LEARNING MODULE IN

ENGLISH 8

QUARTER 2
THE AFRICAN-AMERICAN
LITERATURE

Prepared By:
DAVE ZIMRAM P. LIM
Teacher
  LESSONS AND COVERAGE:

LESSON You’ll learn to… Estimated Time

Explain visual-verbal relationships illustrated in tables, 2 days
LESSON 1 graphs, and information maps found in expository
texts

Use opinion-marking signals to share ideas 2 days

LESSON 2
Compare and contrast the presentation of the same 2 days
LESSON 3 topic in different multimodal texts

Compare and contrast own opinions with those 2 days

LESSON 4 presented in familiar texts

Recognize positive and negative messages conveyed 2 days

LESSON 5 in a text

 MODULE MAP:
Here is a simple map of the above lessons you will cover:

AFRICAN AND
ASIAN
LITERATURE

STRENGTHENING
INTERNATIONAL
BONDS

DISCOVER
ACKNOWLEDGING
DIVERSE
HERITAGE
CULTURE

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  EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
1. Describe the notable literary genres contributed by East Asian writers.
2. Discern positive and negative messages conveyed in a material viewed.
3. Use a variety of techniques to introduce a topic.
4. Use appropriate modes of paragraph development to express one’s ideas, needs,
feelings and attitudes
5. Describe the notable literary genres contributed by East Asian writers.
6. Explain how a selection may be influenced by culture, history, environment, or other
factors.
7. Relate content or theme to previous experiences and background knowledge.
8. Employ appropriate listening skills and strategies suited to long descriptive and
narrative texts.
9. Infer dominant thoughts and feelings expressed in the text listened to.
10. Infer the theme of the text listened to.
11. Predict the gist of the material viewed based on the title, pictures, and excerpts.

PRE-TEST
1. Your teacher gave the details (shown below) for the next reading selection that will be
discussed in the class, what do you think will be the selection all about?
Growth Rings
by Deng Hainan

http://www.warrenphotographic.co.uk/06544-growth-rings-in-douglas-fir
A. The text is all about the wonders and beauty of nature.
B. The text is all about the importance of having trees in the surrounding.
C. The text is all about the person’s life in relation to the number of rings in a tress’ bark.
D. The text is all about the role of man in the environment.

2. Last night, I joined the kids in staying up late to watch a movie. When they were already
asleep, I left a note on the table for my kids to read in the morning because I will be
traveling at daybreak. It was raining so hard that I didn’t hear that my phone was ringing. I
called back my husband and told him about my flight. It was already in the morning and I
haven’t received any call from my kids. I mention it in the note that when they see it, they
should give me a beep.
6. Considering the given scenario, what could be the best reason why the persona did not
receive any call yet from her kids?

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A. The note was blown away by the strong wind because the windows were open.
B. The kids decided forgot to call their mother.
C. The kids were busy and did not notice the note on the table.
D. The kids were still asleep since they slept late last night.

If an actress I had been

And the novel of Kabjitti is adapted into film
I’d fight to do your part;
Not that I hold dear
The rough and tumble games of your mind
But that I’d love to be free
To do things your way
Without reason, without provision
Like an earnest child…
3. Given the lines above, what thought is the author trying to tell the readers?
A. The beauty of being an actress
B. Freedom in one’s decision
C. Faithfulness to one’s lover
D. Excitement in staging a play

4. In writing a text, why should the author consider self-concept?

A. Because the writer needs to follow the writing process wherein he has to start with
conceptualizing.
B. Because every writer has its purpose/reason in coming with a text.
C. Because the writer is accountable with all the information that the reader may get.
D. Because the writer needs to address only one genre to achieve consistency.

5. These are stories passed on from one person to another by word of mouth.
A. Myth B. Folktale C. Fairytale D. Legend

6. Why is it difficult for readers to spot the references addressed by Matsuo Basho, father of
Haiku, in his works?

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A. Basho’s works are visual representations of the wonders of Japan. Hence, people who
haven’t been to Japan would have difficulty in associating the images.
B. Basho’s works are in the form metonyms and hence, can be difficult for those who lack
Japanese cultural reference.
C. Basho’s works deal with political issues that is why symbols were used for the readers to
unravel the meanings.
D. Basho’s works exhibit fix structure that makes it difficult for other writers and readers to
follow.

7. This short, 17-syllable form, usually written in three lines with a 5-7-5 syllable count,
focuses our attention on a single, insightful moment.
A. Haiku B. Sonnet C. Lyric Poem D. Ode

8. uses specific details and images to paint a picture with words of a person, place, or thing.
A. Persuasive Paragraph B. Argumentative Paragraph
C. Decriptive Paragraph D. Narrative Paragraph

9. Why is it important for the speaker to consider articulation in delivering the speech?
It allows the listener . . .
A. to reflect on the speaker’s intention.
B. to clearly understand of the message of the piece.
C. to gather strategies in voice modulation.
D. to establish relationship between the piece and one’s understanding.

10. Why should the speaker be very mindful of his/her movement in delivering his/her
speech?
A. Gestures serve as an aid in communicating the message of the piece.
B. Gestures make the performance more interesting.
C. Gestures capture audience attention.
D. Gestures allow the speaker to establish authority.

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LESSON 1
DESCRIPTION: After doing Activity No. 1. Let’s check what you know about Southeast
Asian culture. Fill up the map below.

Southeast
Asian
Culture

PROCESS QUESTIONS:
1. How much do you know about Southeast Asian culture?

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2. What realizations do you have after giving your answers? Is what you know sufficient or
lacking?

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3. How do Southeast Asians authors express their culture?

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4. How can others best appreciate your culture?

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DID YOU KNOW THAT?

I KNOW ARE…
As you look at the pictures or watch the video about Africa found in the link
http://www.youtube.com/watch?v=BgP0xePGl8A , try to search for the answers to the
questions you formulated in the previous activity.
After looking at the pictures or watching the video, answer the following:
1. What are the answers to your questions?

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2. Were your ideas the same as those shown in the video or pictures? Add in your semantic
web the new information that you learned. Organize the information by putting similar ideas
in one category.

