ENGLISH 4 Quarter 4 Week 1 : Stressing Interconnectedness

QUARTER 4: EDUCATION FOR GLOBAL CITIZENSHIPWeek 1: Stressing Interconnectedness

I. OBJECTIVES A. Listening-Speaking 1. Listen to the song and the excerpts from articles to derive information 2. Give reactions to what was said 3. Analyze and react critically to ideas presented in the song and the excerpts 4. Show appreciation for the song.

B. Reading 1. Synthesize previous learnings with new insights 2. React to assertions and proof statements made in the text

C. Language in Use 1. Quote accurately what other people say 2. Report observations using direct speech

D. Literature Stress the universality of generosity, love, service to others as reflected in the literary and journalistic entries

E. Vocabulary Determine the meaning of words through context clues

F. Writing 1. Organize information in text to come up with an effective movie review 2. Follow the steps in writing a movie review

II. SUBJECT MATTER A. Selections 1. Let There Be Peace 2. Excerpts from “Working Across the Border” 3. “Epilogue” by Dr. Willie Mordero 4. Letter to the U.S. Government by Chief Seattle 5. “The Divine Art of Brotherhood” by Andre T. Tisah 6. The Scarlet Letter: A Movie Review

III. PROCEDURE A. Previewing

Arrange the words inside the pie to form two meaningful lines of the poem “Welcome Morning”. Together they bring out profound thoughts.

1. Do you agree with what these lines express? 2. How can we apply what these lines suggest?

B. Listening Activity 1 Form groups of eight and make a list of songs promoting world peace and brotherhood among men. (This may run for five (5) minutes.) The group with the most number of correct answers will be declared the winner.

Activity 2. (Pair Work) Key Words

Think of possible key words used in the song “Let There Be Peace”. Write down as many words as you can.

Activity 3. Checking Predictions

Listen to the song “Let There Be Peace” to check, match and add key words you listed in

Activity 2. (Pair Work)

Let there be peace on earth And let it begin with me Let there be peace on earth The peace that was meant to be.

With God as our Father Brothers all are we Let me walk with my brother In perfect harmony.

Let peace begin with me Let this be the moment now With every step I take Let this be my solemn vow; To take each moment and live each moment In peace eternally Let there be peace on earth and let it begin with me.

Activity 4

Read the following questions and answer them as you listen to the song “Let There Be Peace” again.

1. Which line creates a strong feeling in you? Explain. 2. Which part suggests a practical solution to a present universal problem? Explain. 3. What impression of the singer do you get from the lines: “Brothers all are we Let me walk with my brother In perfect harmony”? 4. Describe the singer's attitude towards his/her fellowmen. 5. How does the singer feel about the interconnectedness of people of all races? Do you share her feelings? Why? 6. How can the practice of international cooperation or universal brotherhood solve some of todays' problems? Explain.

Activity 5 Group yourselves by ten and discuss what you could do to bring peace on earth. Share your answers with the class.

Activity 6. Shadow Reading and Sing Along

Read the lyrics of the song “Let There Be Peace” and have a choral sing along.

Activity 7. Projection

Still with the same group, brainstorm on how people throughout the world can work together. Make a list of all possible ways for them to do so.

Activity 8. While Listening

Listen to a taped article, clarifying how people across the world work together, insert words, which are not mentioned in the tapescript.

Nations Work Together

For many years, the United States sent astronauts into space while Russia sent up cosmonauts. Each nation had its own space program – and it s own cookies! The American astronauts brought butter cookies. Russian cosmonauts brought Vostok (vah STOCK) cookies.

Then, in 1994, the two countries began working together. An American astronaut, Dr. Norman Thagard, started special space training in Russia. A year later, Dr. Thagard and two Russian cosmonauts were launched into space. After about two days, they docked with a Russian space station called Mir. Dr. Thagard was the first American to visit Mir. He and the Russian cosmonauts lived and worked on the space station for more than three months. Together, they performed many science experiments and shared their test result. They also shared their cookies.

Governments Work Together

Focus: In what ways does the United States government work with other governments in the world?

Many governments around the world work together. Many work together through the United Nations. The United Nations is made up of almost all the nations in the world. The government of each member nation sends ambassadors to the United Nations headquarters in New York City. The ambassadors work together to try to make the world a better place. For example, the countries in the United Nations work to improve world health, farming, housing and relations between nations.

