ENGLISH 6�WEEK 1 DAY 4 QTR 3
Text-types according to Purpose and Language Features- Enumeration
I. Objectives:
The learners should be able to:
1. Distinguish text-types according to purpose and language features- Enumeration
2. Identify real or make-believe, fact or non-fact images
3. Show tactfulness when communicating with others
II. Content:
Subject Matter: Text-types according to Purpose and Language Features- Enumeration
Sources: EN6RC-IIIa-3.2.8; EN6VC-IIIa-6.1; EN6VC-IIIa-6.1 EN6A-IIIa-17; Essential English pages 188-198
Materials: meta cards, photo copy of the story
EDWIN N. SUIZO
Teacher III
Palasan ES, Santa Cruz, Laguna
Let’s spell these words.
Dictate the following words. Let the pupils write the words with correct spelling.
Let’s have a glimpse of yesterday’s lesson.
What reference materials are used to get/know the meaning of unfamiliar words?
What other information can a dictionary provide?
(usage, etymologies, phonetics, pronunciations,
translation, synonyms and antonyms)
Motivating Question
Ask pupils:
Have you wished for something?
Did it happen?
Unlocking of Difficulties
Connect with a line the correct meaning of the following words.
a large rock procession
easily perceived or understood
unusual or surprising in a way that boulder
is unsettling or hard to understand
a number of people or vehicles strange
moving forward in an orderly fashion
consisting of a large box carried on two rays
horizontal poles by four or six bearers.
obvious
each of the lines in which light
(and heat) may seem to stream from palanquin
the sun or any luminous body
Reading the story (http://www.kidsgen.com/short_stories/stone_cutter.htm#p594ROf27VwKHCtJ.99)
“The Stonecutter”
Once upon a time there lived a stone cutter ,in a small village. All day long he worked hard, cutting the hard stones and making the shape which were needed by his customers. His hands were hard and his clothes were dirty.�
One day he went out to work on a big stone. It was very hard to work and the sun was very hot. After spending several hours cutting the stone, he sat down in the shade and soon fell asleep.�
After sometime, he heard sound of somebody coming. Walking up he saw a long procession of people. There were many soldiers and attendants and in the middle, in a palanquin, carried by strong people at the king .�
How wonderful it must be to be the great king thought the stone cutter . How happy I would be if i were the king instead of a poor stone cutter.�
As he said these words, a strange thing happened. The stone cutter found himself dressed in silk clothes and shining jewels. His hands were soft and he was sitting in a comfortable palanquin.�
He looked through the curtains and thought, How easy it is to be a king, these people are here to serve me.�
The procession moved on and the sun grew hot. The stone cutter ,now the king ,became too warm for comfort. He asked the procession to stop so that he could rest for some time .�
At once the chief of the soldiers bent before the king and said Your Majesty, only this morning you swore to have me hanged to death if we did not reach the palace before the sun set.�
The stone cutter felt sorry for him and ordered the procession to go on its way again.�
As the afternoon wore on, the sun grew hotter, and the king became more and more uncomfortable.�
I am powerful, it is true, but how more powerful the sun is, he thought I would rather be the sun than a king .�
At once, he became the sun ,shining down on the earth.�
His new power was hard to control.� He shone too strongly, he burned up the fields with his rays and turned the ocean into vapor and formed a great cloud which covered the land.�
But no matter how hard he shone, he could not see through the clouds.�
It is obvious that the clouds are even stronger and more powerful than sun said the stone cutter, now the sun, I would rather be a cloud.�
Suddenly he found himself turned into a huge dark cloud.�
He started using his new power. He poured rain down on the fields and caused floods. All the trees and houses were swept away but a boulder, which once he had been cutting when he was a stone cutter was unmoved and unchanged.�
However much he poured down on the stone it did not move.�
Why that rock is more powerful than I am said the stone cutter now a cloud. Only a stone cutter could change the rock by his skill. How I wish I were a stonecutter.�
No sooner he said the words that he found himself sitting on a stone with hard and rough hands.�He picked up his tools and set to work on a boulder, happily.
Let’s answer some questions below.
Practice Exercise
Part of the selection’s purpose and language feature is enumeration. Browse the selection again and enumerate the things being asked below.
Things the Stonecutter saw through the Merchant’s Gateway?
_________________________________________________
_________________________________________________
Forms the Character Changed into
_________________________________________________
_________________________________________________
Things the Character envied about the High Official
_________________________________________________
_________________________________________________
Things the Character did upon Changing into a Wind
_________________________________________________
_________________________________________________
�What are the real and make-believe images in the story?
Concept Development
Text-types according to Purpose and Language Features is Enumeration.
Enumeration is a rhetorical device used for listing details, or a process of mentioning words or phrases step by step. In fact, it is a type of amplification or division in which a subject is further distributed into components or parts. Writers use enumeration to elucidate a topic, to make it understandable for the readers. It also helps avoid ambiguity in the minds of the readers.
Let’s explore.
Examples of Enumeration in Literature
Example #1: I Have a Dream (by Martin Luther King)
“[W]hen we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, ‘Free at last! Free at last! Thank God Almighty, we are free at last!’ “
In this example, if we remove commas, apostrophes, and quotation marks, it would be difficult to understand the text.
�Example #2: Hints Toward an Essay on Conversation (by Jonathan Swift)�
“[A]mong such as deal in multitudes of words, none are comparable to the sober deliberate talker, who proceedeth with much thought and caution, maketh his preface, brancheth out into several digressions, findeth a hint that putteth him in mind of another story, which he promiseth to tell you when this is done; cometh back regularly to his subject, cannot readily call to mind some person’s name, holding his head, complaineth of his memory; the whole company all this while in suspense; at length says, it is no matter, and so goes on. And, to crown the business, it perhaps proveth at last a story the company hath heard fifty times before; or, at best, some insipid adventure of the relater.”
In this example, by using enumeration, Swift describes a sober, deliberate talker, and then adds details of his qualities, making his message clear to understand.
�Example #3: Address to the Jury during the Anti-Conscription Trial in New York City, July 1917 (by Emma Goldman)�
“We say that if America has entered the war to make the world safe for democracy, she must first make democracy safe in America. How else is the world to take America seriously, when democracy at home is daily being outraged, free speech suppressed, peaceable assemblies broken up by overbearing and brutal gangsters in uniform; when free press is curtailed and every independent opinion gagged.”
Emma Goldman discusses how America can save democracy while waging war. She lists details about what might happen if America does not make it safe at home.
Let’s apply what we have learned.
Groupings: Read the selection below and give details how the speaker recalls Jane – a dead student.
Elegy for Jane (by Theodore Roethke)
“I remember the neckcurls, limp and damp as tendrils;�And her quick look, a sidelong pickerel smile;�And how, once startled into talk, the light syllables leaped for her,�And she balanced in the delight of her thought … “
Let’s evaluate.
Evaluation/Rubrics/Checklist:
From the above exercises, were you able to do the task? Check the space that shows your answer.
Assignment
Know in advance. What are primary sources? What are secondary sources?