THE BOTTOMLINE: Argumentative Speaking | A Peformance Task

 This task is inspired from Boy Abunda's show THE BOTTOMLINE. This task shall showcase the students skills in argumentative speech as they represent significant personalities in the Philippines to talk about how globalization has affected the PHILIPPINES in terms of the following: 

• ECONOMY
• HEALTH AND WELLNESS
• EDUCATION
• ENTERTAINMENT INDUSTRY
• POPULATION

The class will have varied roles, though experts may propose that students have one role to support the performance standards. I believe that students should see the bigger picture by letting them see their task is part of a whole and that each of them contribute to it regardless their roles. 

Here are the groups involved:

SHOW MASTERS

The show masters will be where the talk show host shall belong. Other than that here are the expected preparations the group shall be busy with.

• Aesthetics
• Technical
• Direction

Here's the template you could use for brainstorming and planning. Giving a template ensures that the students produce and actual output thus gets an in depth understanding of the task.

Click here to download the template. TEMPLATE HERE

GUESTS

This group comprises of the speakers who shall be considered experts in their designated fields. The speakers shall spend time with research, reading and drafting their speech. The speaker has to make sure he or she is able to speak guided by the following:

• Claim
• Supporting Opinions
• Discussion
• Facts

Use this matrix to draft and make an outline of your speech. This is to ensure that your talk is organized.

Click here to download the template. TEMPLATE

AUDIENCE

This group comprises of students whose task is to pay attention to the discussion the show may have covered. They will have to raise:

• questions
• reactions
• suggestions

This template shows that the audience too needs critical thinking throughout the show. They need to pay attention to the speakers in order to raise questions, reactions or suggestions.

NOTE: This one here is done prior to the activity.

NOTE: This one is to be accomplished during the activity.

Click here to download the template. TEMPLATE

ADVOCACY FRAMEWORK: Performance Task

 Let us first begin with what advocacy is. ADVOCACY is the giving or getting of support to support someone's rights, ideals and the like. By doing an ADVOCACY FRAMEWORK as a performance task for my students, Miss Ara and I agreed that it is a presentation of how the students extend their world in the classroom into the real world and craft a plan on how to be able to support, aid or make concrete master plan to augment the existing problems of the society.

In this task, we do not ask students to assume they are professionals, hence we make them think of prospect professionals or personalities who can help them make their advocacy happen. 

So here's the TEMPLATE.

ADVOCACY STRATEGY TEMPLATE

BACKGROUND

Brief and situational analysis. This part requires you to research about existing problems in your immediate society and the possible solutions that could be done to it. This is where your advocate comes in.

• What is the problem? 
• Present a data presentation like bar, line graph and the like to show significant result of a study conducted with relevance to the problem you have chosen. Take this one for an example.

• Why advocate on the issue? 

AIM

Long-term goal that the group wants to contribute towards

• Basically, what you are planning is not a one time solution. Imagine this plan to be running on schedule because once your plan is simply for the now, then it is not an advocacy at all. The goal is to ensure your plan goes on even when you are not there anymore to manage it. Because it is long term, it could be passed on and designated to the next in line.

OBJECTIVES

Specific Measurable Attainable Realistic Time-bound objectives 

• Do these contribute to the realization of your aim?

Hence, before you craft your objectives, it is always wise to that you have understood the aim of your project. So, go ahead and review it, then you can already start writing your objectives. Make sure your objectives are DOABLE.

TARGETS

Identify your target audience or in this case the group of people you want to help. Then think of effective prospects, meaning people who influences these type of people. Someone who might be able to make changes in the way the think or the way they live their lives.

• Who has the power to  make the necessary changes? 
• Who influences those people?

ALLIES/PARTNERS

Who can work with you to build momentum and support? 

• Now that you have already thought of influencers, it is time to think bigger. You would be needing established groups or personalities to work with you in order to promote your project, if not catapult it to success. Remember that you are but students, so you need big people, big companies, big names; if not big then at least someone or something established.

ACTIVITIES & OUTPUT

Now layout your plans in attaining your objectives. What sort of activities have you prepared and what expected output do you visualize your stakeholders shall have in each activity. Stakeholders would refer to the group of people you are trying to help; the one who will benefit your advocacy. Use a suitable graphic organizer for this one.

