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I. OBJECTIVES A. Listening 1. Listen to note important details in the selection 2.

Demonstrate the ability to abstract and interpret information from the text B. Reading Note significant details and cite evidences to prove an answer C. Vocabulary Arrive at the meaning of words through structural analysis D. Grammar Use S-LV-C pattern in giving information E. Writing Write a paragraph expressing ones' ideas, needs, feelings, attitudes F. Literature Relate to the world that the desire to learn and make good would lead to a great achievement II. SUBJECT MATTER A. Listening Text: "Intelligence Anyone?" Forum, Vol. 24, No. 1 January, 1986 B. Applying Multi-Intelligences Theory," English Teaching Forum C. April June, 1998 D. References: Communicating in English II E. Moving Ahead in English II F. Other Instructional Materials: Pathways to Learning Inventory G. Literature: "The Boy Who Couldn't Sing" Communicating in English II III. PROCEDURE A. Preparation Motivation How do you learn things around you? What helps you learn better, when you read things, when you see its visual presentation, or when you feel or experience it? Previewing Gardner defines an intelligence as a new kind of construct. He calls it a "biological and psychological potential" The extent to which that potential is realized depends upon the experiential, cultural and motivational factors that affect the individual. In this lesson you will be able to learn the different learning styles that everyone possesses based on the eight multi-intelligences. Day 1 - Listening 1. Pre-Listening Pair off and share with your partner your answer to these questions: 1) When do you say a person is intelligent?

2) 3)

When do you say he/she is dull? When do you call a person talented or gifted?

2. Listening Proper Teacher reads the listening text; instructs the students to answer several questions later. Listening Text: Intelligence, Anyone? When we talk about intelligence, we do not mean the ability to get a good score in a test or even the ability to do well in school. These things are only indicators of something far more important. By intelligence, we mean a way of behaving in various situations; particularly, new and problematic ones. The true test of intelligence is not how much we know how to do things, but how we behave when we don't know what to do. The intelligent person, meeting a new situation, opens himself up to it and grapples with it imaginatively and hopefully. He thinks about the problem, rather than what it might cost if it should happen to him. Even if he fails, he looks without shame at his mistakes and tries to learn from them. This is intelligence. Clearly, the roots of intelligence lie in a certain feeling about life. Unintelligence, on the other hand is an entirely different set of attitudes. Bright and dull children, then, are very different. The bright child is curious about life and is eager to get involved in it. There is no wall between him and life. The dull child, however, is more interested in the world of fantasy. The bright child likes to experiment, to try things out. If he can't do something in one way, he'll try another. However, the dull child is usually afraid to try at all. If he does try and then fails, he gives up. The bright child is patient. He can tolerate uncertainty and failure, and will keep trying until he gets an answer. When all his experiments fail, he can even admit to himself that for the time being, he is not going to get an answer. This may annoy him, but he can wait. Very often he does not want to be told how to do the problem or solve the puzzle he has struggled with, since this would deprive him of the chance of working it out for himself at a later attempt. However, the dull child cannot stand uncertainty or failure. To him, an unanswered question is not a challenge or an opportunity, but a threat. If he can't work out the answer quickly, it must be given to him. The bright child is willing to get ahead on the basis of incomplete information and understanding. In other words, he will take risks. To give an example, he will often read a book he does not immediately understand in the hope that he will gradually collect enough information to make it meaningful. However, the dull child will only go ahead when he knows exactly what to expect. He also needs total comprehension of whatever he's experiencing. For the dull child, then, the world we live in is senseless and unpredictable. He feels that he can never tell what may happen, particularly in a new situation, except that it will most probably be bad. The bright child, however, feels the world to be a reasonable, fascinating and comfortable place. 1. What are the writer's views about intelligence? 2. Do you agree with such views? With which don't you agree? Why? 3. The text presents a comparison. Who are being compared? 4. Where do you think you belong? Cite some characteristics with which you can identify yourself.

3. Post-Listening (Evaluation) In your opinion, what are the characteristics of an intelligent person? Complete the list below

Now discuss your answers with your partner. Day 2 Grammar In Mathematics, you meet the equal sign (=). You have learned that the items on both sides of the equal sign have the same value. They mean the same thing such that one can stand for the other. In language, we also have the equational sentences. Study these sentences and find out which items are equated 1. Bright and dull children are very different. 2. The bright child is curious. 3. The dull child is inclined to live in an unreal, fantasy world. Here are some guide questions that will help you determine how to make equational sentences. 1. In an equational sentence, what would stand for the equal sign? 2. What would stand for the item before the equal sign? 3. What items may come after the equal sign? Remember: An equational sentence usually follows this pattern: Subject . . . (Noun) Linking verb . . . . Verb: to be seem appear feel Activity 1. Tell something about yourself by providing the blanks with an appropriate predicate noun or predicate adjective. Subject Complement Noun, adjective infinitive

