development Agency,
                  the study took into account the entire LTO operation, its headquarters
                  on East Avenue in Quezon City, its 250 district offices, its more than
                  2,500 employees and the 12 million transactions the agency handles
                  every year.
                       The study concluded that the LTO computerization program is
                  feasible, although its requirements would be too big for the cash-
                  strapped government to shoulder on its own. It ruled that there was no
                  way to computerize the LTO without the private sectors’ help. Hence,
                  the project was offered to private companies under the build—
                  operate—and—transfer scheme. And one consortium, headed by a
                  man with a giant vision for the country, responded.
                       Stradcom, a joint venture of Strategic Alliance Development Corp.
                  and Comfac Corp., responded to the challenge. Its chairman, Cezar
                  Quiambao is a finance whiz kid who spent a good deal of his life in
                  Indonesia helping the Indonesian government in privately funded
                  projects. He wanted to improve the quality of life in the Philippines, too.
                  So he went into business with the government, put up the Metro
                  Manila Skyway and targeted other projects, which the government
                  could never possibly bankroll.
                        Quiambao was not available for this story but his chief operating
                  officer, Ramon Reyes, said he continues to have a firm belief on the
                  LTO project as well as their other computerization undertakings for the
                  Land Registration Authority and the Department of Foreign Affairs.
                        ―We have survived three presidents and four assistant secretaries
                  here at LTO,‖ said Reyes. ―So far, we are still on track. It’s really a
                  difficult project but we’re determined to complete it.‖
                       Stradcom needed a total of $80 million or about 53.2 billion for
                  the LTO project. After spending two-thirds of that amount, it was able
                  to generate additional funding from new partners such as the
                  International Finance Corp., an agency attached to the World Bank,
                  and PLDT, a subsidiary of telecommunications giant Philippine Long
                  Distance Telephone Company. With these new partners, Reyes
                  expressed unwavering confidence that the project will be fully
                  operational within the year.

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            Activity 6
                  Read ―Mission Possible‖ by June Ocampo and check your prediction in
            Activity 5. Check your partner’s answers then answer these questions:
            1.    What is the news article about?
            2.    Why is it labeled a ―Giant Task‖?
            3.    The LTO Computerization program is worth thousands of dollars. Is it worth
                  it? Explain.
            4.    Should the thousands of dollars better be spent on something else? Justify.
            5.    Is change always equated with development? Explain.



            Reading 2
                  Read ―Social Change and Development‖ and answer the following ques-
            tions:


                                        Social Change and Development
                                                   June Ocampo


                       A philosopher once said: ―The only permanent thing on earth is
                  change.‖ Thus, it is almost next to impossible for something or
                  anything in this world to be in a permanent state. Everything is in a
                  continuous change whether slow or fast, gradual or rapid, fragmentary
                  or entire, noticeable or indiscernible.

                        Change is such a universal phenomenon that it has become a
                  common denominator in all fields of study. Geology as a physical
                  science attempts to provide a thorough understanding of our ever
                  changing earth as brought about by various processes like vulcanism,
                  rock weathering and erosion, earthquakes, and metamorphism. In
                  biology, there is the highly controversial evolution theory which
                  expands the changes in living things, discovering how new species
                  arise and how the present forms evolve from previous ones. In
                  economics, there is the business cycle which explains the ups and
                  downs of an economic system. In psychology, terms like human
                  growth and development, behavioral modification, and adjustment are
                  a fitting testimony to the reality of change. The same occurrence
                  applies to the other fields of study. Without doubt, the process of
                  change permeates every area of human endeavor.

                       Change, being inherent in all things, may lead to either a
                  desirable or undesirable outcome. As the saying goes, it can be a

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                  change for the better or for worst. It is change for the better which is
                  not often equated with the idea of development. Applied to a person, it
                  means making him better adjusted and a self-fulfilled individual. To a
                  social group, it connotes a good quality of life, a mode of existence
                  characterized by satisfaction, contentment and harmony. Changing for
                  the worst seems farthest from the idea of development. Following this
                  premise, it may be stated that all development is change and not all
                  change is development. Development in reality does not always nor
                  wholly produce desirable aspects of change, it definitely has a number
                  of adverse consequences.