• Craft your policies
• Advocacy promotions
• Engagement of key stakeholders

Also present in a web diagram how your team plan on mobilizing your advocacy. Here's an example: 

This diagram is TOO WORDY, so when you make yours limit to a word or short phrases per box or circle.

KEY MESSAGES

• What is your message to your stakeholders? 
• What do you want them to learn in all this?

TIMELINE

Present a chronological arrangement of how your activities shall reach the attainment of your goal.

This sample timeline shows that the advocacy is short-term now you must be able to think of something long-term. Something that does NOT happen in a span of one week and it is done.

ROLES AND RESPONSIBILITIES

What roles and responsibilities does each member of the team carry. Yes, the team. Use a suitable graphic organizer for this one.

BUDGET

It goes without saying that any advocacy without funding will be a struggle. Since you already have identified your benefactors in this project, it is wise to present a clear budget schedule for the project like transportation, food and other relevant expenses. 

• You must also bear in mind that budget goes with the span of time the project will run. Be it weekly, monthly, annually, quarterly, biannually or biennially.
• Expenses and time should be considered altogether.

TYPES OF TABLES | GRAPHICS FOR EXPOSITORY TEXTS

  Tables are used to represent data in the simplest manner which makes it a very convenient tool to understand information. 👀

 

Here are the components that should make up your table when you shall be tasked to make one.

🔆🔆 Title 

          ➖Provides a brief description of the contents 

              of the table.

          ➖Should be concise and must contain key 

              elements like categories, groups,  

              classifications, etc.

          ➖Should not be more than two lines.

          

🔆🔆 Table Number

          ➖Should be numbered so that they can easily 

              be referred to.

🔆🔆 Column Labels

          ➖The key to understanding the data is 

              through the specific column label.

🔆🔆 Table Body

          ➖The actual data found in the table.

Here are the types of tables:

📢Textual tables

A table number may not be necessary for a textual table.

📢Numerical tables

References:

Graphing Resources. LabWrite Resources. https://projects.ncsu.edu/labwrite/res/gh/gh-tables.html 

Types of Tables. BrainKart.com.  https://www.brainkart.com/article/Types-of-Tables_35065/ 

Statistical Tests on Tables. Displayr. https://docs.displayr.com/wiki/Statistical_Tests_on_Tables

  Originally published in

September 11, 2021

@ jeanillec.blogspot.com

How to ANSWER an ARROWWORD PUZZLE

An arrowword puzzle is not typical here in the Philippines; however it's about time to use another variety of crossword puzzle. This type is believed to have originated from Scandinavia as it is also called the Scandinavian crossword.

Here's a sample puzzle I made.

FEATURES

• ARROWS

These would signify where you should begin to answer.

• X

This may not be present in all arrowwords but this is one technique used to mean that you have to stop writing letters.

• SOLUTION

You may or may not see this in the arrowword you are answering right now but in case you see this then this only means the words you form in these sections are essential to the completion of a quote or to answer a question.

In this example, you'd see the quote to complete at the topmost portion of the puzzle.

Then somewhere in your puzzle you'd see the word SOLUTION. These are numbered in the order they would complete the quote or answer a certain question.

• GRIDS

Each empty box or grid requires only one letter. Depending on the creator, clues like given letters could be found.

So to answer the question: HOW TO ANSWER THIS?

• Start anywhere especially to the clues you are most confident. Remember, one box, one letter.
• Make sure to write where the ARROWS point to.
• If there are quotes you need to complete then you could find them in highlighted boxes. You could answer this immediately if the quote is familiar to you.
• If you see X, it means stop writing.
• If you bump into another clue, it also means stop writing ( I know, it's a no-brainer, but just in case.)
• Lastly review your answers.

Class Task: TABULATING DATA

 After learning about the types of graphic organizers, let's take a pit stop to tabulate data using a NUMERIC TABLE.