Governments often work together on environmental issues. At one time, hunting whale was a big business. When governments thought too many whales were being killed, they worked together to ban whaling all over the world. To ban something means to make it against the law.

Sometimes governments work together on special projects. For example, the United States and Russia are cooperating on a space program. Working together in space helps both countries save money.

The sporting events that athletes compete in are one way that people from around the world come together. Governments from countries around the world can come together to work, too.

Organizations like the World Association of Girl Guides and Girl Scouts help people from different parts of the world get to know one another. In almost 100 countries, girls work and learn together. There are world centers in India, England, Mexico and Switzerland where Girl Scouts and Girl Guides from all over the world can meet. Exchange programs help people in different parts of the world get to know one another. When people learn about other cultures they can understand and accept what other say and do. Often, people find out that they share beliefs and values.

Activity 9. Form groups of ten and do the following:

Group 1. Can People Agree ...?

When problems come up, people work to solve them. Think of national or even worldwide problems which can be solved by people working together as one big family. Suggest ways by which these problems can be solved. Point out also government or private agencies which can be contacted and tapped for services.

Group 2. What would you do if...?

Write down what you would do or say to prove to others how sincere you are in caring for them and in promoting peace, brotherhood, harmony and truth.

Group 3. Using the Media

Create a television talk show projecting the importance of interconnectedness among the people throughout the world for them to promote counter-terrorism plans and moves. Assign

two members to act as anchor persons, another two as reporters, and the rest will pose as leaders or ambassadors from different countries. Map up your plan for the questions, answers and messages from the key persons to promote international brotherhood and harmony.

Group 4. Universal Prayer

Write a prayer which could move the people throughout the world to act as one big family for a common goal, that is: to achieve peace, harmony and brotherhood.

Group5. Send a Note via Postcard

Design a postcard promoting your country or place by describing its selling points such as weather, food, tourists spots, people, historical sites, etc. Write your notes to people in other countries inviting them to visit your country.

Presentation of groups' outputs

C. Reading Activity 1. React to this quote - “All things are connected like blood which unites one family. All things are connected.”

1. Think of examples that support this quotation. 2. Do you know of somebody whose life's account exemplifies this quotation?

Activity 2. Vocabulary Study

Number your paper from 1 to 10. After each number, add dashes as shown below. Fill in the dashes with the letters of the words defined on the right. The first and the last letter are given as clues.

Activity 3 Reading Text 1 After reading the selection, sequence the questions in the order that they will be answered in the “Epilogue” of Breaking the IQ Myth by Dr. Willie Mordeno then answer each as briefly as you can. Compare your insights with other students.

1. What does the author persuade the reader to do? 2. What “huge task” is he referring to? Do you share the author's idea on making everyone global citizens? Why? 3. Comment on the author's views on “helping each one appreciate the creative dynamics between national interests and international cooperation.” Justify your answer. 4. Choose at least two statements of the author that “best” explain or support his argument.

EpilogueDr. Willie Mordeno

1. The old century is fast coming to a close. And so are many things which will no longer find a place in the new century.

2. Perhaps the Berlin Wall will survive as one of the more enduring symbols of the 20th century, which saw it being built and then later torn down in its lifetime. Walls of all sorts are being toppled all around us, all around the globe: walls of prejudice, walls of injustice, walls of selfish interests, walls of arbitrary assumptions, walls of superstition, walls of hatred, walls of irrationality, walls of isolationism, walls of poverty, walls of greed and exploitation.

3. Already, foundations are being laid for bridges instead of wall – in all field of human encounter and endeavor. Globalism, interdependence, cooperation, common currencies and markets, shared goals, glasnost – these are the new mainframes for the new century. The emerging global village will be a world for global citizens, a world of multiple intelligences both individually unique and mutually reinforcing, a world which may finally witness and nurture the communion of all peoples, the realization of one humanity sharing and enriching one earth.

4. We must prepare our children for that bright new world which is being born even now in our midst. We must help them become masters, not of our persons, but of themselves and their own destinies. We must help them appreciate the creative dynamics between personal fulfillment and social responsibility, between freedom and social order, between diversity and shared aspirations, between national interests and international cooperation.

5. We must make our children proud Filipinos ― intelligent, competent, confident, creative, appreciative of their native culture and history, responsible. And yet we must also make of our children global citizens: competitive, productive, cognizant of the intricate demands of international exchange in all fields of social activity, forward-looking, pioneering.

