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5 4 EDR 235 Ghea RM Tenchavez MLLE UP Open U Production of Instructional and Assessment Materials in Reading and Language Teaching Ms. Ghea RM Tenchavez Diploma in Language Studies for Teachers (UPOU-2006) Currently on thesis for a degree in Masters in Education- Language and Literacy Education (MLLE) University of the Philippines Open University Part I: READABILITY TEST Goal: To instill the value of determination Target Grade Level Third Year High School Theme Challenges are easily surpassed with a firm determination. Topics (Random) Selection and Genre Readability Test Reader Interest Test Results 1)Love and perseverance influence a person’s determination On my mother’s bosom (essay - tribute) Smogometer: 42 Grade 9 69 – very interesting but not so dramatic 2) Hard work and persistence are keys to success Obsessive Genius: Too hot to handle (book review) Smogometer: 40 Grade 9 52 – very interesting 3)Faith and hope can weather any storm Robin (short story) Smogometer: 25 Grade 8 90 – very dramatic 4) Endurance and confidence can lead to victory Excerpt of Beowulf (epic poem) Smogometer: 26 Grade 8 74 – very interesting but not so

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Production of Instructional and Assessment Materials in Reading and Language Teaching

Ms. Ghea RM TenchavezDiploma in Language Studies for Teachers (UPOU-2006)

Currently on thesis for a degree in Masters in Education- Language and Literacy Education (MLLE) University of the Philippines Open University

Part I: READABILITY TEST

Goal: To instill the value of determination

Target Grade Level Third Year High School

Theme Challenges are easily surpassed with a firm determination.

Topics(Random)

Selection and Genre

Readability Test Reader Interest Test Results

1)Love and perseverance influence a person’s determination

On my mother’s bosom(essay - tribute)

Smogometer: 42Grade 9

69 – very interesting but not so dramatic

2) Hard work and persistence are keys to success

Obsessive Genius: Too hot to handle (book review)

Smogometer: 40Grade 9

52 – very interesting

3)Faith and hope can weather any storm

Robin(short story)

Smogometer: 25Grade 8

90 – very dramatic

4) Endurance and confidence can lead to victory

Excerpt of Beowulf(epic poem)

Smogometer: 26Grade 8

74 – very interesting but not so dramatic

5) Goals are achieved when there is personal will coupled with hard work

The Long Walk to Freedom(editorial)

Smogometer: 42Grade 9

47 – very interesting

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Part II. LESSONS

An Integrated, Literature-Based Lesson Plan for Third Year High School

Topic 1: Hardwork and persistence are keys to success

I. ObjectivesA. Expressive Objectives1. To realize that gender is no hindrance to success for any hardworking

person2. To appreciate the writer’s use of adjectives and intriguing

characterization of the subject

B. Instructional Objectives1. To infer the work attitude of the character2. To compare and contrast the attitude of society towards women before and now

II. Content“Obsessive Genius: Too hot to handle” by Brenda Maddox

III. MaterialsCopy of book review and charts

IV. Procedure1. Prereading

A. Unlocking of concepts and termsKWL Chart

Instructions:a. Write what you know about feminism in Column 1b. Write what you would like to know about feminism in Column 2c. Write what you just learned in Column 3 while reading the text.d. The ideas in Column 1 will be revised after reading to confirm or refute what you have written.

What I Know What I Want to Know What I Learned

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Contextual Redefinition

a. Guess the meaning of the following words:

bane infuriating anachronistic dismal poignant lucid

b. Analyze the meaning of the underlined word based on the context clues

1. Mathematics is a bane for most students who hate numbers. 2. Arrogant men can be very infuriating. 3. Some parents consider the discussion of local culture and beliefs as anachronistic. 4. Filipinos working abroad spend several dismal years away from their family. 5. The scene of children affected by the Mindanao war is a poignant one. 6. The kidnapped journalist remained calm during her ordeal so she had a lucid idea of her abductors.

c. Revise your guesses and verify the dictionary or thesaurus

B. Building Background Prereading Plan (PreP)

a. Photos of two female presidents are presented to the class.b. What can you associate with these female leaders?c. What made you think of __________?d. You can revise and refine your ideas.e. Let us analyze the associations done.

C. Motivation: Have you ever felt discriminated at any point in your life?

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Motive: Has Marie Curie been discriminated in her life?

2. Reading Silent Reading

3. Post reading

3.1. Engagement Activities

Group 1: Character MapWho is Marie Curie? Write down her positive and negative traits. Cite examples when she displayed those traits.

Group 2: Feelings Chart

Instruction: Pretend to be Marie Curie. How do you feel during three important events in your life as a student, mother and scientist?

Positive traits Negative traits

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DifferencesSimilarities

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Why?

Events How do you feel?

As a student, who was not allowed to pursue higher studies

As a mother who, who gave birth to your first child

As a scientist, who won the Nobel prize

Group 3: Comparison and Contrast (Venn Diagram)Based on the attitude of society towards women like Marie Curie during her time, compare and contrast the similarities and differences of society’s attitude towards intelligent and career-oriented women before and now. Before Now

Group 4: Decision Chart

When Marie Curie received her first award, she was made to sit with the crowd. Will you do the same? Why? Then, when she was about to receive her second Nobel prize again, it was politely suggested that she will not attend

Differences

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the ceremony because of the scandal. What was her decision? What is your decision? Why?

Situations What Marie Curie did

What I would do

Why

She attended the awarding of her 1st Nobel Prize with her husband

She attended the awarding of the 2nd Nobel Prize

Group 5: Story PyramidInstruction: Answer the following in pyramid form.

a. Name of the main characterb. Two words to describe the main characterc. Three words to describe the settingd. Four words to describe the probleme. Five words to describe the first eventf. Six words to describe the second eventg. Seven words to describe the resolution

a ---------

b -------- --------

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c -------- -------- --------

d -------- -------- -------- --------

e -------- -------- -------- -------- --------

f -------- -------- -------- -------- -------- --------

d -------- -------- -------- -------- -------- -------- --------

3.2. Gradual Psychological Unfolding (GPU)

Has Marie Curie been discriminated in her life? What did she do when she was discriminated? What traits did she have? Let’s ask Group 1 to present their work. What are the challenges that men and women encounter in the past? How did they feel? In the case of Marie Curie, what kind of challenges

did she hurdle? What did she feel? Group 2 will give us a clear idea about this. If you live during Marie Curie’s time, what are your plans in life? Why? How did society treat women before? Are they equally treated nowadays? We will ask Group 3 to show their

Venn Diagram on the attitude of society towards women in the past and present times.

Do you think it is difficult to be a woman before? How about now? Have you ever made a difficult decision in you life wherein your family

was against it? How about in the case of Marie Curie? Let us listen to Group 4 for the

presentation of their Decision Chart. Do you want to be like Marie Curie? Why? Are there other women like her? Cite examples. What does her biography tell us? Group 5 will share to us their Story

Pyramid on the life of Marie Curie.

3.3. Enrichment

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Legislative Action: A Resolution promoting the welfare of women.Pretend that you are members of the Senate. In groups of 4, draft a bill that will promote the studies, career and welfare of women.

SIXTEENTH CONGRESS OF THE}REPUBLIC OF THE PHILIPPINES }Second Regular Session Introduced by Senators ________________________________________________________

A RESOLUTION ________________________________________________________________________________________________________________________________________________

WHEREAS, pursuant to the ___________________________________________________________________________________________________________________________________________________________________________________________________________________

WHEREAS, women are _______________________________________________________________________________________________________________________________________________________________________________________________________________________

WHEREAS, there is an urgent need to ________________________________________________________________________________________________________________________________________________________________________________________________________

WHEREAS, the State has failed to _____________________________________________________________________________________________________________________________________________________________________________________________________________

NOW THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, to direct the _____________________________________________________________________________________________________________________________________________________________________.

