Docstoc

PROTOTYPE LESSON PLAN IN ENGLISH PROTOTYPE LESSON PLAN IN

Document Sample
PROTOTYPE LESSON PLAN IN ENGLISH PROTOTYPE LESSON PLAN IN Powered By Docstoc
					PROTOTYPE LESSON PLAN IN ENGLISH
First Year

QUARTER      4 :    SCIENCE AND TECHNOLOGY: FRIEND OR FOE?
Week         1 :    Developments in Transportation

I. OBJECTIVES
   A. Listening
      1. Determine the stand and attitudes of a person from what he says
      2. Process remarks made on the content and feeling levels

  B. Speaking
     1. Enumerate reasons for assertions made about transports
     2. Arrive at a consensus

  C. Reading/Literature
     1. Determine the genre structure of an essay developed by exemplification
     2. Distinguish between a formal and an informal essay
     3. Determine the objectives of a writer, what he does to attain it, what he says,
        and what he does
     4. Enter in a grid the significant features of a given text

  D. Writing
     1. Supply follow-up sentences to support an assertion made
     2. Expand a statement to a text by exemplification and enumeration

  E. Grammar
     Use connectors to signal reason – result relationship (because, and. so, for,
     since); and additional information (moreover, besides)

  F. Vocabulary
     1. Arrange expressions in a CLINE to show differences in shades of meaning
     2. Single out negative-marking affixes
     3. Determine the connotative meaning of words

 G. Values
    Verbalize the observations that -
    a. There are two sides to every issue
    b. We are affected by what we observe in people.

II. SUBJECT MATTER
   A. Selections/Texts
      1. Reading – “Modernity: A Blessing or a Curse”
      2. Literature – “The World in a Train” by Francisco Icasiano
      3. Listening – Utterances made about transports
                                       515
   B. Tasks
      1. Information mapping – Use of grid, cline, clusters
      2. Cooperative SGD to produce a group composition

   C. Materials
      Strips of paper

III. PROCEDURE
     Day 1 – Focus on speaking and language
             A. Small group discussion
                1. Divide the class into groups.
                2. Have the groups choose one of the present means of transportation
                   over land, sea and air.
                3. Ask the groups to list in two columns proof statements indicating
                   that the means of transportation they chose is a “blessing” (pro) and
                   it is on the other hand a “curse” (con)
                4. Have them discuss the transport with this statement in mind.
                                 Modernity: A Blessing or a Curse?

                5. They are to arrive at a consensus as to whether it is a blessing or a
                   curse.

                    Sentence patterns to use in the discussion:

                                    Assertion + Connector + Reason

                     It is good/bad       because        ___________________
                     It is a blessing     for           ___________________
                      or a curse          since         ___________________


               B. Group reporting
                  1. The group presents first the transport they chose to talk about.
                  2. They follow this up with the reasons why it may be considered a
                     “blessing.”

                     Patterns to use:

                      We believe it is a blessing    because ______________
                                                     for these reasons: _______
                                                     since _________________



          3.    They then cite reasons why it may be a “curse.” In the enumeration of
                reasons they use connectors to signal additional information.

                                          516
         Connector to signal additional information:

             Moreover . . . .



   4.    Finally they report their consensus

         Possible patterns to use:

         After discussing the pros and cons we agreed that it is a ”_____”

                  because _________________
                   for     _________________
                  since   _________________

C. Processing the activity and self-evaluation
   1. Did you contribute to the group discussion?
   2. Was your contribution accepted by the group? How did you feel about
      it?
   3. Did you have different opinions on the issue?
   4. How did your group arrive at a consensus?
   5. Was there anyone who objected strongly to the group’s opinion?
   6. How did you convince him to change his opinion?

D. Assignment:
   1. Write your answers to the questions in the self-evaluation to form a
      paragraph in your journal.
   2. Look up the meaning of the underlined words and phrases and answer
      these questions

        a. When do you say something is . .
           1. a boon
           2. a bane
           3. a status symbol
           4. an innovation
           5. indispensable
           6. a concrete evidence
           7. an alternative
           8. high tech

        b.   What happens when one metamorphoses?
        c.   When do you say one takes center stage?
        d.   Where do we usually see people “bowing to accolades”?
        e.   What topics are usually referred to as coffee table talk?
                                     517
Day 2 – Focus on reading and written discourse

    A. Recap of day’s lesson
       1. What topic did we discuss yesterday?
       2. What was the objective of our discussion?
       3. What did we do to attain our objective?

