ENGLISH 4 Quarter 1 Week 1: Learning To Think

Created / Provided by: DepEd and E-turo Description: React to information gathered from the text listened to. Extract accurately the required information and reject irrelevant information from sources read. Observe subject-verb agreement in stating observations, plans, feelings and intentions. Single out imagery and figurative language used. Use appropriate language using idioms to express one's feelings and ideas. Write reflections and insights as journal entries. QUARTER 1: EDUCATION FOR LIFE Week 1: Learning to Think I. OBJECTIVES A. Listening 1. Show courtesy while listening to the ideas and feelings of others 2. React to information gathered from the text listened to B. Reading 1. Extract accurately the required information and reject irrelevant information from sources read 2. Show agreement and disagreement to the ideas presented in the text C. Grammar 1. Express observations, plans and intentions 2. Observe subject-verb agreement in stating observations, plans, feelings and intentions D. Literature 1. Express appreciation for the style adopted by the author to achieve his purpose 2. Single out imagery and figurative language used E. Speaking Use appropriate language using idioms to express one's feelings and ideas.

F. Writing 1. Write reflections and insights as journal entries 2. Organize one's thoughts on the importance of learning to think critically II. SUBJECT MATTER A. Selections 1. Varied Views and Observations of Teachers on Learning and Thinking 2. The Analects by Confucius, GEMS in World Literature, pp. 348-349, Rosario P. Nem Singh and Sylvia PlesPengson 3. "Youth", by Samuel Ullman, Interactive Learning Through English, pp. 65 66, by Myrna S. Banez and Isidro L. Baez B.Language Forms in Use Subject - Verb Agreement C.Writing Reflective Journal Writing Organizing Thoughts Into Meaningful Expressions III. PROCEDURE A. Previewing Activity 1 Work with two or three of your classmates and take turns in answering these questions. Then report your answers to the class. QUESTION 1: Would you like to learn how to think? QUESTION 2: Why? B. Listening Activity 2.Still with a partner discuss the meaning of "Learning without thought is labor lost. Thought without learning is intellectual death." Confucius Activity 3 Work in groups of three and talk about the things that come to your mind when you hear these words. Inferring interpreting predicting making judgment classifying recognizing relations comparing evaluating contrasting analyzing making decisions solving problems Activity 4

Listen to what these teachers say about learning and thinking. Then, fill in the chart with information called for. 1. Learning is thinking. Both require the processing of the brain to perceive ideas. Since brain is responsible for learning, thinking, planning, solving problem, acquiring information, creativity and judgments skills, it serves as a powerful signal of meaning. When one thinks clearly, he learns effectively. - Miss Claude Paras 2. Learning to think just as thinking to learn is difficult before it is easy. One has to accept there is no short cut to learning how to think for it entails a long but meaningful journey to the unknown. - Miss Anny Magar 3. All learning involves our body, mind, emotions, attitude and others. The linkages of the body- mind spirit is recognized in true learning. - Mr. Henry S. Tenedero 4. Students can attain optional learning given the changes to think creatively, critically, productively and meaningfully. - Mr. Harold Ferrer 5. Thinking is a very powerful tool to facilitate learning all directions in life. Without it man is left in the sea of nothingness. - Mr. Justin Macasu 6. To maximize students' learning, the teacher need to stimulate their thinking abilities leading to life's limitless and endless possibilities. - Mr.Ayi Blas 7. Just as thinking directs us in making our plans, executing our plans and evaluating their effectiveness in meaningful terms, if carefully laids the carpet for learning developments. - Mr. Sonny Reyes 8. Our capacity to learn is affected by our ability to think. The more logical we think, the better chances we learn to appreciate life and its essences. - Mrs. Norma Celinar 9. Divergent thinking is needed in an effective learning environment. As students acquire knowledge, they should be empowered to think and to reason. - Miss Cynthia Oliva 10. Learning involves thinking, as there are various levels of thinking, so there are various levels of learning. Higher levels of learning would obviously include higher levels of thinking and build on the others.