                  Defining Social Change and Development
                       Development in sociological perspective involves primarily social
                  change. Bernard S. Philips (1970) emphasized that the concept of
                  social change converges around the idea of development. For deve-
                  lopment to take place in a society all its structures—principally social,
                  economics, and political—should serve as stimulants to change. If they
                  pose a barrier, development becomes unattainable. Hence, develop-
                  ment seems to be much closely related to social change.

                        Harton and Hunt (1980) see social change in the transformation
                  of social structures and social relationships of society. Some visible
                  social changes which may be noted include changes on the age
                  distribution, average educational level or birthrate of a population, the
                  decline of informality and personal neighborliness as people shift from
                  village to city; the change in the relationship between employees and
                  employers when unions are organized, and the change of the husband
                  from the boss to a partner in today’s democratic family.

                       Panopio, Cordero and Raymundo (1978) however, defined social
                  change in terms of societal macronism. To them, social change refers
                  to variations or modifications in the partners of social organizations, of
                  subgroup within a society itself. They specifically cited Kingly Davis’
                  elements of social change enumerated below:
                       1. the development of oral and written language, and the other
                             means of communication;
                       2. modification in technology;
                       3. shifts in economic principle;
                       4. the historical evolution of religious thoughts and political
                             ideology;
                       5. variations in musical styles and other art forms;
                       6. transitions in scientific theories; and,
                       7. alterations in the forms and rules of social interactions.

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                        The two foregoing concepts of social change are, however
                  subsumed in the definition made by Biesanz and Biesanz (1959). In
                  their definition, social change is concerned primarily with changes in
                  social organizations in statuses and roles, social relationships and
                  group institutions.

                        Lucy Mair (1971) considered social change as structural change,
                  the cumulative effect of individual responses to new situations. To her,
                  it is neither adaptability of different social systems. Rather, it is the
                  individual looking at new opportunities, asking what choice he makes
                  and why and finding out the existing situation he is in which makes him
                  choose one or the other, regardless of society and culture. Moreover,
                  everyone does not make the same choice.


            Activity 1

                  Answer the following questions:
            1.    Why is development sociologically equated with the concept of social
                  change?
            2.    Explain this statement: All development is change and not all change is
                  development.
            3.    Is the country’s economic system affected if it aims to change? Why?
            4.    Does the process of change permeate every area of human endeavor?
                  Prove your answer.


            Activity 2
                Work in groups of ten (10) and discuss the social changes happening all
            around us. Talk about what life was like before the changes came. Choose the
            most significant change and explain why it is worth the tumble. (Each group
            works for a specific element of social change to avoid duplication.)
            Group 1 oral and written language and other means of communication
            Group 2 modification of thoughts
            Group 3 religious thoughts
            Group 4 political ideology
            Group 5 variations in musical styles and other art forms
            Group 6 scientific advancement
            Group 7 forms and rules of social interactions

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                  Use the matrix below in presenting the changes.

                                                       CHANGES

                      YESTERDAY                         TODAY              TOMORROW




                Remember to clarify if the changes specified are material progress. Are the
            changes costly?
                  Group presentation of output

            Activity 3. Bulletin Board Display
                Design and put up a bulletin board display picturing life before or after the
            changes in communication. Include also the things that stayed the same.

            Activitiy 4. A Mural on Changes
                 Make a mural depicting changes in different fields. (Students can also draw
            predictions of changes in any field.)

            Activity 5. Time Capsule
                 A time capsule contains a collection of items that show what life was like at
            a particular time. What could you put in time capsule to represent life in your
            community or country? Make a list of these items and give reasons for your
            choice.

            Activity 6. Tips for Newcomers Handbook
                  Prepare a handbook which gives tips to newcomers in school or community.
            Clarify and emphasize what newcomers should know about: where to get food,
            medicine, help, support, etc.