    B. Establishing linkage between Day 1 and Day 2 lessons
          Yesterday we discussed the issue, “Modernity: A Blessing or a Curse.”
       Today we will read about it.

    C. Clearance of Difficulties
       1. When do you say something is . . . .
          a. a boon
          b. a bane
          c. a status symbol
          d. an innovation
          e. indispensable
          f. a concrete evidence
          g. an alternative
          h. high tech

        2.   What happens when one metamorphosed? Give an example.
        3.   When do you say one takes center stage? Who takes center stage?
        4.   Where do we usually see people “bowing to accolades?”
        5.   What topics are usually referred to as coffee table talk?

                              Reading Selection: An Excerpt

                          Modernity: A Blessing or A Curse
                                   Ginny Guanco

           The repetitive ticking of the age-old grandfather’s clock tell us
        that mankind is fast approaching the 21st century. Coined phrases
        such as “the computer age,” “the push-button generation,” “new
        wave” have been interwoven into society’s language, becoming part
        and parcel of what is known as “modernity.”

           America’s car explosion of the 1950’s spawned an economic
        boom and turned the country into the land of the gas pedal.

           One does not have to look far to see all the concrete evidence.
        Take the case of the automobile. Today, the automobile has
        become an engine of growth in prospering Asia. It has, in fact,
        metamorphosed from a mere status symbol to an indispensable

                                    518
      companion. People drive to work, to the grocery, to movie houses,
      to market ─ all at their own time and pace. Technology and
      engineering take center stage and bow to the accolades of
      humanity as if to say: “We’ve got it made!” Carmakers worldwide
      are now searching for an alternative to the polluting petroleum-
      powered automobile. High-tech innovations such as the electric car
      are now more than just a gift of an engineer’s imagination.

          Moreover, test-tube babies and sperm banks were things one
      dare not to even mention decades back. Today, they are as
      common place as coffee table talk. Now we even have condoms
      for women and abortion pills, all products of modernity.

           Is modernity a bane or a boon?

D. Discussion of the selection using the discoursal and interactive process
   approach to reading

   1. What questions come to your mind when you read the title?
   2. What is the writer doing in the opening paragraph?

      a.   How does he go about defining modernity?
      b.   What phrases does he cite to define modernity?
      c.   Is it necessary to define the term? Why?
      d.   After defining it, what do you think the writer will do next?

   3. What does the writer do in the 2nd paragraph?

      a. What does he talk about in the 2nd paragraph?
      b. Does he still talk about the same item in the 1st paragraph?
      c. Would you say, therefore that paragraphs 1 and 2 go together as far as
         the topic or concept is concerned?
      d. What, then, is the purpose of the 2nd paragraph?

   4. What does the writer do in the 3rd paragraph?

      a. How many lines does the writer devote to the benefits derived from the
         automobile?
      b. What problem has cropped up concerning the automobile?
      c. What solution to this problem is now being considered?
      d. Would you say paragraphs 2 and 3 go together? Why?
      e. Can you think of other problems related to the use of the automobile?


                                      519
      5. What does the writer do in the 4th paragraph?
         a. What other items are mentioned?
         b. What connector is used to signal additional data? (moreover)
         c. Can you add other items to those given by the writer?

      6. What does the writer do in the closing paragraph?

E. Determining the text structure of the piece. Complete this grid to show the genre
   structure of the text. Choose your answer from the list given below the grid.
   (This may be written on strips and distributed to the students to place in the
   columns where they belong.)

