English 8 learning module quarter 1 lesson 3

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LESSON 3: Sharing the Knowledge Learned
Introduction
Hello, young explorers! You have reached your final journey in searching
for knowledge. You have had enough information to build up your knowledge
bank. It’s time for you to share that knowledge to others.
At the end of this lesson, you with the help of your teacher are expected to
put up your own informative and creative exhibit showcasing the traditions and
values of people from selected Afro-Asian countries discussed from lessons 1- 3.
To give you an overview of the things you will do in this lesson, see the
expected skills and the activity map below:
Expected Skills
 Listen to points the speaker emphasizes as signaled by contrastive sentence
stress
 Use stress, intonation, and juncture to signal changes in meaning
 Guess the meaning of expressions by noting keywords in expressions, context
clues, collocations, clusters, etc.
 Skim to determine the author’s key ideas and purpose by answering questions
raised after surveying the text
 Read closely to select appropriate details from a selection for specific purposes.
 Narrate events logically
 Validate mental images of the information conveyed by a program viewed
 Respond to questions raised in a program reviewed
 Discover through literature the links between one’s life and the lives of people
throughout the world
 Transcode ideas from texts to concept maps
 Make a write-up ideas presented in concept maps
 Use of coordinators and subordinators
 Use of correct complex and compound-complex sentences
 Get and assess current information from newspaper and other print and non-print
media
 Set new goals for learning on the basis of self-assessment made
Start of Lesson 3

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Activity Map
ACTIVITIES FOR
ACQUIRING
KNOWLEDGE
AND SKILLS
ACTIVITIES FOR
MAKING MEANING AND
DEVELOPING
UNDERSTANDING
ACTIVITIES LEADING TO
TRANSFER
KNOW
Administration of Pre-
Test(I)
Picture Reading through
picture perfect(G)
Activating prior
knowledge through IRF (I)
PROCESS
Use of stress through
Retrieval Chart (P)
Give the meaning of words
using vocabulary mapping
(I)
Getting the main idea
through skimming (I)
Getting the specific
information through
Scanning (I)
Writing a Reflection (I)
Video critiquing through
Differentiated Task(G)
Transcode ideas using
mind map (I)
Reading Meaning into
Poetry (I)
Oral Practice using
appropriate stress,
intonation and juncture (P)
Getting Information from
Newspapers (I)
Fill in the necessary
information through
Outlining(G)
Identifying Correct
Coordinating/Subordinating
Conjunction (I)
Sentence Structure Test (I)
Activating prior

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UNDERSTAND
Vocabulary Test (I) Review the past lessons
using the
Check and Balance (G)
Dramatize a Real Life
Situation (G)
Character Map (I) Read, discuss and
respond to the text
through
Readers Circle (G)
Stating the significance of
studying Afro-Asian
traditions and cultures
through Think Pair (P)
Activating prior
Discuss a literary text
through Active Knowledge
Sharing (P)
Read the lines/dialogue
revealing the
Character’s Emotion (I)
Draw the group’s
imagination, concepts,
ideas from the text through
Sketch to Stretch (G)
TRANSFER
Writing an event proposal
(I)
Reviewing prior
Put up an informative and
creative exhibit showcasing
the traditions and values of
selected Afro-Asian
countries. (G)
Learning Goals and Targets
What are your expectations for this lesson?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________

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KNOW:
Activity 1: Picture Perfect
1 2 3
4 5 6
Are you familiar with our traditional dances? Can you name
one? Take a look at the following pictures and answer the questions
below:

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Process questions:
1. What do these pictures show? What do they have in common?
2. Can you identify what country is being represented in picture 1? How about the other
pictures?
3. What helps you in identifying the specific country shown in each picture?
4. Do these pictures help you understand your identity as an Asian? How?
Explain your answer to this question by accomplishing the IRF worksheet below.
Accomplish the (I) for your Initial Answer. As you continue doing this module, you still
have a chance to Revise your answer and come up with your Final Answer.
Initial Answer
Revised Answer
Final Answer
Good Start! But your search for knowledge is not yet over; in fact, you have just
begun another journey to discover new things and the privilege to share these with
others.
You have just shared your first discovery that dance is a part of human culture
and traditions. Let’s find out how others would answer the question and compare their
ideas to our own. As we compare, you will also learn other concepts which will help you
complete the required project.
Your project is to put up an informative and creative exhibit showcasing the
traditions and values of people from selected Afro-Asian countries.
We will start by doing the next activity.

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In Lesson 3, you would notice that we will focus on two countries, India and
Persia. We will start with India, let’s try to find out why the Indians are said to be a
remarkable people. We will do this by studying another aspect of their identity, their
culture and their literature.
As you go through this part, be guided by this question: How can you better
understand your identity as an Asian?
PROCESS:
Listen as your teacher reads the passage on Indian culture. Notice how she
puts emphasis to some important words in the sentences to communicate the message
more effectively
Source:
Indian Culture
English for Secondary Schools
(Revised Edition)
Second Year
India, Library of Nations
(Time-Life Books, Amsterdam)
Process Questions:
1. Did your teacher give emphasis to all words in the sentence?
2. Can you recall the words that were stressed? What do we call those words?
3. What are the words that were not stressed? Why do you think they were not
stressed?
4. What do we call this emphasis or prominence which is given only to a syllable of
certain words in a sentence?
Key Points:
Sentence stress refers to the emphasis or prominence given to a syllable of
certain words in a sentence.

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These words with stressed syllables called Content Words like nouns, verbs,
adjectives, and adverbs, and interrogatives when used as subjects are sometimes
stressed. They have meaning in themselves.
On the other hand, Function Words are not normally stressed. These words do
not have meaning except when they are used in relation to their grammatical use in
the sentence. The function words are articles, auxiliaries, linking verbs,
conjunctions, pronouns, and prepositions.
Activity 2: Oral Practice
With your partner, take turns in reading “The Prophet” by Khalil Gibran. Be sure
to put emphasis on a syllable of the content words.
Having understood the difference between content and function
words try to do the oral practice and accomplish the retrieval chart
afterwards.
The Prophet by Khalil Gibran
(excerpts)
Then a ploughman said, "Speak to us of Work."
You workthat youmay keep pace with the earth and the soul of
the earth. For to be idle is to become a stranger unto the seasons, and
to step out of life's procession, that marches in majesty and proud
submission towards the infinite.
Workis love made visible. And if youcannot workwithlove but
only withdistaste, it is better that youshould leave your workandsit at
the gate of the temple and take alms of those who workwithjoy.
For if youbake breadwithindifference, youbake a bitter bread
that feeds but half man's hunger. And if yougrudge the crushingof the
grapes, your grudge distils a poisonin the wine.
And if you sing thoughas angels, and love not the singing, you
muffle man's ears to the voices ofthe day and the voices ofthe night.

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Process the activity using the retrieval chart
Retrieval Chart
Retrieve/get 10 words from the excerpts. Identify each word as content or
function word and write if it should be stressed or not. Then give explanation to your
answer by writing your knowledge and understanding on the topic.
Words Content Word/Function
Word
Stressed/ Not
stressed
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
My Knowledge and Understanding

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Grammar Recall
Coordinating Conjunction/Subordinating Conjunction
Take a look at these lines taken from the excerpt and answer the questions below:
1. What is said about work in the paragraph?
2. According to Gibran, what are the better things to do if one cannot work with love but
only with distaste?
3. How many ideas were given to answer question no. 3? What word is used to connect
these ideas?
4. What do we call this word that connects ideas?
5. Can you give other connectors that join words, phrases, and clauses? Give one.
When do you use that connector?
Now take a look at these lines:
1. How many ideas are joined in the first lines? What are those?
2. How about in the second line?
3. Taking the italicized groups of words only, do they convey a complete thought? Why?
4. What introduces the italicized groups of words? What is its function in the sentence?
Work is love made visible. And if you cannot work with love but
only with distaste, it is better that you should leave your work and sit
at the gate of the temple and take alms of those who work with joy.
“If you bakebread withindifference, youbake bitter breadthat
feeds but half man's hunger.
If you grudge thecrushing of the grapes, your grudge distils a
poisonin the wine”

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Key Points
A. Coordinating Conjunctions connect words, phrases, and clauses of equal rank.
The principal coordinating conjunctions are and, but, or and so.
1. The And type
And is used to add something to what has already been said. It should be used
only when the second idea is along the same line of thought as the first idea.
Examples:
a. The man was ugly and mean.
(The words ugly and mean are both negative qualities)
b. She is attractive and bad tempered.
(The sentence is faulty because attractive is a positive quality while bad
tempered is a negative quality)
2. The But type
But adds something contrary to or different from what has been said. When we
use and, the second part of the sentence expresses an idea that we expect to follow;
when we use but, the second part of the sentence expresses an idea that is the
contrast to the first.
Example:
He is stupid but hardworking.
(Stupid expresses a negative quality while hardworking expresses positive
quality. The second idea is constructive.)
Other words that may be used instead of and
are: both…and, not only…but also, furthermore, and
as well as.
Other conjunctions of this type include however, yet,
nevertheless, and on the other hand. But is more often
used than the others.