My name is _________________ but I'm ____________________ to my friends. I'm twelve years old. I was born in Manila. I'm the ________________ in the family. Both my parents are ______________. My father's name is _______________________. My mother's name is ___________________. My friends say that I am ______________. This is ______________ because I usually cry when I am ______________. Activity 2 Read the following sentences then complete the chart 1. 2. 3. 4. My friend's name is Lizaflor. She looks very pretty everyday. Most of my classmates are very active. They are always ready and very confident to answer questions.

5. Some feel nervous 6.7. I am nervous too, especially when my teacher is very strict.

Activity 3 Tell what you feel when you experience the following situation. Use the S-LV-C sentence pattern in expressing your feeling. 1. You learn that your friend is a traitor. 2. You see your crush in a party. 3. You get good grades. 4. You are scolded by your teacher. 5. You see your favorite actor or actress. Activity 4 Answer the following questions using the sentence pattern S-LV-C. 1. What is your dream in life? 2. What do you feel being the following: a. a teenager b. a student of your school

c. an only daughter or son 3. What do you feel having good friends? Activity 5 Pair off. Fill out your partner's slum note by asking him/her questions that give you the needed data. Then, take turns. Name: ___________________________________________________ Address: __________________________________________________ Birth date: ________________________________________________ Birthplace: ________________________________________________ Parents' Names: ______________________________________________ Favorite Pastime: _____________________________________________ Favorite Food: _______________________________________________ Favorite Actor: _______________________________________________ Greatest Movie Seen: _________________________________________ Funniest Experience: _________________________________________ Greatest Escapade: ___________________________________________ Day 3 Reading 1. Pre-reading Activities Motivation : In the listening text that we had the other day, we talked about the characteristics of an intelligent, bright and dull child. Today, we are going to read something on the eight intelligences. 2. Vocabulary: Identify the root word and the suffix used in the following words then give the meaning. WORDS 1. Linguistic 2. Mathematical 3. Logical 4. Musical 5. Spatial 6. Intrapersonal 7. Interpersonal 3. Reading of the Text What are the Eight Intelligences? ROOT WORD SUFFIX MEANING

Linguistic - the capacity to use words effectively and to manipulate the syntax and semantics, as well as the practical aspects, of language. Students strong in this intelligence enjoy word games, puns and jokes. They do well with written reports, essays, poetry and debates. Logical-Mathematical - the capacity to use numbers effectively, to reason well, and to be sensitive to logical patterns and relationships. Students strong in this intelligence look at situations logically, are precise and methodical and take a systematic approach to solving problem. They

Spatial the capacity to perceive the visual-spatial world accurately and to be sensitive to color, line, shape, form, space. Students strong in this intelligence think in images, pictures and three-dimensional models. They like to draw, design and build things. They do well with diagrams, maps, flowcharts, sculpture, painting and posters.

Bodily-Kinesthetic - the capacity to use one's whole body to express ideas and feelings and to use one's hands to produce or transform things. Students strong in this intelligence are highly coordinated and tactile. They enjoy hands-on learning and performance. They do well

with dance, dramatization, role-playing and athletics. Musical the capacity to perceive, discriminate, transform and express musical forms. Students ggggg strong in this intelligence are sensitive to nonverbal sounds such as rhythms,

Interpersonal the capacity to perceive and to be sensitive to the moods, intentions, motivations and feelings of other people. Students strong in this intelligence are sensitive to others. They work well with groups, often assuming a leadership role. They like to discuss ideas, build consensus and work in teams.

Intrapersonal the capacity for self-knowledge and the ability to act on that self-knowledge. Students strong in this intelligence are sensitive to their own inner feelings. They know their own strengths and weaknesses. They enjoy solitude and pursuing their own personal interests. They do well with autobiographies and journal writing.

