FOURTH YEAR ENGLISH
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Song presents a revealing barometer of insights and emotions. It serves as a way of expressing hopes, dreams for the future, and even frustrations since time immemorial. Song allows us to release anger, sadness, fear, happiness, discontentment or resentment. In this stage, students will recall a certain song that has a meaningful association to their lives or events in their community or society as a whole. They will brainstorm, share ideas among members and come up with a common answer to be presented to the class.
Strategy
Brainstorming is an activity used to generate ideas in small groups. The purpose is to generate as many ideas as possible within a specified time-period. These ideas are not evaluated until the end and a wide range of ideas is often produced. Each idea produced does not need to be usable. Instead, initial ideas can be viewed as a starting point for more workable ideas. The principle of brainstorming is that you need lots of ideas to get good ideas.
Materials
Assessment 1, page 13 manila paper
marking pens
Activity 1 “ A Song I Remember”
1. Group students into groups of ten with a leader, a reporter and a writer. 2. Post this motive question for the students: “Do you have a favorite song?” 3. Let the students brainstorm and share their favorite songs to the group.
4. Tell the groups to choose one song which they like most and share it to the class. 5. Process the activity by asking this question to each group “ Why did your group decide
to report on this song?” Allow a representative from each group to explain.
Formative Assessment
Assessment 1, Participation Checklist is provided on page 13 to evaluate this activity.
Roundup
As a recap, ask each group to sing the chorus of the song presented by their reporter.
2. Setting the Context
Background or purpose
Protest songs have served as means to combat social ills, raise awareness of social issues, and gender discrimination. These are songs that emphasize the significant role of music in history as a way of expressing emotional discontentment, controversial statements and reactions. These songs need not always be expressions against war and violence as
believed by many. Listening to protest songs is an eye-opener in seeing things that are not visible to human eye.
This stage employs appreciative and critical listening to help students do the following activities; listen to show appreciation for songs,(with emphasis on a protest song) and give the theme/message of the song.
Strategies
Appreciative Listening is to appreciate and enjoy while listening. We use appreciative listening when we are listening to good music, poetry or maybe even the stirring words of a great leader.
Critical Listening is a form of listening that involves analysis, critical thinking and judgment on what is heard or listened to.
Materials
Teacher Resource Material 1 “Imagine” on page 14 Activity 2 “What's In A Song” on page 15
C D's/Tapes of the song “Imagine” by John Lennon or by any other singer Cassette recorder or you may use a mobile phone
Assessment 2 Rubric for “What's In A Song ” on page 16
Activity 2 “ What's In A Song?”
1. Group students into six.
2. Ask students to share their answers to these questions:
What songs do you know that express issues about politics, environment, and society? 3. Give input on what is a protest song.
4. Remind students to be quiet and carefully listen to the song you are about to play, so they can understand the lyrics very well and do the activity later.
5. Play the song “Imagine” to the class.
6. Distribute Activity 2 “What's In A Song?” on page 15, then play the song again and let them answer the questions.
7. Ask them to share their answers to their group.
8. Call a volunteer from each group to share his/her output to the class.
9. Process the activity by asking students this question. “Do you think songs are powerful media in expressing different human emotions? Support your answer.”
Formative Assessment
Collect individual outputs for recording and use Assessment 2 on page 16 for the rating.
Roundup
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
Our world has come a long way in tolerating different sets of beliefs and principles among famous people in history in order to achieve peace and unity. Many have committed their lives for a cause-- that is to sacrifice, so that others may not suffer.
In this stage, students will read a journalistic essay, a feature article on Mohandas Gandhi, an Indian leader, a man of extraordinary determination and persistence, whose quest for spreading peace and unity among men has affected the rest of the world until this time. To better understand the text, the Embedded Questions reading strategy is provided during reading. A question is asked or inserted at the desired location in the text to arrest the reader's attention and demand thoughtful reflection as they read each paragraph. Their answers will help them also during the post-reading comprehension discussions.
Strategies
Structural analysis is the process of interpreting word parts that make up a word. Using word parts enables the reader to determine the pronunciation and meaning of unknown words. This word identification technique is effective especially if it is used along with phonic analysis and context clues
Embedded Questions in Reading is a kind of strategy where questions are placed in a narrative flow of a reading selection-- arrest the reader's attention and demand thoughtful reflection. These type of questions model the type of behavior the strong readers “practice” during reading. Embedded questions scaffold, or support, a student's self-questioning process. Embed questions in the reading selection one of two ways:
• Write questions on the chalkboard or on an overhead transparency, indicating where they should be addressed in the text.