- Mrs. Minerva Cur 11. Successful learners are independent thinkers, effective problem solvers and decision makers and pro-active citizens who can contribute to the country's development. Mrs. Jenny Malinaw 12. Students should be encouraged to explore more and go beyond the limits of a defined body of knowledge like learning about life skills, critical thinking and creativity. - Mr. Henry S. Tenedero

Activity 5.Agree/Disagree Work in groups of ten (10). Read through the varied views of teachers in column 2 of Activity 4 and point out the ones to which you agree or disagree most. Give reasons for your choices. (Ask the consensus of the group). Reconvene and present the group's work to class.

Activity 6.Class Survey Still with the same group, make a survey on the skills listed in Activity 3, and tick the right column to indicate if you have practiced the skills, haven't tried practicing the skills, or if you are planning to practice the same in the near future. Critical Thinking Skills

Activity 7.Care for a bookmark? From the teachers' views you listened to, choose the most meaningful one .which will serve as a meaningful caption for the bookmarks that you will design. C. Reading Pre-reading Activity 1 React to the truth or falsity of this statement. Work with a partner and take turns in sharing your views and experiences. Report back to class. A teacher has to bring out and nurture the individual genius in each and every child." What does this statement remind you of? Activity 2 What comes to your mind when you hear the following words? acquisition ignorance concern understanding receptacle delights master wisdom Activity 3 Read "The Analects" by Confucius and answer the questions following the text. The Analects Confucius "To learn," said the Master, "and then to practice what one has learned. Does not this bring with it a sense of satisfaction?" "Let young people," said he "show filial piety at home, respectfulness towards their elders when away from home; let them be circumspect, be truthful; their love going out freely towards all, cultivating good will to men. And if, in such a walk, there be time or energy left for other things, let them employ it in the acquisition of literary or artistic accomplishments." "It does not greatly concern me," said the Master, "that men do not know me; my great concern is, my not knowing them." "Let a ruler base his government upon virtuous principle, and he will be like the pole-star, which remains steadfast in its place, while all the host of the stars turn towards it.

"Be versed in ancient lore, and familiarize yourself with the modern; then may you become teachers. "The great man is not a mere receptacle. "Learning; without thought, is a snare: thought, without learning, is a danger." To the disciple of Tsu-lu, the Master said, "Shall I give you a lesson about knowledge? When you know a thing, maintain that you know it; and when you do not, acknowledge your ignorance. This is characteristic of knowledge." "It is moral cowardice to leave undone what one perceives to be right to do." "Where there is habitual going after gain, there is much ill-will. "One should not be greatly concerned at not being in office; but rather about the requirements in one's self for such a standing. Neither should one be so much concerned at being unknown but rather with seeking to become worthy of being known." "A son should not ignore the years of his parents. On the other hand, they may be a matter for rejoicing (that they have been so many), and on the other, for apprehension (that so few remain). Someone asked: How do you regard the principle of returning good for evil? The Master said: What, then is to be the return for good? Rather should you return justice for injustice, and good for good. "Better than one who knows what is right is one who is fond of what is right; and better than one who is fond of what is right is one who delights in what is right. "The man of wisdom does not vacillate; the man of natural goodness does not fret; the man of valor does not fear. "The Master said: the nobler sort of man emphasizes the good qualities in others, and does not accentuate the bad. The inferior sort does the reverse. "The nobler sort of man is dignified but not proud; the inferior man is proud but not dignified. Tzu Kung asked, saying: Is there any one maxim which ought to be acted upon throughout one's whole life? The Master replied: Surely the maxim of charity is such: Do not do unto others what you would not they should do unto you. Questions: 1. How did the author begin his topic? 2. Who, do you think, are his specific target readers? Explain. 3. According to Confucius "Learning without thought is a snare: thought without learning is a danger." Do you agree with him? Why? 4. Give illustrations to the truth of the statement: "The man of wisdom does not vacillate; the man of natural goodness does not fret; the man of valor does not fear." 5. Comment on the author's view that the maxim of charity is ought to be acted upon throughout one's life. Support your answer. 6. Think about Confucius' views on the qualities of a noble man. Which of these do you believe most exemplify an educated or learned man? A thinking man? Which of his arguments are still relevant today? 7. What do you think is the author's purpose in his essay? 8. What generalization or basic truth in life or human experience is expressed in the essay? 9. How does the title help contribute to the clarification of this truth about life?