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      D.    Language Forms in Use
            Activity 1. Careless Error Bag
                  (Pair Work) Read the statements below. Spot and encircle the wrong
            entries. Then write the right word beside the wrong word used. Check each
            other’s work.
            1. Business chained my community.
            2. Our Science fare highlights changes in as.
            3. Knew people in the community being changing.
            4. He avoids to except changes.
            5. They observed cool whether.
            6. The management cance ―Changes‖ my favorite TV cereal.


            Activity 2
                  Read the revised sentences in Acitivity 1 and fill in the table with appropriate
            entries.


                          S-DOER                       TV              DIRECT OBJECT-RECEIVER



                  1.

                  2.

                  3.

                  4.

                  5.

                  6.


            Acitivity 3
                 Study the following sentences based on the entries in Activity 2. Observe
            the changes made. Work in groups of eight.
            1. My community was changed by business.
            2.    Changes in science are highlighted in the Science fair.
            3.    Changes are brought by new people in the community.

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            4.     Changes are resisted at the beginning.
            5.     Cool weather was observed by almost everybody.
            6.     My favorite TV serial ―Changes‖ was cancelled by the management.
                   Plot the sentences above in the following chart.


              DIRECT OBJECT (RECEIVER)                    TV              SUBJECT (DOER)




                   1.


                   2.


                   3.


                   4.


                   5.


                   6.


                 Previewing Pictopower — Find a partner and look intently at the drawings
            inside the four frames. What do they suggest?

            CHANGES – observed in sentences

                  VOICE            POSITION            FORMS OF   POSITION OF         OTHER
                                   OF DOER               VERB      RECEIVER          CHANGES



                 Active




                 Passive




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            Activity 4
                  Look closely at this ad for Master Card and find out the benefit it gives.
            1.    Go where you want.
            2.    Upgrade your lifestyle.
            3.    Enjoy your privileges.
            4.    Affirm your prestige.
            5.    Go places with this
                  international credit card.
            6.    Get instant cash in over
                  300,000 bank branches and
                  networks worldwide.
            7.    Enjoy the convenience of
                  paying for all your local and
                  international transactions.


            Activity 5
                  Go back to the entries in the ad for a Master Card and answer the following.
            1.    What is common to sentences 2,3,4,5,6 and 7 in terms of
                  a. position of doer,
                  b. form of verbs used,
                  c.  position of direct object, and
                  d. voice of verb used?
            2.    What changes occur if we change the voice of the verb from active to
                  passive? Explain.


            Activity 6
                  Change the sentences in Activity 4 from active to passive construction.


            Activity 7
                  Answer the following questions using the passive voice.
            1.    What’s done to a camera film after using it?
            2.    What’s done to medicine bottles to identify them?
            3.    What’s done to ponkan to extract juice from it?
            4.    What’s done to wild animals to tame them?
            5.    What’s done to the CD to make it work?


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            6.    What’s done to a PC to make it work?
            7.    What’s done to changes to make them beneficial to men?
            8.    What’s done to an old favorite to make it useful?

            Activity 8
                 Observe ten changes in your school and make a report describing them.
            Use the passive construction.
            Vocabulary Enrichment – Let’s Try Idioms

                  Study the following idioms:
            1.    in view of – considering
            2.    with the view of – with the intention of
            3.    from want of – because of the lack of
            4.    in want of – in need of
            5.    angry at – (something)
            6.    angry with – (someone)
            7.    good at – skilled, talented
            8.    good for – prescribed

            Exercise 1
                  Fill in the blank with the correct idiom chosen from the list above.
            1.    Christ was __________ the people’s disrespect for the house of His Father.
            2.    __________ of his popularity, the doctor was asked to run for town mayor.
            3.    The rich man bought the property __________ building a summer house
                  there.
            4.    This ointment is __________ allergy.
            5.    She was __________ me because I stood her up.
            6.    The plants withered __________ water.
            7.    She’s __________ designing children’s clothes.
            8.    The patient is badly __________ type ―O‖ blood.