• Or produce a print copy of the reading selection with the questions inserted at the desired locations in the text.
Reading Chart is an organizer provided for the students to write on their different answers on a specific question.
Materials
Teacher Resource Material 2 “Mohandas Gandhi” pages 17-19 Teacher Resource Material 3 on pages 21-23
Activity 3 “Split-A-Word, Give the Meaning”on page 24 Activity 5 “Answers From Within and Beyond”on page 25 manila paper
marking pens masking tapes
Assessment 3 rubric for “ Within and Beyond”on page 26
Activity 3 Pre-Reading: “Split-A-Word, Give the Meaning”
2. Distribute to each student Activity 3 “Split-A-Word, Give the Meaning”on page 24 and explain the instructions.
3. Let them do the activity. 4. Check the students answers.
5. Allow students to revisit the last column and write the meaning using a dictionary. 6. Collect individual outputs for recording.
Activity 4 During Reading “Read and Scribble”
1. Let the students work in pairs.
2. Distribute copies of Teacher Resource Material 3 “Mohandas Gandhi” on pages 17-19.
3. Write on the board the motive question: “Why was Mohandas Gandhi considered a hero in India?”
4. Remind students that there are questions embedded in some of the paragraphs within the text and their answers will help them during the post-reading activity.
5. Give them wait time to read the text silently and to answer the embedded questions in their notes or beside each paragraph.
6. Let the students do their reading activity.
7. Process the activity by letting them answer the motive question asked in number 3.
Activity 5 Post- Reading “Answers From Within and Beyond”
1. Group students into five with a reporter and a writer.
2. Cut these into strips, and call a representative from each group to pick one.
What specific incident in the text
led Gandhi to fight for social
justice?
Why did Gandhi lead the move for
civil disobedience against the
British?
What did he teach the Indian
people about cleanliness?
Why was a great man like Gandhi
assassinated?
3. Distribute Activity 5 “Within and Beyond”on page 25 to each member in a group. 4. Give them enough time to do the activity and come up with a group's answer. 5. Presentation of group's output.
6. Process the group's answers by asking the students this question. “What insights have you gained from the activity?”
Formative Assessment
Assessment 3, Rubric for “Answers From Within and Beyond” is provided on page 26 to check the accuracy of the students' ideas.
Roundup
As a recap, ask students these questions:
1. What do you think is the greatest contribution of Mohandas Gandhi to humanity? Why do you think so?
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
In this stage, students will manifest their understanding of the reading text by conducting an interview with the central figure in the text Mohandas Gandhi. This activity will also allow students to employ alternative ways of expressing speech acts or simply “
communication act”. These acts of communicating permit students to understand how language aspects such as: tone, voice, gestures, and facial expressions enhance the simple utterances of words made by the sender and the receiver of the message.
Strategy
Guided Interview is a strategy that allows students to simulate and experience asking significant details/ideas to an imaginary figure or character within the text.
Materials
Activity 6 “ Answers to My Questions”on page 27
Assessment 4 Rubric for “ Answers to My Questions” on page 28
Activity 6 “ Answers to My Questions”
1. Divide students into 6 different groups and let them decide who will act as Gandhi and interviewers.
2. Give each group these responsibilities and situations: Group 1-3
Conduct your interview in a distant but formal manner (meaning the interviewee is in a distance from the interviewers)
Group 4-6
Conduct your interview in a closer and casual manner( meaning the interviewee is just very near to the interviewers)
4. Explain to them the rubric for the activity on page 28.
5. Give students enough time to fill in the chart with their possible questions. 6. Let each group present their interview on stage.
7. Process the activity by asking them to differentiate closer-casual and distant-formal interview.
8. Emphasize to students that speech acts or communication acts give more emphasis on what would be the function, purpose, and situation on a given message.
Formative Assessment
As a formative assessment for this activity, a rubric for “Answers to My Questions” is provided on page 28.
Roundup
To recap, ask students what meaningful experience they have gained from the activity.
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
In this stage, students will experience a library work. They will look for scientific text from different sources that is related to one of the advocacy of Mohandas K. Gandhi, that is on health and sanitation issues.
This activity will stretch out students' ideas from reading a journalistic to scientific texts. They will analyze, choose and synthesize information from varied sources and then summarize materials read by employing the deleting strategy. This involves removing unnecessary and redundant information in a text and putting significant points together.
Strategies
Summarizing is restating which covers only the main points or details in a reading text. It is identifying and accumulating key ideas in a text.
Library work is allowing students to go to the library and do a purposeful reading on assigned topic/s.