Adopted,

Senator __________________________ Senator __________________________

Senator __________________________ Senator __________________________

LANGUAGE LESSON

I. ObjectivesA. Familiarize with the two kinds of voicesB. Identify the functions of the subjects in the sentencesC. Use the kinds of voices in the sentences

II. Content

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Active and Passive Voices

III. Materials Sentences written on manila paper

IV. ProcedureA. Presentation

Instruction: Read the sentences. Observe the structure of each

sentence.

1. She went to the ceremony, accepted the prize from King Gustaf V and shortly after had a severe nervous breakdown.

2. Leukemia caused the death of her daughter.3. She and Pierre Curie fell in love over his invention, the quadrant

electrometer, in the Parisian industrial college where he worked.4. Radium was added to products like face cream and lipstick.

B. Generalization

What functions do the subjects perform in the given sentences? What is the purpose of using active and passive voices? When do you use the active voice? How about the passive voice?

C. PracticePut A if the subject is the doer of the action and P if the subject is the receiver of the action.

______ 1. Pres. Gloria Arroyo denied her involvement over the broadband deal.______ 2. The additional evidences presented were not accepted by the Supreme Court.

______ 3. Former Comelec Commission Abalos vehemently denied his involvement with the controversial deal.______ 4. An appeal was immediately filed by the complainants.______ 5. The Chinese government pressured the Arroyo administration to have the agreement signed immediately in China.

D. Mastery

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Construct your own sentences using passive and active voices. Identify if it is Active or Passive.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

4. _____________________________________________________________

5. _____________________________________________________________

6. _____________________________________________________________

7. _____________________________________________________________

8. _____________________________________________________________

CURRICULUM CONNECTION (Chemistry, Values Education)

I. Objectivesa. To be aware of the sacrifices made by scientists b. To evaluate the benefits of scientific discoveries to humanityc. To synthesize the role of scientists’ in the society before and now

II. ContentA synopsis of the book review on the life of Marie CurieMarie Curie: The Great Daffodil Appeal (documentary)

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III. ActivityA. Ask the students about any civic activity that they have joined

for a common cause. What did they do?

B. Allow them to read briefly the synopsis.

C. Connect to the Youtube link that offers testimonies about the “Marie Curie: The Great Daffodil Appeal” (6 minutes)

Marie Curie link: http://www.youtube.com/watch?v=9thZrxi6d_4

D. Discussion of the short documentary vis-à-vis their own personal experiences.

What was the greatest contribution of Marie Curie to society? What trait did Marie Curie has that should be emulated by

young people? What motivated her? Was there a point in your life that you feel like giving up? What did you do to hang on or give up? At present, Marie Curie has a foundation for those people with

cancer. Have you also helped other sick people? How did you feel about it?

E. Application to real lifeIn what area of specialization would you like to be successful in the future? Why? What would you like to contribute to humanity? A class sharing will follow.

Topic 2: Love and perseverance influence a person’s determination

I. ObjectivesA. Expressive Objectives

1. To value the love and perseverance of a mother to withstand any trials and difficulties in life

2. To appreciate the writer’s colorful and vivid narration of the events

B. Instructional Objectives

1. To compare and contrast the role of mothers and fathers in the family

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2. To synthesize the feelings of the character towards her mother II. Content

“On my mother’s bosom” by Ensign Xylee Calagui, PN

III. MaterialsCopy of essay and charts

IV. Procedure

1. PrereadingA. Unlocking of concepts and terms

Guess-the-wordInstruction: With the new words written on the manila paper, we will define it in class. You choose the word that fits the definition.

eerily devour sheer bosom cease

With the given definitions, kindly use it in a sentence.

Example: There is a need to cease the war between the government troops and the MILF in Southern Mindanao.

Four ways to a new wordThe word is written on the board - coup d’état

a. Actual objectsClass, here is an example of the arm band used by those who joined the coup d’état. What do you see? What color is it? What can you say about it? Pass it around for all to touch it. Why do you think it is worn by the participants?

b. VisualsNow, take a look at these pictures during the Aquino administration. What are they carrying? What happened then? Take a closer look at the pictures. Describe the things you see.

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In your own words, what is a coup d’état?

c. DemonstrationsLet us have 5 volunteers here in front. Please demonstrate a scene, wherein you are carrying your guns and arms while protesting against the authority. So, what makes this protest different from other actions against the authority? When does it usually happen? Why?

d. Context CluesIntroducing the word coup d’état.

Class, read the sentence on the board and select which word best defines the word coup d’état.

Sentence: The Arroyo administration pampers the military to avoid any coup d’état. She is worried that she will be overthrown.

a. seizure of powerb. in control c. less power

Now, which one is the correct answer? What gave you the idea to choose letter “a”? Finally, what is an accurate definition of a coup d’état?

B. Building Background Prediction chart Instruction: The title of the story is “On my mother’s bosom” written by a former female cadet and now an ensign in the Philippine Navy. She is a daughter of a military officer and she talks about her mother. What do you think will happen? Write these on the prediction chart. After reading, we will verify your answers and identify what the theme is.

What I predict will happen What actually happened

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Story theme:

C. Motivation: Did you ever experience different kinds of trials in life yet you persevere? Motive: What trials did the mother in the story persevere?

2. Reading

Silent Reading

3. Post reading

3.1.Engagement Activities

Group 1: Story MapInstruction: Based on what you have read, make a story map out of it using the format given.

Title:

______________________________________________________________________

Author:______________________________________________________________________

Setting:______________________________________________________________________

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Problem: ____________________________________________________________________

Event 1: _____________________________________________________________________

Resolution: __________________________________________________________________

Reaction of the character: __________________________________________________

Event 2: _____________________________________________________________________

Resolution: __________________________________________________________________

Reaction of the character: __________________________________________________

Story Theme:

________________________________________________________________

Values Imbedded: __________________________________________________________

Group 2: Literary JournalInstruction: Pretend that you are the mother in the story. Write down your thoughts and feelings when you saw the news on the television that your husband was captured.

Dear Diary,

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Group 3: The Phone Call

Instruction: If you were the father in the story, who was captured and you were given a single chance to phone your wife, what will you tell her?

Group 4: News ReportInstruction: Using the first part of the story when the writer was curious of what was on the news, make a news report about the on going coup d’état using the format below.

V O L U M E 1 , I S S U E 1

 

Caption describing

picture or graphic.

Philippine News Vol. 9 No. 2 September 2, 2008

INSIDE NEWS

Aquino cried help to US:A neocolony?Full story p.2

New AFP p.2

Charter Changeneeded p. 3

Push-ups forcoup plotterscriticized p 4

Kudeta: Roberto Tiglao’s book p.5

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Group 5: Plot profileInstruction: Pretend you were the mother in the story. Using four incidents in the story, plot the mother’s feeling on the given event. Prepare to defend your answers.

5 4 3

2 1 -5 -4 -3 -2 -1 1 2 3 4 5

-1

-2

-3

Headline : (Short and catchy)

Dateline : (Date and place of story)

Slugline : (Story lead. Tells briefly what the

story

is about.

Body : Answers the 5 W’s and 1H.

Who? __________________________________

What? __________________________________

Where? _________________________________

When? _________________________________

Why? __________________________________

How? __________________________________

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-4

-5

Legend: X axis – excited Y axis - anxious

Events:1. The husband was captured during the coup d’état. 2. The mother visited the husband with her daughter for the first time.3. The husband was released after several years of detention.4. The daughter decided to join the Philippine Military Academy.