          Title and      What the writer       What he says     How he attains
        Paragraph            does                                the objective
    Title


    Paragraph 1

                2

                3
                4
                5


                                 What the Writer Does

         Calls attention to the issue                          title

         Restates the issue
                                                                  5

         Zeroes in on one example
                                                                  2

         Defines the key term/topic in the issue
                                                                  1

         Gives the pros and cons of the issue
                                                                3a

         Cites other examples that have bearing on the
          issue                                                   4


         Indicates an attempt to solve the problem that gave
          rise to the issue                                     3b


                                         520
                               What the Writer Says

         Modernity can be called by different names
                                                               1

         There are advantages and disadvantages to           3b
          modern technology                                   4b

         There are other items produced by technology that
          are open to questions                               4a


         Take the example of automobile
                                                               2

         In the long run can we call modern technology a       5
          blessing or a curse                                 title

         The automobile has become a necessary tool of
          questionable value in the modern-day life           3a



                           How He Attains His Objective

         Indicates the polarities of the issue               Title

         Clarifies the topic by citing other names for it
                                                               1

         Rephrases the issue in question form
                                                               5

         Gives other examples to underscore the print
                                                               4

         Focuses on an example to illustrate the issue
                                                               2

         Gives details to elaborate on the example
                                                               3
F. Recap of the piece
   1. What is the objective of the essayist?

             to give information
             to entertain
             to call attention to an issue
             to move the reader to action

   2. What is the topic of his piece?
   3. What assertion does he make about the topic?
                                       521
  4. Do you agree with him?
  5. What does the essayist do to attain his objective?
  6. Do you think he attained it?

G. Assignment

  I. Read “The World in a Train” by Francisco Icasiano
  II. Vocabulary: (Differentiated according to ability levels)

           For bright groups
         A. Determine whether the underlined words have positive or negative
            connotations. When used in the phrases or sentences given in each
            number, do they still retain the same connotation.

            1.    qualm – without a qualm
            2.    prejudiced – prejudiced in favor of
            3.    rough – rough edges of my nature
            4.    straining – severe straining and effort
            5.    furiously – dusted their seats furiously
            6.    annoyance – gave me no little annoyance
            7.    unpleasant – unpleasant aspect in other people’s ways
            8.    harmless – a harmless-looking middle-aged man
            9.    love – could not, for the love of me, imagine
            10.   distasteful – so distasteful to me
            11.   degrade – degrade a man
            12.   willy nilly – willy-nilly, I dropped a coin
            13.   encouragement – dig away with little encouragement and aid
            14.   repulsion – filled my life with repulsion
            15.   unspoiled – in unspoiled places

           For average groups
         B. Pick out the negative-marking affixes in these words. What additional
            meaning do they add to the root word

            1.    distasteful
            2.    degrade
            3.    unpleasant
            4.    unspoiled
            5.    harmless
            6.    unwholesome

         C. Here are expressions that refer to encounters. Arrange them in a
            cline to show increasing intensity from the least to the most intense.

            -     hard-fought battle
            -     leading the charge
                                       522
             -   skirmish
             -   routed out

           For the weak groups
         D. Act out what is described in these lines
             1. His head danced and dangled with the motion of the train
             2. that frown on his face
             3. begging, holding every prospective Samaritan by the arm,
                 stretching his gnarled hand
             4. willy-nilly, I dropped a coin
             5. bent from the hips and dropping both hands, made an opening
                 in the air between my collocutor and me – a gesture which is
                 unspoiled places means “Excuse me.”

           III. Answer these questions about the essay “The World in a Train.”
                1. What were some of the things the author noted about the people
                   he saw in the train ride?
                2. How did he feel about what he saw?
                3. At what point in the essay did he change his attitude towards the
                   people he observed?
                4. What brought about the change in his attitudes?

           IV. Act out the scenes he saw in the train

Day 3 – Literature: One can learn a lot about people and life by being observant.
         “Mang Kiko,” the barrio philosopher, as our author wants to be known,
         shows this to us in this familiar essay.

                                      The World In A Train
                                       Fancisco Icasiano

                 One Sunday I entrained for Baliwag, a town in Bulacan
             which can well afford to hold two fiestas a year without a qualm.

                  I took the train partly because I am prejudiced in favor of
             the government-owned railroad, partly because I am allowed
             comparative comfort in a coach, and finally because trains
             sometimes leave and arrive according to schedule.