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Use the semantic web below to indicate what you know about Africa. You may use a word or
a phrase

Thoughts of Hanoi
Nguyen Thi Vinh, translated by Nguyen Ngoc Bich

The night is deep and chill To Bac-ninh, Cam-giang, Yen-bai,

as in early autumn. Pitchblack, the small villages, islands
it thickens after each lightning flash. of brown thatch in a lush green sea?
I dream of Hanoi: The girls
bright eyes
Co-ngu Road
ten years of separation ruddy cheeks
the way back sliced by a frontier of hatred. four-piece dresses
I want to bury the past raven-bill scarves
to burn the future sowing harvesting
spinning weaving
still I yearn
still I fear all year round,
those endless nights the boys
waiting for dawn. ploughing
Brother, transplanting
in the fields
how is Hang Dao now?
How is Ngoc Son temple? in their shops
Do the trains still run running across
each day from Hanoi the meadow at evening
to the neighboring towns? to fly kites
and sing alternating songs

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.1. Where is the setting of the poem? How was it shown using imagery?
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2. Point out the theme/s of the poem. Cite the figurative language/s used and how it helped
in the understanding of the poem's theme.

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3. How does this poem relate to the present situations?

3.1 conflict with other nations

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3.2 differences in beliefs

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3.3 struggles within one's family

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4. What is the poem trying to tell us? Why is it an advantage to look at the past?

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5. Critique the poem of Vinh wherein she made use of remembering the past and its
connection to what might probably happen in the future.

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6. They say that the past is connected to the future. Are there events or mistakes that you've
done in the past that you would like to erase from your life? Why? Why not?

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7. The poem talks about reminiscing. Write a poem about the events or things that you
would like to reminisce.

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Using your semantic web as a guide below, make a semantic web about Vietnam.

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11
LESSON 2
Go SIGNALS!
1. Read the blog posted by The Backpacker Ben Groundwater. After reading the blog make
a short reaction and share it by tweeting it to let others know what the blog is all about.

2. Read and study the set of sentences taken from the blog. Determine the use of the
highlighted words.

You've probably
It might start heard some There are kids
stories of dodgy Budget airlines
with Bali. That everywhere,
goings on in mean it's
seems to be youngsters
South-East Asia, possible to skip
the entry point who've been put
of protests in from place to
for many to work selling
Thailand, of land place by air, to
postcards and
people into mines in go from Hanoi to
guidebooks,
South-East Cambodia, of Siem Reap to
scary roads in trading on a cute
Asia, their first Phuket to KL all
Vietnam and face and a
taste of this in a regular-
military juntas in tourist's guilt.
incredible part sized holiday
Myanmar – but Don't support
of the world. from work.
you're really not in this industry.
that much danger.

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PROCESS QUESTIONS:
1. What do the highlighted words connote?

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2. How do the highlighted words help in gaining more understanding about the blog topic?

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3. What makes the highlighted words mere personal views of the writer?

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3. Visit the links to know more about opinion-marking signals and answer the exercises that
follow.

Writing signal words.

http://www.mrmulgrew.com/writing_signal_words_page.htm
Signal words. http://web.clark.edu/martpe/signal%20words.htm

Opinion-marking signals exercise.

http://mrsbirenbaum.pbworks.com/f/ReadWordsSignalOpinionsp14.pdf

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4. You are to share your opinion about Southeast Asian culture. From what you learned
about fact and opinion, it is now your turn to share your opinion about Southeast Asian
culture by completing the following phrases given below. This will show if you can distinguish
opinion statements from facts.

I Think………

I believe that………

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 It is possible that…….

PROCESS QUESTIONS:
1. What makes the phrases the reader’s personal view?

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2. What are the words that confirm them as the personal view of the reader?

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3. If you were to make the phrases not your own view, what could be the possible words to
use?

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4. How can sharing your own view also help to share your culture with your fellow Southeast
Asians?

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5. How do Southeast Asians authors express their culture?

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6. How can others best appreciate your culture?

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LESSON 3

The Wonderful Pear Tree

(A Chinese Folktale)
Translated by Herbert A Giles

Once upon a time a countryman came into the town on market-day, and brought a load of very
special pears with him to sell. He set up his barrow in a good corner, and soon had a great
crowd round him; for everyone knew he always sold extra fine pears, though he did also ask
an extra high price. Now, while he was crying up his fruit, a poor, old, ragged, hungry-looking
priest stopped just in front of the barrow, and very humbly begged him to give him one of the
pears. But the countryman, who was very mean and very nasty-tempered, wouldn't hear of
giving him any, and as the priest didn't seem inclined to move on, he began calling him all the
bad names he could think of. “Good sir," said the priest, “you have got hundreds of pears on
your barrow. I only ask you for one. You would never even know you had lost one. Really, you
needn't get angry."
"Give him a pear that is going bad; that will make him happy," said one of the crowds. "The
old man is quite right; you'd never miss it."
"I've said I won't, and I won't!" cried the countryman; and all the people close by began
shouting, first one thing, and then another, until the constable of the market, hearing the
hubbub, hurried up; and when he had made out what was the matter, pulled some cash out
of his purse, bought a pear, and gave it to the priest. For he was afraid that the noise would
come to the ears of the mandarin who was just being carried down the street.

The old priest took the pear with a low bow, and held it up in front of the crowd, saying, " You
all know that I have no home, no parents, no children, no clothes of my own, no food, because
I gave everything up when I became a priest. So it puzzles me how anyone can be so selfish
and so stingy as to refuse to give me one single pear. Now I am quite a different sort of man
from this countryman. I have got here some perfectly exquisite pears, and I shall feel most
deeply honored if you will accept them from me." “Why on earth didn't you eat them yourself,
instead of begging for one?" asked a man in the crowd. "Ah," answered the priest, “I must
grow them first." So he ate up the pear, only leaving a single pip. Then he took a pick which
was fastened across his back, dug a deep hole in the ground at his feet, and planted the pip,
which he covered all over with earth." Will someone fetch me some hot water to water this ? "
he asked. The people, who were crowding round, thought he was only joking, but one of them
ran and fetched a kettle of boiling water and gave it to the priest, who very carefully poured it
over the place where he had sowed the pip. Then, almost while he was pouring, they saw,
first a tiny green sprout, and then another, come pushing their heads above the ground; then
one leaf uncurled, and then another, while the shoots kept growing taller and taller; then there
stood before them a young tree with a few branches with a few leaves; then more leaves; then
flowers; and last of all clusters of huge, ripe, sweet-smelling pears weighing the branches
down to the ground! Now the priest's face shone with pleasure, and the crowd roared with
delight when he picked the pears one by one until they were all gone, handing them round
with a bow to each man present. Then the old man took the pick again, hacked at the tree until
it fell with a crash, when he shouldered it, leaves and all, and with a final bow, walked away.
All the time this had been going on, the countryman, quite forgetting his barrow and pears,
had been in the midst of the crowd, standing on the tips of his toes, and straining his eyes to

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try to make out what was happening. But when the old priest had gone, and the crowd was
getting thin, he turned round to his barrow, and saw with horror that it was quite empty. Every
single pear had gone! In a moment he understood what had happened. The pears the old
priest had been so generous in giving away were not his own; they were the countryman’s!
What was more, one of the handles of his barrow was missing, and there was no doubt that
he had started from home with two! He was in a towering rage, and rushed as hard as he
could after the priest ; but just as he turned the corner he saw, lying close to the wall, the
barrow-handle itself, which without any doubt was the very pear-tree which the priest had cut
down. All the people in the market were simply splitting their sides with laughter; but as for the
priest, no one saw him anymore.
Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian literature.
Philippines: Vibal Publishing House, Inc.