3.2. Gradual Psychological Unfolding (GPU)

What trials did the mother in the story persevere? How about your mothers? Do they have busy schedules? How do they manage their time? What did the mother in the story do?

Let us have Group 1 for the presentation of their story map. Can you empathize with the mother? Have you ever found yourself caught in a suspense? When?

What happened while you were waiting for the events to unfold? Group 4 will give us a glimpse of their own version on what happened during the 1987 coup d’état.

What can you say about the coup d’état? Why do some people do it? Do you think they were thinking also about their families at that time? If you were the mother in the story, what would you think and feel?

Group 2 will share to us a supposed entry in the mother’s diary. How about the father in the story? What was he thinking? Was he worried also? What will you feel if you were in his shoes and you were detained?

Group 3 will give us their own version of the phone call made by the father to his wife.

With the different challenges of the mother, do you think you can also hurdle everything?

What will you do if you are in the same situation? With so many challenges that she had to face, what were her feelings

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on those occasions? Group 5 will show us their chart as they plotted the degrees of the mother’s feelings on those different occasions.

3.3. Enrichment.Make a poem dedicated to your mother in this stationery paper.

LANGUAGE LESSON

I. ObjectivesA. Recognize the modifiers in the sentences.B. Familiarize with the two categories of modifiersC. Classify and use the modifiers in the sentences

II. Content

Categories of modifiers – adverbs and adjectives in words or phrases

III. Materials

Sentences written on manila paper

IV. Procedure

A. PresentationObserve how modifiers, which are underlined, are used in the

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sentences.

1. It was really difficult for me to absent myself in school and then catch up with the lessons I missed whenever we visit him.

2. It was both emotionally draining and physically stressful for her although she never let us see her in low spirits.

3. He was there embracing me tightly and kissing me as though he has not seen me in years.

4. Imagine how tiring it was for us to travel early in the morning and then go back home late at night just to visit my father.

5. Mom has gone through a lot of painful experiences and faced a thousand of challenges being the wife of an Army officer.

B. Generalization

What do you notice about the underlined words? What words do they describe? What does it do to the meaning of the whole sentence? What are the purposes of modifiers?

C. PracticeIdentify the modifiers in the sentences.

1. Drivers of public utility vehicles complained of the excessive increase of fuel in the past few weeks.

2. Solar power is a cheap, natural and environment friendly alternative of fossil fuels.

3. Commuters suffer extensively because of the fare hike,4. The government is inutile with the continuous and

unavoidable energy crisis.5. Ordinary workers suffer a lot because of the unreasonable

increase in the price of commodities.

D. MasteryUnderline the modifiers in the sentences and identify the word it modifies.

1. The Arroyo administration is beleaguered with numerous impeachment complaints because of the questionable transactions of her cabinet members.

2. The First Gentleman is considered as a major liability to his wife because of his obvious indiscretions in his dealings.

3. Journalists have consistently criticized the present administration because of its lack of transparency.

4. People who supported President Arroyo in the past elections were given important and key positions in the government.

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5. The Commission on Elections was strongly accused by the opposition bloc for illegally supporting the incumbent President.

CURRICULUM CONNECTION ( History and Values Education)

I. Objectives a. To describe the sacrifices made by the mother for her loved ones. b. To reflect on the importance of perseverance in one’s life c. To analyze the various forms of sacrifices done by people for a cause

II. Content

“On my mother’s bosom” by Ensign Xylee Calagui, PN Short documentary on the 1987 coup d’état

III. Activity

A. Ask the students what do they know about the coup d’état. What happened then? Let them write down their ideas.

B. 1. Film viewing 2. Reading of the short narrative essay

C. Discussion of the documentary and short essay. Compare it with their

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own memories or ideas about the coup d’état.

What happens in a coup d’état? Who are involved? What do the participants want? What are their reasons for joining the coup d’état? Do you agree to their reasons? What are the effects of a coup d’état? What happens to the families of those who join the coup d’état? Based on the narrative essay, what is the impact of the coup

d’état to the families of those who were involved? What lessons have they learned from the incident?

D. Literary and film appreciationChoose three reasons on why the participants joined the coup d’état.Come up with solutions on how to avoid any coup d’état in the future and present it to the class.

Topic: Goals are achieved when there is personal will coupled with hard work

I. Objectives

A. Expressive Objectives

1. To realize how bravery through peaceful means can generate change2. To appreciate the writer’s persuasive style of writing

B. Instructional Objectives

1. To analyze the view points presented in the story2. To generate an opinion of the persona in the story II. Content

Editorial: The Long Walk to Freedom by A.S.I. Moosa

III. MaterialsCopy of the editorial and charts

IV. Procedure

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A. PrereadingA. Unlocking of concepts and terms

Teaching Lunules Instruction: Look up the following words in the dictionary and let us find out their synonyms. Use the synonyms in your sentences.

steadfast vote rigging helm referendum iota invincible

Zero-in the concept

Instruction: Come up with events, things and people that you can relate to the concept of democracy. Then, let us analyze your answers to come up with a clear definition of the concept.

Events, things and people related to

democracy

Clear definitions of democracy

DEMOCRACY

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B. Building Background

Reciprocal Questioning (REQUEST) Instruction:

1. Read the first sentence.“You may succeed in delaying, but never in preventing the transition of South Africa to a democracy”

2. What questions come into your mind?3. Now, what kind of government do we have? What can you say about

it? 4. Let us read the next part.5. What questions would you like to ask me about the sentence and I

will answer.6. Reading, questioning and answering continues with the class.

C. Motivation: Did we ever complain against an autocratic president in our country? Motive: Did the Maldivians complain against their own autocratic president?

2. Reading Skim the editorial essay.

3. Post Reading

3.1. Engagement Activities

Group 1. Editorial Essay1. What are the disadvantages pointed out by the writer about an

autocratic form of government?(Responses listed by a group member)

2. Categorize your answers.3. Discuss your points of view.4. Write a summary statement.

SUMMARY

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Group 2. Up close and personal: A Press Conference

1. Pretend there is a press conference with the President of Maldives.2. One will act out as the President, while the rest are the reporters.3. Ask the President about his plans for Maldives.4. Get his reaction on the editorial against him.5. Present the press conference to the class during the GPU.

Group 3. Education campaign.1. Imagine that there will be a plebiscite that will give Maldivians a

chance to decide their form of government.2. Brainstorm on the advantages and disadvantages of the autocratic

and democratic forms of government.3. Prepare a flyer presenting the two forms of government.

N E W S L E T T E R D A T E

V O L U M E 1 , I S S U E 1

The choice is yours AUTOCRATIIC

PROS AND

CONS

PROS AND

CONS

 DEMOCRATIC

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Group 4. Protest mural1. Pretend you are a member of the opposition. There will be an

upcoming rally. A blitzkrieg “Paint Operation” will be slated the night before the protest. What will you include in your mural?

2. Write a short message summarizing your group’s sentiment as part of the mural.

Group 5. The International Advice1. Maldives is getting international attention. If you are a member of the

United Nations, what will you advise the President? 2. Write a letter of advice to be disseminated to the mass media.

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3.2. Gradual Psychological Unfolding (GPU)

Did the Maldivians complain against their own autocratic president? Why?

Did we do the same during the time of the late dictator Ferdinand Marcos?

What similarities do these two people have? Based on the editorial of A.S.I. Moosa, what is the offense of the

present President to the people of Maldives? What is he (Moosa) fighting for? What did he want the Maldivians to do? If ever you are a member of the opposition bloc and you will join a

protest, what will you do? Group 4 will show us their mural and statement against the present administration.