                   In the coach I found a little world, a section of the
             abstraction called humanity whom we are supposed to love and
             live for. I had previously arranged to divide the idle hour or so
             between cultivating my neglected Christianity and smoothing out
             the rough edges of my nature with the aid of grateful sights
             without – the rolling wheels, the flying huts and trees and light-

                                     523
green palay seedlings and carabaos along the way.
Inertia, I suppose, and the sort of reality we moderns know
make falling in love with my immediate neighbors often a matter
of severe strain and effort to me.

    Let me give a sketchy picture of the little world whose
company Mang Kiko shared in moments which soon passed
away without affecting most of us.

       First, there came to my notice three husky individuals who
dusted their seats furiously with their handkerchiefs without
regard to hygiene or the brotherhood of men. It gave me no
little annoyance that on such a quiet morning the unpleasant
aspects in other people’s ways should claim my attention.

     Then there was a harmless-looking middle-aged man in
green camisa de chino with rolled sleeves who must have
entered asleep. When I noticed him he was already snuggly
entrenched in a corner seat, with his slippered feet comfortably
planted on the opposite seat, all the while his head danced and
dangled with the motion of the train. I could not, for the love of
me, imagine how he would look if he were awake.

     A child of six in the next seat must have shared with me in
speculating about the dreams of this sleeping man in green.
Was he dreaming of the Second World War or the price of
eggs? Had he any worries about the permanent dominion
status or the final outcome of the struggles of the masses, or
was it merely the arrangement of the scales on a fighting
roaster’s legs that brought that frown on his face?

      But the party that most engaged my attention was a family
of eight composed of a short but efficient father, four very young
children, mother, grandmother, and another woman who must
have been the efficient father’s sister.         They distributed
themselves on four benches – you know the kind of seats facing
each other so that half the passengers travel backward. The
more I looked at the short but young and efficient father the
shorter his parts looked to me. His movements were fast and
short, too. He removed his coat, folded it carefully and slung it
on the back of his seat. Then he pulled out his wallet from the
hip pocket and counted his money while his wife and the rest of
his group watched the ritual without a word.




                        524
     Then the short, young, and efficient father stood up and
pulled out two banana leaf bundles from a bamboo basket and
spread out both bundles on one bench and log luncheon was
ready at ten o’clock. With the efficient father leading the charge,
the children (except the baby in his grandmother’s arms) began
to dig away with little encouragement and aid from the elders.
In a short while the skirmish was over, the enemy – shrimps,
omelet, rice and tomato sauce – were routed out, save for a few
shrimps and some rice left for the grandmother to handle in her
own style later.

     Then came the water-fetching ritual. The father, with a
glass in hand, led the march to the train faucet, followed by
three children whose faces still showed the marks of a hard-
fought battle. In passing between me and a person, then
engaged in a casual conversation with me, the short but efficient
father made a courteous gesture which is still good to see in
these democratic days; he bent from the hips and, dropping
both hands, made an opening in the air between my collocutor
and me – a gesture which in unspoiled places means “Excuse
Me.”

      In one of the stations where the train stopped, a bent old
woman in black boarded the train. As it moved away, the old
woman went about the coach, begging holding every
prospective Samaritan by the arm, and stretching forth her
gnarled hand in the familiar fashion so distasteful to me at that
time. There is something in begging which destroys some fiber
in most men. “Every time you drop a penny into a beggar’s
palm you help degrade a man and make it more difficult for him
to rise with dignity. . .”

     There was something in his beggar’s eye which seemed to
demand. “Now do your duty.” And I did. Willy-nilly I dropped a
coin and thereby filled my life with repulsion. Is this Christianity?
“Blessed are the poor . . .” But with what speed did that bent old
woman cross the platform into the next coach!

     While thus engaged in unwholesome thought, I felt myself
jerked as the train made a curve to the right. The toddler of the
family of eight lost his balance and caught the short but efficient
father off-guard. In an instant all his efficiency was employed in
collecting the shrieking toddler from under his seat. The child
had, in no time, developed two elongated bumps on the head,
upon which was applied a moist piece of cloth. There were no


                         525
           reproaches, no words spoken. The discipline in the family was
           remarkable, or was it because they considered the head as a
           minor anatomical appendage and was therefore not worth the
           fuss?