Activity 3.Vocabulary Mix and Match Mix and match the following words to have eight pairs of synonymous words. 1. analect 2. circumspect 3. steadfast 4. lore 5. maxim 6. vacillate 7. fret 8. valor sway worry courage cautious body of knowledge wise saying decisive writing

Activity 4.Fantasy vs. Reality Read The Analects by Confucius and spot parts which are based on reality (true-tolife) and which are not but possible to happen in the future.

Activity 5 Work in groups of eight (8) and specify which information from the text are relevant or irrelevant in learning to think critically. Activity 6.What We Need ..... Work with six of your classmates and identify the critical thinking skills you need most. Choose activities from the box that will be appropriate for the critical thinking skills you have identified.

D. Language Forms in Use Activity 1.With two or three of your classmates, arrange these sets of words to form meaningful sentences. 1. need analyze time things thoroughly I to think and 5. facilitates thinking learning critical 2. like the ability thinking requires and learning to wonder inclination 6. needs a everyone critical to become thinker 3. is stimulating thinking brain the to 4. came brain from ideas over in-and-out naturally

7. analytical anybody can thinker an become

8. thinking the teachers sharpen either or have to the students skills their critical

Activity 2 Fill in the chart with appropriate entries based on your answers in Activity1.

Activity 3 Work with a partner and take turns in answering these questions based on the information from the table. 1. Which sentences have singular subjects? Plural subjects? 2. When do we use the S-form of the verb? The base form of the verb? Activity 4 Form groups of five and give interesting answers to the following questions. Observe S-V agreement. 1. Which of the critical thinking skills do you practice most? ______________________________________________

2. When does a learner start to form judgment? ______________________________________________ 3. How do teachers and students make inferences on what they read? ______________________________________________ 4. Why do we need to become analytical thinkers? ______________________________________________ 5. In what ways can you play the role of a global thinker? ______________________________________________ Activity 5 Choose a situation from the list below and discuss how you can possibly solve the problem. Make sure your verbs agree with the subjects. Work in groups of ten. 1. You are a transferee to this school and you don't know what to do with your two back subjects. 2. Your parents are very strict and suspicious. They warned you not to befriend anybody. 3. You are a working student whose class schedule is in conflict with your official time in your job. Activity 6.Work in groups of four. Finish/complete these statements. Observe subject verb agreement. 1. Our targets _______________________________________________ 2. Their focus _______________________________________________ 3. The president and owner of these companies ____________________ 4. Both of them _____________________________________________ 5. Either your intention or your plans ____________________________ 6. Every single dot ___________________________________________ 7. Anyone __________________________________________________ E. Try These Special Expressions/Idioms Here are some helpful expressions you may use to express your observations and views on the importance of enhancing the critical thinking skills of students. Activity 7 Match the underlined idioms with their meanings inside the box. 1. The acid test of true education is learning to think critically. 2. Each learner needs to beat the band oftentimes. 3. All reflective thinkers expectedly chew ideas over.

4. Our output is really something to crow about. 5. They request that I move with full steam ahead to survive. 6. He fits the requirements to a "T"? a. to proceed with maximum power b. most important test of worth c. think carefully and slowly about something d. perfectly, exactly e. with a lot of effort, to the extreme f. an exceptional accomplishment Activity 8 Use appropriate idioms to replace each underlined expression (acid test, beat the band, chew it over, full steam ahead, to a "T", something to crow about) 1. 2. 3. 4. 5. 6. Students solve the problem with maximum power and speed. Both of you fit the qualifications perfectly. Our most important test of worth is what we become. When we work we must always do it to the extreme. Your groupmates and I think carefully and slowly about our project. Education and not material things is an exceptional accomplishment.

