EXPRESS YOUR PERSPECTIVES, Assignments of Anatomy

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EXPRESS YOUR

PERSPECTIVES

VISUAL-VERBAL RELATIONSHIP

OPINION-MARKING SIGNALS

COMPARE AND CONTRAST LITERARY TEXTS

MARY LORNA CAHIWAT

INSTITUTE OF EDUCATION

CENTER OF EXCELLENCE IN TEACHER EDUCATION

YOUR OBJECTIVES

To give you an overview of the things you will do in this lesson, pay close attention to the expected skills and the lesson maps

• Explain visual-verbal relationships illustrated in tables, graphs, and information maps found in expository texts.
• Share ideas using opinion-marking signals.
• Compare and contrast the presentation of the same topic in different viewing genres.
• Compare and contrast one’s beliefs/convictions with those presented in a material viewed.
• Discern positive and negative messages conveyed in a material viewed.

ACTIVITY 1: FEATURING AUNG SAN SUU KYI

Let us begin this lesson by reading the biography of Burmese individual, study more information about her from this text.

Synopsis

Aung San Suu Kyi returned to Burma in 1988, after years living and studying abroad, only to find widespread slaughter of protesters rallying against the brutal rule of dictator U Ne Win. She spoke out against him and initiated a nonviolent movement toward achieving democracy and human rights. In 1989, the government placed Suu Kyi under house arrest, and she spent 15 of the next 21 years in custody. In 1991, her ongoing efforts won her the Nobel Prize for Peace, and she was finally released from house arrest in November 2010.

Early Years

Aung San Suu Kyi’s father, formerly the de facto Prime Minister of British Burma, was assassinated in 1947. Her mother, Khin Kyi, was appointed Ambassador to India in

1960. Suu Kyi obtained a bachelor’s degree from the University of Oxford in 1969, and

In 2003, the NLD clashed in the streets with pro-government demonstrators, and Suu Kyi was yet again arrested and placed under house arrest.

ACTIVITY 2: CSI (CHARACTER STUDY OF AN INDIVIDUAL THROUGH VISUAL-VERBAL RELATIONSHIPS

Now, find a partner and construct an informative talk and fill out the CSI form based on the main character’s background information. Be ready to share your output to determine the speaker’s attitudes towards issue, which can be folded in accordion style, in class for interactive discussion.

Personality Traits

Actions Which Supports Traits

Answer this focus question:

What does literature (Burmese) reveal about Asian and African character?

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Name of Character

ACTIVITY 3: THINK INSIDE THE BOX

Now, refer to the map of conceptual change, wherein you will be giving your personal ideas, stands and opinions about the focus question. For this part, you will write on the “I Think” section of IN THE BOX. Make sure you connect it with the literature of Burma/Myanmar.

HANDING IN YOUR EVALUATION VIA OPINION-MARKING

Your goal in this section is to apply your learning to real life situation. You will be given a practical task which will demonstrate your understandings in this lesson.

Your task is to write an evaluation paper regarding a program viewed. You are invited by a state university for possible scholarship and one of the requirements is to submit an evaluation paper regarding current events or social issues.

An evaluation paper is a type of argument that includes evidence to justify a writer’s opinions about a subject using opinion-marking signals.

You can find an example here for reference.

In the BOX I think...

culture is involved. For example, bias sneaks in through the use of idiomatic expressions (man’s best friend) and when the language refers to characters that depict traditional sex roles. One’s normative interpretation of these results depends on one’s ideological perspective and tolerance for the pace of change. It is encouraging that the limited study of language in advertising indicates that the use of gender-neutrality is commonplace. Advertisers can still reduce the stereotyping in ad pictures, and increase the amount of female speech relative to male speech, even though progress is evidenced. To the extent that advertisers prefer to speak to people in their own language, the bias present in popular culture will likely continue to be reflected in advertisements” (Artz et al 20).

Advertisements are greatly responsible for eliciting such views for the people of our society. The children also see these pictures and they are also the ones who create stereotypes in their minds about the different roles of men and women. All these facts combine to give result to the different public opinion that becomes fact for many of the members of the society. Their opinion and views are based more on the interpretation they conclude from the images that are projected in the media than by their observations of the males and females in real life. This continues in a vicious circle as the media tries to pick up and project what the society thinks and the people in the society make their opinions based upon the images shown by the media. People, therefore, should not base too much importance about how the media is trying to portray the members of the society; rather they should base their opinions on their own observation of how people interact together in the real world.

Read the text below about the litarature of Myanmar and answer the activity.