                 Occasionally, when the child’s crying rose above the din of
           the locomotive and the clinkety-clank of the wheels on the rails,
           the father would jog about a bit without blushing, look at the
           bumps on his child’s head, shake his own, and move his lips
           saying, “Tsk, Tsk,” and nothing more.

                Fairly tired of assuming the minor responsibilities of my
           neighbors in this little world in motion, I looked into the distant
           horizon where the blue Cordilleras merged into the blue of the
           sky. There I rested my thoughts upon the billowing silver and
           grey of the clouds, lightly remarking upon their being a trial to
           us, although they may not know it. We each would mind our
           own business and suffer in silence for the littlest mistakes of
           others; laughing at their ways if we happened to be in a position
           to suspend our emotion and view the whole scene as a god
           would; or, we could weep for other men if we are the mood to
           shed copious tears over the whole tragic aspect of a world
           thrown out of joint.

                  It is strange how human sympathy operates. We assume
           an attitude of complete indifference to utter strangers whom we
           have seen but not met. We claim that they are the hardest to
           fall in love with in the normal exercise of Christian charity. Then
           a little child falls from a seat, or a beggar stretches forth a
           gnarled hand, or three husky men dust their seats; and we are,
           despite our pretensions, affected. Why not? If even a sleeping
           man who does nothing touches our life!

Day 3 – Focus on Literature

        A. Recall of the previous day’s lesson
           1. What reading piece did we discuss yesterday?
           2. What type of text was it?
           3. What was the topic of the essay?
           4. What was the objective of the essayist?
           5. How did he attain his objective?

        B. Establishing linkage between Day 1, Day 2, and the Day 3 lessons
               “Yesterday, the transport cited as an example by the essayist
           was the automobile. What transport is talked about in the selection

                                   526
   by Francisco Icasiano?. Let’s find out how the essay you read
   yesterday differs from the essay we will discuss today.

C. Clearance of difficulties
        Have the students present their output to the tasks assigned
   them.
   1. Bright group – They are to indicate if the words assigned them
      have negative or positive connotations and whether they retained
      the same connotations in the phrases where they were used. If
      there was a change, they are to indicate the reason for the
      change.

      e.g.:
         prejudiced – negative – prejudiced in favor of – positive

         Reason: Positive because of the expression in favor of.

   2. Average Groups – One group points out the rootword and
      negative making affix of the assigned words. The other group
      arranges in a CLINE the words given them to show increasing
      intensity.

                Negative                           Cline
           Affixes/Rootword

       a. distasteful
                                                       routed out
       b. degrade
                                                   hard-fought battle
       c. unpleasant
                                                leading the charge
       d. unspoiled
                                            skirmish
       e. harmless

       f. unwholesome

   3. Weak groups – They are to act out the lines assigned them.

C. Preparation (Schema Activation)
      Ask the students to answer the following questions:

   1. What is the modern-day train model?
                          527
          2.   How does it differ from the other means of land travel?
          3.   What advantages does a train have over other land transports?
          4.   What are some of the disadvantages?
          5.   What comes into your mind when you hear the word train? Write
               the words in this web.




                                       train




      E. Discussion of the text
          Classroom interaction focusing on content

         1. Why did the writer prefer to take the train in his journey to Bulacan?
         2. Describe the different scenes that he saw in the coach? Act them
            out.
         3. What did he learn about the people from those scenes?
         4. How did he feel about them?
         5. What was the objective of the writer in observing the people around
            him? What paragraph mentions this?
         6. Which paragraphs describe these items?
            a. the situation
            b. the writer’s objective
            c. what he did to attain his objective
            d. the first scene he observed and his reaction to it.
            e. the 2nd scene and what he thought about it
            f. the 3rd scene and what he said about the people in it.
            g. the 4th scene and his reaction
            h. his change in attitude and what caused it
         7. Complete this grid to show the scenes that he saw in the train, his
            reaction to them, and what he learned from them.
         A Grid Indicating the Significant Points in the Text
Scene       Persons          What They Did        The Author’s     Lesson Learned
 No.                                                Reaction
                             Dusted their                        People do things
                              seats paying no                      without thinking of
  1                           attention to the                     how their actions
                              dust that would                      would affect others.
                              fly about

                                   528
      Harmless                                               Some people are
       looking                                                 not aware of how
       middle-aged                                             others are curious
2      man and                                                 about them. They
                                                               are “dead to the
                                                               world.”