            Exercise 2. Round Robin
                  Form small groups of eight, and do a round robin by way of taking turns in
            using the idioms in your own sentences. Each member takes a chance to draw
            lot for a specific idiom to use. (No duplication is allowed.)

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      E.    Literature
            Activity 1
                Look closely and intently at the picture below and answer the following
            questions:




            Questions:
            1. What do you see in the picture? How would you describe it?
            2. Describe the people in this picture. Would they make good characters in a
                story?
            3. What might have happened before and after the scene in the picture?
            4. Does the picture remind you of your own experience?

            Activity 2. Sequencing Pictures/Prediction
                 (Students are given sets of pictures to arrange)
                 In group of ten, arrange the pictures in the order you think they are pre-
            sented in the text.

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            Activity 3
                Skim the story, ―The Wise Old Woman,‖ to find a word which fits each of the
            description below. The first and last letters are given as clues.
            1. rising almost straight up = s __ __ __ p
            2. menace = t __ __ __ __ t
            3. command = s __ __ __ __ n
            4. noise = u __ __ __ __ r


                                                 The Wise Old Woman
                                                    Yoshiko Uchida

                       Many long years ago, there lived a cruel young lord who ruled
                  over a small village in the western hills of Japan.
                       ―I have no use for old people in my village,‖ he said. ―They are
                  neither useful nor able to work for a living. I decree that anyone over
                  seventy-one must be sent away from the village and left in the
                  mountains to die.‖
                       ―What a terrible decree! What a cruel and unreasonable lord we
                  have,‖ the people of the village murmured. However, the lord punished
                  anyone who disobeyed him, and so those who turned seventy-one
                  were carried into the mountains, never to return.

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                        Gradually there were fewer and fewer old people in the village,
                  and soon they disappeared altogether. Then the young lord was
                  pleased.
                        ―What a fine village of young, healthy, and hard-working people I
                  have,‖ he bragged. ―Soon it will be the finest village in all of Japan.‖
                  Now there lived in this village a kind young farmer and his aged
                  mother, and the two of them lived happily together. However, as the
                  years went by, the mother grew older. Before long she reached the
                  terrible age of seventy-one.
                        Each day the son put off telling his mother that he must take her
                  into the mountains to die, but the people of the village began to talk.
                  The farmer knew that if he did not take his mother away soon, the lord
                  would send his soldiers and trow them both into a dark dungeon to die
                  a terrible death.
                        ―Mother‖—he would begin, as he tried to tell her what he must do,
                  but he could not go on.
                        Then one day the mother herself spoke of the lord’s dreadful
                  decree. ―Well, my son,‖ she said, ―The time has come for you to take
                  me to the mountains. We must hurry, before the lord sends his soldiers
                  for you.‖ She did not seem worried at all that she must go to the
                  mountains to die.
                        ―Forgive me, dear mother, for what I do,‖ the farmer said sadly,
                  and the next morning he lifted his mother to his shoulders and set off
                  on the steep path towards the mountains.
                        ―Mother, what are you doing?‖ he asked.
                        ―Do not worry, my son,‖ she answered gently. ―I am just marking
                  the way, so you will not get lost returning to the village.‖
                        The son stopped. ―Even now you are thinking of me?‖ he asked.
                        The mother nodded. ―Of course, my son,‖ she said. ―You will
                  always be in my thoughts. How could it be otherwise?‖
                        At that, the young farmer could bear it no longer. ―Mother, I
                  cannot leave you in the mountains to die,‖ he said. ―We are going
                  home, and no matter what the lord does to punish me, I will never
                  desert you again.‖
                        So they waited until the sun had set and a lone star crept into the
                  silent sky. Then in the dark shadows of night, the farmer carried his
                  mother down the hill, and they returned quietly to their little house. The
                  farmer dug a deep hole in the floor of his kitchen and made a small
                  room where he could hide his mother. From that day, she spent all her
                  time in the secret room, and the farmer carried meals to her there. The
                  rest of time, he was careful to work in the fields and act as though he
                  lived alone. In this way, for almost two years, he kept his mother safely
                  hidden, and no one in the village knew that she was there.
                        Then one day there was a terrible uroar in the village, for Lord
                  Higa of the town beyond the hills threatened to conquer their village
                  and make it his own.