Folktales are stories passed on from one person to another by word of mouth. These tales
were not written down, but existed only in the memory of mankind. It is only now, as the
tradition of oral storytelling is giving way to books and television, that such tales are being
collected and written down.

Questions to answer:
1. Who are the characters in the story and what are their roles?

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2. Considering the types of people, the poor and the rich, oppressor and the oppressed, etc.,
what type of people is present in the story? Support your answer.

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3. What was the intention of the countryman to come into town?

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4. If you were the countryman, would you do the same thing as what he did?

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5. If you were the priest, would you do the same thing as what he did?

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6. What could have motivated the priest to respond in such manner?

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7. Considering the characters, to whom do you sympathize with? Why?

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8. What was the trick done by the priest in the story?

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9. Why do think the story is entitled The Wonderful Pear Tree?

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10. What important lesson is reflected in the text?

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 Haiku 1
Summer grasses grow
On brave warriors’ splendid dreams ---
The afterglow comes.

Haiku 2
An old silent pond
A frog jumps into the pond,
Splash! Silence again.

Questions to answer:
1. What helped you unravel the meaning of the given haikus?

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2. What helped you identify the kigo in each of the haikus?
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Haiku 1

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Haiku 2
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3. Why should one be familiar with the Japanese culture especially in looking at haikus?
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4. What makes the kigo in a haiku important?

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5. What influences the inclusion of kigo in a haiku?
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Going beyond the Lines

What idea is expressed in each poem?

Haiku 1
Summer grasses
grow
On brave warriors’
splendid dreams ---
The afterglow
comes.

Haiku 2
An old silent pond
A frog jumps into
the pond,
Splash! Silence
again.

Haiku is both a type of poetic pattern and a way of experiencing the world. This short, 17-
syllable form, usually written in three lines with a 5-7-5 syllable count, focuses our attention
on a single, insightful moment. A haiku traditionally contains a kigo, a defined word or phrase
that symbolizes or implies the season of the poem. Kigo are often in the form of metonyms
and hence can be difficult for those who lack Japanese cultural references to spot. Matsuo
Basho, Japan’s greatest haiku poet, believed that real poetry was leading a beautiful life
with nature.

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 A Little Incident
by Lu Hsun

Six years have gone by, as so many winks, since I came to the capital from the village. During
all that time there have occurred many of those events known as “affairs of the state”, a great
number of which I have seen or heard about. My heart does not seem to have been in the
least affected by any of them, and recollection now only tends to increase my ill temper and
cause me to like people less as the day wears on. But one little incident alone is deep with
meaning to me, and I am unable to forget it even now. It was a winter day in the sixth year of
the Republic, and a strong northernly wind blew furiously. To make a living, I had to be up
early, and on the way to my duties I encountered scarcely anyone. After much difficulty, I
finally succeeded in hiring a rickshaw. I told the puller to take to me to the South Gate. After a
while, the wind moderated its fury, and in its wake the streets were left clean of the loose dust.
The puller ran quickly. Just as we approached the South Gate, somebody ran in front of us,
got entangled in the rickshaw, and tumbled to the ground. It was a woman with streaks of
white in her hair, and she wore ragged clothes. She had darted suddenly from the side of the
street, and directly crossed in front of us. My puller tried to swerve aside, but her tattered
jacket, unbuttoned and fluttering in the wind, caught in the shafts. Fortunately, the puller had
slowed his pace, otherwise she would have been thrown head over heels, and probably
injured. After we halted, the woman still knelt on all fours. I did not think she was hurt. No one
else had seen the collision. And it irritated me that the puller had stopped and was apparently
prepared to get himself involved in some foolish complication. It might delay and trouble my
journey.
“It’s nothing,” I told him. “Move on!” But either he did not hear me or did not care, for he put
down the shafts and gently helped the old woman to her feet. He held her arms, supporting
her, and asked:
“Are you alright?”
“I am hurt.”

I thought, “I saw you fall and it was not all rough. How can you be hurt? You are pretending.
The whole business is distasteful, and the rickshaw man is merely making difficulties for
himself. Now let him find his own way out of the mess.”
But the puller did not hesitate for a moment after the old woman said she was injured. Still
holding her arm, he walked carefully ahead with her. Then I was surprised as, looking ahead,
I suddenly noticed a police station, and saw that he was taking her there. No one was outside,
so he guided her in through the gate. As they passed in, I experienced a curious sensation. I
do not know why, but at the moment, it suddenly seemed to me that his dust-covered figure
loomed enormous, and as he walked farther he continued to grow, until finally I had to lift my
head to follow him. At the same time, I felt a bodily pressure all over me, which came from his
direction. It seemed almost to push out from me all the littleness that hid under my fur-lined
gown. I grew week, as though my vitality had been spent, as though the blood had frozen in
me. I sat motionless, stunned and thoughtless, until I saw an officer emerge from the station.
Then, I got off from the rickshaw as he approached me.
“Get another rickshaw,” he advised. “This man can’t pull you anymore.”
Without thinking, I thrust my hand into my pocket and pulled forth a big fistful of coppers. “Give
the fellow these,” I said.

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The wind had ceased entirely, but the street was still quiet. I mused as I walked, but I was
almost afraid to think about myself. Leaving aside what had happened before, I sought an
explanation for a fistful of coppers. Why had I given them? As a reward? And did I think of
myself, after my conduct, fit to pass judgment upon the rickshaw puller? I could not answer
my own conscience. Till now that experience burns in my memory. I think of it, and introspect
with pain and effort. The political and military drama of these years is to me like the classics I
read in childhood: I cannot recite half a line of it. But always before my eyes, purging me with
shame, impelling me to better myself, invigorating my hope and courage, this little incident is
reenacted. I see it in every detail as distinctly as on the day it happened.
Ribo, L., Cabanilla, J., Tapang, A., and Baylon, M. (2005). Language in literature for second
year. Quezon City: Vibal Publishing House, Inc.