WHAT TO DO:

 1. Observe the components of the table as these are the things expected of your table.

 2. Read the paragraph thoroughly.

Accidents happen anywhere. So even when you are in your workplace, it is still inevitable; however, we always hope that such should not come to a worst case scenario. In our workplace, a total of 57 cases of injury were incurred last year. There were 14 occurrences of a fall which amounts to 30 percent of the total case. Those who got cuts reached 8 which is 17 percent. Well, thank God we have lower cases of burns, which only recorded 3 cases, 6 percent. And a much lower number of occurrences for back injury which incurred only 2 cases; that is just 4 percent. But back injury, that is something big. There are also 11 other traumas incurred amounting to 23 percent. Lastly 19 percent of unspecified injuries were recorded; that’s 19 cases. Hopefully this year is going to be better.

3. Make a your own numeric table to present the data found in the paragraph you've just read.

4. Refer to the given example to make sure the components are complete.

CHAMBER THEATRE SCRIPT: The Nymph and Her Ardent Lovers

In a chamber theatre, characters usually have dual roles; that is to be the actor and a narrator at the same time. But in this script, the characters are only made to say their lines to focus on the poetry duet of the poems originally written by Christopher Marlowe (The Passionate Shepherd to His Love) and Sir Walter Raleigh (The Nymph's Reply to the Shepherd).

This script only modifies the characters' dialogues but they must freeze and move only when it is their time to project their character.

DISCLAIMER: I do not intend to infringe the copyright of Marlowe's and Raleigh's. This script plainly makes use of both poems to show deeply the interactions of the shepherd and the nymph. 

Here's the script using Christopher Marlowe's THE PASSIONATE SHEPHERD TO HIS LOVE and Sir Walter Raleigh's THE NYMPH'S REPLY TO THE SHEPHERD.

The Nymph and Her Ardent Lovers

CHARACTERS: 1 narrator, 4 men, 2 women,  

(All characters in position)

Narrator: “Come live with me and be my love” were the words that linger in her head all these years. She is the nymph that shepherds came to flock to. She is the nymph the shepherds hoped to be theirs. She is Amalthea

Musician: I can only play the tune that shall suit your storytelling. So please go on.

Narrator:  I can only tell you what I know, but I can never show you what they felt for each other. And so it goes…

Alexander: Come live with me and be my love, 

 And we will all the pleasures prove,

That Valleys, groves, hills, and fields,

Woods, or steepy mountain yields.

Flavian: And we will sit upon the Rocks,

Seeing the Shepherds feed their flocks,

By shallow Rivers to whose falls

Melodious birds sing Madrigals.

Evan: And I will make thee beds of Roses

And a thousand fragrant posies,

A cap of flowers, and a kirtle

Embroidered all with leaves of Myrtle;

Amalthea: (Strides a few steps forward) 

If all the world and love were young,

And truth in every Shepherd’s tongue,

These pretty pleasures might me move,

To live with thee, and be thy love.

(Walks toward Flavian.)

Time drives the flocks from field to fold,

When Rivers rage and Rocks grow cold,

And Philomel becometh dumb,

The rest complains of cares to come.

(Looks at Evan, examines his face, touches his cheek then looks away)

The flowers do fade, and wanton fields,

To wayward winter reckoning yields,

A honey tongue, a heart of gall,

Is fancy’s spring, but sorrow’s fall.

Evan: A gown made of the finest wool

Which from our pretty Lambs we pull;

Fair lined slippers for the cold,

With buckles of the purest gold;

Amalthea: (Smiles at the gown but…)

Thy gowns, thy shoes, thy beds of Roses,

Thy cap, thy kirtle, and thy posies

Soon break, soon wither, soon forgotten:

In folly ripe, in reason rotten.

Flavian: (Pushes Evan aside)

A belt of straw and Ivy buds,

With Coral clasps and Amber studs:

And if these pleasures may thee move,

Come live with me, and be my love.

Amalthea: (Moves away from Flavian)

Thy belt of straw and Ivy buds,

The Coral clasps and amber studs,

All these in me no means can move

To come to thee and be thy love.

Alexander: (Stands slightly behind Amalthea; strides obliquely in front of her; takes her hand)

The Shepherds’ Swains shall dance and sing

For thy delight each May-morning:

If these delights thy mind may move,

Then live with me, and be my love.