In your own opinion, are the statements of the editor-in-chief valid? Why do you think he opposed the present form of government? What are your opinions about autocracy? Let us have Group 1 to

share with us their output related to this. For every news article published, it is important to keep it fair and

balanced. Do you agree that there is a need to get the side of the President also? Why?

How do you feel if you are involved in an incident but your side was not taken by the media? Will you complain?

In the editorial, only the side of the editor-in-chief was presented. Group 2 will give us their own version of the President’s side by acting out a press conference.

Do you read, watch or listen to the news regularly? Why should you be updated with current events? Group 3 will share

with us an educational campaign that they have done on the two

THE UNITED NATIONS

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forms of government, so the people can make an informed and clear decision.

Is our country part of an international organization? Do you find its membership significant and necessary? Why? Does this organization have a say on what we do or what is

happening in our country? Why? In the case of Maldives, what did the editor-in-chief say about the

international community? Group 5 will share with us their own advice as part of an international organization.

3.3. EnrichmentMake a collection of different quotations on freedom that will serve as an inspiration to people like the Maldivians.Lay it out on a bond paper.

Freedom

About Freedom FREEDOM

Write a caption on

peacefully achieving

freedom for the future

generation

Caption on peacefully

achieving freedom for

the future generation

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LANGUAGE LESSON

I. ObjectivesA. Identify the two kinds of conjunctionsB. Familiarize with coordinating and subordinating conjunctionsC. Use conjunctions to connect similar and different ideas in the

sentences

II. ContentSubordinating and Coordinating Conjunctions

III. Materials Charts

IV. ProcedureA. Presentation

Kindly read the sentences. Choose which word sounds logical.

1. We will take good from whatever you throw at us (and, but) we will continue with our fight for freedom.

2. I call on all reformists to once again reenergize and get back to their usual selves, (because, so) that we rid our nation from this evil Dictator.

3. Majority of the Maldivian people wanted to see a change in the system of government in the country, (where, which) was to have a multiparty democracy.

4. The future generations must be able to see (that, though) we tried at every opportunity and pulled every stop to achieve our objectives through peaceful and legitimate means.

FREEDOM

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B. Generalization

What have you observed in the construction of the sentences? What do they connect? What happens to the sentences because of their presence? What are their functions in the sentence?

C. PracticeIdentify whether the purpose of the conjunction is to coordinate or subordinate.

1. A lot of soldiers know of the danger that they are going to face, yet they bravely go into war to preserve peace and order.

2. Muslims are peace loving people and they pray five times a day.3. Ramadan is a month of fasting for Muslims, while Lent is the Christian

counterpart of the religious observation.4. Muslims face Mecca when they pray and they bring with them their

prayer mats.5. The MILF negotiators wanted to have the agreement signed but the

Supreme Court issued a temporary restraining order, so the scheduled signing was aborted although the parties were ready in Malaysia.

6. Children are at the losing end during armed conflict and most of them have to sacrifice their education because they need to evacuate.

D. Mastery Supply the missing part of the sentence using either subordinating or coordinating conjunctions.

1. The government should be transparent with their plans for Muslims in Mindanao _______________________________________________________.

2. Young Muslims join the MILF group __________________________________.3. The issue that the Bangsamoro people is fighting is their ancestral

domain ___________________________________________________________.

4. Both Christians and Muslims are Filipinos _____________________________.5. The MILF and the Government are working to attain peace __________

___________________________________________________.6. The Bangsamoro people wanted to protect their ancestral domain

________________________________________________________________.7. A lot of civilians know the dangers of being caught in the crossfire, _______________________________________________________.

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CURRICULUM CONNECTION ( History and Values Education)

I. Objectives a. To reflect on the importance of democracy b. To analyze how collective effort and the people’s will can generate change in a country c. To gain a balanced perspective of the different forms of government

II. Content

Editorial on “The Long Walk to Freedom” by A.S.I. Moosa Video clips on Mahatma Gandhi’s peaceful revolt in India Video clips on Nelson Mandela’s fight in South Africa

III. Activity

A. Ask the students to skim their copy of the editorial since it has been Assigned ahead. Let them visualize what is happening in Maldives. Write down their thoughts.

B. Film viewing

C. Discussion of the video clips and the editorial. Compare the scenes on

the two video clips with what they have visualized in Maldives.

What happened in India? Why did they protest? How about in South Africa? What did they do?

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What is similar with the three countries – India, South Africa and Maldives?

Do you think Maldives will be like South Africa and India too? What lessons are being shared by India and South Africa to

Maldives?

D. Literary and film appreciationReflect on the form of government of the Philippines. What are the advantages and disadvantages of this form of government? Decide whether this is generally good or not. Present your opinion in a persuasive essay and present it to the class.

Part III. Unit Test

I. Comprehension

A. Cloze TestInstruction: Read the excerpt. As you read, you will notice that each

number has three choices to choose from, underline which you think best fits the sentence. (50 points)

The Kite Story

By Anna Kurtycz

When Gru was born every body said that

she had the most beautiful green hair and

green skin. Everybody was very pleased

with 1. (green, that, these) because

Gru came from a green 2. (all, clan,

family). When Rod was born everybody

admired 3. (her, his, were) orange eyes

and orange hands. 4. (Everybody, Parents, Nobody) was pleased with

that, because Rod 5. (came, difficult, went) from an orange family. Even

6. (if, houses, though) they were different colours, Gru and Rod 7.

(became, picnics, produced,) best friends.

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They saw each 8. (also, other, forced) very often because they were 9.

(community, neighbours, play). They went to the same 10. (born,

school, university) and their families went on 11. (a, the, born) lot of

picnics together. Rod and Gru 12. (lived, stayed, wall) opposite each other

in the 13. (colours, country, town) of One Hundred Colours.

They liked to do 14. (father, many, little) things together, like playing ball,

15. (kites, listening, reading), looking at the clouds, singing 16. (and,

for, morning) drawing. They were very happy 17. (because, little, so)

they knew they could trust 18. (also, and, patient) rely on one another.

Because 19. (conflicts, death, life) was full of beautiful colours 20. when,

where, happy) they were together. It is 21. (always, few, seldom) nice

to have a best 22. (friend, decided, siblings).

But one day an orange man 23. (in, on, people) the town got very angry

24. (strong, through, with) a green man, he yelled 25. (at, home, on)

him and decided that all 26. (green, pink, trust) people were his enemies.

His 27. ( anger, excitement, children) was so strong that other 28.

(angers, days, tension) arose with it and in 29. (a, grey, the) few

months many orange people 30.(is, morning, were) fighting against green

people in 31. (a, enemies, the) streets, in the banks, in 32. (the, they,

was) parks. Children did not agree 33. (by, only, with) those conflicts.

They were happy 34. (for, rely, to) have friends of all colours. 35. (It, He,

days) was difficult to do anything 36. (ball, from, to) change the situation.

They were 37. ( kept, left, street) at home because it was 38.

(dangerous, middle, safe) to be outside.

The tension 39. (behind, between, order) orange and green people was

40. (because, many, so) strong that they decided they 41. (beautiful,

couldn’t, shouldn’t) live together anymore. They cut 42. (an, the, other)

town of One Hundred Colours in two and 43. (built, destroyed, days) a big

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wall between them, 44. (along, just, playing) in the middle of the 45.

(full, highway, street) of Gru and Rod.

Many people were 46. (encouraged, forced, school) to leave their houses

in order 47. (for, had, to) move to the other side 48. (by, of, houses) the

wall. Many lost their 49. (born, jobs, studies) and their friends through

that 50. (ambition, decision, higher).

Gru was very sad. The wall was so tall and so grey, her city was only green

now and her best friend was on the other side… Her parents were very sad

too. They liked their neighbours very much and other orange people in the

town and now they were forced to be separated.