Information, Source and Page Chart is a three column grid where students write the information they read,the source/s or materials and the page or pages number.
Materials
Teacher Resource Material 3 “Mohandas Gandhi”on pages 17-19 Activity 7 “Sum-it-All, Make it Simple”on page 29
Assessment 5 “Sum-it-Al, Make it Simple” on page Activity 8 “Choose, Analyze and Synthesize” on page
Activity 7 “ Sum-it-All, Make it Simple”
1. Group students into 6 groups with a taskmaster and a writer.
3. Instruct students to get hold of their copies of the reading text “Mohandas Gandhi”, on pages 17-19.
4. Let them do the activity.
5. Call a volunteer or volunteers from each group to share their summary to the class. 6. Ask students to share their ideas and insights about summarizing a journalistic text,
its advantages and disadvantages for the readers.
Activity 8 “Choose, Analyze and Synthesize”
1. Use the same groupings in Activity 7.
2. Inform students that they will be working as a group in the library to research on “ Scientifically Proven Health Tips” such as:
• Water as a Therapy • Vegetarianism • Exercise/Yoga
• Cleanliness and Sanitation • Proper Diet
• Environmental Concerns and • other health related issues
Note: You may allow each group's taskmaster to pick one of the topics mentioned 3. Distribute to each group Activity Sheet 8 “Choose, Analyze and Synthesize” on page
30.
4. Give students enough time to go to the library and do the activity.
5. Let the group write their output on a manila paper and present it to the class. 6. Process the presentation by asking the presenters these questions.
Were Gandhi's ideas about health scientifically proven? Why do you say so? Can you prove your answers?
Formative Assessment
Use Assessment 5 “Sum-it-Al, Make it Simple”, on page 31 to evaluate the outputs in this stage.
Roundup
To sum up this activity, ask the students to differentiate between journalistic and scientific texts.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
This will further enhance their understanding of what a protest song is and how speech act or communication act functions using their composed song as a medium of communication.
Strategy
Rap Song Composition allows students to bring out their hidden talents and creativity in musical compositions.
Materials
manila papers marking pens masking tapes
guitar and other indigenous accompaniment
Assessment 6,“Rubric for “Echoes of Silence” on page 32
Activity 8 “ Echoes of Silence”
1. Group students into 10 with their writer and musical leader. 2. Write on the board these suggested topics.
• Garbage Disposal, • Pollution
• Love and Family • Peace and Order
• Respect for Human Rights • Rights to Education • Love of Nature
• Environmental Awareness and • Other social issues not mentioned
3. Explain to the students the criteria of the activity. Please refer to page 32 4. Let students bring out the necessary materials for the activity.
5. Give enough time for the students to write their rap songs. 6. Allow them to rehearse.
7. Let them post their outputs on the wall and present their rap song to the class. 8. Process the activity by asking students these questions:
• Do you think songs are effective medium of expressing our feelings, be it positive or negative? Why do you say so?
Formative Assessment
Assess the composition and performance of students using Assessment 6 “Rubric for “Echoes of Silence” , on page 32
Roundup
make this world a better place to live in? Note: Allow as many students to share their thoughts and ideas.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
Assessment 1
Group Participation Checklist for Activity 1
Directions:
Tick the box that corresponds to the observed behavior of
the members.
Group No. ___________
Names of Members Very
attentive and excited
to do the activity
Listens attentively to the ideas
of others
Does not interrupt concentratio
n of others
Share ideas to others with focus
and enthusiasm
Able to follow instructions
correctly
Teacher Resource Material 1
Note:
You may reproduce copies of this song or write it on a manila paper for the class.Imagine
by John Lennon
Imagine there's no heaven It's easy if you try
No hell below us Above us only sky Imagine all the people
Living for today...
Imagine there's no countries It isn't hard to do Nothing to kill or die for
And no religion too Imagine all the people
Living life in peace...
You may say I'm a dreamer But I'm not the only one I hope someday you'll join us And the world will be as one
Imagine no possessions I wonder if you can No need for greed or hunger
A brotherhood of man Imagine all the people Sharing all the world...
You may say I'm a dreamer But I'm not the only one I hope someday you'll join us And the world will live as one
Source:
Activity 2
“What's in a Song?”
Illustrations
Lyrics
Draw the images you see in the song as you
listened to it? What were the most touching situations mentioned in the song?
Illustrate your personal reactions to the
images you see in the song. What are your personal reactions to the lyrics of the song?
Draw the kind of world the song envisions? What does the song tell you about what the world would be like?