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3. The Or type
Or implies a choice. It connects ideas of equal value, giving one a chance to
choose either idea.
Examples:
a. You can come today or tomorrow.
b. I can go or stay as I please.
4. The So type
The conjunction so is used when the second part is a consequence of the first
part. The so type differs from the and type, which implies the same line of thought and
from the but type, which implies a contrast. So implies that the second part follows as a
result of the first part.
Example:
He shouted, so I had to listen to him
B. Subordinating Conjunctions
Subordinating conjunctions are used to introduce subordinate clauses. They
convey the thought relationship between ideas in a sentence.
The principal subordinate conjunctions are what, that/ so that, because, how,
though/although, if/as if, unless, where and whether.
1. What is answered by a that clause.
That he is a liar is false (What is false?)
They claimed that he is a liar (What did they claim?)
2. Purpose is expressed in the following examples:
They read that they may learn.
They read, so that they may learn.
3. Cause and effect is expressed in the following:
He failed because he did not study.
He was so lazy that he failed.
4. Manner is expressed by how.
This is how I want to do it.
Other words to use instead of or are either…or,
neither…nor, and otherwise.

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5. Concession is expressed by although.
Although I made a few mistakes, I got a very good mark.
6. Condition is expressed by if and unless.
If you go with me, I’ll treat you to a snack.
I’ll not speak to you unless you go with me.
7. Place is expressed by where.
I don’t know where I lost it.
8. Uncertainty is introduced by whether (not if)
I don’t know whether I can go with you.
9. An adjectival subordinate clause may be introduced by who, which, or that.
The boy who won the prize is my cousin.
The prize, which he won, is a book.
The flowers that she sent are orchids.
Activity 3: CONNECT ME IF I’M RIGHT
A. Identifying the Correct Coordinating Conjunctions
What coordinating conjunctions should connect these clauses?
1. It was raining. We went out.
2. It was a warm day. We took off our coats.
3. He was an extravagant person. He did not spend all his money.
4. He was an extravagant person. He spent his money foolishly.
5. Tell the truth. I will punish you.
6. Tell the truth. I’ll not punish you.
7. She lost her book. She didn’t look for it.
8. You will hand in your theme on time. I’ll give a deduction.
9. He studied hard for the test. He got a good grade.
10. You are not paying attention. The teacher will scold you.

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B. Supplying the Appropriate Subordinating Conjunctions
What subordinating conjunctions should connect these clauses?
1. She could not go out. She felt ill.
2. We went out. The rain stopped.
3. She did not know. She lost her watch.
4. The child is crying. He has been punished.
5. She was not sure. She could go.
6. She didn’t wear her new shoes. Her mother told her to.
7. It was growing dark. She reached home.
8. I’ll attend your party. You invite me.
9. I’ll buy that picture. It is very pretty.
10. She has a lot of books. She doesn’t read them.
Great job! You have combined sets of ideas to form new sentences. But always
remember, we do not just put together any two or three sentences into one. There must
be a relationship in meaning between the two sentences.
Last time, you have listened to an informative text about the culture of India, now
it’s time for you to know additional information about India. You will read a selection
about the characteristics of Indian Literature.
But, let us first define the unfamiliar words you will encounter in the text. Let’s do
it through Vocabulary Mapping.

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Activity 3: VOCABULARY MAPPING
Give the meaning of the italicized words using the vocabulary mapping procedure.
1. rituals and prayers
2. discourses between teachers and pupils
3. moral undertones
4. cultural revival
Process for Vocabulary Mapping:
Accomplish the vocabulary mapping worksheet by following the procedure below:
 There will be 4 squares in each worksheet. Place the italicized word at the middle
of each square.
 Label each of the four corners of the square with the following headings:
definition, synonym, sentence and picture.
 Complete what is being asked for under each of the four headings
 Share your map with the class.
 Study and follow the given example below.
Patient
Definition Synonym
Sentence
Picture
Tolerant
Uncomplaining
Thoughtful
Tom was very patient with me when I didn’t
understand how to play soccer. He helped
me join in the game.
To be patient is to care enough about
someone so that they have time to
understand.

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VOCABULARY MAPPING WORKSHEET
Name: ____________________________ Year and Section:__________
1. 2.
3. 4.
Definition Synonym
Sentence
Picture
Definition Synonym
Sentence Picture
Definition Synonym
Sentence
Picture
Definition Synonym
Sentence Picture

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The Literature of India is one of the indelible marks of its culture. It has
its own unique development. In centuries, it produced some of the most famous literary
works in the world.
Read and analyse the selection below. Find out what are the factors that
contributed to the development of Indian Literature.
Reading Text
CHARACTERISTICS OF INDIAN LITERATURE
Sanskrit literature originated with an oral tradition that produced the
Vedic holy texts, sometime after 1500 B.C. The Aryans, who came from Central
Asia bringing their own Gods with them, memorized these sacred literatures, the
Vedas, which means “knowledge.” The oldest of these holy works is the Rig
Veda-“the Veda of praise”-a collection of 1017 hymns addressed to the various
Gods of the Aryans. After the Rig Veda, came the Brahmanas, which codified the
rituals and prayers of the Brahmins, the priests of the Aryans. The Brahmanas
were followed by the Upanishads, which were discourses between teachers and
pupils. Then came the Puranas, which were essentially the history of the Aryan
race and its relationship with the gods.
The two most famous Puranic epics are the Mahabhrata and the
Ramayana, which have since been used as the sources of countless literary
works. The Mahabharata interwove ideas about cosmology, statecraft, philosophy
and the science of war into its stories of the deeds of Gods and men. It was
considered to be the longest poem in any language. The Ramayana simply
recounted a sequence of heroic adventures, many of them with moral
undertones.
When Sanskrit grammar was evolved beginning about 400 B.C., the
literary works aimed to put in order all learning in the form of laws for the arts and
sciences, called shastras, as well as poetry and stylized drama. Prior to this, the
Indian constitution recognized several official languages. This resulted in the
production of regional literature. Major writers such as Bhartrihari, and Mayura
emerged when classical poetry reached its peak in the 7th century A.D. Kalidasa,
one of the notable poets, is better known for his play Sakuntala.