F. Literature Activity 1.Brain teaser. Reflect on What is the main point of this quotation? "Learning to think critically facilitates the ability and inclination to wonder about things and mentally explore all possibilities in life." Anonymous 1. How does this quotation apply to your own life? 2. Do you agree with the writer? 3. Can you think of examples that support this quotation? Activity 2 Work with two or three of your classmates and make a list of words you expect to meet in the selection entitled "Youth". Compare your list with your partner's. Give reasons to your choice. ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ ___________________ __________________ _________________ Activity 3.Listen to your teacher read "Youth" and jot down words you don't

understand. Read, "Youth" by Samuel Ullman and answer the questions below. Youth Samuel Ullman The beauty of this poem lies on the fact that it points out some intangible aspects of youth; and that the qualities of youth can be possessed by anyone who has the right attitude in life, no matter what is his or her chronological age. Youth is not a time of life - it is state of mind. It is not a matter of ripe cheeks, red lips and supple knees; It is a temper of the will, a quality of imagination, avigor of emotions; It is a freshness of the deep spring of life. Youth means a temperamental predominance of courage over timidity, of the appetite of an adventure over love of ease. This often exists in a man of fifty more than in a boy of twenty. Nobody grows old by merely living a number of years; people grow old only by deserting their ideals. Years wrinkle the skin, but to give up enthusiasm wrinkles the soul Whether sixty or sixteen, there is in every being's heart the love of wonder, the sweet amazement at the stars and the starlike things and thoughts, the undaunted challenge of events, the unfailing childlike appetite for what is next, and the joy and the game of life. You are as young as your faith, as old as your despair; as young as your self-confidence, as old as your fear; as young as your hope, as old as your despair. Questions: 1. What is the speaker saying about youth's physical qualities? Intangible qualities? Do you agree with him? 2. Which line best describes youth? Explain. 3. With what does the speaker compare youth? 4. Discover the meaning the speaker intended when he said: "Youth is not a time of life - it is a state of mind." 5. What thought or feeling about youth is the poet sharing in lines 14-18? 6. How does the author make you feel about youth's ability or capability to learn best? Read lines from the poem which support your contention. 7. Choose words that describe sights, sounds, smell, taste, touch or feelings and that help you create mental images of what you read. 8. Judging from the writer's choice of images in the poem, do you think youth's qualities can help them become critical thinkers? Explain. Activity 4.Adopt and Adapt

Choose a part of the poem which you like best and explain how it is related to your life as a student. Activity 5 Imagine that the writer Samuel Ullman is with you in a panel discussion. Write and ask questions you wish to ask him because they are not answered nor touched in the poem. Activity 6 Write a letter of thanks to the author or to the speaker emphasizing how the poem inspires you to accept challenges in life and to become better learners by using critical thinking. Activity 7.Bend and Blend Make a list of your old ways you would like to change for the better. Explain how you would go about them. G. Writing Activity 1.What kind of a ...? Check from the list of words the ones which specifically describe you as a learner or thinker. conceptual focused diversified logical flexible make abrupt decisions conventional jump into conclusions solve problems at a snap of your fingers step-by-step worker take time to think Activity 2.What do you think ....? Which of the words in Activity 1 are the qualities of 1. an analytical thinker 2. a global thinker 3. an impulsive thinker 4. a reflective thinker? Activity 3.I wish .... Imagine that a fairy godmother is here to grant your wish about the kind of thinker you would like to be (other than what you think you are now). Point out what it is and the reason why you wish to be so. Remember to include your plans in relation to your granted wish. Activity 4.Quickwrite/Try it out just Reflect on the insights you gained from the poem "Youth". Explain how these learnings fit into what you already know and believe. Make use of journal starters like: I believe ..., I feel that..., Today is special..., etc. Activity 5.Get it Straight. Find a partner and exchange work. Read each other's work. Praise, question and comment on each other's work. Give suggestions. Activity 6 Polish your paper by incorporating the suggestions made by your partner. Present a clean, clear copy of your reflective journal. H. Closure

Complete the following sentences: 1. I am happy to note what I have learned about __________ and these are: ____________, _____________, ____________ etc, 2. The parts/activities I enjoyed most are __________________________ _________________________________________________________ 3. The lesson is especially meaningful because _____________________ ________________________________________________________ 4. I plan to change my old way of looking at ______________________ ___________________________________ because ______________ ___________________________________. 5. The thinking skills I have to _________________________________ ________________________________________________________ IV. ASSIGNMENT A. Interview ten schoolmates or classmates about admonitions on or tips their fathers usually give them to be happy and successful in life. Report on their reactions. B. Who is an optimist? What are his/her qualities? Contrast him/her with a pessimist. Who would you rather be - an optimist or a pessimist? Explain.