Picture It Out
After reading the text, in one paragraph, picture out the incident that happened in the story.
Considering descriptive writing, allow the reader to see what you saw while reading the text.

A descriptive paragraph uses specific details and images to paint a picture with words of
a person, place, or thing. Often the five senses are used. Description means "illustrative
detail”. Moreover, it is one among other patterns that the writer can use in crafting his/her
written text.

Questions to answer:
1. What is the setting of the story?

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2. Looking at the incident that happened, whom would you blame? Why?

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3. Lu Shun is known for his stories of social criticisms. What message does the story give?

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4. What could have influenced the author to write about such issues considering the setting
of the story?

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5. Do you think the “new government” influenced his writings? Explain.

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26
6. What influences the crafting of such content?

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Implications
Considering the readings we had the previous section, answer the graphic organizer below
by stating the implications reflected in each of the literary piece.

The Wonderful Pear

Tree

Haiku

A Little Incident

27
LESSON 4

Remarks by Public Affairs Officer Sean J. McIntosh at the

Workshop on the Investigation, Prosecution, and
Adjudication of Cultural Property Crimes

His Excellency Chhorn Proloeung, President of the Royal Academy for Judicial Professions,
excellencies, presenters, ladies, and gentlemen.

On behalf of the U.S. Embassy, I am pleased to be here this morning to open the very first
workshop on Investigation, Prosecution, and Adjudication of Cultural Property Crimes in
Cambodia. The protection of cultural artifacts is important to all nations, including the United
States and Cambodia.

This three-day workshop appropriately follows and reinforces a 2009 conference on

Protecting Cultural Heritage in Southeast Asia, which allowed the successful exchange of
knowledge and experiences regarding common problems that many countries in the region
face when protecting cultural property.

What is special about this workshop is the inclusion of judges and prosecutors in addition
to the heritage police officials who will learn from one another some best practices in cultural
property cases and prosecution.

I am pleased that my colleagues from the Federal Bureau of Investigation and U.S. National
Parks Service can join us this week to share their investigative techniques and experience
with their Cambodian counterparts as well as learn from them. This exchange will allow both
U.S. and Cambodian investigators to work better together in protecting valuable cultural
artifacts in Cambodia. As a result, I hope you would be better equipped to successfully
investigate and prosecute those who loot and misuse of precious cultural artifacts for
personal gain.

On this occasion, I am also pleased to announce that the U.S. government will support a
public awareness campaign, implemented by the Ministry of Culture and Fine Arts, in
producing billboards, brochures, and banners. Such a campaign will educate the general
public and tourists of the importance of protecting cultural heritage and that
misappropriating Cambodian cultural property is against the law. This week’s workshop and
public awareness campaign promote the Memorandum of Understanding Between the
Government of the United States of America and the Government of the Kingdom of
Cambodia Concerning the Imposition of Import Restrictions on Archaeological Material from
Cambodia from the Bronze Age Through the Khmer Era. The U.S. and Cambodian
governments signed the MOU in September 2003 and recently amended and extended the
agreement in September 2013.

Addition deliverables of this MOU comes from the U.S. Ambassadors

Fund for Cultural Preservation’s support of the following projects:
 The preservation of Phnom Bakheng by the World Monuments Fund in Siem Reap;
 The Documentation of newly discovered sites by the Archaeology and Development
Foundation at Phnom Koulen; and
 A three-year inventory project to document the Cambodian antiquities project by the
Ministry of Culture and Fine Arts

In conclusion, I would like to thank the Royal Academy for Judicial Professions for hosting
this event and being a wonderful partner. I hope everyone finds this workshop a rewarding
experience. Thank you very much.

28
COMPREHENSION CHECK!
1. What was the main point of the speaker in his speech?

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2. What was his purpose in delivering the speech?

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3. How can the speaker's statements be taken as his personal view?

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4. How can it be taken as supported statements?

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29
5. The speaker said that “This three-day workshop appropriately follows and reinforces a
2009 conference on Protecting Cultural Heritage in Southeast Asia” What is implied in
this statement?

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_________________________________________________________________________

6. How did the workshop protect the cultural heritage of Cambodia? Of Southeast Asia?

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7. What did the speech make you realize about cultural heritage?

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A fact is a statement that can be proven An opinion is a statement of belief or

by direct experience or objective judgment that cannot be objectively
verification. proven.

Example of Fact: The staple food of Southeast Asians is rice.

Example of Opinion: Inclusion of rice in the daily diet is healthier than

30
1. Determine whether the statements taken from the speech are facts or opinions.
_______ a. If United States of America does not comply with its part in the Memorandum of
Agreement, Cambodia's culture will vanish.
_______ b. Protection of cultural artifacts is vital to any nation.
_______ c. The workshop on cultural property crimes adjudication is one way of preserving
heritage.
_______ d. The FBI was included in the workshop to give their expertise on how to track
fugitives.
_______ e. The US and the Kingdom of Cambodia work hand in hand toward the protection
of cultural artifacts.

2. You are to listen again to the interview of Mr. Carlos P. Romulo You are to take down the
statements and identify whether fact or opinion. If it is an opinion write a justification on how
the statement becomes an opinion.

Interview to Carlos P. Romulo-The first Filipino who became a Secretary General of the
United Nations General Assembly and during the interview, the Special Envoy from the
Philippine President to the United States of America.

http://www.youtube.com/watch?v=qgHE-cGJ02Q

FACT OPINION

31
3. Identify the statements whether fact or opinion. If fact write it on the first column and if it is
opinion write it on the second column.
A. Without a doubt one of the highlights of any visit to Southeast Asia is a trip to a local
market. Exotic, atmospheric and photogenic, the markets found around Thailand, Laos,
Cambodia, Vietnam and Myanmar are a million miles away from your average shopping mall
or corner store.
B. However, Southeast Asian markets have far more significance than
C. Often the center of a community, they can also be a crossroads and meeting point for
different ethnic groups, Sapa Market in North Vietnam being a very good example of this.
D. People from the H’mong, Dao, Kinh and other minorities gather here from the surrounding
hamlets to trade farming products such as rice, corn and fruits. More recently a large part of
their trade has also been handicrafts and souvenirs for tourists.
E. In Southeast Asia, the earnings of a street food stall holder can be between three to ten
times the minimum wage and are often comparable to the wages of skilled laborers
employed in more formal
F. In addition to shopping and socializing, markets can offer a third attraction – food! It’s rare
to find a market in Southeast Asia that doesn’t have either a sit down food court of some
kind, or a collection of street food stalls.
G. The best advice? Throw yourself into it with a smile, keep in mind that a dollar is worth a
lot more to the vendor than it is to you and don’t take the experience too seriously — market
visits are meant to be the highlight of the day!
FACT OPINION

32
4. Persuade your fellow Asians to visit any place in Southeast Asia. Share your own
experience through a blog. Describe the place, the people, the cuisine and other traditions in
that place in order to convince the readers that places in Southeast Asia are worth visiting.
You are to email the link to your teacher.