6. This is a huge task. And it begins with education ― at home, in school, and in the community

7. Towards this end, conscious and continuing effort must be poured by everyone concerned ― parents, teachers, school officials, researches, psychologists, even lawmakers – into a review and reformulation of our entire educational system. We must break down the walls of ignorance, myth, and complacency, and in their place build bridges of new knowledge, new structures, new methods, new ways of thinking, does and being.

8. Quality education ― this is the bridge we must build for our children. This is the bridge they will use to cross over successfully into the year 2000 and the new century. Let this be our task today, our project, our dream, our lasting heritage to our children.

Reading Text 2 Read the excerpt from “Letter to the U.S. Government” by Chief Seattle, and give brief answers to the following questions.

1. How did the author begin his topic? 2. Who are his target readers? 3. What condition did Chief Seattle give the white men who wanted to buy their land? What does

it reveal of Chief Seattle's personality? 4. Why were the red men led by Chief Seattle hesitant to sell their land to the white men?

5. What problem was brought out in the letter? Is this problem universal? Explain. 6. Which sentence best sums up the argument? 7. What do you think is the author's purpose in writing this letter?

Letter to the U.S. GovernmentChief Seattle

“We are part of the earth and it is part of us.”How can you buy or sell the sky, the warmth of the land? The idea is strange to us.

If we do not own the freshness of the air and the sparkle of the water, how can you buy

them?

Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing and humming insect is holy in the memory and experience of my people. The sap which courses through the trees carries the memories of the red man.

The white man's dead forget the country of their birth when they go to walk among the stars. Our dead never forget this beautiful earth, for it is the mother of the red man.

We are part of the earth and it is part of us. The perfumed flowers are our sisters; the deer, the horse, the great eagle, these are our brothers.

The rock crests, the juices in the meadows, the body heat of the pony, and man – all belong to the same family.

So, when the Great Chief in Washington sends word that he wishes to buy our land, he asks much of us. The Great Chief sends word he will reserve us a place so that we can live comfortably to ourselves.

He will be our father and we will be his children. So we will consider your offer to buy our land.

But it will not be easy. For this land is sacred to us.

This shining water that moves in the streams and rivers is not just water but the blood of our ancestors.

If we sell you our land, you must remember that it is sacred, and you must teach your children that it is sacred and that each ghostly reflection in the clear water of the lakes tells of events and memories in the life of my people.

And if we sell you our land, you must keep it apart and sacred, as a place where even the white man can go to taste the wind that is sweetened by the meadow's flowers.

So we will consider your offer to buy our land. If we decide to accept, I will make one condition: the white man must treat the beasts of this land as his brother.

I am a savage and I do not understand any other way. I have seen a thousand rotting buffaloes on the prairie, left by the white man who shot them from a passing train. I am a savage and I do not understand how the smoking iron horse can be more important than the buffalo that we kill only to stay alive.

What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of spirit.

For whatever happens to the beasts, soon happens to man. All things are connected. You must teach your children that the ground beneath their feet is the ashes of your grandfathers. So that they will respect the land, tell your children that the earth is rich with the lives of our kin.

Teach your children what we have taught our children, that the earth is our mother.

Whatever befalls the earth befalls the sons of the earth. If men spit upon the ground, they spit upon themselves.

This we know: the earth does not belong to man: man belongs to the earth. This we know.

All things are connected like the blood which unites one family. All things are connected.

Whatever befalls the earth befalls the sons of the earth. Man did not weave the ebb of life: he is merely a strand in it. Whatever he does to the web, he does to himself.

Even the white man, whose god walks and talks with him as friend to friend, cannot be exempt from the common destiny.

We may be brothers after all. We shall see.

One thing we know, which the white man may one day discover-our God is the one God.

You may think now that you won Him as you wish to own our land; but you cannot. He is the God of man, and His compassion is equal for the red man and the white.

This earth is precious to Him, and to harm the earth is to heap contempt on its Creator.

The whites too shall pass; perhaps sooner than all other tribes. Contaminate your bed, and you will one night suffocate in your own waste.

But in your perishing you will shine brightly, fired by the strength of the God who brought you to this land and for some special purpose gave you dominion over this land and over the red man.

That destiny is a mystery to us, for we do not understand when the buffalo are all slaughtered, the wild horses are tamed, the secret corners of the forest heavy with scent of many men, and the view of the ripe hills blotted by talking wires.