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Comprehension Questions:
1. Describe briefly the development of Indian Literature.
2. Explain the role played by religion in Indian literature.
3. Differentiate Ramayana from Mahabharata as to theme.
4. How do the country’s several languages affect the development of Indian literature?
5. How was English accepted as literary medium?
You got additional information about India. Do you find it easy to answer the
comprehension questions? If you didn’t, let me give you input on how you will find
the answers to the questions easily and rapidly. This is through skimming of the
article.
As you go through school, you will be expected to do research work in the
library. Skimming helps you to get a quick overview of the material you are about to
read. Skimming also helps you to become familiar with the facts stated in the
article.
How do you do it? Here are the key points.
Modern Indian literature started with establishment of civil service training
schools and printing presses early in the 19th century. Western literary and
philosophical writings produced a cultural revival, while vernacular language and
culture was taught to British colonial officials.
Twentieth-century writing has managed to keep alive the sentimental
romanticism of the 19th century, while nationalist leaders such as Mahatma Gandhi
influenced the development of social realism in the earlier works.
Writing in English was viewed with mixed feelings in post-Independence India
but was well established nevertheless. Pioneers in this field included Michael Dutt
(1824-73) and Sudhindranath (1901-60), Tagore, and Sri Aurobindo. Sarojini Naidu
achieved fame both as a poet in English and as patriot

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Skimming for Major Ideas
To skim effectively, let your eyes move quickly over the reading material.
The titles, subtitles and illustrations will give you clues about the content of the
material. If there are no subtitles and illustrations, do the following:
1. Read carefully the topic sentence in the first paragraph, and then skip rapidly to the
next paragraph. In this way, you can get all your facts without having to spend too
much time on the reading matter.
2. If the reading material does not have explicit topic sentences, glance down the
pages. Pick out sentences at random or select nouns and verbs which give you the
trend of the material. Exercise keen judgment as you search for catchwords.
3. Read sentences or parts of sentences at random throughout the article. This will
help you grasp the idea of the author as quickly as possible.
Activity 4: READ QUICKLY
Practice one of the methods of skimming. Browse the article again about the
Characteristics of Indian Literature and get the topic sentence for each paragraph.
What is being discussed in each paragraph?
Paragraph 1:
___________________________________________________________________
___________________________________________________________________
Paragraph 2:
___________________________________________________________________
___________________________________________________________________
Paragraph 3:
___________________________________________________________________
___________________________________________________________________
Paragraph 4:
___________________________________________________________________
___________________________________________________________________
Paragraph 5:
___________________________________________________________________
___________________________________________________________________
Paragraph 6:
___________________________________________________________________
___________________________________________________________________

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As a grade 8 student, you will often come across a material that is difficult to
remember. Thus there is a need for you to outline your reading material. Reducing
complex material to its outline form will make you understand what authors are
saying and how they are saying it.
How do you prepare a reading outline?
Keep these points in mind:
1. Read the material and determine its purpose and structure.
2. Pick out the writer’s thesis statement or controlling principle; if it is not explicitly
stated, express it in your own words.
3. Look for the major divisions and label each with a Roman numeral.
4. Give the subdivisions for each major divisions.
5. Check whether the divisions and subdivisions logically follow from the thesis
statement or purpose of the writer.
6. Compare your outline with the original material to check against any
misinterpretation or distortion of the content and structure of the original.
Remember that there are two kinds of outlines: the topic outline, in which the
entries are given in words or phrases, and the sentence outline, in which the
entries are complete sentences.

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Now, try to convert the selection you have just read to an outline. You can use
three-step word, phrasal or sentence outlines to organize your ideas.
Activity 5: OUTLINING
Fill out this outline of the development of Indian literature and give the
characteristics of each period.
Stages of Development Characteristics
I. Oral Literature I. Sacred/ holy texts
A. ___________________
B. ___________________
1. ______________
2. ______________
C. ___________________
D. ___________________
1. Ramayana
2. Mahabharata
II. Beginnings of Sanskrit Grammar
A. ___________________
B. ___________________
III. Modern Indian Literature

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The world is getting smaller but not in size. We can know what is happening
in other Afro-Asian countries by reading newspapers. This will also help us
understand their traditions and values.
Newspapers give us information about what is happening to our country or
to the world every day. It is said that people need news, as much as they need
eyes-in order to see what’s going on.
It is important for you as students to develop skills in getting information
from newspapers.
Most newspapers have several sections: News page, sports page, classified
advertisements, comics/cartoons, editorial, columns, and obituary.
Activity 6: GETTING INFORMATION FROM NEWSPAPERS
 Form a group and examine a newspaper. Note its different sections.
 Collect items belonging to every section. Display it around the room.
 Note how many stories are concerned with:
a. local news
b. national news
c. international news
 Answer the following questions.
1. What country does most of the international news come from?
2. What events are told about in the international news?
3. Is the news mostly good or bad?
4. What are the local news items mostly about?

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So, were you able to get and assess current information about other Afro-
Asian countries from the newspapers?
Let me give you another input about India. This time, you will watch a video
clip of the Kids Animation Epics containing the full episode of the Ramayana.
Activity 7: Video Critiquing
Watch the video clip and observe keenly. Be ready to do the following group tasks:
Group 1: Arrange the given events to get the summary of the Ramayana
Group 2: Accomplish the Actitude Analysis
Group 3: Identify the conflict in The Ramayana
Group 4: Identify the theme of Ramayana
Group 5: Writing a script of Ramayana
http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html
Group 1: Narrate the Events
Arrange the following events in order of the diagram. Write numbers 1 to 10.
Then, retell the story in your own words.
____ Rama, always obedient, is as content to go into banishment in the forest as to
be crowned king. Sita convinces Rama that she belongs at his side and his brother
Lakshman also begs to accompany them. Rama, Sita and Lakshman set out for the
forest.
____ King Dasharatha, Rama's father, decides it is time to give his throne to his
eldest son Rama.Everyone seems pleased. However Rama's step-mother, the king's
second wife, is not pleased. She wants her son, Bharata, to rule. Because of an oath
Dasharatha had made to her years before, she gets the king to agree to banish Rama
for fourteen years and to crown Bharata, even though the king, on bended knee, begs
her not to demand such things.

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____ Dasharatha, King of Ayodhya, has three wives and four sons. Rama is the
eldest. Bharata is the second and the other two are twins, Lakshman and
Shatrughna.
____ In a neighboring city the ruler's daughter is named Sita. When it was time for
Sita to choose her bridegroom, at a ceremony called a swayamvara. Sita indicates
she has chosen Rama as her husband by putting a garland around his neck. The
disappointed suitors watch.
____ Ravana devises a plan to abduct Sita. He sends a magical golden deer which
Sita desires. Rama and Lakshman go off to hunt the deer, first drawing a protective
circle around Sita and warning her she will be safe as long as she does not step
outside the circle. As they go off, Ravana (who can change his shape) appears as a
holy man begging alms. The moment Sita steps outside the circle to give him food,
Ravana grabs her and carries her off to his kingdom in Lanka.
___ Rama is broken-hearted when he returns to the empty hut and cannot find
Sita. A band of monkeys offer to help him find Sita. Ravana has carried Sita to his
palace in Lanka, but he cannot force her to be his wife so he puts her in a grove and
alternately sweet-talks her and threatens her in an attempt to get her to agree to
marry him. Sita will not even look at him but thinks only of her beloved Rama.
Hanuman, the general of the monkey band can fly since his father is the wind, and
Hanuman flies to Lanka and, finding Sita in the grove, comforts her and tells her
Rama will soon come and save her.
___ Bharata, whose mother's evil plot has won him the throne, is very upset when
he finds out what has happened. Not for a moment does he consider breaking the
rules of dharma and becoming king in Rama's place. He goes to Rama's forest retreat
and begs Rama to return and rule, but Rama refuses.
___ Years pass and Rama, Sita and Lakshman are very happy in the forest. One day a
rakshasa princess tries to seduce Rama, and Lakshmana wounds her and drives her
away. She returns to her brother Ravana, the ten-headed ruler of Lanka, and tells her
brother (who has a weakness for beautiful women) about lovely Sita.

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6
5 7
4 8
3 9
2 10
1
Ending
Beginning
Group 2: Analyze the Actitude (Action/Attitude)
Fill out the Actitude Analysis below and discuss your analysis in front of the class.
Other groups are free to agree/ disagree on the answers of the group reporting
in front of the class.
Process for Actitude (Action/Attitude) Analysis
 First enumerate the attitudes/values of the characters revealed in the video
 Then write the corresponding actions/ practices that will serve as your
evidences.
 Analyze everything and come up with the summary of your analysis.
____ Rama frees Sita. After Sita proves here purity, they return to Ayodhya and
Rama becomes king. His rule, Ram-rajya, is an ideal time when everyone does his or
her dharma and "fathers never have to light the funeral pyres for their sons."
___ Ravana's men capture Hanuman, and Ravana orders them to wrap Hanuman's tail
in cloth and to set it on fire. With his tail burning, Hanuman hops from house-top to
house-top, setting Lanka afire. He then flies back to Rama to tell him where Sita is.
Rama, Lakshman and the monkey army build a causeway from the tip of India to Lanka
and cross over to Lanka. A might battle ensues. Rama kills several of Ravana's brothers
and then Rama confronts ten-headed Ravana. Rama finally kills Ravana.