The Literature of Myanmar

The literature of Burma (or Myanmar) spans over a millennium. Burmese literature was historically influenced by Indian and Thai cultures, as seen in many works, such as the Ramayana. The Burmese language, unlike other Southeast Asian languages (e.g.Thai, Khmer), adopted words primarily from Pāli rather than from Sanskrit. In addition, Burmese literature has the tendency to reflect local folklore and culture. Burmese literature has historically been a very important aspect of Burmese life steeped in the Pali Canon of Buddhism. Traditionally, Burmese children were educated by monks in monasteries in towns and villages. During British colonial rule, instruction was formalised and unified, and often bilingual, in both English and Burmese known as Anglo-Vernacular. Burmese literature played a key role in disseminating nationalism among the Burmese during the colonial era, with writers such as Thakin Kodaw Hmaing, an outspoken critic of British colonialism in Burma.

ACTIVITY 4: THINK AS A SCROLL

Fill up the scroll organizer on main idea with supporting details based from the same text. Respond also to the enumerated questions and use opinion marking signals.

1. What does prose usually contain? How about poetry?
2. What can you say about Burmese literature?
3. What is considered as the first example of Burmese literaure?
4. Why is the founding of the University of Rangoon very significant in their litearture?
5. How does their literature reveal the character of the Burmese people?

ACTIVITY 5: SCROLL IT ALL

In summary, do the lesson closure as a reflection based on your Evaluation paper with the use of opinion-marking signals.

ACTIVITY 6: MY CHANGING PERSPECTIVE

Take a look at the meaning of the word, perspective. The definition provides an etymology or history of the word. The definition says that perspective also means “mental outlook over time.” This means that views change through time. In this lesson, you will explore your view of perspective in Africa, her people, culture and heritage. Begin by filling out this worksheet.

MY CHANGING PERSPECTIVE

Africa David Diop

Africa my Africa Africa of proud warriors in ancestral savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat The sweat of your work The work of your slavery Africa, tell me Africa Is this your back that is unbent This back that never breaks under the weight of humilation This back trembling with red scars And saying no to the whip under the midday sun

But a grave voice answers me Impetuous child that tree, young and strong That tree over there Splendidly alone amidst white and faded flowers That is your Africa springing up anew

ACTIVITY 7 : COMPARE AND CONTRAST ONES’ BELIEF & CONVICTION

Now, your goal in this section is to learn and understand communication in the context of literature. While going through the series of activities on literature and language, continue to think of the question, “How do I express my perspectives while respecting other cultures?”

ACTIVITY 8: AUDIO-CASUAL EXPERIENCE

Telephone Conversation

The price seemed reasonable, location Indifferent. The landlady swore she lived Off premises. Nothing remained But self-confession. “Madam” , I warned, “I hate a wasted journey - I am African.” Silence. Silenced transmission of pressurized good-breeding. Voice, when it came, Lipstick coated, long gold-rolled Cigarette-holder pipped. Caught I was, foully. “HOW DARK?”...I had not misheard....”ARE YOU LIGHT OR VERY DARK?” Button B. Button A. Stench Of rancid breath of public hide-and-speak. Red booth. Red pillar-box. Red double-tiered Omnibus squelching tar. It was real! Shamed By ill-mannered silence, surrender Pushed dumbfoundment to beg simplification. Considerate she was, varying the emphasis- “ARE YOU DARK? OR VERY LIGHT” Revelation came “You mean- like plain or milk chocolate?” Her accent was clinical, crushing in its light Impersonality. Rapidly, wave-length adjusted I chose. “West African sepia”_ and as afterthought.

“Down in my passport.” Silence for spectroscopic Flight of fancy, till truthfulness chaged her accent Hard on the mouthpiece “WHAT’S THAT?” conceding “DON’T KNOW WHAT THAT IS.” “Like brunette.” “THAT’S DARK, ISN’T IT?” “Not altogether. Facially, I am brunette, but madam you should see the rest of me. Palm of my hand, soles of my feet. Are a peroxide blonde. Friction, caused- Foolishly madam- by sitting down, has turned My bottom raven black- One moment madam! - sensing Her receiver rearing on the thunderclap About my ears- “Madam,” I pleaded, “wouldn’t you rather See for yourself?”

PROCESS QUESTIONS:

Here, you need to find a partner and fill the comparing and contrasting table below to express your beliefs and opinions about the following questions:

1. What point of view is used in the poem? Why does the author use this point of view?
2. What is the attitude of the landlady towards the speaker in the poem?
3. What is the speaker’s reaction towards this?
4. What message does the poem convey?