Where is the thicket? Gone

Where is the eagle? Gone

The end of living and the beginning of survival.

Activity 4. Differentiated Small Group Work

Form groups of ten, and do the following:

Group 1 Brainstorm on the questions (in addition to those answered in their writings? You would like to ask

1. Dr. Mordeno 2. Chief Seattle

Group 2. Reflective Journal

Make a group's reflective journal on how you can give importance to world understanding,

brotherhood and cooperation.

Group 3. Going Places

Imagine that you work for a travel agency, and you job entails guiding tourists to the best places to visit or stay. Suggest interesting places to go and good things to do in order to promote the importance of interconnectedness among men regardless of ex, age, status in life, education, nationality, interests etc.

Group 4. Finding a Common Ground

Present a talk show on the issue “Strengthening Ties Among Nations to Counteract International Terrorism”. Two members will pose as anchor persons and the others as leaders or emissaries from the league of nations. Each will be given an equal chance to share his/her plans and suggestions on how to work against terrorism.

Group 5. Cartoon, Cartoon, Lighter Replica

Present eight to then frames of comic strips highlighting how people of all nations can stress the importance of interconnectedness so that they can work for unity, peace and brotherhood. You may use imaginary characters, cartoon characters, superheroes or even names of real people as characters.

Group 6. Smart Play

Think of a game that requires players to know, and practice working and playing cooperatively with one another. Explain the mechanics of that game and stress how it builds and promotes worldwide understanding.

D. Language Activity 1. Imaging

For five minutes, close your eyes and relax. Feel the tension, leave your shoulders down the rest of the parts of your body to your toes, then out. Imagine you are in the midst of a forest. You are surrounded by tall trees. Underneath, you can see an army of ants and other insects. What could they be communicating to each other? Remember to note what you can see, hear, feel, smell and taste.

Open your eyes and visualize what your imagined earlier then report to your partner what you imagined you saw, heard, tasted, touched and felt. Take turns is sharing experiences while jotting down your report.

Activity 2. Pair Work

Consider how the following sentences are expressed and answer the questions that follow.

1. The Queen ant says, “I respect your idea of working as one big family.”

2. “Have you heard what happened to man?” the honeybee asked.3. “They must believe in the saying 'There is strength in unity' forever,” the flower answered, “go

and remind them.”

4. “Oh no!,” the leaves answered, “How can he do it?”

Question:

1. What do the underlined words contain?

2. Where can thet be positioned in sentences?

3. What expressions are added to the underlined words to complete the sentences?

4. What punctuation marks are used to separate the introductory clauses from the quoted parts?

5. Clarify when and how we use

a. quotations marks b. comma c. period d. question mark e. exclamation point f. single quotation mark

6. How do we punctuate sentences with introductory part at the middle or in between divided quoted parts?

Activity 3. Wall Task – Market Milling

Go around the room and interview five of your classmates on:

1. why people need to work cooperatively:

2. what question they want to ask the government leaders; and

3. what they usually say when they are surprised or what expressions they use to highlight strong emotions.

Use direct speech in your report. Punctuate your sentences correctly.

Activity 4. They say ....

Imagine that you are a news reporter and your job is to report what people from all walks of life say on the value of stressing interconnectedness or brotherhood among men. Use direct discourse in your report.

Activity 5. My Favorite Characters

Think of two or three of your favorite cartoon or literary characters talking about the need for brotherhood among men. Report on what might transpire in their discussion. Use direct discourse.

E. Literature Activity 1. Word Game (Work in group of ten)

Think of words which relate to each of the two key words below. What do you already know about “brotherhood” and “interconnectedness”. Write the words inside the chains.

Activity 2 Still with the same group in Activity 1, answer the following questions. Report back back to class.

1. How many times have we become indifferent to other person's needs?

2. Why hasn't real brotherhood among men prevailed?

Activity 3. Vocabulary Check

The nine words in the box below can be divided into five pairs, each pair having a similar meaning. Identify the pairs of words that have more or less the same meaning.

Perpetuity

twisted around

vast

Huge

inescapably

eternal

Entwined

lineage

unavoidable

Activity 4 Listen to your teacher read “The Divine Art of Brotherhood” by Andre T. Misah and answer the following questions.