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Group 3: Validate the Conflict
 Identify the conflict in the story “Ramayana”
 Do this through a graphic organizer, how the conflict shaped the course of the
story and how it was resolved.
Group 4: Examine the Theme
 Identify the theme of “Ramayana”
 Process the activity by answering the following questions.
1. What is the theme of the play?
2. What ideas lead you to identifying the theme?
3. How is the theme of Ramayana similar or different from the other themes of
dramas/movies you watch on television?
4. What does this reveal about Afro-Asian plays?
5. How does the theme affect you as a person?
6. Were you able to relate an experience, a thought or a personal feeling with the
story? Explain your answer.
Attitudes/Values Action/Practices
Actitude Analysis of...
Summary
CONFLICT
Resolution
How it shaped
the flow of the
play
How the
character deal
with it

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Group 5: Create your Own Script
 In your own words, create a script of Ramayana.
 Check the script you made with that on the video.
http://www.bollydb.in/playvideo-k3lPGfvF2Bk.html
 Read dramatically your written script.
Recall the lines in the video clip, “The Ramayana.” Think about the way Sita
must have felt when she said to Rama these lines:
"As shadow to substance, so wife to husband, is not the wife's dharma to be at her
husband's side? Let me walk ahead of you so that I may smooth the path for your feet,"
If you were acting out a dialog, how would you convey Sita’s feeling as she
begged to accompany Rama to his retreat?
When people talk, can you guess how they feel and what their attitudes are?
You can if you listen well to their pitch, stress, and intonation.
Pitch refers to the highness or lowness of a sound; stress or accent refers to
the greater or lesser force given to a certain syllables or words; intonation refers
to the way the voice goes either up or down at the end of the sentence.
A person who is in great fear may utter stressed sounds in a high pitch as when
calls out:
Fire! Look!
Help! Run!
A person who is embarrassed may stutter in a low pitch as when one says:
I’m s-s-s-sorry.
P-p-p-please f-f-forgive me.
One who is doubtful may use a rising intonation for a statement as in:
He holds office in this building?

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One who scorns or wants to emphasize a place, person, or thing stresses a
demonstrative adjective before that noun, as in;
He holds office in this building.
One who has self-confidence and poise may use a normal pitch, stress and
intonation pattern as in;
The battle began.
How can you identify a person’s attitudes and feelings?
You can identify attitudes and feelings by listening
to the way a person speaks.
Activity 8: Oral Practice
Get a partner and take turns in reading and listening to the following dialogues
from The Ramayana. Identify the feeling expressed by your partner through his/her
intonation, stress, and pitch.
1. "I gladly obey father's command,"- Rama
2. "The eldest must rule, please come back and claim your rightful place as king."
- Bharata
3. “You must stand vigilant, guarding a sacrifice from demons for six days and seven
nights” – Visvamitra
4. “My husband, remember when I saved your life in the battlefield so many years ago?
And do you remember that you granted me two boons at that time. The time has
come for you to fulfill your promise!” – Kaikeyi
5. “Oh woman, have you no heart? Please ask anything but not that.” – King Dasaratha

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Did you make clear and interesting explanations about your answers in
the last activity? You can improve your skill in expressing your ideas clearly and
interestingly by using different sentence structure.
You learned in your previous lessons that, when classified according to
structure, there are four kinds of sentences: simple, compound, complex, and
compound-complex. If you are not sure of the characteristics of each of these, here
are key points to refresh your memory before going further.
Kinds of Sentences According to Structure
A. Simple sentence – is a sentence with one independent clause and no subordinate
clause. It may contain two or more verbs or two or more subjects connected by
subordinators, but this does not alter the fact that only one thought is expressed.
Examples:
1. King Dasharata had four sons.
2. Lakshman and Shatrughna were twins.
3. King Dasharatha decides it is time to give his throne to Rama and retire to the forest.
4. Sita and Lakshman begged and convinced Rama to let them set out for the forest.
B. Compound Sentence – is a sentence composed of two or more independent
clauses but no subordinate clauses. The clauses of a compound sentence may be
separated from each other by means of semi-colons or by means of commas followed
by coordinating conjunctions, or semi-colons followed by sentence connectors. You may
separate the two main clauses of a compound sentence into two simple sentences.
The most common coordinators are:
and or nor so
but for yet

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The most common sentence connectors are:
therefore moreover indeed while
also hence in fact nevertheless
However thus consequently furthermore
Examples:
1. Bharata begs Rama to return to the palace but the latter refuses.
2. Rama goes off to hunt the deer, while Lakshman draw a protective circle around Sita.
C. Complex Sentence - is a sentence containing one independent clause and at least
one subordinate clause.
Examples:
1. When Sita steps outside the circle, Ravana grabs her and carries her off to his
kingdom in Lanka.
2. Ravana’s men capture Hanuman before he could finish conversing with Sita.
D. Compound- Complex sentence – contains two or more independent clauses and at
least one subordinate clause.
Examples:
1. The people who were in the kingdom are pleased with Rama , but Kaikeyi plotted an
evil plan against him.
2. Kaikeyi requested that her son be made the regent king and Rama should be exiled
in the forest.

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Activity 9: Sentence Structure Test
Write what kind of sentence each of the following is: simple, compound, complex,
or compound-complex. Be prepared to explain your answer.
1. After the supplies are delivered, we will decorate the gym.
2. We know that the art department has worked very hard, and we appreciate their
efforts.
3. If we start early, we can finish before noon.
4. Arrange the flowers artistically.
5. Somebody must stand at the door and collect the tickets.
6. This dance should be a success, because we have already sold several hundred
tickets.
7. We have elected a king and queen for the dance, and they will lead the Grand March.
8. The clean-up committee will report tomorrow at noon.
9. Cherry moves the table at the center.
10. Yoni does the arrangements for the tickets.
Activity 10: Write a Reflection
Write a short summary of the insights you have gained about the two characters
in “The Ramayana”. Use a mixture of simple, compound, complex and compound-
complex sentences to make your summary interesting.
 Characterize Rama as a husband and Sita as a wife.
 How did Sita show her love and devotion to her husband? How about Rama to
his wife?
 What conclusion can you make about the Indian women and men of their time?
 Do you see any similarities between Indian men and Filipino men? Or Indian
women and our Filipino women? In what way are they similar?

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Have you had enough information about India? Do you understand now
why they are said to be a remarkable people?
Now, we will have another country, Persia. Let’s try to know Persian
people by studying their literature. Specifically, one of the best Persian Prose,
the Rubaiyat of Omar Khayam.
Background on Persian Literature
Persian literature refers to the body of writings in Modern Persian, the
form of the Persian language that emerged in the 19th century, especially in north-
eastern Iran. The first writings in Modern Persian were in verse. As prose translation
from Arabic were made, improvements based on Arab literary conventions and use of
literary devices, were introduced.
The Rubaiyat of Omar Khayam, scattered philosophical quatrains of rare
music and charm, was written in answer to the many questions about life. What makes
it outstanding is the fact that these verses were written, not by a man of letters, but by a
famous mathematician and astronomer who lived in Persia in the eleventh century for
the readers of the western world.
Let’s try to find out the general mood or tone of the poem? Find the lines
that describe it. But before you do it, answer this vocabulary test.
Activity 11: BUILDING YOUR VOCABULARY
Match column A with column B
A B
____1. turret a. a large inn
____2. anon b. soon
____3. vintage c. rundown
____4. caravanserai d. an earlier model
____5. battered e. projecting tower

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Poetry Reading
The Rubaiyat of Omar Khayam
Translated by Edward Fitzgerald
Wake!
For the Sun, who scattered into flight
The Stars before him from the Field of
Night,
Drives Night along with them from
Heav'n and strikes
The Sultán's Turret with a Shaft of Light.
And, as the Cock crew, those who stood
before
The Tavern shouted--"Open, then, the
Door!
You know how little while we have to
stay,
And, once departed, may return no
more."
Come, fill the Cup, and in the Fire of
Spring
The Winter Garment of Repentance
fling:
The Bird of Time has but a little way
To fly -- and Lo! the Bird is on the Wing.
The Worldly Hope men set their Hearts
upon
Turns Ashes -- or it prospers;
and anon,
Like Snow upon the Desert's dusty
Face
Lighting a little Hour or two -- is gone.
Think, in this batter'd Caravanserai
Whose Doorways are alternate Night
and Day,
How Sultan after Sultan with his Pomp
Abode his Hour or two and went his
way.
Ah, my Beloved, fill the Cup that clears
TO-DAY of past Regrets and future
Fears:
To-morrow! Why, To-morrow I may be
Myself with Yesterday's Sev'n thousand
Years.
For some we loved, the loveliest and the
best
That from his Vintage rolling
Time has prest,
Have drunk their Cup a Round or two
before,
And one by one crept silently to rest.
Ah, make the most of what we yet may
spend,
Before we too into the Dust descend;
Dust into Dust, and under Dust, to lie,
Sans Wine, sans Song, sans Singer,
and--sans End!
Oh threats of Hell and Hopes of
Paradise!
One thing at least is certain--This Life
flies:
One thing is certain and the rest is lies;
The Flower that once is blown for ever
dies.