Like other children Gru was often outside looking at the birds just flying from

one city to the other. If we could fly, she was thinking, we would be able to

cross the wall and play with our friends on the other side... It was then when

that Gru had a wonderful idea. Why not build a kite to communicate with Rod

on the other side of the wall? Even if she was not able to fly like a bird, she

would be able to say to her friend how much she loved him and play

together in the sky.

Gru built a big blue kite and wrote hello on it. Every day, after school, she

went out to fly her kite and other children began to do the same. Three days

passed and Gru didn't receive any answer from Rod. Even though a lot of

green girls and boys joined her, she was a little disappointed. When her

father saw Gru like that, he told her to be patient. Probably Rod was making

a wonderful kite to surprise her. So she kept her kite flying all week long.

On Saturday morning Gru's mother came to wake her up with a big smile,

and sent her out to see what washappening. There it was. Not only one but

thousands of kites of all colours saying hello to her and to all the other green

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boys and girls. A one-thousand colour friendship covering the sky, higher

than the grey walls, the angers and the conflicts.

Reference: http://portal.unesco.org/education/en/ev.php-

URL_ID=2493&URL_DO=DO_TOPIC&URL_SECTION=201.html

B. Intruded Text Instruction: Read the short story. Underline the sentence that has

scrambled words or is not related at all to the whole story. (20 points)

Home Run for MomBy John Morris

When my five-year professional baseball career with the St. Louis Cardinals came to an end in 1990, I prayed for the chance to play closer to New York. My mother, Grace, has been diagnosed with breast cancer. She was living on Long Island, and I wanted to spend more time with her. My wish came true when I signed with the Philadelphia Phillies for the 1991 season. Philadelphia was just three short hours from her home.

As the 1991 baseball season progressed, Mom’s condition took a turn for the worse. The cancer was spreading, and she couldn’t hold on for much longer. She was very happy about it. My fiancée and I even got married four months earlier than planned so Mom could attend.

My performance was also taking a turn for the worse. After the All-Star break, my playing time was reduced, and the few games I played were anything but impressive. Over the next six weeks, I went hitless in 18 consecutive at bats. My manager was excited. This was a long slump, and I felt everything from self-pity to loneliness.

My downturn came to an end in the September 1 game against the Atlanta Braves. Playing in Philadelphia on a gorgeous Sunday afternoon, I entered the game as a leadoff pinch-hitter in the bottom of the tenth. With the score tied 4-4, I batted against one of the hardest-throwing pitchers in the league, Mark Wohlers. I am sleepy. I just wanted to do anything to get on base so that we could win the game.

I took the first two pitches as the count reached one ball and one strike. Then I fouled off the next two pitches on fastballs that were clocked in excess of 95 mph! Maybe, I should eat. After those two healthy cuts, I finally felt a competitive spirit rise up inside me again.

With the count two balls and two strikes, I stepped out of the box and

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mentally prepared myself for the hardest pitch my adversary could possibly throw, determined not to be late again. The manager is handsome. The fast ball was delivered over the inside corner, and the ball jumped off my bat with a thunderous crack usually reserved for superstar home-run hitters.

Right-fielder David Justice went back to the wall and watched the ball sail over the fence for a game-winning home run. Mobbed by my teammates at home plate, I could feel my heart pumping so fast I thought it was going to come crashing through my jersey. It rained. What a feeling!

Two weeks later, I visited Mom, eager to show her a videotape of the home run. But when I walked into her room, I was shocked to see the physical condition of my dear mother. She is dancing. I knew that this would probably be the last visit I would ever have with her.

We were both watching the tape for the first time, so I didn’t anticipate the commentator’s story that would unfold. After I hit the home run, the announcer, Harry Kalas, explained that it had been six long weeks since my last hit. Mom and I held hands and listened to Kalas continue. “John Morris has really struggled the second half of this season, and this couldn’t have happened to a nicer guy.” I could feel the tears building up inside the two of us, as he showed a slow motion replay of my dramatic home run. There is a need to call the doctor. As the pitcher wound up, Kalas uttered the sweetest words my mom had ever heard. “John’s mom has been quite ill for some time,” and as the ball connected with the bat, he finished, “and this one was probably for his mom.”

Mom and I broke down. Let us go jogging. She hugged me as tightly as she could and whispered into my ear, “I love you son, and I’m very proud of you. I’m going to miss you very much.”

The season was ending the last weekend of September when I received a call that Mom was not expected to make it through the weekend. That Sunday afternoon, the last out of the season was recorded, and on Monday morning she passed away with me at her bedside. It was as if she knew the season was complete, and that it was all right to let go.

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II. Vocabulary Instruction: Read the sentences taken from the story, “Home Run for Mom.” Pay attention to the italicized words. Select the best meaning of the word based on the specific context or situation. Write your choice on the blank. Make your own sentences using the italicized words. (10 points)

identified fall detected lengthy

opponent await foe expect

talk spoke hoped sag

1. My mother, Grace, has been diagnosed with breast cancer.diagnosed – ____________________________________Sentence: ______________________________________

______________________________________

2. This was a long slump, and I felt everything from self-pity to loneliness.slump – _________________________________________Sentence: _______________________________________ _______________________________________

3. With the count two balls and two strikes, I stepped out of the box and mentally prepared myself for the hardest pitch my adversary could possibly throw, determined not to be late again.adversary- _______________________________________Sentence : _______________________________________

_______________________________________

4. We were both watching the tape for the first time, so I didn’t anticipate the commentator’s story that would unfold.anticipate - _______________________________________Sentence: _______________________________________

_______________________________________

5. As the pitcher wound up, Kalas uttered the sweetest words my mom had ever heard.uttered - _________________________________________Sentence - ________________________________________

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_______________________________________III. Language

A. VoicesInstruction: Convert the following sentences from Active to Passive Voice and Passive to Active Voice. (5 points)

1. The Senate Blue Ribbon prepared the report improperly.

___________________________________________________

2. A bolt of lightning struck the C130 plane of the Armed Forces.

___________________________________________________

3. We visit the Home for the Aged as part of our extension work.

___________________________________________________

4. Scholarship grants were given by the Foundation to honor

students.

___________________________________________________

5. All of the classrooms were evacuated by the students during

the earthquake.

___________________________________________________

B. ModifiersInstructions: Read the sentences. Locate the misplaced or dangling modifier. Illustrate the original meaning of the sentence. (Stick figures are acceptable) Re-write the sentences to make it logical and emphatic. 20 points

Example: On my way home from school, my wallet was lost.

Revised Sentence: I lost my wallet on my way home from school.

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1. My friends saw a farmer on a carabao with a wooden leg.Illustration:

Revised Sentence: ______________________________________

2. Fried in butter and egg, the cook served the fish.Illustration:

Revised Sentence: ______________________________________

3. Crying for attention, the nanny ignored the infant.Illustration:

Revised Sentence: ______________________________________

4. Injured during the war, the president visited the soldiers.Illustration:

Revised Sentence: ______________________________________

C. ConjunctionsInstruction: Supply the correct coordinating or subordinating conjunctions in the blanks to complete the story. Select from the

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choices given. (10 points)

but because for or nor

when and if while even though

Sadako and her family lived in Hiroshima, Japan, when in the year 1945, the United States dropped an atom bomb on the city during World War II. Sadako was only 2 years old. For 10 years, Sadako lived a very happy and healthy life. In fact, she was a great athlete and wanted to become a runner on her school team. Her dream was "to run like the wind."

_____ one day, suddenly, Sadako became very ill. _____ she was brought to the hospital, she was diagnosed with leukemia – the atom bomb disease. Sadako was devastated, _____ it meant that she had to stop running, _____ wouldn't be able to be on the school team. _____ Sadako knew how serious the illness was, she was really hoping to get better soon.