Amalthea: (Looks at Alexander passionately; walks around him; looks into his eyes then moves away)

But could youth last, and love still breed,

Had joys no date, nor age no need,

Then these delights my mind might move

To live with thee, and be thy love.

Narrator: Now, Now, don’t be silly. (Everyone looks to the narrator's direction then freezes again.)

The goddess Aphrodite is not half so happy and so she might pick the perfect match for you.

Aphrodite: Oh dear… (Walks toward Alexander pulled him toward Amalthea)... Here’s your man.

Amalthea: (Smiles and looks so in love with Alexander then the smile fades; she looks at Aphrodite) 

… but dear goddess…

Aphrodite: Shush dearie… do not question the gift I hand to you. ‘Tis always  better to have loved and lost than never to have loved at all. I got that from a mortal man’s tongue - a man named Tennyson.

Amalthea & Alexander:  (Facing each other with eyes fixed unto one another.)

Tennyson is wise indeed!

WRITING THE REFLECTIVE ESSAY

 Here are the essential activities students go through in order to write a reflective essay of a story.

TASK 1: SUMMARY

• This is one way to test the students comprehension of the story. One can only summarize if the story read has been understood.

TASK 2: ORGANIZING THOUGHTS

• Students look into the story once more with a different perspective. They look at it as something that reflects Filipino culture, customs , tradition and even history.

• CULTURE OR TRADITION IN....

These are the Filipino culture or tradition that are eminent or are shown in the story. No need to worry, these are already given in the first column so you don't need to look for these anymore; just copy what you see in the template: Gambling and entertainment, status in society, table etiquette.

• SCENE FROM THE STORY

Now, you are going to state the scene or event in the story where in the traditions found in the first column of the table above is shown. State it briefly; refer to the sample: Husband insisted the chicken was a hen. DO NOT copy lines from the story as such would be lengthy. Hence, state it in your own simple words that are direct to the point.

• RELEVANCE TO FILIPINO HISTORY, CULTURE AND TRADITIONS

You are to write the specific Filipino tradition/culture evident in the scene you wrote in the second column. Since it said that the husband insisted the chicken was a hen so the Filipino tradition is: Patriarchal family tradition putting the father to have the last say over family matters. In other words, this column actually explains why the characters acted as such.

• YOUR OPINION

Since you already have indicated why the characters acted like they did in the story. now you are to write your opinion or reaction about such tradition. In the third column, I wrote: Patriarchal family tradition putting the father to have the last say over family matters. So if I were to give an opinion for such I'd say: Mothers must also have a say in family matters. Keep your opinion short and direct to the point. Do not be tempted to explain it; don't worry, you shall be discussing it once you are already writing your reflective essay.

• ADDITIONAL EVIDENCE

This part is where you can present proof to help you explain YOUR OPINION. Since I said that mothers must also have a say in family matters, it would be a week statement if I can't defend it. So here's my evidence: Most mothers now also work to help fend for the family. Again, do not be tempted to explain it; remember what we are doing is drafting our thoughts. Wait till you write your essay for the discussions.

TASK 3: THE INTRODUCTION

• This is the first paragraph of the reflective essay.
• Here are guide questions to help students form their thoughts then into writing.

You could write it like this:

The story ________________ by ________ is about ____

______________________________________________

______________________________________________

__________________________________________. This

 essay will talk about _____________________________

____________________________________________.

NOTE: Let your introduction run in 4 - 5 sentences.

TASK 4: THE BODY

• This is now the part where you are to use the TABLE you have previously filled out.
• You are going to discuss each of the topics found in the first column of the table: Gambling and Entertainment, Status in Society and Table Etiquette.
• Here's a sample of how to use the information in your table.

A scene from the story talks about how the husband insisted that the chicken was a hen and therefore ended up with the mother crying; he was sorry though. This shows the prominence of patriarchal family traditions among Filipinos . Well, I say  nowadays, considering the many things women can do which may be at par with what men can do -  there is no need to treat women as inferior to men. Hence, mothers must also have a say in family matters as they too work to help fend for the family. Family matters must be dealt by all the members of the family -  even the children as they concern them too.