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Let’s find out if you understand the poem through Reading Meaning into
Poetry.
Activity 12: READING MEANING INTO POETRY
Encircle the letter of the most appropriate meaning of each of the following
passages.
1. The Bird of Time has but a little way
a. Life is short
b. Birds cannot fly for a long time.
c. Birds die fast.
2. The Worldly Hope men set their Hearts upon
Turns Ashes -- or it prospers;
a. Men’s desires either fail or suceed.
b. Men burn their hopes.
c. When men hope, their hurts burn.
3. How Sultan after Sultan with his Pomp
Abode his Hour or two and went his way.
a. No matter how rich a person is, time comes when he becomes poor.
b. Even rich men just live the life meant for them, and then they die.
c. A rich man does not stay permanently in a palace.
4. Oh threats of Hell and Hopes of Paradise!
One thing at least is certain--This Life flies:
a. Life is destined for hell or paradise.
b. Everyone should think about hell and paradise.
c. Life on earth soon ends.
5. One thing is certain and the rest is lies;
The Flower that once is blown for ever dies.
a. All flowers die after it has bloomed.
b. Only one thing is certain in this world; all that live, die.
c. Once a thing dies, it does not live again.

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Activity 13: WHAT’S ON YOUR MIND?
What is the author’s concept of life and death? Answer this using a concept
map. See the sample below.
Activity 14: Writing Experience
Choose a passage from the poem, “The Rubaiyat of Omar Khayam,” and
write your reflections on it.
Example:
The Bird of Time has but a little way
Pointers for writing the reflection
1. Interpret the meaning of the lines by paraphrasing or re-stating it.
2. Relate an experience in your life or observation around you that helps explain or
illustrate the meaning of the lines.
3. Conclude with your own view of the passage. Do you agree or believe in it? Is it an
Afro-Asian or universal concept? How does it influence one’s attitude in life?

130
As you go through your formal education, you will be expected to study or do
research work. For these, you will have to do a lot of reading. To be able to come up
with your assignment on time, you must know how to read fast.
One method of fast reading is scanning. Scanning involves moving the eyes
quickly down a page to find facts or details quickly. Let’s try this one.
Activity 15: SCANNING FOR SPECIFIC INFORMATION
Scan the following passage and find out the following information. Identify key
words that will help you find the needed information.
Information to be located:
1. What are inseparable in Asia?
2. What are regarded as valued “classical” traditions in Asia?
3. What makes it difficult to draw a sharp borderline between dance, ceremonies and
rituals?
4. Why is Asia called as treasury of traditions representing development of theatrical
performances?

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Asian Traditional Theatre and Dance
1. The interrelatedness of drama, dance and music
In Asia, drama, dance and music are inseparable. Most of the traditional
forms of Asian performing art combine drama, dance and music into a kind of
whole in which it is difficult to draw a clear borderline between these art forms.
Most of the Asian traditions employ either dance or dance-like, stylized
movements, while movements are frequently interwoven with text. In addition to
this, most of the traditions are characterized by their own specific musical styles
or genres. The acting technique, which employs dance-like body language, is
usually very intricate and it demands many years of arduous training, as
western ballet technique, for example, does. Therefore in Asia it is simply not
possible to classify stage arts as nonverbal “dance” or “spoken theatre”.
2. The Interaction between “Living Theatre” and Puppet Theatre
In Asia, puppet theatre and one of its variations, shadow theatre, are
often regarded as valued “classical” traditions. In Asia there are dozens of
important forms of puppet theatre. One could generalize that shadow theatre
usually represents the early strata of puppetry with a long history and religious
or magical connotations. In shadow theatre the silhouette-like figures are often
cut from leather or other transparent or semi-transparent materials and they are
seen through a cloth screen while manipulated by one or more puppeteers.
The interaction of puppet theatre and “living theatre” is one of the characteristics
of Asian theatrical traditions.
3. Relationship with Religion
In many of the Asian cultures, theatre and dance are still organically
related religions and other belief systems today. This deep intermingling of
theatre, dance and religion makes it difficult to draw a sharp borderline between
dance, ceremonies and rituals, as will be apparent later.
4. The Preservation of Ancient Forms
In Asia there is an abundance of theatrical traditions with histories of
hundreds, sometimes even thousands, of years in which the performance
traditions with specific acting techniques are also still preserved. This may be
due to the deep interrelationship with religion and rituals. Religious art tends to
be conservative in nature and changes of style are mainly avoided. Thus Asia is
a treasury of traditions representing different stages of the development of
theatrical performances from stone-age rituals to later, complex court
performances and to modern, often western-influenced styles.
Most of these traditions preserve not only a literary heritage, but also an acting
technique, costuming, masks, a make-up system etc. that have retained much
of their original qualities throughout the centuries.
http://www.xip.fi/atd/introduction/introduction.html

132
At this point, has your knowledge of the traditions and values of selected Afro-
Asian counties increased? Are you now ready to modify your initial answer to the focus
question: As a Filipino, how can you better understand your identity as an Asian?
Answer the Focus Question by giving your Revised Answer in the IRF grid based
from the concepts discussed/covered.
Initial Answer
Revised Answer
Final Answer
UNDERSTANDING:
Hello there! Congratulations for making it this far. Now that you know the
important ideas/concepts about our topic, let’s go deeper by moving on to the next level.
Your goal in this section is to take a closer look at some aspects of the topic. You
have learned from the previous activities that the traditions and values of people have
come down to us through oral language, literature, and in theatre and dance. The Afro-
Asian countries share some common characteristics, but each one manifests peculiar
qualities.
Activity 16: CHECK AND BALANCE
What have you learned so far? Choose one Informative or Literary text you had
in our previous lesson. Write your four reasons of choosing it. Plot them on the chart
below and answer the questions that follow.
Title of Informative/Literary Text
1. Indian Culture 4. The Ramayana
2. The Prophet by Khalil Gibran 5. Rubaiyat of Omar Khayam
3. Characteristics of Indian Literature 6. Asian Traditional Theater and Dance

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1. How do these informative/literary texts help you understand the different traditions
and values of Afro-Asian Countries?
2. In what manner do these informative / literary texts help you understand your identity
as an Asian?
Continue sharing your knowledge and views to others through this activity.
What would you do if you were in these situations?
Activity 17: REAL LIFE SITUATIONS
 Do the following group tasks
 Decide an action if you were in these situations
Group 1: Choosing between father and a boyfriend
Group 2: Letting go a friend due to some conflicts
Group 3: Staying away from peers due to family pressure
Group 4: Deciding between a love one and a newly found faith/religion
Group 5: Deciding whether to live independently or to stay with parents after schooling
Title of
Informative/
Literary Text
Reason
Reason
Reason
Reason

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You are about to read another literary work, this time a play entitled
“Sakuntala” done by a well known poet Kalidasa. What do you know about him?
Let me give you important information about him.
Author’s Background
Kalidasa, who live in the 4th century and the early 5th century, is
considered Indias’s preeminent classical poet. His epic poems include
Raghuvansa (Dynasty of Raghu) and Maghaduta (The Cloud Messenger),
which is a beautiful lyric poem about separated lovers.
The most famous of Kalidasa’s works is his poetic drama Sakuntala
(also known as Abhijnanashakuntala, Shakuntala and the Ring of
Reconcillation).
Sakuntala had a profound impact on German author Johann Wolfgang
Goethe and on other European writers who encountered it in translation in
the 18th century.
Before you start reading “Sakuntala”, try to unlock some vocabulary
words found in the selection.
Activity 18: VOCABULARY TEST
Choose the word from the word pool which means the same as the word or
words in the parentheses.
heralds curse
hesitate ashram
apparently dynasty
garland blurs