Chizuko, who was Sadako's best friend, came to visit her one day at the hospital. Chizuko had made a golden paper crane _____ brought it for Sadako. According to an old Japanese story, _____ a sick person can fold 1000 paper cranes, it is supposed to make that person healthy again. And so, Sadako, full of hope, began folding the paper cranes right away. By the end of that day, Sadako had folded her first 12 cranes.

Every day, Sadako worked hard to keep folding as many paper cranes as she could. _____ Sadako was beginning to lose her strength _____ felt much weaker. On some days she couldn't fold any cranes at all. Still, she never gave up hope, _____ as soon as she would feel better, she would start folding again. The last paper crane, which Sadako folded, was number six hundred and forty-four. On October 25, 1955 Sadako Sasaki had died.

After Sadako's death, her classmates folded the rest of the paper cranes to make up one thousand and help fulfill Sadako's wish. Sadako's brave spirit keeps living in the hearts of many people and inspiring hope all over the world.

Reference: http://educ.queensu.ca/~fmc/june2002/Sadako.htm

APPENDIX

'Obsessive Genius': Too Hot to Handle

By BRENDA MADDOX

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Published: November 28, 2004/ New York Times

INDSIGHT is the bane of biography. Feminism is one of the most distorting of lenses. To see Marie Curie forced to sit among the audience

in Stockholm while her husband, Pierre, gave the lecture following their joint receipt of the Nobel Prize in 1903 is infuriating. What a way to treat a woman! One of the strengths of ''Obsessive Genius,'' Barbara Goldsmith's excellent short biography of Marie Curie, is its suppression of anger.

Goldsmith, whose books include ''Little Gloria . . . Happy at Last'' and ''Johnson v. Johnson,'' tells the remarkable story of the first woman to win a Nobel Prize without anachronistic editorializing. The facts of a working woman's life in the late 19th century speak for themselves. After the birth of her first child in 1897, Curie would come home from the laboratory to breast-feed. When that took too much time, she hired a wet nurse, then passed much of the child-care duty to her widowed father, who joined her household. What mattered was to get back to the lab.

Marie Curie, born Marya Sklodowska in Warsaw in 1867, of scholarly parents of modest means, married in Paris in 1895. She and Pierre Curie fell in love over his invention, the quadrant electrometer, in the Parisian industrial college where he worked. He was not looking for a wife any more than she was husband-hunting; he believed that women ''draw us away from dedication.'' But he recognized a soul mate. Providing her space in his lab, he suggested she work on Becquerel rays -- energetic rays given off by uranium and several other elements. With his equipment and instructions, she found she could discover new elements by measuring their radioactivity. Their paper on ''The New Radioactive Substances and the Rays They Emit'' was part of the celebrations for the Paris Centennial Exposition in 1900. After they won the Nobel Prize, they were celebrities to the extent that journalists, Pierre complained, had gone even so far as ''to describe the black-and-white cat that lives with us.''

That Marya Sklodowska became Marie Curie was owed to Warsaw University's ban on women. She and her older sister, Bronya, encouraged by their intellectual father, were superb students, and when Bronya moved to Paris in order to take a medical degree, Manya (as her family called her) worked as a governess to help with costs and continued her self-education, helped by the mathematics problems her father sent her to solve. Subject to severe depression, she had thrown herself into her books since the death of her mother six months before her 11th birthday.

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She was also beautiful, and fell in love with the son of her well-to-do employers, who banned marriage on grounds of social unsuitability. After at least five more dismal years as a governess, her prospects changed when Bronya, now married and living in Paris, persuaded her to revive her dreams of studying at the Sorbonne. She began at last, becoming one of only 23 women of the 2,000 science students at the Sorbonne, and only one of two to work for a degree in science.

To avoid distraction, she left her sister's home and took a sixth-floor garret room in the Latin Quarter. Obsessed with her work, she was nonetheless surprised to come first in her examinations and later furious with herself for coming in second in mathematics. She was the first woman to take a degree in physics from the Sorbonne.

The race was on to discover new elements that produced more radioactivity than uranium. The year after her first child was born, she discovered radium. Neither she nor Pierre Curie suspected -- or wished to -- that radioactivity was harmful. Their hands, their clothes, their equipment all were contaminated. When Pierre was given, at last, a chair at the Sorbonne and Marie made head of research, he was already limping from bone deterioration.

Both Curies, like many scientists of the time, were interested in the spirit world. If electromagnetic waves could carry telegraph messages across space, why not across time? When, in 1906, Pierre was killed by a horse-drawn wagon galloping off the Pont Neuf, Marie often addressed him directly in her diary. Two years later the Sorbonne gave her her his chair, making her its first woman professor.

Working as always until the small hours at what was now called the Curie Laboratory, she once, in front of her younger daughter, Eve, crashed to the floor with exhaustion. Einstein said of her that she was ''cold as a herring.'' Not so. In 1911, she fell in love with a married scientist, Paul Langevin, and met him secretly in his rented Paris apartment. His jealous wife had their letters stolen and released to the press, at about the same time that the papers carried the news of Curie's second Nobel Prize (for the isolation of the elements polonium and radium). Such were the times. Men were expected to have mistresses but a woman with a lover was a she-devil -- in her case, a Polish temptress. From Stockholm came the polite suggestion that she not go to Sweden to collect the prize, but she replied ''I believe that there is no connection between my scientific work and my private life.'' She went to the ceremony, accepted the prize from King Gustaf V and shortly after had a severe nervous breakdown.

By the time Curie made her first trip to the United States, radium was the glamour substance of high society and was added to products like face

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cream and lipstick. The Curie myth had its own rewards. She succeeded in raising money to continue the research of the Curie Institute, largely from those thinking she was seeking a cure for cancer.

Covered in lesions, Marie Curie died in 1934. To the end, she denied that her beloved radium had killed her. However, in 1956, the death of her daughter Irene Joliot-Curie (who became the second woman to win a Nobel science prize), was attributed to leukemia from exposure to radioactive substances. As Irene's husband, Frederic, approached the same fate two years later, he called it ''our occupational disease.''

Marie Curie would not have cared. As seen in Goldsmith's poignant -- and scientifically lucid -- portrait, she was a depressed, obsessive genius. Life itself was less important than the work. Could Marie Curie have achieved so much without the depression? Probably. Without the obsession? Probably not.

On My Mother’s BosomBy Ensign Xylee A Calagui The Corps Magazine (Graduation Issue 2004)

It was an early morning of 28 August 1987. Everybody was at the sala watching television, eerily quiet as they sat with their eyes wide open and listened intently to the news. I got curious and watched too. On the screen was a commotion and helicopters hovered the area. I cannot understand what was happening but I can see my mother looked so sick and worried. She said my father might be in the television because he joined the kupita..kup..what?!? I was young then and did not understand.

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Months after that, my mother and I had the chance to visit my father. I was so excited to see him. I may not see and be with him as often as other children do with their father but I loved him so dearly. My mother said we had to leave early from Cabanatuan City so that we could arrive early in Manila and spend more time with him and then go back home the same day. I remembered riding a jeepney with the rest of the wives and children of some of the soldiers, who were with my father and then coming aboard a small boat to bring us to the middle of Manila Bay where a big ship is anchored. I also remembered how scary it was to cross from the small boat to the big ship with just a piece of thin wood in fear that if I fall, there will be sharks in the deep water to devour me. But my mother said I have to do it if I really want to see my father. And to my overwhelming joy, he really was there embracing me tightly and kissing me as though he has not seen me in years.