Draw an object to represent the theme or
Assessment 2
Rubric for “What's in a Song?”
Criteria
3
2
1
Points
Earned
Creativity of
Ideas
Very effective
and creative
illustrations and
answers are
connected to the
content
Somewhat
creative and
answers are
somewhat
related to the
content
Illustrations are
very simple and
answers are
ineffective
Accuracy of
Content
All illustrations
are related to
the ideas
presented in the
song
Most of the
illustrations are
related to the
ideas presented
in the song
Only few of the
illustrations are
related to the
ideas presented
in the song
Relevance
Includes all
relevant details
and necessary
answers
Only some of
the given
details and
answers are
relevant
Most of the given
details and
answers are
irrelevant
Teacher Resource Material 2
Mohandas Gandhi
(1869-1948) In an age of empire and military might, he proved that the powerless had power and that force of arms would not forever prevail against force of spirit.
BY JOHANNA MCGEARY appeared in Time Magazine as part of the "Person of the Century" series - January 1, 2000.
The Mahatma, the Great Soul, endures in the best part of our minds, where our ideals are kept: the embodiment of human rights and the creed of nonviolence. Mohandas Karamchand Gandhi is something else, an eccentric of complex, contradictory and exhausting character most of us hardly know. It is fashionable at this fin de siecle to use the man to tear down the hero, to expose human pathologies at the expense of larger-than-life achievements. No myth raking can rob Gandhi of his moral force or diminish the remarkable importance of this scrawnylittle man. For the 20th
century--and surely for the ones to follow--it is the towering myth of the Mahatma that matters. Consciously or not, every oppressed people or group with a cause has practiced what Gandhi
preached. Sixties kids like me were his disciples when we went South in the Freedom Summer to sit in for civil rights and when we paraded through the streets of America to stop the war in Vietnam. Our passionate commitment, nonviolent activism, willingness to accept punishment for civil disobedience were lessons he taught. Martin Luther King Jr. learned them; so did Nelson Mandela, Lech Walesa, Aung San Suu Kyi, the unknown Chinese who defied the tanks in 1989 and the
environmental marchers in Seattle a few weeks ago. (Who were the famous personalities in history who followed Gandhi's principles?)
It may be that this most Indian of leaders, revered as Bapuji, or Father of the Nation, means more now to the world at large. Foreigners don't have to wrestle with the confusion Indians feel today as they judge whether their nation has kept faith with his vision. For the rest of us, his image offers something much simpler--a shining set of ideals to emulate. Individual freedom. Political liberty. Social justice. Nonviolent protest. Passive resistance. Religious tolerance. His work and his spirit awakened the 20th century to ideas that serve as a moral beacon for all epochs. (What were his teaching principles? List them down.”
Half a century after his death, most of us know little of Gandhi's real history or how the Mahatma in our minds came to be. Hundreds of biographies uncritically canonizehim. Winston Churchill scorned him as a half-naked fakir stirring up sedition. His generation knew him as a radical political agitator; ours shrugs off a holy man with romantic notions of a pure, pre-industrial life. There is no either-or. The saint and the politician inhabited the same slender frame, each nourishing the other. His struggle for a nation's rights was one and the same with his struggle for individual salvation.
The flesh-and-blood Gandhi was a most unlikely saint. Just conjure up his portrait: a skinny, bent figure, nut brown and naked except for a white loincloth, cheap spectacles perched on his nose, frail hand grasping a tall bamboo staff. This was one of the century's great revolutionaries? Yet this strange figure swayed millions with his hypnotic spell. His garb was the perfect uniform for the kind of revolutionaryhe was, wielding weapons of prayer and nonviolence more powerful than guns. ( What were the physical features of Gandhi?”
cleansing enema every night. Gandhi bathed in water but used ashes instead of soap and had himself shaved with a dull straight razor because new blades were too expensive. He was always sweeping up excrement that others left around. Cleanliness, he believed, was godliness. But his passion for sanitation was not just finicky hygiene. He wanted to teach Indian villagers that human and animal filth caused most of the disease in the land. ( What did he want to teach the Indian villagers?)Describe the health style of Gandhi.
Every afternoon, Gandhi did an hour or two of spinning on his little hand wheel, sometimes 400 yards at a sitting. "I am spinning the destiny of India," he would say. The thread went to make cloth for his followers, and he hoped his example would convince Indians that homespun could free them from dependence on foreign products. But the real point of the spinning was to teach appreciation for manual labor, restore self-respect lost to colonial subjugation and cultivate inner strength. The man was not unaware of his legend in the making--or the 90-plus volumes that would
eventually be needed to preserve his words. Everything Gandhi ever said and did was recorded by legions of secretaries. Then he insisted on going over their notes and choosing the version he liked best. "I want only one gospel in my life," he said.