The Divine Art of Brotherhood

Questions:1. Explain the meaning of the following lines:

a. “Man's love must be founded on Divine Love”b. “In the spirit of perpetuity of Man's Kingdom on Earth.”c. “Each man is inescapably tangible to the cause of the Divine Art of Brotherhood.”

2. Explain the analogy between the leaves and the tree, men and God, bulbs and current. 3. Why was Adam mentioned in the poem? 4. Why men need to "understand and believe in the oneness of life in God"? 5. Point out lines which are good examples of figures of speech. 6. To what does the poet allude in the last stanza? 7. How does it help in the clarification of the poem's message? 8. Which line best expresses the essence of brotherhood? Explain?

Activity 5. SGDA

Form groups of ten and perform the following task:

Group 1. Quickie Task

Deliver a three minute talk on this topic: Is there anything about the ways people treat one

another that you would like to change? Point out and explain how you would change it.

Group 2. Creation to Creator

Present a skit depicting the advantages of giving importance to man's interconnectedness and interdependence so as to clarify the meaning of “man is to man, man is to God, leaves to the tree, spirit of life to spirit of perpetuity”.

Group 3. Collection of Songs/Media Transfer

Make a list of songs wherein the lyrics express the universal message of brotherhood, love, harmony, cooperation, equality, dignity and peace among men. Present a choral rendition of the best song chosen by the group.

Group 4. Interpretative Dance

Plan, prepare and present an interpretative dance which depicts the importance of interconnectedness, interdependence, harmony, brotherhood and peace among men.

Group 5. Pushed to the Wall

Make a collage of special projects of international organizations and government agencies which help people to cooperate with other nations.

Group 6. Concept Map

Complete the concept map with appropriate entries called for. Be ready to explain what your map suggestions.

Cooperation Among Nations

F. Writing Activity 1. Fact vs. Opinion

Read these sentences, and next to each number write F if the sentence is based on facts, write O if it is an opinion.

1. Make up is used to express variety

2. Some people prefer to see a stage play rather than a film. 3. Films and play have their similarities and differences. 4. The audience has to be convinced on the truthfulness of the action. 5. Lights and sound are essentials of a film. 6. The director needs to be popular to be effective.

Activity 2 Read the movie review below. Notice the information and the opinions included in the review.

The Scarlet LetterFilm review

Passion, nudity, puritansan, oh, yes, that scarlet letter 'A'

Caryn James

NY Times News Service

“God help me, Hester, I love thee!” declares Rev. Arthur Dimmesdale, that passionate, skinny-dipping Puritan. “God help me, I love thee, too!” pants Hester Prynne, before melting into his arms, only to break away abruptly from their first kiss. “Nay!” We could be hanged for this,” she realizes. Hanging, in this case is no deterrent. Hester and Arthur, played by Demi Moore and Gary Oldman as if they were in the Red Diaries instead of the Scarlet Letter, are soon rolling around the barn on a pile of grain.

The director, Roland Joffe, should have just called his new movie Puritans in Lust. Labeled it a comedy, and gotten it over with. There is plenty of room for interpretation in Hawthorne's novel, but a movie version should never be this goofy. The Scarlet Letter is unintentionally funnier than most comedies on screen.

Hawthorne gave us Dimmesdale, a minister guilt-ridden over his affair with Hester, yet too cowardly to acknowledge that he is the father of her child. Oldman's Dimmesdale is a hot-blooded hero and also kind to Indians.

Hawthorne gave us Hester, a strong-willed woman of conscience whose husband disappeared long ago. Forced to wear a scarlet “A” for “adultery,” she will not reveal the name of her child's father. The novel's Hester privately believes she and Arthur will be together in heaven. Moore's Hester craves more immediate satisfactions.

She arrives in Salem from the Old World, resplendent in lace and an elegant black hat, with a boatload of furniture that includes a wooden “bathing tub.” One of the colonists, undoubtedly smelly, comments that she must be French to own such an object. Any moviegoer could have told that colonist that where there is a bathing tub, there must be a nude bathing scene. This Scarlet Letter has two: one featuring Hester, one featuring a brand-new character, a loyal black servant referred to as “poor, mute Mituba.”

If you have heard anything about this film, you probably know the filmmakers have added a happy ending. As it turn out, they have also changed the beginning, the middle and the very essence of the book.

That's OK. The problem is not that the novel was changed, but that it was changed to something so trashy and nonsensical. (The people involved include the screenwriter, Douglas Day Stewart, who also wrote “An Officer and a Gentlemen:” that would explain a lot. Joffe is known fro his high seriousness in films like the “Killing Fields” and “City of Joy:” that makes you scratch your head.)