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                              DEPARTMENT OF EDUCATION

                        ―Only one thing can save you,‖ Lord Higa announce.
                        ―Bring me a box holding one thousand ropes of ash, and I will
                  save your village.‖
                        The cruel young lord quickly gathered together all the wise people
                  of his village. ―You are people of wisdom,‖ he said.
                        ―Surely you can tell me how to meet Lord Higa’s demands so our
                  village can be saved.‖
                        The wise people shook their heads. ―It is impossible to make
                  even one rope of ash, sir,‖ they answered. ―How can we ever make
                  one thousand?‖
                        ―Fools!‖ the lord cried in anger. ―What good is your wisdom if you
                  cannot help me now?‖ He posted a notice in the village square offering
                  a great reward of gold to any person who could help him.
                        All the people in the village whispered, ―Surely it is an impossible
                  thing, for ash crumbles at the touch of the finger. How could anyone
                  ever make a rope of ash?‖ They shook their heads and sighed, ―Alas,
                  alas, we must be conquered by yet another cruel lord.‖
                        The young farmer, too, supposed that this must be, and he
                  wondered what would happen to his mother if a new lord even more
                  terrible that their own came to rule over them. When his mother saw
                  the troubled look on his face, she asked, ―Why are you so worried, my
                  son?‖
                        The farmer told her of the impossible demand that had to be met
                  if the village was to be saved, but his mother did not seem troubled at
                  all. Instead she laughed softly and said, ―Why, that is not such an
                  impossible task. All one has to do is soak ordinary rope in salt water
                  and dry it well. When it is burned, it will hold its shape, and there is
                  your rope of ash! Tell the villager to hurry and find one thousand
                  pieces of rope.‖
                        The farmer shook his head in amazement. ―Mother, you are
                  wonderfully wise,‖ he said and he rushed to tell the young lord what he
                  must do.
                        ―You are wiser than all the wise people of the village,‖ the lord
                  said when he heard the farmer’s solution, and he rewarded him many
                  pieces of gold. The thousand rope of ash were quickly made, and the
                  village was saved.
                        In a few days, however, there was another great uproar in the
                  village as Lord Higa sent another threat. This he sent a log with a small
                  hole that curved and bent seven times through its length, and he
                  demanded that a single piece of silk thread be threaded through the
                  hole. ―If you cannot perform this task,‖ he said, ―I shall come to
                  conquer your village.‖
                        The young lord hurried once more to the wise people, but they all
                  shook their heads. ―A needle cannot bent its way through such
                  curves,‖ they moaned. ―Again we are faced with an impossible
                  demand.‖

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                              DEPARTMENT OF EDUCATION