                        a. ____________      ____________  Families have
                        ______________       ____________   rituals with the
3                       ______________       ____________   father at center
                                                            stage as head of
                        b. ____________      ____________   the family
                        ______________       ____________  We have our ways
                        c. ____________      ____________   of expressing
                        ______________       ____________   courtesy

4                        Begs in a
                          demanding way
                         Moves about
                          fast to the next
                          train to beg
                          there.

5      Crying child                          Felt           When something
        who fell and                           sympathetic     tragic happens to
        bumped his                                             a person we feel it
        head and                                               and are affected
       ___________
      _____________
      _____________


      8. What did the writer find out about himself in his reactions to the
         people he observed?
      9. Would a person be able to see all of these in a ride on the light
         railway train in the city? Why? What have you gained with
         developments in railway travel? What have we lost?

   Classroom interaction focusing on the genre and the author’s craft

      1. Why is the essay entitled “World in a Train?” What about the world
         is shown in the selection?
      2. From whose point of view was the essay written?
      3. Why do you think the author used the 1st person point of view?

                               529
          4. What is the objective of the writer? In which paragraphs do you find
             this stated?
          5. What follows then?
          6. What does he do to attain his objective?
          7. How many paragraphs did he use for his observations?
          8. What reference is made to the Bible? Pick out that part. What did
             he single that out? Was it well chosen?
          9. Do you think he attained his objective?
         10. At what point in the essay did the writer change in his attitude
             towards the people he observed?
         11. What brought about that change?
         12. Compare this essay with the one we discussed on Day 2 of this
             week “Modernity: A Blessing or a Curse.” Which one is formal?
             Which one is informal or written in a casual way? Which one is
             objective and gives facts. Which one is very subjective?

       F. Valuing

          1. What do you get by observing people’s attitudes, lifestyles,
             outlooks, etc.?
          2. What is your stand regarding the issue of giving alms to a beggar?
             Would you give alms or not? Why or Why not?

       G. Assignment:

                 In your journal write about some persons you observed and from
          whom you learned something because of what they did. State what
          you felt about them and why you felt that way.

Day 4 – With emphasis on listening and language
        A. Establishing linkage between the previous lessons for the week and
           today’s lesson

          1. What developments in technology have we been talking about the
             past three days?

       B. Motivation (Pre-listening)
          1. Have the students listen to a tape recorded sound produced by
             these transports:

                 airplane            jeep          bus
                 train               car           calesa
                 motorcycle                        light railway transit

          2. Have them match the transport with the sound they produce

       C. Presentation and Practice (While listening)

                                   530
    1. Here are comments we hear about transports. Listen to your
       teacher say them aloud. Write the transport talked about (motor
       vehicle, plane, boat, train, tricycle, etc.) Then, put a plus mark
       (+) if the remark made is a positive one, and put a minus sign (-)
       if it is a negative one, a statement of disapproval.

        a. My goodness! The noise it makes before it takes off is
           deafening because it has to gather speed so it can get off the
           ground.
        b. I’ll take this ride anytime. It is big. It does not rock with the
           waves. Besides that, it is very comfortable just like a floating
           hotel.
        c. Those smoke belching vehicles should be banned from the
           streets. They pollute the air. Moreover they endanger our
           health.
        d. That power steering device makes driving very comfortable
           because the driver does not have to shift gears anymore.
           The machine helps him do it.
        e. This is the fastest and cheapest way to travel. It’s fast for it
           has its own tracks to run on and so it does not get caught up
           in traffic.
        f. Those should be banned from main streets. They tie up
           traffic; not only that, they are also very noisy. They should
           be allowed only on the side streets.
        g. Isn’t it dangerous to go out to sea in that craft since it has
           only one outrigger? Won’t it capsize in rough seas because
           it is not balanced?