A strange amalgam of beliefs formed the complicated core of Gandhism. History will merely smile at his railing against Western ways, industrialismand material pleasures. He never stopped calling for a nation that would turn its back on technology to prosper through village self-sufficiency, but not even the Mahatma could hold back progress. Yet many today share his uneasiness with the way mechanization and materialism sicken the human spirit.
More central and even more controversial was Gandhi's cult of celibacy. At 13, he dutifully married and came quickly to lust for his wife Kasturba. At 16 he left his dying father's side to make love to her. His father died that night, and Gandhi could never forgive himself the "double shame." He neglected and even humiliated Kasturba most of his life and only after her death realized she was "the warp and woof of my life." At 36, convinced that sex was the basis of all impulses that must be mastered if man was to reach Truth, he renounced it. An aspirant to a godly life must observe the Hindu practice of Brahmacharya, or celibacy, as a means of self-control and a way to devote all energy to public service. Gandhi spent years testing his self-discipline by sleeping beside young women. He evidently cared little about any psychological damage to the women involved. He also expected his four sons to be as self-denying as he was.
Gandhi sought God, not orthodoxy. His daily prayers mixed traditional Hindu venerations with Buddhist chants, readings from the Koran, a Zoroastrian verse or two and the Christian hymn Lead, Kindly Light. That eclecticism reflected his great tolerance for all religions, one of his holiest--and least respected--precepts. "Truth," he preached, "is God," but he could never persuade India's warring religious sects to agree. His spiritual mentors were just as broad--Jesus, Buddha, Socrates, his mother. Gandhi later said his formative childhood impression was of her "saintliness" and her devout asceticism infused his soul. The family's brand of Hinduism schooled him in the sacredness of all God's creatures.
humiliated and cuffed by the white driver of a stagecoach. The experience steeled his resolve to fight for social justice. (What incident led Gandhi to fight for social justice?)
In 1906, confronting a government move to fingerprint all Indians, Gandhi countered with a new idea--"passive resistance," securing political rights through personal suffering and the power of truth and love. "Indians," he wrote, "will stagger humanity without shedding a drop of blood." He failed to provoke legal changes, and Indians gained little more than a new found self-respect. But Gandhi understood the universal application of his crusade. Even his principal adversary, the Afrikaner leader Jan Smuts, recognized the power of his idea: "Men like him redeem us from a sense of commonplace and futility.( What was his protest move against fingerprinting of all Indians?)
South Africa was dress rehearsal for Gandhi's great cause, independence for India. From the day he arrived back home at 45, he dedicated himself to "Hind swaraj," Indian self-rule. More than
independence, it meant a Utopian blend of national liberty, individual self-reliance and social justice. Freedom entailed individual emancipation as well, the search for nobility of soul through self-discipline and denial. Most ordinary Indians, though, were just looking for an end to colonial rule. While his peace-and-love homilies may not have swayed them, they followed him because he made the British tremble.
"Action is my domain," he said. "It's not what I say but what I do that matters." He quickly became the commanding figure of the movement and brooked no challenge to his ultimate leadership. The force of his convictions transformed the Indian National Congress from upper-class movement to mass crusade. He made his little spinning wheel a physical bond between elite and illiterate when both donned the khaki cloth. Despite the country's proclivities for ethnic and religious strife, he inspired legions of Indians to join peaceful protests that made a mockery of empire.
In the next 33 years, he led three major crusades to undermine the power and moral defenses of the British Raj. In 1919-22 he mustered widespread nonviolent strikes, then a campaign of peaceful noncooperation, urging Indians to boycott anything British--schools, courts, goods, even the English language. He believed mass noncooperation would achieve independence within a year. Instead, it degenerated into bloody rioting, and British soldiers turned their guns on a crowd in Amritsar, massacring 400. Gandhi called his underestimating of the violence inside Indian society his
"Himalayan blunder." Still, villagers mobbed him wherever he went, calling him Mahatma. By 1922, 30,000 followers had been jailed, and Gandhi ordered civil disobedience. The British slowed the momentum by jailing him for 22 months.
Gandhi was never a man to give up. On March 12, 1930, he launched his most brilliant stroke, national defiance of the law forbidding Indians to make their own salt. With 78 followers, he set out for the coast to make salt until the law was repealed. By the time he reached the sea, people all across the land had joined in. Civil disobedience spread until Gandhi was arrested again. Soon more than 60,000 Indians filled the jails, and Britain was shamed by the gentle power of the old man and his unresisting supporters. Though Gandhi had been elected to no office and represented no government, the Viceroy soon began negotiating with him. ( What was the reason why Gandhi lead civil disobedience against the British?)