                        ―Again you are stupid fools!‖ the lord said, stamping his foot. He
                  then posted a second notice in the village square asking the villagers
                  for their help.
                        Once more the young farmer hurried to his mother in her secret
                  room.
                        ―Why, that is not so hard,‖ his mother said with a quick smile. ―Put
                  some sugar at one end of the hole. Then tie a pice of silk thread to an
                  ant, and put the ant in at the other end. It will weave its way in and out
                  of the curves to get to the sugar.
                        The ant will take the silk thread with it.‖
                        ―Mother, you are remarkable!‖ the son cried, and he hurried off to
                  the lord with the solution to the second problem.
                        Once more the lord rewarded the young farmer with many pieces
                  of gold. ―You are a brilliant man, and you have saved our village
                  again,‖ he said gratefully.
                        However, the lord’s troubles were not over even then. A few days
                  later Lord Higa sent still another demand. ―This time you will
                  undoubtedly fail, and then I shall conquer your village,‖ he threatened.
                  ―Bring me a drum that sounds without being beaten.‖
                        ―That is not possible,‖sighed the people of the village.
                        ―How can anyone make a drum sound without beating it?‖
                        This time the wise people held their heads in their hands and
                  moaned, ―It is hopeless. It is hopless. This time Lord Higa will conquer
                  us all.‖
                        The young farmer hurriedly came home. ―Mother, Mother, we
                  must solve another terrible problem, or Lord Higa will conquer our
                  village!‖ He quickly told his mother about the impossible drum. His
                  mother, however, smiled and answered, ―Why, this is the easiest of
                  them all. Make a drum with sides of paper, and put a bumblebee
                  inside. As it tries to escape it will buzz and beat itself against the
                  paper, and you will have a drum that sounds without being beaten.‖
                  The young farmer was amazed at his mother’s wisdom.
                        ―You are far wiser than any of the wise people of the village,‖ he
                  said, and he hurried to tell the young lord how to meet Lord Higa’s third
                  demand.
                        When the lord heard the answer, he was greatly impressed.
                  ―Surely a young man like you cannot be wiser than all the wise people
                  of the village,‖ he said. ―Tell me honestly, who has helped you with all
                  these difficult problems?‖
                        The young farmer could not lie. ―My lord,‖ he began slowly, ―for
                  the past two years I have broken the law of the land. I have kept my
                  aged mother hidden beneath the floor of my house. It is she who
                  solved each of your problems and saved the village from Lord Higa.‖
                        He shook as he spoke, for he feared the lord’s displeasure and
                  anger. Surely now the soldiers would be summoned to throw him into
                  the dark dungeon. When he glanced at the lord, however, he saw that

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                             DEPARTMENT OF EDUCATION

                  the young ruler was not angry at all. Instead, he was silent and
                  thoughtful, for at last he realized how much wisdom old people
                  possess.
                        ―I have been very wrong,‖ he said finally. ―I must ask the
                  forgiveness of your mother and of all my people. Never again will I
                  demand that the old people of our village be sent to the mountains to
                  die. Rather, they will be treated with the respect and honor they
                  deserve and share with us the wisdom of their years.‖
                        And so it was. From that day, the old people of the village were
                  no longer forced to leave, and the village became once more a happy,
                  cheerful place in which to live. The terrible Lord Higa stopped sending
                  his impossible demands and no longer threatened to conquer them, for
                  he, too, was impressed. ―Even in such a small village there is much
                  wisdom,‖ he declared. ―Its people should be allowed to live in peace.‖
                        And that is exactly what the farmer, his mother, and all the people
                  of the village did for all the years thereafter.

            Activity 4
                  Read the short story, ―The Wise Old Woman,‖ intently and answer the
            following questions:
            1. What cruel order for old people did the young lord give? Why did he give
                  this order?
            2. Why did the farmer take his mother to the mountains? Why did he bring her
                  back?
            3. What instances show the mother’s love for her son? The son’s love for his
                  mother?
            4. Is the farmer justified in breaking the law for his mother’s sake? Explain.
            5. Who is Lord Higa? What problems did he bring to the village?
            6. How was each problem solved? Who solved the problems?
            7. What did the young lord do to the farmer and his mother?
            8. Why did Lord Higa not make further demands in the village?
            9. What lesson did the young lord learn? Do you think this is a lesson that
                  everyone must learn? Explain.
            10. What changes occurred in the life of:
                  a. the young lord
                  b. the mother of the farmer (old woman)
                  c.    the farmer
                  d. Lord Higa
                  What brought about the changes and what were their effects?
            Activity 5
                Form small groups of six and do the following:
            Group 1 List things that never change. Describe each.
            Group 2 Mention some Filipino traditions. Explain why some traditions change
                    and others stay the same.

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                            DEPARTMENT OF EDUCATION

            Group 3 Righting Old Wrongs
                         Mention a number of bad practices in the government, school,
                    business, etc. that you want to see ended with the old year. Write an
                    editorial on this.