Educational blogs for teachers, students and schools.

http://edublogs.org/

PROCESS QUESTIONS:
1. What did you notice when you visit the places in Southeast Asia?

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2. Have you ever felt that you could relate to the places that you have visited?

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3. What distinguishing factors made the places truly Asian?

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33
4. In what other ways can you show appreciation to Southeast Asia?

_________________________________________________________________________
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1. You are to listen and observe how the speech of PNoy in Care for Phils. Prayer Assembly
Global Discipleship Congress was composed and delivered. Before you go to the speech
click the links below to guide you as you listen to the speech.

Ready to listen? Click this link

www.youtube.com/watch?v=Nhr_gp0tq74

2. List down statements from the speech and identify whether fact or opinion.

PROCESS QUESTIONS:
1. After listening to the speech, what were the points that you realized?

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_________________________________________________________________________

2. Did it pass the requirements of a persuasive speech? Prove your answer.

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3. How did the president deliver the speech that convinced you he meant to persuade?

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34
_________________________________________________________________________
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4. What statement in the speech will prove that the president appreciate his being Asian?

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_________________________________________________________________________

Assess yourself by indicating the degree of what you know. The objective is to stay above 37
degrees Celsius. Getting below 37 means you need to improve. Write a short assessment in
the box below.

ASSESS YOURSELF

LESSON 5

Impressions Check

Now, click to this link then think of what the video shows about Africa and its people.

http://www.youtube.com/watch?v=n2s5ev0i8tM

35
Video shows images of Africa and its people. It was published on Aug. 4, 2012. As you
watch the video, think about the kind of character the Africans possess. Think what each
scene reveal about their attitudes. Express your thoughts by doing the next activity.

ACTIVITY 2. Anticipation/ Reaction Guide

DESCRIPTION: How did you find the short trip? Was it fun? How much have you learned
from it? Now, read the given statements in the table and write AGREE or DISAGREE in the
column before the statements. Defend your answer.

PROCESS QUESTIONS:

1. Which of the following statements do you believe to be true?

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2. Why do say that these statements are true?

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3. Why do you think these are not true?

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36
 Agree or Disagree Statements Realizations
1. Africans are violent
people.

2. Africans are uneducated.

3. Africans are easily

deceived.

4. Africans do not have a

rich culture.

5. Africans do not adapt to

changes.

Reading Time!

Here is a text about African Literature. There is also a link that will lead you to additional
information about African Literature. Remember to apply the skill you learned from the
previous activity. Read and reflect so that you can answer the questions that follow.

African Literature
Literature that has been written for or by the African people is called African literature.
Their literature, often oral in nature, maybe in prose or in poetry. Storytellers in Africa often
tell stories using the call-and-response technique. This is because an African storyteller
would expect his/her audience to give responses or comments. Poetry is often sung or
recited in a sing-song voice. Poetry types include the narrative epic, occupational verse,
ritual verse, and praise poems to rulers or other prominent people. The “praise” singers,
bards sometimes known as “griots,” tell their stories with a musical background. Also
recited but most often sung, are love songs, work songs, children’s song, epigrams, and
riddles.

English Communication Arts and Skills Through Afro-Asian Literature

http://www.infoplease.com/encyclopedia/entertainment/african-literature.html
This site shows more information about African literature.
http://www.enotes.com/topics/african-literature
This site give additional facts about African literature.

37
Wasn’t it fun? Were you able to answer the questions? Now write a one-minute essay about
African Literature

Attitude Analysis

DESCRIPTION: You are ready to travel farther into African Literature. Study this poem and
analyze what it wants to convey. Then, complete the attitude analysis chart based from the
literary piece.
Africa
David Diop
Africa of proud warriors in ancestral savannahs

Africa of whom my grandmother sings

On the banks of the distant river

I have never known you

But your blood flows in my veins

Your beautiful black blood that irrigates the field

The blood of your sweat

The sweat of your work

The work of your slavery

Africa, tell me Africa

Is this your back that is unbent

This back that never breaks under the weight of humiliation

This back trembling with red scars

And saying no to the whip under the midday sun

But a grave voice answers me

Impetuous child that tree, young and strong

That tree over there

38
 Splendidly alone amidst white and fade flowers

That is your Africa springing up anew

Springing up patiently, obstinately

Whose fruit bit by bit acquires

The bitter taste of liberty.

Attitude Analysis of Africans

Summary:

Attitudes/Values Action/Practices

39
 The Spider’s Thread
by Ryunosuke Akutagawa

One day, the Buddha was strolling along the brink of the lotus pond of Paradise. His eyes fell
on a man named Kandata who was squirming with the other sinners in the bottom of hell. This
Kandata had done so many evil things his lifeline but he had to his credit one good action.
Once, while on his way through a deep forest, he had noticed a little spider creeping along
beside the road. He was about to trample it to death when he suddenly changed his mind and
spared the spider’s life.
Now, as he looked down into hell, the Buddha remembered this good deed and thought he
would like to deliver Kandata out of hell. Looking around he saw a spider of Paradise spinning
a beautiful silvery thread on the lotus leaves. The Buddha took up the spider’s thread in his
hand and let it straight down to the bottom of hell which held Kandata securely with the other
sinners in the Pool of Blood on the floor of hell.
On this day, Kandata lifted his head by chance and saw a silver spider’s thread slipping down
toward him from the high heavens. Kandata grasped the thread tightly in his two hands and
began to climb up and up with all his might.
After climbing for a while, he was finally exhausted and could not ascend an inch higher. He
stopped to rest and looked below him. What he saw filled him with fear. For, below on the
thread, countless sinners were climbing eagerly after him up and up, like a procession of ants.
Kandata blinked his eyes at them with his big mouth hanging foolishly open in surprise and
terror. How could that slender spider spider’s thread which seemed as if it must break with him
alone, ever support the weight of all those people? If it would break in mid air, even he himself
would have to fall headlong back to Hell.

So Kandata cried out in loud voice. “Hey, you sinners! This thread is mine. Who gave you
permission to come up it? Get down! Get down!”
At that moment, the spider’s thread broke with a snap t the point where Kandata was hanging.
Without even time to utter a cry, Kandata shot down and fell headlong into the darkness,
spinning swiftly around and around like a top.