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(1) An ___________________ (abode, refuge) is the home of the family – the
basic unit of society. It is from the family that individuals come to birth and it is within the
family that they find the first school of the social virtues that are important to build a
society. (2)_______________ (obviously) parents are the first teachers.
Every child is a gift to its brothers, sisters, parents and entire family. They say a
good child is a (3) _____________ (wreath of flowers) that brings honor to the parents
while a black sheep is a (4) _____________ (damnation), but nevertheless, the child is
loved and cared for.
In most cases the family (5) ____________ (announces) progress and strives to
contribute to national development. Family members don’t (6) ___________ (waver) to
pursue fields of endeavor that would bring them honor and glory. Take for example the
political (7) ___________ (ancestry lines of hereditary rulers) we have in the country.
Getting into the Selection
 Read the selection silently.
 Then, choose the character you prefer and read its lines aloud.
Shakuntala by Kalidasa (Act IV)
(Excerpts)
Sharngarava(listening to the song of koïl-birds).
Father,
The trees are answering your prayer
In cooing cuckoo-song,
Bidding Shakuntala farewell,
Their sister for so long.
Invisible beings.
May lily-dotted lakes delight your eye;
May shade-trees bid the heat of noonday cease;
May soft winds blow the lotus-pollen nigh;
May all your path be pleasantness and peace.
(All listen in astonishment.)
Gautami.
My child, the fairies of the pious grove bid you farewell. For they love the household.
Pay reverence to the holy ones.
Shakuntala(does so. Aside toPRIYAMVADA).
Priyamvada, I long to see my husband, and yet my feet will hardly move. It is hard,
hard to leave the hermitage.

136
Priyamvada.
You are not the only one to feel sad at this farewell. See how the whole grove feels at
parting from you.
The grass drops from the feeding doe;
The peahen stops her dance;
Pale, trembling leaves are falling slow,
The tears of clinging plants.
Shakuntala(recalling something).
Father, I must say good-bye to the spring-creeper, my sister among the vines.
Kanva.
I know your love for her. See! Here she is at your right hand.
Shakuntala(approaches the vine and embraces it).
Vine sister, embrace me too with your arms, these branches. I shall be far away from you
after to-day. Father, you must care for her as you did for me.
Kanva.
My child, you found the lover who
Had long been sought by me;
No longer need I watch for you;
I’ll give the vine a lover true,
This handsome mango-tree.
And now start on your journey.
Shakuntala(going to the two friends).
Dear girls, I leave her in your care too.
The two friends.
But who will care for poor us? (They shed tears.)
Kanva.
Anusuya! Priyamvada! Do not weep. It is you who should cheer Shakuntala. (All walk
about.)
Shakuntala.
Father, there is the pregnant doe, wandering about near the cottage. When she becomes a
happy mother, you must send some one to bring me the good news. Do not forget.
Kanva.
I shall not forget, my child.
Shakuntala(stumbling).
Oh, oh! Who is it that keeps pulling at my dress, as if to hinder me? (She turns round to
see.)
Kanva.
It is the fawn whose lip, when torn
By kusha-grass, you soothed with oil;
The fawn who gladly nibbled corn
Held in your hand; with loving toil
You have adopted him, and he
Would never leave you willingly.
Shakuntala.
My dear, why should you follow me when I am going away from home? Your mother died
when you were born and I brought you up. Now I am leaving you, and Father Kanva will
take care of you. Go back, dear! Go back! (She walks away, weeping.)

137
Kanva.
Do not weep, my child. Be brave. Look at the path before you.
Be brave, and check the rising tears
That dim your lovely eyes;
Your feet are stumbling on the path
That so uneven lies.
Sharngarava.
Holy Father, the Scripture declares that one should accompany a departing loved one only to
the first water. Pray give us your commands on the bank of this pond, and then return.
Kanva.
Then let us rest in the shade of this fig-tree. (All do so.) What commands would it be fitting
for me to lay on King Dushyanta? (He reflects.)
Anusuya.
My dear, there is not a living thing in the whole hermitage that is not grieving to-day at
saying good-bye to you. Look!
The sheldrake does not heed his mate
Who calls behind the lotus-leaf;
He drops the lily from his bill
And turns on you a glance of grief.
Kanva.
Son Sharngarava, when you present Shakuntala to the king, give him this message from
me.
Remembering my religious worth,
Your own high race, the love poured forth
By her, forgetful of her friends,
Pay her what honour custom lends
To all your wives. And what fate gives
Beyond, will please her relatives.
Sharngarava.
I will not forget your message, Father.
Kanva(turning toSHAKUNTALA).
My child, I must now give you my counsel. Though I live in the forest, I have some
knowledge of the world.
Sharngarava.
True wisdom, Father, gives insight into everything.
Kanva.
My child, when you have entered your husband’s home,
Obey your elders; and be very kind
To rivals; never be perversely blind
And angry with your husband, even though he
Should prove less faithful than a man might be;
Be as courteous to servants as you may,
Not puffed with pride in this your happy day:
Thus does a maiden grow into a wife;
But self-willed women are the curse of life.
But what does Gautami say?
Gautami.
This is advice sufficient for a bride. (ToSHAKUNTALA.) You will not forget, my child.
Kanva.
Come, my daughter, embrace me and your friends.

138
Shakuntala.
Oh, Father! Must my friends turn back too?
Kanva.
My daughter, they too must some day be given in marriage. Therefore they may not go to
court. Gautami will go with you.
Shakuntala(throwing her arms about her father).
I am torn from my father’s breast like a vine stripped from a sandal-tree on the Malabar hills.
How can I live in another soil? (She weeps.)
Kanva.
My daughter, why distress yourself so?
A noble husband’s honourable wife,
You are to spend a busy, useful life
In the world’s eye; and soon, as eastern skies
Bring forth the sun, from you there shall arise
A child, a blessing and a comfort strong—
You will not miss me, dearest daughter, long.
Shakuntala(falling at his feet).
Farewell, Father.
Kanva.
My daughter, may all that come to you which I desire for you.
Shakuntala(going to her two friends).
Come, girls! Embrace me, both of you together.
The two friends(do so).
Dear, if the good king should perhaps be slow to recognise you, show him the ring with his
own name engraved on it.
Shakuntala.
Your doubts make my heart beat faster.
The two friends.
Do not be afraid, dear. Love is timid.
Sharngarava(looking about).
Father, the sun is in midheaven. She must hasten.
Shakuntala(embracingKANVAonce more).
Father, when shall I see the pious grove again?
Kanva.
My daughter,
When you have shared for many years
The king’s thoughts with the earth,
When to a son who knows no fears
You shall have given birth,
When, trusted to the son you love,
Your royal labours cease,
Come with your husband to the grove
And end your days in peace.
Gautami.
My child, the hour of your departure is slipping by. Bid your father turn back. No, she would
never do that. Pray turn back, sir.
Kanva.
Child, you interrupt my duties in the pious grove.
Shakuntala.
Yes, Father. You will be busy in the grove. You will not miss me. But oh! I miss you.