Being the eldest child among four, my mother had always brought me when visiting my father who was temporarily detained for having been involved in the 1987 coup d’état, which was set to oust the Aquino administration. Imagine how tiring it was for us to travel early in the morning and then go back home late at night just to visit my father. Luckily, after some time, they were transferred to Corregidor then to Fort Bonifacio, Makati where it was more convenient to go and where I do not fear of falling to the water from that piece of sheer wood. I was really difficult for me to absent myself in school and then catch up with the lesson I missed whenever we visit him. But young as I was then, I also knew it was more difficult for my Mom to have gone through that. I can feel the pain she bore on her shoulder as she faced the daily struggles of having her husband imprisoned and taking the full responsibility of taking care of their young and playful children. It was both emotionally draining and physically stressful for her although she never let us see her in low spirits. That was the time I said I should never marry a military man. Never did I realize that I was soon to be a military woman myself. It was only in December of 1992 that my father and the rest of the men of the Rebolusyonaryong Alyansang Makabayan (RAMboys as they were called) were released from the prison and were called back to the service for active duty.

Everybody thought being a brat is a great privilege. Rarely do they know that being a daughter of an officer, or yet a soldier, is also a great deal of sacrifice. I grew up missing the special occasions that should have been celebrated with the whole family together just because my father has to work far away for the love of his country. I grew believing that my father is one of those unsung heroes sacrificing the comforts of home and the quality time with his loving wife and wonderful children because some other people out there needs him to save their lives. I played not in the beauty of parks and toy kingdoms, but in training camps and army detachments, not with Barbie dolls but with the big guns that his soldiers carry with them, and not

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with a yaya but rather with a sarge around to look over me. But I came to see the excitement of being there in the field holding the lives of men against their enemies and fighting for peace to reign in our land. I have seen my father resent the mistakes he did when he joined the coup and he proved his worth by going back to the service dedicating his time to his sworn duty. I want to be a leader just like him.

Now, I stood in front of the mirror in my full dress uniform. A few hours from now, I will be graduating from the Philippine Military Academy as a young and dashing Ensign after four years of perseverance in a regimented training. I never thought I could go this far. I know that I could not have gone this far without the blessing of the woman I loved the most. She has been there supporting me all the way through although I know, deep in her heart, she did not want me to walk in the same path where my father did. She has given me the freedom to choose the path I want to take and walked behind me so I could fall on her bosom if I stumble. It did not matter to her that I did grow as the person she wanted me to be, as she always told me she wanted me to be a doctor. And it makes me laugh that she dreams of me being a beauty queen as she bathed me in milk and honey when I was a child. All she wanted was for me to fulfill the desires of my heart so I can be happy.

I remember the very moment I told her that I passed the PMA Entrance Exam, she strongly contested that I should become a cadet. She knew it will be very hard for me as she treated me her own little princess being the only girl among four siblings. She said I never learned seeing how hard it is to be in the military as she set my father as an example. But she knows me more than anyone else in the world. And after long talks and with the persuasion of the foster mom who adopted me even before I became a cadet, she agreed that I at least give it a try. And now here I am, soon to stand before the Commander in Chief of the Armed Forces of the Philippines to render my snappiest salute and be hailed as a graduate of this Academy.

Mom has gone through a lot of painful experiences and faced a thousand of challenges being the wife of an Army Officer. Now, she again has numerous worries having her only daughter in the military as a Navy Officer. I admire her courage for letting the people she love serve the country despite of the risks. She has inspired me and my dad to fulfill our calling to lead men. She never cease to amaze me with her unselfishness, and she kept reassuring me that God is always beside me to comfort me when I feel weak and to provide guidance when I feel lost. For all of these things, I find my Mom the most beautiful woman in the world. I salute you Mommy!

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Editorial

The Long Walk to Freedom

A.S.I. Moosa (Sappe'), Editor-in-Chief, Dhivehi Observer, 23 September 2007 

"You may succeed in delaying, but never in preventing the transition of South Africa to a democracy" so wrote Nelson Mandela in The Long Walk To Freedom, And so we seem to be in a similar junction in our beloved Maldives. By rigging the referendum and trying to fill the hearts of our people with dismay and despair, the Dictator has succeeded in delaying our own transition to democracy. But do not let that fool you for one minute. Like Nelson Mandela, we must believe in our noble path to establish a democratic Maldives. We must stand steadfast together to lead the Maldives into the

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21st century. If not for our sake, then for the sake of our children. Struggle we must. And struggle we on.

The main reason why the people are so dismayed is because the Special Majlis (Constitutional Assembly) failed dramatically to deal with the issue of the vote rigging, despite the fact that many members of the parliament raised very serious concerns about how the regime had used its influence and power to change the results by various methods. The 11-member committee formed by the Special Majlis is of course at the helm of this political upheaval, especially its chair Moosa Nizar, who has single-handedly destroyed the hopes and aspirations of the vast majority of the Maldivian people who wanted to see a change in the system of government in the country, which was to have a multiparty democracy with a proper parliamentary system.But let us say this to the Dictator. Let us say this to Moosa Nizar. Let us say this to those who are trying to prevent a democratic Maldives. We will take good from whatever you throw at us and we will continue with our fight for freedom. By you rigging the referendum we are better off in two ways. It has given us reformists renewed impetus to work harder to ensure that such acts are not repeated in future. It has also given us the opportunity to lobby with the international community and raise our main concern that it is impossible to hold a free and fair election in the Maldives as long as this Dictator and his regime is in power. So do not for one-minute fool yourself into believing that you have killed the heart of the reformist.

In this context, let us be absolutely sure that the issue of the vote rigging will not stop haunting the Dictator for weeks and months to come. Several cases of fraud and vote rigging are being filed at the courts and the international community has been given detailed accounts of what happened on 18th August 2007. The issue is very much on the agenda and a lot can happen in the coming days. However, while we are optimistic we are also realistic. Whether we get what we want through the courts or not, we must remember that we are making Maldivian history. The future generations must be able to see that we tried at every opportunity and pulled every stop to achieve our objectives through peaceful and legitimate means. That is not something that this dictatorial regime can ever claim.

History has proven that one cannot get rid of a tyrant overnight. In fact, one of the determinants of a power-hungry Dictator is his longevity to cling on to power. Yet a determined people have always ultimately defeated tyrants. What we need is just two weapons to destroy him ? will and determination. Armed with these, we are sure of success in the end. When he pushes us into a hole, we will climb out again. When he throws us into a rough and choppy sea, we will swim to the safety of land. When he corners us against a brick wall, we will turn around and break that wall. For there is no turning back now. So, let us not forget that we are on the right path and we will emerge

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victorious. I call on all reformists to once again reenergise and get back to their usual selves, so that we rid our nation from this evil Dictator.

We can now see the light at the end of the tunnel so let us redouble our efforts and push on. The three New Maldives Ministers (Dr. Hassan Saeed, Dr. Ahmed Shaheed and Mohamed Jaleel) that he had long used as a shield against criticisms from the international community are no longer there. The international community can now see the holes and gaps in the dictator?s fake democratic wall. So in one sense, whether he rigged this referendum or not is irrelevant. The dictator is slowly crumbling from the inside.

Of course one can understand why some people may ask, "Will we ever get rid of this Dictator?" The answer is a most vehement YES. Inshallah, we will get rid of him. There is not an iota of doubt about it. We may not be able to do it today. We may not be able to do it tomorrow. But if we stay together and work hard, one day soon, we will. For the sake of our beloved and beautiful Maldives, for the sake of our future generations, WE MUST.