Let's talk about it...

1. How did Kandata, a very sinful man, get the compassion of Buddha, who gave him,
chance to get out of Hell?

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40
2. It took one good deed that was least expected of Kandata to do that gave him a chance of
salvation. Why was this act of good deed said to be least expected of him?

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3. There are so many things that we take for granted because for us these are insignificant
Kandata taught us a valuable lesson about this attitude. What does Kandata remind us
about this?

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4. Kandata was compassionate and yet selfish. Can you explain this contradicting traits of
Kandata?

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5. Buddha used a spider to help save Kandata. Was it a wise choice for Buddha to use a
spider instead of any other means to help Kandata?

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41
_________________________________________________________________________
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6. Do you think the spider's thread would have snapped at the weight of the numerous
sinners? What do you think gave the sturdy quality of the thread to be able to hold suci
numerous climbing sinners?

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_________________________________________________________________________

7. How is this story similar to our religious belief?

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The Taximan’s Story

Catherine Lim

Very good, Madam. Sure, will take you there in plenty good time for your meeting,Madam.This
way better,less traffic,less car jams.Half hour should make it,Madam,so not to worry.
What is it you say,Madam?Yes,yes,ha,ha,been taximan for twenty years now,Madam.Long
time ago,Singapore not like this–so crowded so busy.Last time more peaceful,not so much
taximen,or so much cars and buses.

Yes,Madam,can make a living.So so.What to do.Must work hard if wants to success in

Singapore.People like us,no education,no capital for business,we must sweat to earn money
for wife and children.

Yes.Madam,quite big family–eight children,six sons,two daughters.Big family!Ha!ha!No

good,Madam.In those days,where got Family Planning in Singapore?People born many,many
children,every year,one childs.Is no good at all.Today is much better.Two children,three
children,enough,stop.Our goverment say stop.

42
 Lucky for me,all my children big now.Four of my sons working–one a businessman,two
clerks,one a teacher in Primary school,one in National Service,one still schooling,in
Secondary Two.My eldest daughter,she is twenty plus,stay at home,help the mother.No,not
married yet–very shy,and her health not so good,but a good,obedient girl.My other girl–
Oh,Madam!very hard for father when daughter is no good and go against her parents.Very
sad,like punishment from God Today,young people not like us when we are young.We
obey.Our parents say don’t do this,we never do.Otherwise,the cane.My father cane me,I was
big enough to be married,and still,got caning.My father he was very strict,and that is good
thing for parents to be strict.If not,young boys and girls become very useless.Do not want to
study,but run away,and go to night clubsand take drugs and make love.You agreewith
me.Madam?Today,young people they are very trouble to their parents.Madam,you see this
young people over there,outside the coffee-house?See what I mean,Madam?They are only
schoolboys and schoolgirls,but they act like big shots,spending money,smoking,waering latest
fashion,and making love.Ah Madam,I know,I know!As taximan,I know them and their
habits.Madam,you are a teacher,you say?You know or not that young
schoolgirls,fifteen,sixteen years old,they go to school in the morning in their uniforms and then
after school,they don’t go home,they have clothes in their schoolbag,and they go to public
lavatory or hotel and change into these clothes,and they put make-up on their face.Their
parents never know.They tell their Mum got school meeting,got sports and games,this,that,but
they really come out and play the fool.Ah,Madam,I see yuo surprise,but I know,I know all their
tricks.I take them about in my taxi.They usual is wait in bowling alley or coffee house or
hotel,and they walk up,and friend,friend,the European and American tourists,and this is how
they make fun and also extra money.Madam,you believe or not when I tell you how much
money they got?I say!Last night,Madam,this young girl,very pretty and made-up,and wear
sexy dress,she told me take her to Orchid Mansions–this place famous,Madam,fourth floor
flat–and she open her purse to pay me,and I say!all American notes–ten dollar notes all,and
she pull one out and say keep change!as she has no time already.Madam,I tell you this,every
month,I got more money from these young girls and their American and European boyfriends
in my taxi,more than I get from other people who bargain and say don’t want go by meter and
wait even for ten cents change.Phui!!Some of them really make me mad.But these young girls
and their boyfriends don’t bargain,they just pay,pay,and they make love in taxi so much they
don’t know if you go round and round and charge them by meter!I tell you,Madam,some of
them don’t care how much they spend on taxi.It is like this:after 1p.m. taxi fare double,and I
prefer working this time,because naturally,much more money.I go and wait outside Elroy Hotel
or Tung Court or Orchid Mansions,and such enough,Madam,will have plenty business.Last
Saturday,Madam,no joking,on one day alone I make nearly one hundred and fifty
dollars!Some of it for services.Some of tourists don’t know where,so I tell them and take them
there,and that’s extra money.Ah Madam,if I tell you all,no end to the story.But I will tell you
this,Madam.If you have young daughter and she say Mummy I got meeting today in school
and will not come home,you must not say,Yes,yes,but you must go and ask her where and
why and who,and you find out.Today young people not to trust,like young people in many
years ago.Oh,Madam,I tell you because I myself have a daughter–oh,Madam,a daughter I
love very much,and she is so good and study hard.And I see her report cards and her teacher
write’Good work’and ‘Excellent’so on,so on.Oh,Madam,she my favourite child,and I ask her
what she want to be after left school,and she says go to University.None of my other children
could go to University,but this one,she is very smart and intelligent–no boasting,Madam–her
teachers write ‘Good’and ‘Excellent’,and so on,so on,in her report cards.She study at
home,and help the mother,but sometimes a little lazy,and she say teacher want her to go back
to school to do extra work,extra coaching,in her weak subject,which is maths,Madam.So I let