139
Let’s try to figure out if you understand the selection. Do the following
activities as you go deeper in your search for knowledge.
Activity 19: CHARACTER MAP
 Describe Sakuntala as a daughter, as a sister and as a friend.
 Describe Kanva as a father.
 Cite proof/evidence to your answer
Kanva.
How can you think me so indifferent? (He sighs.)
My lonely sorrow will not go,
For seeds you scattered here
Before the cottage door, will grow;
And I shall see them, dear.
Go. And peace go with you. (ExitSHAKUNTALA,withGAUTAMI, SHARNGARAVA,andSHARADVATA.)
The two friends(gazing long after her. Mournfully).
Oh, oh! Shakuntala is lost among the trees.
Kanva.
Anusuya! Priyamvada! Your companion is gone. Choke down your grief and follow
me. (They start to go back.)
The two friends.
Father, the grove seems empty without Shakuntala.
Kanva.
So love interprets. (He walks about, sunk in thought.) Ah! I have sent Shakuntala away,
and now I am myself again. For
A girl is held in trust, another’s treasure;
To arms of love my child to-day is given;
And now I feel a calm and sacred pleasure;
I have restored the pledge that came from heaven.
(all exit)
Proofs/
Evidences
Name of the
Character
Descriptions

140
Activity 19: ACTIVE- KNOWLEDGE SHARING
Participate in the class discussion by answering the folowing questions.
1. How is Kanva similar to most fathers nowadays?
2. What advices did he give his daughter in her relation with her husband, her
husband’s family, the people around her?
3. As described in the excerpt what is the concept regarding the role of a woman as
bride?
4. What Indian traditions and values were mentioned in the story? Relate it
to Filipino traditions and values.
5. Go over the text again and list down common practices that we still
observe nowadays.
Activity 20: CHARACTER’S EMOTION
Pick one line of a character from the story and deliver it dramatically in front of the class
Example:
ANASUYA: Even people ignorant of worldly affairs
would say that the King had not behaved like a
gentleman towards Shakuntala. (Complaining)
SHAKUNTALA: So I became bride again. I will
never have friends like you. (She drops tears)
PRIYAMVADA: Anasuya, hurry. We are arranging
for the departure of Shakuntala. (With Joy)

141
Activity 21: READERS CIRCLE
Group into five and write your interpretation for the following excerpts in depth
using the Readers Circle Strategy. Read, discuss and respond to the dialogue assigned
to your group.
Choose a representative to report what you have discussed.
Process for the Readers Circle Strategy
1. Be sure to work with your members.
2. Assign roles for your members (clarifier, summariser, timekeeper etc).
3. Analyse the assigned text/lines to your group.
4. You will be given time to prepare for your roles in the circle.
5. Assign who will be your facilitator for the circle.
6. You will be given a self and peer assessment checklist to be filled-up after your
group’s discussion.
Group 1. Priyamvada: You are not the only one to feel sad at this farewell.
See how the whole grove feels at parting from you.
The grass drops from the feeding doe;
The peahen stops her dance;
Pale, trembling leaves are falling slow,
The tears of clinging plants.
Group 2. Kanva: Do not weep, my child. Be brave.
Look at the path before you.
Be brave, and check the rising tears
That dim your lovely eyes;
Your feet are stumbling on the path
That so uneven lies.
KANVA: How grief weakens me when I see all
those grains you scattered in offering of the
cottage door sprouting! Go now! God be with you
on your journey. (Sighing with grief)

142
Group 3. Kanva:My child, when you have entered your husband’s home,
Obey your elders; and be very kind
To rivals; never be perversely blind
And angry with your husband, even though he
Should prove less faithful than a man might be;
Be as courteous to servants as you may,
Not puffed with pride in this your happy day:
Thus does a maiden grow into a wife;
But self-willed women are the curse of life.
But what does Gautami say?
Group 4. Shakuntala: I am torn from my father’s breast like a vine stripped
From a sandal-tree on the Malabar hills.
How can I live in another soil? (She weeps.)
Group 5. Kanva: So love interprets. (He walks about, sunk in thought.)
Ah! I have sent Shakuntala away, and now I am myself
again.
For A girl is held in trust, another’s treasure;
To arms of love my child to-day is given;
And now I feel a calm and sacred pleasure;
I have restored the pledge that came from heaven.
Self and Peer Assessment
Yes No
Some-
times
Evidence
Everyone participates
and shares in the
discussion process.
Communication is
interactive.
The group is supportive
of its individual members.
Group climate promotes
friendliness.
Group members often
ask questions for
clarification or
elaboration.
The group discussion
stays on topic or on
directly related issues.
The group is energetic
and enthusiastic.

143
Activity 22: SKETCH TO STRETCH
Sketch the topic assigned to your group in order to “stretch” or broaden and
deepen your imagination, ideas or concepts.
Group 1: Comic strips narrating the story Shakuntala
Group 2: Draw an illustration of the characters mentioned in the selection
Group 3: Reveal the theme of the story through a collage
Group 4: Have a visual presentation of the setting of the story
Group 5: Illustrate the traditions and values revealed in the selection
Activity 23: THINK PAIR
Answer the following questions with the help of a partner
1. What new realizations do you have about the traditions of Afro-Asian?
2. What similarities do you find between your values as a Filipino and the values of
other Afro-Asian countries discussed from lessons 1 to 3? How did you feel about
it?
3. Do you see the significance of studying the traditions and values of other Afro-
Asian countries? Explain your answer.

144
At last, you are now ready to give your final answer to the focus question.
“How can you better understand your identity as an Asian?” Write your Final
answer in the IRF grid below.
Initial Answer
Revised Answer
Final Answer
PRODUCT:
Your goal in this section is to apply your learning to real life situations. You will be
given a practical task which will demonstrate your understanding.
Right from the start of lesson 1 you have been gathering facts and opinions
about the traditions and values of people from selected Afro-Asian countries. You have
discovered also that the literature of these countries is a great tool in understanding
their beliefs and customs.
Furthermore, the previous lessons taught you how to write an informative
paragraph that leads you to have your own informative article. Also, you were given a
chance to write your own brochure.
This time, your target is to make a write-up promoting the informative and
creative exhibit you will put up. This exhibit should showcase the traditions and values
of selected Afro-Asian countries.

145
As part of your preparation for your exhibit, you need to write an event proposal
for your exhibit. Please take note of the following instructions on how you will do this.
How to Write an Event Proposal
Instructions
1. Write an introduction. Indicate the purpose of the event proposal. Mention
prior contact with the recipient or how you learned about the project. Say
something encouraging about your company or the project and give an
overview of the proposal's contents.
2. Discuss the background. State the problem or opportunity that has
brought about this event proposal.
3. Briefly state what it is you are proposing to do.
4. Discuss the benefits or advantages of doing the project.
5. Discuss how you will go about the event and what concepts or theory is
involved.
6. Discuss or describe what the finished product will look like and how will it
work.
7. Make a statement of feasibility. Describe the full benefits of the event.
8. Provide a schedule, timeline or list of project "milestones" for the project.
If you cannot cite specific dates for completion of key project phases,
estimate in number of days, weeks or months.
Read more: How to Write an Event Proposal |
eHow.com http://www.ehow.com/how_6115264_write-event-proposal.html#ixzz2ByM9uEwM

146
Activity 19 : TAKE MY PROPOSAL
You have learned how to write an event proposal from the guidelines above. You
will try your knowledge of the steps by doing the given exercise. Consider the scenario
below:
This is how you will write your event proposal:
1. Title Information:
 The title of the document should be centered in bold letters at the top of
the page and should say something such as "LETTER OF INTENT."
 On a line underneath, type what type of intent the letter is for, i.e., "Park
Enhancement Grant Program."
 On the left-hand side of the page, begin with the date. It's best to write the
date out. For example, write "August 21, 2012", instead of using,
"09/21/12", which tends to look less professional.
2. Address Information:
 The address and title information should be typed professionally and
correctly. If you are addressing the letter to John Dela Cruz, you would
address it to, "Mr. John Dela Cruz". If the letter is sent in care of a second
person, you would add that underneath in the following format:
Mr. John Dela Cruz
c/o Cherry De Vera
 The name of the addressee's organization or company goes on the line
below with the address following. For example:
You are the an event organizer in your company. You
have been asked to run a concert for a fund raising project
of a certain foundation. Your target is to invite sponsors
who will support your project. As part of your preparation
for the event is to write an event proposal. This letter will be
distributed to all the prospect sponsors.