See how the information in the table are used to form your paragraph.

NOTE: Since there are three topics in the first column of your table, it means there are three paragraphs for your body.

TASK 5: THE CONCLUSION

• This is now the fifth paragraph of your essay.
• In this part you can either impart a new learning or a realization as a take away for your readers.
• Or simple answer the question: What do you want to remember after reading your essay?

TASK 6: THE REFLECTIVE ESSAY

• The students publish their essay in their blog.

Watch the video to learn more about writing the reflective essay.

ODYSSEY in COMICS

Here's another task I'd like my students to take part in. Here it is:

WHAT TO DO

1. Read the summary I wrote. Click the title The Odyssey: Simplified and Summarized
2. Observe the COMICS I made for the summary. By so doing you'd know there aren't speaking lines yet.
3. Write the dialogs of the characters for the portion of the Odyssey assigned to your group.

NOTE: This task shall be done in class. You would also know which part of the story you should work on during class. So good luck!

SIX TYPES OF CLAIMS

 Knowing the types of claims is very much essential in argumentation since these claims could be the basis of such arguments.

Claim of Fact

Claim of Definition

Claim of Value

Claim of Cause

Claim of Comparison

Claim of Policy

References

OER Services. "Types of Claims." https://courses.lumenlearning.com/suny-esc-wm-englishcomposition1/chapter/types-of-claims/

Barron, Paul and Metsker Jennifer. "Teaching Argumentation Supplement 2: Six Common Types of Claim." Sweetland Center for Writing,   https://lsa.umich.edu/content/dam/sweetland-assets/sweetland-documents/teachingresources/TeachingArgumentation/Supplement2_%20SixCommonTypesofClaim.pdf

BRITISH IPA

Let us study the information below. Listen to your teacher say the words to know the difference of the sound of words in American and British.

Watch this video for your guidance.

Now listen to these words and how they differ in pronunciation for both British and American.

 

 

 

 

GRAPHIC ORGANIZERS

 Graphs

Graphs focus on raw data and show trends over time.

Line graphs illustrate how related data changes over a specific period of time.

Bar graphs offer a simple way to compare numeric values of any kind, including inventories, group sized and financial predictions.

A pictograph uses pictures or symbols to display data instead of bars. Each picture represents a certain number of items.

A histogram is another type of bar graph that illustrates the distribution of numeric data across categories. People often use histograms to illustrate statistics. 

Someone might use a scatter plot graph to show the relationship between a person’s height and weight, for example. 

Area graphs show a change in one or more quantities over a certain period of time. They often help when displaying trends and patterns. 

Charts

Charts are tables, diagrams or pictures that organize large amounts of data in a clear and concise way. People use charts to interpret current data and make predictions.

Flowcharts help organize the steps, decisions or actions in a process from beginning to end. 

A pie chart presents the different parts of a whole. 

Gantt charts illustrate project schedules.

You could use a waterfall chart to highlight the budget versus the amount spent. It demonstrates both the positive and negative impact.

Many people use gauge charts to illustrate speed, revenue goals and temperatures. 

Funnel charts illustrate how values progress through different stages. 

Diagrams

Students can use diagrams to structure writing projects, make decisions, solve problems, study, brainstorm or plan a project.

VENN DIAGRAM

Venn diagram is used for comparing and contrasting two concepts.

WEB DIAGRAM

Web diagrams are created using boxes or bubbles. In this type of diagram, one central idea is written inside a center box or bubble. Stems are drawn outward from this center box with new boxes/bubbles attached. The new boxes/bubbles house ideas that are related to the central idea. It grows like that of a web depending on the given information.

FLOW DIAGRAM

Flow diagrams  like flow charts are used to show the progression of something in other words to show a process. Steps are written inside boxes with arrows connecting them. Hence, the chart flows in a specific order. 

DRAWING DIAGRAM

Drawings and maps are models that represent something in a form of labels to explain what is being shown.

Reference

Pancare, Rachel. "Types of Diagrams." Classroom, https://classroom.synonym.com/use-charts-diagrams-classrooms-5836308.html