43
her stay back in school and day after day she come home in evening,then she do her studies
and go to sleep.Then one day,oh Madam,it make me so angry even now–one day,I in my taxi
driving,driving along and hey!I see a girl looking like my Lay Choo,with other girls and some
Europeans outside a coffee-house but I think,it cannot be Lay Choo,how can,Lay Choo is in
school,and this girl is all dressed up and make-up,and very bold in her behaviour,and this is
not like my daughter at all.Then they go inside the coffee-house,and my heart is very,very–
how you describe it,Madam,My heart is very ‘susah hati’and I say to myself,I will watch that
Lay Choo and see her monkey tricks.The very next day she is there again I stop my
taxi,Madam,and I am so angry.I rush up to this wicked daughter and I catch her by the
shoulders and neck,and slap her and she scream,but I don’t care.Then I drag her to my taxi
and drive all the way home,and at home I thrash the stupid food and I beat her and slap her
till like hell.My wife and some neighbours they pull me away,and I think if they not pull me
away,I sure to kill that girl.I lock her up in her room for three days,and I ashamed to tell her
teacher,so I just tell the teacher that Lay Choo is sick,so please to excuse her.Oh,Madam,how
you feel in my place?Make herself so cheap,when her father drive taxi all day to save money
for her University.What is it,Madam?Yes,yes,everything okay now,thank you.She cannot
leave the house except to go to school,and I tell her mother always check,check in everything
she do,and her friends–what sort of people they are…What,Madam?Oh,so
sorry,Madam,cannot wait for you to finish your meeting.Must go off,please to excuse me.In a
hurry,Madam.Must go off to Hotel Elroy–there plenty people to pick up.So very
sorry,Madam,and thank you very much.
Let's talk about it...
1. Who are conversing in the story? What does the "madam" do?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. How did the taximan entertain his passenger?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. What descriptions did he give about his very own children?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

44
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. How did the taximan view the teenagers whom he usually saw on the streets, in cafes, in
bowling alleys, in hotel lobbies, and also those he took in as passengers?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

5. Do you see any TRUTH to what the taximan has shared with the madam as regards the
teenagers of today?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

The Origin Of the Sun and Moon

A Korean Folktale

In a hilly country, there once lived an old woman with two grandchildren, a boy and a girl. One
day she went to a rich neighbour to lend a hand, in return for which she got a few millet
pancakes. Thinking of her hungry children waiting for her, she hurried home, carrying the
cakes on her head. Now there were a series of small hills between the rich man's house and
hers. When she got over the first hill, she found a large tiger squatting in her way, who
challenged her, saying, "Granny, what are you carrying on your head?"
"A few pancakes for my grandchildren."
"If you give me one of them, I won't harm you."
Thereupon the old woman gave a pancake away. When she hurried over the second hill,
she was challenged by the same tiger who had cunningly come before her by another route,
but whom the dim-eyed old woman took for another.
"What is it that you carry on your head?"
"A few pancakes for my grandchildren."
"If you give me one of them, I won't eat you."

45
 So the second cake was gone. The same thing repeated itself till there was no cake left.
Still another hill surmounted, the old woman again came upon the pitiless animal.
"Granny, what are those things that are dangling at your sides?"
"What have I got but my poor arms?"
"If you give me one of them, I won't eat you."
The poor old woman had to let the tiger have her right arm and soon her left one, too. At
the foot of still another hill, the tiger asked, "Granny, what are those things that are moving
alternately under you?"
"They are my poor legs. Your friends have taken everything else from me."
"Give me one of them, and I will spare your life."
"How can I go home with only one leg, O tiger?"
"You could by hopping."
The old woman allowed the beast to take her right leg. Over one more hill, the waiting
beast again challenged her, "What is it that you are hopping with?" "My poor left leg," answered
the woman. "Give it me," growled he, "or I will devour you." "O merciless tiger!" said the woman
rather angrily this time, "how could you ask for the only leg left me? I would never reach home
and see my dear children."
"Why, of course, you could do so by rolling." So saying, the tiger ate up her remaining leg.
When she rolled over the last hill, the insatiable beast was already there. "Granny," he
challenged, "what have you got to give me in return for sparing your life?" "Nothing whatever!"
screeched the dying woman. Whereupon the tiger devoured what was left of her.
Now the tiger was too rapacious an animal to let the two children alone, who, he
understood, were awaiting the return of the old woman. He disguised himself in his victim's
clothes, and came to the cottage to ask for admittance. Remembering the words, however,
their grandmother had said before her going about the dangers of tigers, the children
prevented the door from opening by hanging on to the handle-string.
"Are you really our grandma? There's something strange about your voice."
"I have been drying barley all day and shouting birds away all the time has made me
hoarse."
"Then, grandma, put in your hand that we may make sure. Why is it not so smooth as it
used to be? And all covered with hair, too!"
"I felt cold and put on a pair of fur gloves."
The elder of the two children peeped out of a hole in the door, and saw who it really was
that wanted to be let in. The frightened brother and sister slipped through the back door and
climbed a tree that stood by a well. The tiger suspected their escape by reason of the silence,
and broke through the door. Finding the room empty, he threw away his mask, and, howling
his anger out, rummaged for the missing children. At length, he came to the well and noticed
the reflection of the children in the water.
"What shall I use to draw you up, children, a bucket or a basket?" the tiger half asked
himself bewildered. At this, the children up in the tree could not help going into peals of
laughter. The tiger looked up and gave a triumphant howl.

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 "Children, how did you get up there so high?" asked he. "We did so," replied they, "after
smearing the trunk of the tree with sesame oil we borrowed from our front neighbour." The
tiger tried sesame oil, but it made it all the more slippery. He made up his mind to try and see
what guile could do.
"You are really wonderful children," said the tiger flatteringly, "to have climbed the tree
unaided. Tell me, sweet children, how you performed such a feat." This praise diverted the
minds of the innocent children from their imminent peril, causing them to be thoughtless
enough to make a fatal slip.
"We borrowed an axe from our back neighbour," said they, "and chopped into the trunk so
as to afford easy footholds." The tiger, getting an axe, began to make notches on the tree
trunk. The children saw at once what they had done to their own undoing. Stretching out their
tiny hands toward Heaven, they began praying, "O Heavenly Lord, send help and save us two
souls! Let down a strong chain, if you are pleased to save us, and send us a rotten straw rope,
if you mean to forsake us." Presently a chain came down, to their joy, and took them up.
The cunning beast thought that he was sure to be forsaken by God, and likewise prayed.
"Heavenly Lord, if you mean to help me, send me a rotten straw rope; if you want to forsake
me, send me a chain." His prayer was also answered by the all-helpfull Lord, and accordingly
a straw rope appeared, which snapped half way up. The tiger fell lifeless upon a millet field.
Millet stalks pierced through his body and were stained by his blood, which accounts, it is held
by some even to this day, for the scarlet spots on them.
When the children were taken to Heaven, they were summoned before the Heavenly Lord,
whose solemn voice was heard to say, "No one in Heaven eats without working. You too shall
also, therefore , be employed in honest labour. You brother shall shine by day, and you sister
shall shine by night." The sister, however, pleaded for being made the sun herself, as she was
sorely afraid of the night. So she was allowed to take her brother's place, but, as she hated
being gazed at by idle people, while moving about in the daytime, she contrived to pour out
such strong light as to dazzle their eyes.

Let's talk about it...