            Group 4 Making A Time Line
                        Make a time line showing the changes of events in ―The Wise Old
                    Woman‖ from start to finish. Plot changes in the time line below.

                           Past                        Present                      Future

            P




            Group 5 Math Connection
                         List the changes that occurred in the story and number the events
                    in chronological order. Then calculate how many years/months/days
                    have passed from the first event to the last event.

            Group 6 TV Commercial
                         Prepare a T.V. commercial of any product offering changes for a
                    better life of humans. Choose the slogan, background music, visuals
                    and script you need to sell the product.

            Group 7 Moving With the Times
                          Over a period of time there has been a series of advancements or
                    innovations that have set the trends for young adults like you. Mention
                    what these changes are and remember to explain the importance as
                    well as the cost of each.

      F.    Writing
            Activity 1. Openers
            1.    Do you want to change some aspects in your life? Why?
            2.    In your search for success, are you open to changes in your life at any cost?
                  Explain.

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                               DEPARTMENT OF EDUCATION

            Activity 2
                  Look at the expressions inside the box. Where can you usually see them?

                            Dear Editor                 We will appreciate
                            Sir                         This is to appeal
                            Yours truly                 III Main street
                            Sincerely yours             Great Wall 3434
                            December 10, 2003           Dear Mayor _____


            Activity 3
                Write each entry correctly. Use capital letters, commas, colors, slash as
            needed.

            Activity 4. Detecting Mistakes
                 Read the letter of appeal below, and find out what problem is being aired as
            well as the causes, effects and solutions to the problem. Then correct the errors
            in punctuation, capitalization, mechanics, choice of words and sentence
            construction.


                                                                      December 15, 2003

                         dear mayor:

                        this is to call your attention about computer games cafes
                  proliferating around the vicinity of our school. This is just to say they
                  easily entice majority of the students in our school to cut classes and
                  spend their time plus their allowances to ―counter strike‖ and other
                  computer games. This is also a cause for high rate in drop outs,
                  failures and other related problems in our school. We appeal for help. I
                  hope you can do something concrete to solve this problem. We count
                  on you to do something. Thank you and God bless!

                  Sincerely Yours,

                  Teena L. Buhay

            Activity 5. Schematic Structure of a Letter of Appeal
                Reread the polished version of the letter in Activity 4 and answer these
            questions. Compare answers with a partner.
            1. What complaint/appeal is expressed by the writer in her letter? Is it men-
                tioned at the outset?
            2. What is discussed in the body of the letter? Does the writer sound reason-
                able in presenting his complaint/appeal?

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PROTOTYPE LESSON PLANS IN ENGLISH, FOURTH YEAR                             DEPARTMENT OF EDUCATION

            3.    What does the letter reveal about the writer?
            4.    Is she tactful? Does she use offensive words?
            5     Is the letter brief? Are all important points brought out? Is it direct to the
                  point? Is it relevant? Explain.

            Activity 6. Working For Change
                  Here is a list of problems met by young adults. Choose one and write a
            letter of appeal/complaint based on it.
            1. A number of entertainment shops grow like mushrooms near your school.
            2. Malls were established near your school.
            3. Unnecessary projects were required by teachers.

            Activity 7
                  Read your partner’s letter and comment or give suggestions as to the—
                  a. words/expressions to be used in writing a letter of appeal
                  b. basic parts of the letter
                  c. points to be mentioned in the letter
                  d. capitalization, spelling, punctuation, grammar

            Activity 8
                Polish your letter incorporating your partner’s suggestions and comments.
            Present a neat copy of your letter.

      G.    Closure
                Write diary entries on the lessons you have learned, appreciated and given
            importance to. Begin this way:

                  Dear Diary,

                       This week is a ______________________________ because our
                  lessons were _________________________ etc.



IV.   ASSIGNMENT
                  Make a plan for a change in your neighborhood. Specify the problem,
            causes-effects, solutions and projections for the future. Explain how your solution
            will benefit your neighborhood.




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