World War II caught him by surprise. The unremitting pacifist did not grasp the evil of Hitler because he thought no man beyond redemption. He deeply offended Jews when he counseled them to follow the path of nonviolence. Gandhi did not want Britain's defeat, but recognized a political opportunity. In late 1940 he agreed to a modest campaign of individual civil disobedience he intended to be largely
symbolic.
of British power, and the disorder cut off British communications to its armies at the frontier. Government forces struck back hard, and nearly 1,000 Indians were killed before the uprising flamed out. Gandhi was finally freed on May 5, 1944. He had spent 2,338 days of his 74 years imprisoned. (Why Gandhi is arrested in 1941?)
By war's end, Britain was ready to let India go. But the moment of Gandhi's greatest triumph, on August 15, 1947, was also the hour of his defeat. India gained freedom but lost unity when Britain granted independence on the same day it created the new Muslim state of Pakistan. Partition dishonored Gandhi's sect-blind creed. "There is no message at all," he said that day and turned to fasting and prayer.
At 77, he despaired that "my life's work seems to be over." Had liberty been won by the long years of peaceful and moral coercion or the violent spasm of Quit India? Resentment of Britain had been replaced by religious hatred. The killing before partition made it inevitable, and the slaughter afterward trampled on his appeals to tolerance and trust. All the village pilgrimages he made in 1946 and 1947 could not stop Muslims and Hindus from killing one another. All the famous fasts he undertook could not persuade them to live permanently in harmony. He blamed himself when Indians rejected the nonviolence he had made a way of life.
Assassination made a martyr of the apostle of nonviolence. The Hindu fanatic who fired three bullets into Gandhi at point-blank range on Jan. 30, 1948, blamed him for letting Muslims steal part of the Hindu nation, for not hating Muslims. Not long before, Gandhi had noted his new irrelevance.
"Everybody is eager to garland my photos," he said. "But nobody wants to follow my advice." (What do you think is the meaning of the last sentence in this paragraph?)
He was both right and wrong. Interest in the flesh-and-blood Mohandas Karamchand has faded away. We revere the Mahatma while ignoring half of what he taught. His backward, romantic vision of a simple society seems woolly minded. Much of his ascetic personal philosophy has lost meaning for later generations. Global politics have little place today for his absolute pacifism or gentle tolerance.
Yet Gandhi is that rare great man held in universal esteem, a figure lifted from history to moral icon. The fundamental message of his transcendent personality persists. He stamped his ideas on history, igniting three of the century's great revolutions--against colonialism, racism, violence. His concept of nonviolent resistance liberated one nation and sped the end of colonial empires around the world. His marches and fasts fired the imagination of oppressed people everywhere. Like the millions of Indians
who pressed around his funeral cortège seeking darshan-contact with his
sanctity--millions more have sought freedom and justice under the Mahatma's guiding light. He shines as a conscience for the world. The saint and the politician go hand in hand, proclaiming the power of love,
peace and freedom.(Why do you think Gandhi's attainment of his goal is both a success and a failure?)
Teacher Resource Material 3
Roots and Affixes
Affixes are composed of two segments — prefixes and suffixes — which are added to
root (or base) words to create new meaning. Below are definitions of root words, prefixes, and suffixes.Root words
are the central portions of words that carry the basic meaning. Roots such as “act” ( to do), alter ( other or change), or “bene” (good) enable readers to add other elements (affixes) to them to make new words such as active, alteration, andbeneficent. Root words represent two types of meaning units. The first is base word, which can stand alone without affixes attached to it ( dial, just, able). The other is combining root, which cannot stand alone without a suffix or prefix to complete the meaning ( spec, urb, tempor).
Prefixes
are parts of words that appear before root words and change the meaning of the word. For example, a prefix like “un”- (not), can change the meaning of woirds such as happy, tie, and aware. Four major prefixes account for 58% of all prefixed words: “un”, “re”, “dis and “im” or “in”. It is important to note that 87% of all words that have suffixes will also have suffixes.Suffixes are parts of words added to the end of root words and they perform three
functions:1. Suffixes can change the tense of the word. Suffixes such as s, es, ed, and ing (known as inflectional endings) change the tense of a word such as please,
pleases, pleased, and pleasing. These four suffixes account for 62% of all suffixed words.