Naturalist the ability to recognize and classify plants, minerals, including rocks and grass, and all variety of flora and fauna. It is also the ability to recognize cultural artifacts like cars and sneakers. Ability to understand features of the environment (interest in nature, environmental balance, ecosystem, stress relief brought by natural environments)

4. Discussion of the text to be done by the teacher specifically on the salient features of the eight intelligences. 5. Post-reading Activity 1 Find Someone Who Directions: Find someone who can do each of the activity listed below. When you find someone who can do the activity, get him or her to sign your paper. A person can only sign your paper one time. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Likes to write articles and have them published._____________________ Can tell if someone is signing off-key._____________________ Can calculate numbers easily in his/her head._____________________ Like to read books with many pictures._____________________ Likes to dance.__________________________________________ Likes doing puzzles and mazes._____________________ Regularly spends time meditating._____________________ Can list three things that help him/her learn._____________________ Can draw a picture of his/her favorite food._____________________ Has a good joke to tell._____________________ Will sing part of a favorite song_____________________ Sings in the shower. _____________________ Can easily identify at least 10 different kinds of flowers._____________________ Finds it hard to sit for long periods of time. _____________________ Frequently creates new activities and materials for his/her classes. __________________ Is often involved in social activities at night. _____________________ Love to teach someone how to do something. _____________________

Activity 2 Intelligence Menus Directions: Look at the activities below. Place each activity under one of the Intelligences on the chart

below. When you have finished, share your worksheet with a partner or a small group. Be prepared to justify yourself.

BODILYKINESTHETIC

INTRAPERSONAL

INTERPERSONAL

LINGUISTIC

LOGICALMATHEMATICAL

MUSICAL

SPATIAL

NATURALIST

Activity 3 Find your Partner Directions: The left-hand side are some sample questions on the eight intelligences. The right hand side are the answers. Write the questions and answers on strips of paper. Give half of the class the questions and half of the class the answers. Then they are asked to find their partner.

QUESTIONS What intelligence is sensitive to nonverbal sounds in the environment? What is the eight intelligence? People who can easily create mental images have a strong ___________ People with a strong _________ like to spend time outdoors Name one idea for developing the intrapersonal intelligence Which intelligence is associated with gross motor skills? Murals, maps and flow charts are examples of activities that develop __________________ Jazz chants promote ____________ Name three of the intelligences
6.

ANSWERS Musical intelligence naturalist intelligences spatial intelligence bodily-kinesthetic naturalist intelligence Ask the students to set their own goals musical intelligence spatial intelligence Any three of the following: bodily-kinesthetic, intrapersonal, interpersonal, linguistic, logicalmathematical, musical, spatial or naturalist

Evaluation 1. Do you think each person possesses all eight intelligences? 2. From the text that you have read, what is now your concept of intelligence?

Day 4 Writing 1. Pre-Writing This time you are going to accomplish the self-assessment form on Pathways to Learning. Pathways to Learning

Developed by Joyce Bishop, Ph.D. and based upon Howard Gardner. (Frames of Mind: The Theory of Multiple Intelligences.) A. Directions: Rate each statement using the scales given on the next page. Write the number

of your response (1, 2, 3, or 4) on the line next to the statement and total each set of six questions.

rarely 1

sometimes 2

usually 3

always

1. _____ I enjoy physical activities 2. _____ I am uncomfortable sitting still. 3. _____ I prefer to learn through doing. 4. _____ When sitting I move my legs or hands. 5. _____ I enjoy working with my hands. 6. _____ I like to pace when I'm thinking or studying. _____ TOTAL for Bodily-Kinesthetic 7. _____ I use maps easily 8. _____ I draw pictures/diagrams when explaining ideas 9. _____ I can assemble items easily from diagrams. 10._____ I enjoy drawing or photography. 11._____ I do not like to read long paragraphs. 12._____ I prefer a drawn map over written directions _____ TOTAL for Visual-Spatial 13._____ I enjoy telling stories. 14._____ I like to write. 15._____ I like to read. 16._____ I express myself clearly. 17._____ I am good at negotiating. 18._____ I like to discuss topics that interest me. _____ TOTAL for Verbal Linguistic 19._____ I like math in school. 20._____ I like science. 21._____ I problem-solve well. 22._____ I question how things work. 23._____ I enjoy planning or designing something new. 24._____ I am able to fix things. _____ TOTAL for Logical-Mathematical 25._____ I listen to music. 26._____ I move my fingers or feet when I hear music. 27._____ I have good rhythm. 28._____ I like to sing along with music. 29._____ People have said I have musical talent. 30._____ I like to express my ideas through music. _____ TOTAL for Musical 31._____ I like doing a project with other people. 32 ._____ People come to me to help settle conflicts.

33._____ I like to spend time with friends. 34._____ I am good at understanding people. 35._____ I am good at making people feel comfortable. 36._____ I enjoy helping others. _____ TOTAL for Interpersonal 37._____ I need quiet time to think. 38._____ I think about issues before I want to talk. 39._____ I am interested in self-improvement. 40._____ I understand my thoughts and feelings. 41._____ I know what I want out of life. 42._____ I prefer to work on projects alone. _____ TOTAL for Intrapersonal 43._____ I enjoy nature whenever possible. 44._____ I think about having a career involving nature. 45._____ I enjoy studying plants, animals, or oceans. 46._____ I avoid being indoors except when I sleep. 47._____ As a child I played with bugs and leaves. 48._____ When I feel stressed I want to be out in nature. _____ TOTAL for Naturalistic B. Write each of your eight intelligences in the column where it fits below. For each, choose the column that corresponds with your total in that intelligence.