1. Describe the grandmother in the story. Do you see any similarities between her and your
own grandmother?

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2. What, in our present world, is one representative of the large tiger? Support your choice.

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_________________________________________________________________________
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3. Why do you think is the purpose of this story?

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_________________________________________________________________________

4. What lesson have you gleaned from the story?

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_________________________________________________________________________

5. Based on the features of a Korean folktale, can you compare its attributes to a Korean
telenovela that is based on Korean folktale and culture such as "Goblin" and "Legend of the
Blue Sea?"

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_________________________________________________________________________
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Let’s Try another Set

As you go through the activity, focus on the implications of the different texts and also take
note of its origin. Read the given texts and answer the task that follows.

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 Text 1 Text 2 Text 3
The Spider’s Thread The Origin of the Sun and The Taximan’s Story
Moon
What does the text imply? What does the text imply? What does the text imply?

What is your opinion What is your opinion What is your opinion

regarding this text? regarding this text? regarding this text?

Questions to answer:

1. What distinctive idea does each text reveals?

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Cite other literary piece which addresses a similar thought?

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3. Other than the purpose of the author, what influences the crafting of a literary piece?

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_________________________________________________________________________
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 POST-TEST
1. Your teacher gave the details (shown below) for the next reading selection that will be
discussed in the class, what do you think will be the selection all about?
Growth Rings
by Deng Hainan

http://www.warrenphotographic.co.uk/06544-growth-rings-in-douglas-fir
A. The text is all about the wonders and beauty of nature.
B. The text is all about the importance of having trees in the surrounding.
C. The text is all about the person’s life in relation to the number of rings in a tress’ bark.
D. The text is all about the role of man in the environment.

2. Last night, I joined the kids in staying up late to watch a movie. When they were already
asleep, I left a note on the table for my kids to read in the morning because I will be
traveling at daybreak. It was raining so hard that I didn’t hear that my phone was ringing. I
called back my husband and told him about my flight. It was already in the morning and I
haven’t received any call from my kids. I mention it in the note that when they see it, they
should give me a beep.
6. Considering the given scenario, what could be the best reason why the persona did not
receive any call yet from her kids?
A. The note was blown away by the strong wind because the windows were open.
B. The kids decided forgot to call their mother.
C. The kids were busy and did not notice the note on the table.
D. The kids were still asleep since they slept late last night.

If an actress I had been

And the novel of Kabjitti is adapted into film
I’d fight to do your part;
Not that I hold dear
The rough and tumble games of your mind
But that I’d love to be free
To do things your way
Without reason, without provision
Like an earnest child…

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3. Given the lines above, what thought is the author trying to tell the readers?
A. The beauty of being an actress
B. Freedom in one’s decision
C. Faithfulness to one’s lover
D. Excitement in staging a play

4. In writing a text, why should the author consider self-concept?

A. Because the writer needs to follow the writing process wherein he has to start with
conceptualizing.
B. Because every writer has its purpose/reason in coming with a text.
C. Because the writer is accountable with all the information that the reader may get.
D. Because the writer needs to address only one genre to achieve consistency.

5. These are stories passed on from one person to another by word of mouth.
A. Myth B. Folktale C. Fairytale D. Legend

6. Why is it difficult for readers to spot the references addressed by Matsuo Basho, father of
Haiku, in his works?
A. Basho’s works are visual representations of the wonders of Japan. Hence, people who
haven’t been to Japan would have difficulty in associating the images.
B. Basho’s works are in the form metonyms and hence, can be difficult for those who lack
Japanese cultural reference.
C. Basho’s works deal with political issues that is why symbols were used for the readers to
unravel the meanings.
D. Basho’s works exhibit fix structure that makes it difficult for other writers and readers to
follow.

7. This short, 17-syllable form, usually written in three lines with a 5-7-5 syllable count,
focuses our attention on a single, insightful moment.
A. Haiku B. Sonnet C. Lyric Poem D. Ode

8. uses specific details and images to paint a picture with words of a person, place, or thing.
A. Persuasive Paragraph B. Argumentative Paragraph
C. Decriptive Paragraph D. Narrative Paragraph

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9. Why is it important for the speaker to consider articulation in delivering the speech?
It allows the listener . . .
A. to reflect on the speaker’s intention.
B. to clearly understand of the message of the piece.
C. to gather strategies in voice modulation.
D. to establish relationship between the piece and one’s understanding.

10. Why should the speaker be very mindful of his/her movement in delivering his/her
speech?
A. Gestures serve as an aid in communicating the message of the piece.
B. Gestures make the performance more interesting.
C. Gestures capture audience attention.
D. Gestures allow the speaker to establish authority.

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REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

 PEAC Learning Module in English Grade 8 Quarter 2 (2017)

 Tagay, L., Brutas, M., Esterban-Basa, M., (2019). Journeying Through Literature and
Language with Afro-Asian Literary Text 8 Revised Edition, Philippines: Don Bosco Press,
Inc.
 Ribo, L., Galvez, N., & Malicsi, M. (2013). Language in literature II Afro-Asian literature.
Philippines: Vibal Publishing House, Inc.
 Ribo, L., Cabanilla, J., Tapang, A., and Baylon, M. (2005). Language in literature for
second year. Quezon City: Vibal Publishing House, Inc.

ANNOTATION OF WEBSITE RESOURCES:

 http://www.warrenphotographic.co.uk/06544-growth-rings-in-douglas-fir
 http://www.youtube.com/watch?v=BgP0xePGl8A
 http://www.nexuslearning.net/books/Elements_of_lit_Course6/20th%20Century/Colle
ction%2012/Thoughts%20of%20Hanoi.html
 http://www.mrmulgrew.com/writing_signal_words_page.html
 http://web.clark.edu/martpe/signal%20words.html
 http://mrsbirenbaum.pbworks.com/f/ReadWordsSignalOpinionsp14.pdf
 http://www.youtube.com/watch?v=qgHE-cGJ02Q
 http://edublogs.org/
 www.youtube.com/watch?v=Nhr_gp0tq74
 http://www.youtube.com/watch?v=n2s5ev0i8tM
 http://www.infoplease.com/encyclopedia/entertainment/african-literature.html
 http://www.enotes.com/topics/african-literature
 https://allpoetry.com/poem/8562839-Africa-by-David-Diop
 https://badianoran.wordpress.com/2012/03/22/literary-criticism-final-requirement-in-
world-literature/
 http://emiljohnmila.blogspot.com/2014/02/the-taxi-mans-story-by-catherine-lim.html
 http://members.home.nl/marcmarti/yugur/folktale/tale11g.html

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