147
Mr. John Dela Cruz
c/o Cherry De Vera
Department of Parks and Recreation
Pearl Drive, Ortigas, Pasig City
 Then type in the regarding line, i.e., "RE: PEG Letter of Intent." And type
in the "dear" line. For example, "Dear Mr. Dela Cruz".
3. Letter Body
 Keep paragraphs short and concise. Begin the letter with something such
as, "I submit this letter of intent to notify the Department of Parks and
Recreation of [enter name of organization here]'s intent to submit a
proposal for..." Add the remaining information and end the first paragraph
here.
 In the second paragraph, talk about your organization's intent and give a
brief description of the improvement or whatever the intent is. If you are
speaking of a specific park or organization, use proper names.
 In the final paragraph, let the reader know who your representative will be.
For example, "[Name] will be our main point of contact for the purposes of
the application process and can be reached at:"
 use a bulleted list for the contact information. For example:
• Mailing Address
• Phone Number
• E-mail Address
 In the final paragraph, thank the reader for the opportunity to participate in
whatever program to which you are applying. Complete and sign the letter
as follows:
Sincerely,
Your Name
Your Title

148
Process Questions:
1. Were you successful in writing your event proposal? Prove your answer.
2. What difficulty did you encounter in writing your letter of proposal? What did you
do about it?
3. Do you think your output meets the criteria for assessing an event proposal?
Why?
Assessment
The following criteria will be used in evaluating your event proposal:
1. Proper Business Letter Format (5 points)
 Heading, inside address, salutation, body, closing, etc. are present.
2. Focused Body Paragraphs (5 points)
 Distinct claims in each body paragraph explaining your project’s origins
and goals are evident.
3. Specific Details (5 points)
 Specific details in each body paragraph are provided. It doesn’t just
summarize and generalize.
4. Polished (5 points)
 The errors are checked thoroughly. There is a signature.
5. Passion (5 points)
 Demonstrated a choice of project that reflects your passions and future
goals. Showed how your choices relate to your dreams and previous
things you’ve done.

149
The planning process takes time and should not be rushed, that is why
it is a good idea to begin this as early as possible. The plan of action and
schedule would then be drawn up based on the ideas created by your class
and will be used on the day of the event.
You are going to come up with a similar output as follows:
How are you going to do this? There are many creative ways on how to put up an
exhibit. Take a look at this.
How to Put Up the Best Exhibition Display
Putting up an exhibition, whether it is a large event or a small activity,
can be stressful thing to organize and run on. Here are some of the
important aspects to consider in putting up an informative and creative
exhibit:

150
1. Find the right equipment to put up a good display and promoting the
exhibit. Many people will have been to exhibitions for various and will have
noticed that in these events the key to a successful exhibition is promotion
and communication.
2. Plan carefully where you will place each unit, making sure that the people
are able to see and understand what is being displayed (products, leaflets,
brochures, booklets, prototypes, samples, pictures etc.)
3. Choose a theme. It’s not enough to simply have lots of artwork you’d like
to exhibit; in order to tie each piece together, you need to come up with a
focus.
4. Advertise the exhibition. Consider doing press releases. Put up posters
around local art schools, universities, trendy areas, cafes, clubs, or even the
supermarket bulletin boards. Get in touch with local newspapers and tell
them about the upcoming exhibition.
5. Entertain with food and drink. If you can afford it, offer beverages such as
champagne, wine or juice, along with finger food or buffet. Or reserve this
just for the opening night or morning to share among those who come to an
invitation-only opening.
If it enhances the experience, play music at a low level, especially at the
end when people start leaving.
http://www.articlesbase.com/marketing-articles/how-to-put-up-the-best-
exhibition-display-526499.html
Process Questions:
Process Questions:
1. Do you find it easy to put up an exhibit?
2. What are the important aspects to be considered in putting up an informative and
creative exhibit?
3. What are the skills and attitude you need to have in order to come up with an exhibit?

151
By this time you are now ready to perform your practical task in this lesson. You
are on your own to figure out which of the skills you learned in the previous activities
would you use to meet the standards in this given task.
Consider the following scenario:
Activity 20: GRASP YOUR PERFORMANCE
Goal: to showcase the different cultures of selected Afro-Asian countries in an exhibit
Differentiated Roles:
You are:
 event organizers who will prepare a detailed plan of the event
Your city is hosting the 1st Asia-Africa Cultural Summit.
As spearhead of the promotional activities for the event, the
City Tourism Council intends to put up an exhibit dubbed as “Taste
Asia, Taste Africa” as a welcome treat to the summit delegates.
As the well acclaimed group of event organizers in the city,
you were tapped to prepare the exhibit showcasing the different
traditions and values of selected Afro-Asian countries.
Your output will be evaluated based on the quality of
information presented, creativity, relevance to the theme and
visual impact.

152
 advertisers/entrepreneurs who will design flyers/brochures for the event including the
agro-industrial products of Afro-Asian countries
* artists who (1) will dress up like mannequins dressed in traditional Afro-Asian
costumes and will move and talk at the drop of a coin (fund-raising)
(2) prepare slide/video presentation on the traditional music and dance of Afro-Asian
countries
 chefs who will feature the best Afro-Asian cuisines through make-believe/real
cooking demonstration
 event hosts who will write script for the presentation of the exhibits in coordination
with the events’ organizers
Situation:
The City Tourism Council will launch the “Taste Asia, Taste Africa: A Cultural
Awareness Program” as part of its information campaign for the “One ASEAN”
advocacy. Your group is tasked to present an exhibit of Afro-Asian cuisine, traditional
music and fashion, and agro-industrial products
Product:
You need to put up an informative and creative exhibit showcasing the different
traditions and values of selected Afro-Asian countries.
You need to show foreign and local tourists the distinctive characteristics of the selected
Afro-Asian countries.
CRITERIA Outstanding
4
Satisfactory
3
Developing
2
Beginning
1
RATING
Organization
/
Collaboration
All members
contribute in
the completion
of the
assigned task.
Most
members
contribute in
the
completion of
the assigned
task.
Some
members
contribute in
the completion
of the
assigned task.
Few
members
contribute
in the
completion
of the
assigned
task.
Content/Infor
mation
Presentation
of information
Presentation
of information
Presentation
of information
Content is
minimal or
Audience:
*The target audience is foreign and local tourists.
Rubric of the “Taste Asia, Taste Africa Exhibit

153
presented is in-depth
and
comprehensiv
e and strongly
adheres to the
theme.
includes
essential
knowledge
about Afro-
Asian
countries and
adheres to
the theme
Includes
essential
knowledge
about Afro-
Asian
countries but
there are 1 to
2 factual
errors and
inadequately
adheres to the
theme.
there are
several
factual
errors and
does not
adhere to
the theme.
Creativity Exhibit makes
excellent use
of effects,
style, and
artistry to
enhance the
content.
Exhibit makes
use of
effects, style
and artistry to
enhance the
content.
Exhibit makes
use of effects
and style to
enhance the
exhibit but
occasionally
distract the
content.
Exhibit
uses
effects and
style to
enhance
the exhibit
but these
often
distract the
content
Audience
impact
Presentation
is well
rehearsed with
smooth
delivery that
holds
audience
attention.
Presentation
is rehearsed
with fairly
smooth
delivery that
holds
audience
attention
most of the
time.
Delivery is not
smooth but is
able to
maintain
interest of the
audience most
the time.
Delivery is
not smooth
and
audience
attention is
often lost.
TOTAL
PROCESS QUESTIONS:
1. How’s your experience in doing your final task?
2. Did you find the skills you learned previously helpful in doing this task? Why?
3. What important insights did you gain from doing this practical task?
4. How did the task help you see the real world use of the topic?

154
Congratulations! You have completed this lesson. Before you go to the next
lesson, you have to answer the following post-assessment items.
POST-ASSESSMENT: (Write another set of 20 multiple-choice items. Mark the correct
answer with an asterisk and below the last choice, write an explanation of the correct
answer and why the others are not right. Code the item as A, M or T.)
It’s now time to evaluate your learning. Click on the letter of the answer that you think
best answers the question. Your score will only appear after you answer all items. If you
do well, you may move on to the next module. If your score is not at the expected level,
you have to go back and take the module again.
GLOSSARY OF TERMS USED IN THIS LESSON: (List in alphabetical order the key
terms and give their definitions)
REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:
(For References, use MLA style to cite publications.
For Websites, state the URL and annotate or give the Website title. Arrange Websites
according to their appearance in the module.
Provide other credits for multimedia materials such as images and sounds.

English 8 learning module quarter 1 lesson 3

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English 8 learning module quarter 1 lesson 3