2. Suffixes can change the part of speech. Suffixes such as ure, ant, ly, able, and ness can change a word such as please into pleasure (noun), pleasant (adjective), pleasantly (adverb), pleasurable (adjective), or pleasurableness (noun). The suffixes able (or ible), ness, and ly make up 27% of all suffixed words.
3. Some suffixes extend the basic meaning of the root word. For example, the suffix “ology” (study of) added to the basic root psych (mind) creates a new word, psychology, meaning “study of the mind.” Suffixes that change the part of speech or meaning of a word are called derivational endings.
Teacher Resource Material 3A
Greek Roots, Prefixes, and Suffixes
The following table lists some common Greek roots.
Greek root Basic meaning Example words
-anthrop- human misanthrope, philanthropy, anthropomorphic
-chron- time anachronism, chronic, chronicle, synchronize, chronometer -dem- people democracy, demography, demagogue, endemic, pandemic
-morph- form amorphous, metamorphic, morphology
-path- feeling, suffering empathy, sympathy, apathy, apathetic, psychopathic -pedo-, -ped- child, children pediatrician, pedagogue
-philo-, -phil- having a strong
affinity or love for philanthropy, philharmonic, philosophy -phon- sound polyphonic, cacophony, phonetics
The following table gives a list of Greek prefixes and their basic meanings.
Greek prefix Basic meaning Example words
a-, an- without achromatic, amoral, atypical, anaerobic anti-, ant- opposite; opposing anticrime, antipollution, antacid
auto- self, same autobiography, automatic, autopilot bio-, bi- life, living organism biology, biophysics, biotechnology, biopsy
geo- Earth; geography geography, geomagnetism, geophysics, geopolitics hyper- excessive, excessively hyperactive, hypercritical, hypersensitive
micro- small microcosm, micronucleus, microscope mono- one, single, alone monochrome, monosyllable, monoxide
neo- new, recent neonatal, neophyte, neoconservatism, neofascism, neodymium
pan- all panorama, panchromatic, pandemic, pantheism
thermo-,
Teacher Resource Material 3B Continuation
Words and word roots may also combine with suffixes. Here are examples of some important English suffixes that come from Greek:
Greek suffix
Basic meaning Example words
-ism forms nouns and means “the act, state, or
theory of” criticism, optimism, capitalism
-ist forms agent nouns from verbs ending in -ize
or nouns ending in -ism and is used like -er conformist, copyist, cyclist
-ize forms verbs from nouns and adjectives formalize, jeopardize, legalize, modernize, emphasize, hospitalize, industrialize, computerize
-gram something written or drawn, a record cardiogram, telegram
-graph something written or drawn; an instrument
for writing, drawing, or recording monograph, phonograph, seismograph -logue, -log speech, discourse; to speak monologue, dialogue, travelogue
-logy discourse, expression; science, theory,
study phraseology, biology, dermatology
-meter,
-metry measuring device; measure spectrometer, geometry, kilometer, parameter, perimeter -oid forms adjectives and nouns and means
“like, resembling” or “shape, form” humanoid, spheroid, trapezoid -phile one that loves or has a strong affinity for;
loving audiophile, Francophile
-phobe,
-phobia one that fears a specified thing; an intense fear of a specified thing agoraphobe, agoraphobia, xenophobe, xenophobia -phone sound; device that receives or emits sound;
speaker of a language homophone, geophone, telephone, Francophone
Source:
Activity 3
“Split-A-Word, Give the Meaning”
Directions:
1. Read each vocabulary word closely.
2. Split each of the word into parts; as to prefixes, roots, suffixes ,and write them under its proper columns.
3. Then, provide your own predicted meanings of the given words. (at least one meaning).
4. After preliminary checking is made by your teacher, revisit the last column for the dictionary meaning of each word.
Vocabulary Words
Prefix
Root
Suffix
My Predicted
Meaning
the Dictionary
Meaning from
1. embodiment
2. contradictory
3. scrawny
4. canonize
5. revolutionary
6. subjugation
7. orthodoxy
8. Utopian
9. fanatic
Activity 5
“Answers From Within and Beyond”
Group No. _____
Question for your group: __________________________________
1. Write down ideas from the text that will answer the question given to your
group.
_______________________________________________________________________ _______________________________________________________________________
2. Write down ideas/issue that connect your answer from the text and events in
your community.
______________________________________________________________________ ______________________________________________________________________
3. Write down ideas/issues that connect your answer from the text and events
around the world .
__________________________________________________________
__________________________________________________________
4. Write down ideas/issues from your own experience in life that relate to the
question given to your group.