A film takes a full hour to arrive at the first scene of the novel, with Hester on the scaffold wearing the scarlet “A,” and this early part is a hoot. Hester is a proto-feminist and a free spirit. She happens to be frolicking in the woods, a wreath of flowers in her loosened hair, when she spies a man swimming nude nearby. Imagine her surprise when she arrives at church later that day and recognizes that her kind spirit is one other than the minister.

Theirs, of course, is lust at first sight, which allows Joffe to concoct one of the most ludicrous sex scenes ever. He intercuts glimpses of Hester and Arthur in the grain (Her hand clutches the grain! She's ecstasy!) with scenes of Mituba in the bathing tub and a little red bird that fills the screen often for no apparent reason.

When Hester bravely receives the letter “A” and makes Arthur promise to shut up (no point in both of them suffering), the hilarity dies down. The film becomes dull, even though the filmakers try hard to turn this into an action-adventure story. They throw in witch hunts and Indian attacks. There is Hester's loony long-lost husband, Roger Chillingworth (Robert Duvall), who has been set free by his Indian captors because he has become too weird for them, dancing around the campfire with a dead deer on his head.

The Scarlet Letter picks up its comic tone again in the last 15 minutes. Of course, if you've read the book you won't know the ending. Let's just say that Indians with flaming arrows come to the rescue. They manage to keep a straight face, which is more than anyone in the audience will be able to do.

The Scarlet Letter is rated R (Under 17 requires accompanying parent or adult guardian). It include a scalping, nude scenes of Hester and Dimmesdale, an attempted rape and some violent clashes between the Indian and the colonists.

Activity 3 Think about the facts presented in the movie to answer these questions.

1. What is the title of the movie? 2. Who participated in the making of the movie? What was the role of each of these persons? 3. What brief description or comment to attract the reader's attention is used in the introductory part? 4. What is the plot of the movie? What main story event does the review reveal? 5. What is the theme or main point of the movie?

Activity 4 Think about the opinions presented in the movie to answer these questions.

Activity 5 Here is a general response sheet for film/movie viewing. Think of a movie you have seen recently and write your response to it to complete the entries to Viewer's Response Sheet that follows:

VIEWER'S RESPONSE SHEET

1. Film title: ____________________________________________________

2. Director and Film Company _____________________________________

3. Type of film (circle your answer)

drama

comedy

cartoon

musical

sports

horror

variety

action

thriller

science fiction

others

4. The movie is―

A spellbinder, fantastic, boring, slow, dragging, inspirational, dry, excellency performed

5. List the main characters and describe what you think they are like

Name of character Description

a. b. c. d.

6. The most exciting part/event ____________________________________

7. The least exciting part/event ____________________________________

8. The kind of sound used

a. Music ____________________________________________________ b. Songs ___________________________________________________ c. Sound effects _____________________________________________

9. A similar film to this one

10.Unbelievable parts ____________________________________________

___________________________________________________________

11.Remarkable scene ____________________________________________

____________________________________________________________

Activity 6 Make notes about the other people involved in making the movie and whom you want to mention in your review. Include the names of the most important actor, address and the director.

Activity 7 Make notes about the style of the movie. Say something about how the actors and actresses portrayed their roles. (if the action is believable, how the setting is developed, how the camera work set, the mood of the film, how the music helped or tarnished the film, how the special effects succeeded or failed. After each opinion, give at least one specific sample of a movie.

Activity 8 Summarize the them (basic truth in life) of the movie. (if it is significantly or well-developed in the movie)

Activity 9 Read your notes in Activity 5-11. Decide which aspects of the movie made the greatest impression on you. Use these information on your notes to write a movie review. Begin with the statement about the aspect of the movie that made the greatest impression on you. Remember to include both facts and opinion Give specific example to support your opinion.

Activity 10 Read your review carefully, and ask yourself these questions.

1. What information and details about the plot and characters involved in making this movie are presented in the review?

2. What details should be added?

3. What opinion are supported/not supported by examples?

Make necessary changes to improve your movie review's

a. structure c. punctuation

b. capitalization d. spelling

G. Closure Give your impressions on the day's lesson by filling up the matrix below.

IV. ASSIGNMENT

Bring to class a news article about universal problems which should be addressed immediately.