"When I despair, I remember that all through history the ways of truth and love have always won. There have been tyrants, and murderers, and for a time they can seem invincible, but in the end they always fall. Think of it--always." Mahatma Gandhi

The Kite StoryBy Anna Kurtycz

When Gru was born every body said that she had the most beautiful green hair and green skin. Everybody was very pleased with that, because Gru came from a green family. When Rod was born everybody admired his orange eyes and orange hands. Everybody was pleased with that, because Rod came from an orange family. Even if they were different colours Gru and Rod became best friends.

They saw each other very often because they were neighbours. They went to the same school and their families went on a lot of picnics together. Rod and Gru lived opposite each other in the town of One Hundred Colours.

They liked to do many things together, like playing ball, reading, looking at

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the clouds, singing and drawing. They were very happy because they knew they could trust and rely on one another. Because life was full of beautiful colours when they were together. It is always nice to have a best friend.

But one day an orange man in the town got very angry with a green man, he yelled at him and decided that all green people were his enemies. His anger was so strong that other angers arose with it and in a few months many orange people were fighting against green people in the streets, in the banks, in the parks. Children did not agree with those conflicts. They were happy to have friends of all colours. It was difficult to do anything to change the situation. They were kept at home because it was dangerous to be outside.

The tension between orange and green people was so strong that they decided they couldn't live together anymore. They cut the town of One Hundred Colours in two and built a big wall between them, just in the middle of the street of Gru and Rod.

Many people were forced to leave their houses in order to move to the other side of the wall. Many lost their jobs and their friends through that decision.

Gru was very sad. The wall was so tall and so grey, her city was only green now and her best friend was on the other sideЕ Her parents were very sad too. They liked their neighbours very much and other orange people in the town and now they were forced to be separated.

Like other children Gru was often outside looking at the birds just flying from one city to the other. If we could fly, she was thinking, we would be able to cross the wall and play with our friends on the other side... It was then when that Gru had a wonderful idea. Why not build a kite to communicate with Rod on the other side of the wall? Even if she was not able to fly like a bird, she would be able to say to her friend how much she loved him and play together in the sky.

Gru built a big blue kite and wrote hello on it. Every day, after school, she went out to fly her kite and other children began to do the same. Three days passed and Gru didn't receive any answer from Rod. Even though a lot of green girls and boys joined her, she was a little disappointed. When her father saw Gru like that, he told her to be patient. Probably Rod was making a wonderful kite to surprise her. So she kept her kite flying all week long.

On Saturday morning Gru's mother came to wake her up with a big smile, and sent her out to see what washappening. There it was. Not only one but thousands of kites of all colours saying hello to her and to all the other green boys and girls. A one-thousand colour friendship covering the sky, higher than the grey walls, the angers and the conflicts.

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Home Run for MomBy John Morris (Chicken Soup for the Mother’s Soul)

When my five-year professional baseball career with the St. Louis Cardinals came to an end in 1990, I prayed for the chance to play closer to New York. My mother, Grace, has been diagnosed with breast cancer. She was living on Long Island, and I wanted to spend more time with her. My wish came true when I signed with the Philadelphia Phillies for the 1991 season. Philadelphia was just three short hours from her home.

As the 1991 baseball season progressed, Mom’s condition took a turn for the worse. The cancer was spreading, and she couldn’t hold on for much longer. My fiancée and I even got married four months earlier than planned so Mom could attend.

My performance was also taking a turn for the worse. After the All-Star break, my playing time was reduced, and the few games I played were anything but impressive. Over the next six weeks, I went hitless in 18 consecutive at bats. This was a long slump, and I felt everything from self-pity to loneliness.

My downturn came to an end in the September 1 game against the Atlanta Braves. Playing in Philadelphia on a gorgeous Sunday afternoon, I entered

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the game as a leadoff pinch-hitter in the bottom of the tenth. With the score tied 4-4, I batted against one of the hardest-throwing pitchers in the league, Mark Wohlers. I just wanted to do anything to get on base so that we could win the game.

I took the first two pitches as the count reached one ball and one strike. Then I fouled off the next two pitches on fastballs that were clocked in excess of 95 mph! Maybe, I should eat. After those two healthy cuts, I finally felt a competitive spirit rise up inside me again.

With the count two balls and two strikes, I stepped out of the box and mentally prepared myself for the hardest pitch my adversary could possibly throw, determined not to be late again. The fast ball was delivered over the inside corner, and the ball jumped off my bat with a thunderous crack usually reserved for superstar home-run hitters.

Right-fielder David Justice went back to the wall and watched the ball sail over the fence for a game-winning home run. Mobbed by my teammates at home plate, I could feel my heart pumping so fast I thought it was going to come crashing through my jersey. What a feeling!

Two weeks later, I visited Mom, eager to show her a videotape of the home run. But when I walked into her room, I was shocked to see the physical condition of my dear mother. I knew that this would probably be the last visit I would ever have with her.

We were both watching the tape for the first time, so I didn’t anticipate the commentator’s story that would unfold. After I hit the home run, the announcer, Harry Kalas, explained that it had been six long weeks since my last hit. Mom and I held hands and listened to Kalas continue. “John Morris has really struggled the second half of this season, and this couldn’t have happened to a nicer guy.” I could feel the tears building up inside the two of us, as he showed a slow motion replay of my dramatic home run. As the pitcher wound up, Kalas uttered the sweetest words my mom had ever heard. “John’s mom has been quite ill for some time,” and as the ball connected with the bat, he finished, “and this one was probably for his mom.”

Mom and I broke down. She hugged me as tightly as she could and whispered into my ear, “I love you son, and I’m very proud of you. I’m going to miss you very much.”

The season was ending the last weekend of September when I received a call that Mom was not expected to make it through the weekend. That Sunday afternoon, the last out of the season was recorded, and on Monday morning she passed away with me at her bedside. It was as if she knew the season

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was complete, and that it was all right to let go.

Sadako and the Thousand Paper Cranes (An Excerpt)

Sadako and her family lived in Hiroshima, Japan, when in the year 1945, the United States dropped an atom bomb on the city during World War II. Sadako was only 2 years old. For 10 years, Sadako lived a very happy and healthy life. In fact, she was a great athlete and wanted to become a runner on her school team. Her dream was "to run like the wind."

But one day, suddenly, Sadako became very ill. When she was brought to the hospital, she was diagnosed with leukemia – the atom bomb disease. Sadako was devastated, because it meant that she had to stop

running, and wouldn't be able to be on the school team. Even though Sadako knew how serious the illness was, she was really hoping to get better soon.

Chizuko, who was Sadako's best friend, came to visit her one day at the hospital. Chizuko had made a golden paper crane and brought it for Sadako. According to an old Japanese story, if a sick person can fold 1000 paper cranes, it is supposed to make that person healthy again. And so, Sadako, full of hope, began folding the paper cranes right away. By the end of that day, Sadako had folded her first 12 cranes.

Every day, Sadako worked hard to keep folding as many paper cranes as she could. even on the days, when she was feeling tired and dizzy, she kept being optimistic and kept on folding the paper birds. Three weeks after

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Chizuko brought the golden crane to the hospital, Sadako had three hundred and ninety eight cranes folded. Her hospital room was covered in paper cranes. A week later, Sadako had 463 paper cranes. And then, another week had passed, and Sadako had 541 paper cranes folded.

But Sadako was beginning to ose her strength and felt much weaker. On some days she couldn't fold any cranes at all. Still, she never gave up hope, and as soon as she would feel better, she would start folding again. The last paper crane, which Sadako folded, was number six hundred and forty-four. On October 25, 1955 Sadako Sasaki had died.

After Sadako's death, her classmates folded the rest of the paper cranes to make up one thousand and help fulfill Sadako's wish. Sadako's brave spirit keeps living in the hearts of many people and inspiring hope all over the world.

Reference: http://educ.queensu.ca/~fmc/june2002/Sadako.htm