Assessment 3
Rubric for
“Answers From Within and Beyond”
Criteria
3
2
1
Points
Earned
Content of
Ideas
Displays
insightful
understanding
of the text. All
information is
clear and
appropriate
Displays basic
understanding
of the text.
Most
information is
clear and
correct
Displays minimal
understanding
only of the text.
Information is
confusing or
incorrect
Connectivity
of Ideas
Most of the
Ideas are
connected with
the reading
text
Some ideas are
connected with
the reading text
Few ideas are
connected with
the reading text
Focus
understanding
Shows clear
of the task
Shows some
awareness of
task but ideas
rambles
Shows little
awareness to
task
Activity 6
“ Answers to My Questions”
Name of Interviewer:_______________ Name of Interviewee:_______________ Group No. ____
Directions:
1. Write the possible questions that you would like to ask during the conduct of the interview on the question space provided.
2. Then, jot down the answers given by the interviewee on the space provided for during your group's presentation.
Questions I want to ask
Question 1: ________________________________________
Answer: ___________________________________________
Question 2: _________________________________________
Answer: ____________________________________________
Question 3: _________________________________________
Assessment 4
Rubric for Activity 6
Criteria
3
2
1
Points
Earned
Delivery
Effortless and smooth whileasking or answering
questions
Fairly smooth with occasional error in
intonations
Halting and with excessive unnatural pauses
Pronunciation/
Intonation
Mostly correct and with minor flaws
Shows many flaws and strong influence of first
language Flaws interferes with the comprehension of the ideas
Questions and
Answers
Elaborated andwell-varied Basic and simple Very simple and minimal ( one word question-response)
Poise
Displays self-confident nature about self Display littletension Has tension and has trouble recovering from
mistakes
Style
Speakers are comfortable andspeaks without undue reliance on
notes and interacts effectively
Speakers are comfortable but too often relies on
notes and interacts ineffectively Speakers appear anxious, uncomfortable and purely read
notes
Activity 7
“Sum-it-All, Make it Simple”
Directions:
1. Re-read the entire selection.
2. Circle the most significant words or phrases.
3. Write at least 10 most important words or phrases on the lines below. 4. Use the list to create a summary restating the main points of the text. 5. Write your summary on the space provided below.
____________________________ ___________________________ ____________________________ ___________________________ ____________________________ ___________________________ ____________________________ ___________________________ ____________________________ ___________________________
Activity 8
“Choose, Gather and Synthesize”
Group No. ______Topic: ________________________________ Directions:
1. Fill in this activity with the necessary information.
2. Write the summary of the topic you have researched below, the source/s and page/s number.
3. Transfer your group output into a manila paper and present it to the class. 4. Be ready to welcome interactions from other group members.
Assessment 5
Rubric for “Sum it All, Make it Simple”
Criteria
3
2
1
Points
Earned
Content
The content is
accurate, key
ideas are
well-accumulated and
complete.
Content is
accurate but
some key ideas
are missing
Content is
inaccurate and
many key ideas
are missing
Sentence
Completion
All sentences are
complete and
ideas show a high
level of
understanding the
task
One or two
sentences are
incomplete and
show moderate
level of
understanding
the task
Three or more
sentences are
incomplete and
show low level of
understanding
the task
Punctuation
No errors in
punctuation
One or two
errors in
punctuation
Three or more
errors in
punctuation
Coherence/
Organization
Ideas flow
together well,
well organized
and interesting
sequence
Ideas are loosely
connected,
organization is a
bit choppy and
rounds around
Organization of
ideas is difficult
to follow
Assessment 6
Rubric for “Echoes of Silence”
Criteria
3
2
1
Points
Earned
Clarity of the
message and
content
Clearly communicates the
message and listeners are likely to gain new insights
from it
Clearly communicates the
message but few details hinder the
understanding of the message Many details hinder the understanding of the message
Originality/
Creativity
Original and captures audience's attention, demonstrates creativity and imagination With little originality and creativity Lacks originality and creativityChoice of
Words
Uses strong, meaningful and expressive words tocapture emotions
Uses few expressive words to capture
emotions
Uses passive word and lacks expressions to capture emotions
Presentation/
Performance
With confidence, mastery and coordination during presentationWith confidence but lacks of mastery and coordination during presentation
Lack of confidence and coordination and reads the page
during presentation
Teamwork
All group members cooperate and
workload are equally shared in
writing the song
Most group members cooperate
and contribute their fair share of the work in writing
the song
Only few group members do all their fair share of the work in writing
the song
For the Teacher:
Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior
Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure
Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