Girls: If they are thirsty, I buy them, a Bottle of American coke. Boys: If they are hungry, I treat them, to an Italian Pizza pie. All: And when, I have the money, I give them a real Chinese Lauriat. Boy (solo): Considering all these, considering my taste, for many things foreign, what right do I have, to call myself, a Filipino? Girls (solo): Should I not call myself, a culture orphan? The illegitimate child of many races? All: Rightly or wrongly, whether we like it or not, we are the end products, of our history, fortunately or unfortunately, our history is a co-mingling, of polyglot influences. Boys: Malayan and Chinese. Girls: Spanish and British. Boys: American and Japanese. All: This is historic fact, we can not ignore, a cultural reality we can not escape, form to believe otherwise is to indulge in fantasy. Boy (solo): I must confess, I’ am an extremely confused, and Bewildered young man. Wherever I’ am, whatever I may be doing, I’ am Bombarded, on all sides, by people who want, me to search for my national identity. All: Tell me the Language I speak should be replaced, by Filipino; they urge me to do away with things foreign to act and think, and buy Filipino. Girls (solo): Even in art, I’ am getting bothered and Bewildered. All: The Writer should use Filipino, as his medium, the nationalists cry. Boys: The Painter should use his genius, in portraying themes purely Filipino, they demand. Girls: The Composer should exploit, endless Possibilities, of the haunting kundiman, they insist. All: All these sound wonderful. But Rizal used Spanish, when he wrote, Noli and Fili. Boys: Was he less of a nationalist, because of it? Must the artist, to be truly Filipino, paint with the juice of the duhat? Girls: And must he draw picture of topless Muslim women or Igorot warriors in G-String? All: And if the composer, desert, the kundiman, and he writes song faithful to the spirit of the Youths of today, does he become Unfilipino? We are what we are today, because of our History. Boys: In our veins, pulses blood with traces of Chinese and Spanish and American, but It does not stop, being a Filipino, because of these. Girls: Out culture, is tinges with foreign, influences, but it has become rich therely. All: This mingling, in fact could speed us on the road, to national greatness, look at

America, it is a great country, and yet it is the melting pot of Italian, and German, British, and French, or Irish and Swedish. Boy (solo): Filipinism, after all, is in the heart. All: If that heart beats faster, because the Philippines is making progress, if it Fills, with compassion because its people are suffering, then it belongs to a true Filipino, and it throbs, with pride, in our past, if it pulses with awareness, of the present , if it beats with a faith in the future, then we could ask, for nothing, more all other things are Unimportant. Boys: I have, an American First Name. Girls: And I have, a Chinese Last Name. All: And I’ am proud, very, very proud, - because Underneath these names beats A Filipino Heart…

PROCESS QUESTIONS:

1. According to the text, how does a Filipino feel whenever she/he hears the national anthem being sung or sees the national flag?
2. What is the anatomy of a Filipino? Use the table below to write down your answers.

Table A

Culture Name History Arts

ACTIVITY 10: POSITIVE OR NEGATIVE?

Discern positive and negative messages conveyed in the literary texts “The Anatomy of a Filipino” and “Africa” by completing the table.

Africa The Anatomy of Filipino

REFERENCES

Hobbit Team. (2011, November 5). 3D graphic organizer sketch [Web log message]. Retrieved from http://www.thehobbitblog.com/ Yoko Ono. (2013, June 18). Sue Webster, PJ Harvey, Hanna Hanra & Linda Yablonsky hold the meltdownfest programme on the afro-asian literature Chalmers, D. (2000, November 17). Afro asian literature [Online forum comment]. Retrieved from http://groups.google.com/group/sci.literature.consciousness/ Helen Clark. (2013, April 7). Afro asian days and nights of the UN Chief Executives Board Afro/Asian/Literature of New Zealand. (2007). New Zealand in profile 2007. Retrieved from http://www.stats.govt.nz University of Waikato, Literature Library. (n.d.). Commentary. Retrieved July 19, 2009, from http://law.waikato.ac.nz:8080/lrs/index.php/Commentaries Lance, L. (2011). Nonproduction benefits of education: Crime, health, and good citizenship. In Afro-Asian Literature education (Vol. 4, pp.183-282). http://dx.doi.org/10.1016/B978-0- 444-53444-6.00002-X

King, M. (2000). Afro-Asian Literature. Auckland, New Zealand: Viking. Treviño, L. K., & Nelson, K. A. (2007). Afro-Asian Literature: Straight talk about how to do it right. Hoboken, NJ: Wiley. Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Afro-Asian Literature (2nd ed.). South Melbourne, VIC., Australia: Thomson. Ferguson N, et al. (2008). Impact of literature to our modern society. Oxford Press Belizzi, M. (2001). Afro-Asian Literature through educational linguistic. Cambridge Press: Georgia