    2. Listen to me say the lines a second time. Guess the means of
       transportation referred to.
    3. Listen again and pick out the clues that helped you guess the
       transportation referred to.

D. Presentation of language items (Post-listening)
        Here are the sentences you listened to. Look at the underlined
   connectors. Do they signal additional information or do they show
   reason-result relationship.

   Note: Show the class the sentences read aloud in the listening
   activity

E. Practice on the language items.
         Divide yourselves into groups and come up with related support
   sentences to expand these opening sentences into a paragraph. Use
   connectors to signal additional information and reason-result
   relationship.

   1. Take the superferry if you want to go island hopping at the least
      expense.

                           531
            2. There are pros and cons to plane travel.

            3. Shouldn’t we ban tricycles and motorcycles from main streets?

       E. Assignment
                 Write a paragraph about another mode of transportation. State
          what you think about it. Add follow-up sentences to support your
          observations. Use the connectors because, and so, not only . . . but
          also, since, besides that, moreover.

Day 5 – Focus on Writing

       A. Establishing connections with previous lessons
                 In Day 1, we read a selection entitled “Modernity: A Blessing or
          A Curse?” How did the writer show that modernity can be a blessing
          but it can also be a curse? Did he do it by citing an example, by
          enumeration, by comparison and contract, by cause-effect or by a
          combination of methods.

                 Today, we shall read another selection in which the author uses
           another method to support the same idea about modernity and
           technology.

       B. Clearing of difficulties
                 Tell whether the following words connote a positive (P) feeling or
          a negative (N) feeling.
          1. comfort and convenience         6. compassionate
          2. poverty and hunger              7. cold and unresponsive
          3. environmental destruction       8. lively and enriching
          4. deadly diseases                 9. truth, beauty and goodness
          5. greedy                         10. breakthroughs

       C. Reading/studying the model

                        Technology: Good or Bad

                    Today is an age of high technology. It cannot be denied
           that technological advancement in several areas of life has
           contributed much to man’s comfort and convenience. However,
           despite these innovations and breakthroughs, such as
           computers, laser discs, fax machines, cellular phones,
           microwave ovens, and remote-controlled appliances, the world
           is still unable to cope with some of the basic problems, like
           poverty and hunger, environmental destruction and deadly
           diseases. There is also that persistent question as to why
           technology has not taught man to be less greedy, less
           permissive, more compassionate, more environment friendly,
           more judicious. Is it because materialism, the end product of
                                    532
    technology, has become his master, lording over his spirit or
    soul?

            While man should be concerned with his material or
    worldly needs to survive in this world, he should not remain cold
    and unresponsive to what is lovely and enriching around him.
    Technology should not prevent him from continuously searching
    for truth, beauty, and goodness in the whole creation, and his
    fellowmen. Only then can he find true meaning in his existence
    and understand, as well as appreciate, what genuine happiness
    is.


                                   - Socorro R. Villamejor




D. Comprehension check

   1.   What technological innovations or breakthroughs are cited?
   2.   What basic life problems has technology not solved?
   3.   What has it failed to develop in man?
   4.   What has it developed instead?
   5.   According to the writer, how may one achieve true happiness?
   6.   In your opinion, has technology brought more good than harm
        or more harm than good?

E. Determining the text structure of the model text.
       Number these items to show the order that they come in the
   paragraph.

            Paragraph I

    _________ Statements pointing out what technology
              failed to do.
    _________ Statement to introduce the topic-Technology
    _________ Possible reason for its failure
    _________ A positive assessment of what technology has
              accomplished

                   Paragraph II

    _________ Statement indicting what technology should
              not do
    _________ Statement of what man should be
                         533
     _________ Reason to support one’s suggestion

F. Brainstorming to come up with ideas one may       use with     the
   topic:
        Transportation in the Modern Age:            Beneficial    or
        Hazardous
   (Responses to be used in the group composition)

G. Group Writing

H. Presentation of Output

I.   Peer editing

J. Assignment
     Assessment of what one has learned within the week by way of
   a journal entry.




                            534

				
DOCUMENT INFO