2. Writing Proper A. Name your three most dominant intelligences (based on the Pathways to Learning Assessment). According to these intelligences, what are your strengths? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ B. List two of your greatest strengths and two of your limitations. Strengths? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Limitations: ____________________________________________________ _____________________________________________________________

3. Post Writing You may have a different view of an intelligent person. Describe his characteristics in a paragraph form Day 5 Literature 1. Motivation What mark of greatness is shown by the boy in this story? The Boy Who Couldn't Sing "You cannot sing," Mario declared. "You can do nothing but cut pieces of woodwith a knife. Of what good is that to you? It won't keep you from starving." "My brother is right. I can do nothing but cut bits of wood with a knife," thirteen-year-old Armando thought sadly. His brother's words were ringing in his ears. His brothers, Mario and Alejandro, could make music but he couldn't. The earned good money with their music, too. As they walked along, Mario and Alejandro chatted happily. Their dreams of the fame and fortune from their music filled their hearts with joyful expectations. But Armando said little. Mario's remarks that he could do nothing but whittle made his heart heavy. He loved music, yet he could not share in making it. He could not even strum a guitar. He couldn't sing either. He was a monotone. When he tried to sing he sounded funny. It made the boys laugh. They made fun of his voice and his singing. It was hard to be just a whittler when his brothers and friends could play the guitar and sing well, too. What was his future as a whittler? This thought troubled him. That night he did not sleep. His mind was busy with an idea that had just come. He could not sing. He was only good at whittling. Couldn't he use it to achieve something? Here in his own native Maragondon, Lapulapu City, was a man who make fine guitars with knife and wood. Before sun up the next day, Armando got up with a happy heart. After helping himself to what was left over from last night's supper, he crept out of the house while his parents and brothers were still asleep. He took with him some articles he had made with his knife. He walked to Fernando's Guitar Shop and presented himself to Tiyo Fernando. " I have brought these things for you to see," he said. "I cut them out with my knife: will you help me learn to make fine guitars?" Tiyo Fernando smiled. "Why do you want to make fine guitars?" he asked. Armando's face lit up and he spoke, "Because I love music. Both my brothers can sing. They can play the guitar, too. I love music as much as they, but I'm a monotone. I can do nothing but whittle. By making guitars I believe I can contribute my share to making music." Tiyo Fernando laid his hand on Armando's shoulder, "Come into the shop. Your interest deserves attention," he declared. Armando went with him into the shop. "The important thing is the desire to learn and make good," Tiyo Fernando told Armando. So, Amando, the boy who could not sing, became an apprentice in Fernando's Guitar Shop. Day after day, he worked seriously and whittled patiently. At last he finished a guitar. It was a fine guitar. Tiyo Fernando was much pleased with it. There was no doubt Armando would make an excellent guitar maker. Tiyo Fernando taught him the secrets of the craft. He showed Armando that each little thing well done each day would lead to a great achievement. 2. Enrich Your Vocabulary From the context clues give the meaning that it's the use of each underlined word. joyful expectations but whittle strum a guitar a monotone

happy anticipation 3. an apprentice in a shop Sharing Insights 1. Why was Armando unhappy? What did he do to solve his problem? 2. What did Tiyo Fernando think about Armando's desire to learn guitar making? 3. Which of the following statements can be accepted as a possible interpretation of Armando's desire to learn guitar making? Support your answer with details either implied or directly stated in the selection. a. He wanted to prove to his brothers that he could make good use of his skill of whittling. b. He wanted to show his brothers that he could be better than they were. c. He wanted to show his brothers that he could make money with his whittling. 4. Which of the following statements would be an acceptable interpretation of Tiyo Fernando's decision to make Armando an apprentice in his shop? Support your answer with details from the selection. a. He wanted to show that interest and patience enable one to do something worthwhile.

b. He wanted to show Armando that there was money in guitar making. c. He wanted to prove to Armando's brothers that they were wrong in their judgment. 5. What mark of greatness is shown in the story? 6. Armando was told that his skill in whittling was useless because it did not pay money. Instead of being discouraged, he created his own opportunity for making good use of what he could do, Do you know of persons who have had a similar experience? What opportunity for achievement did they create for themselves? Closure How much have you learned? How well have you learned the ideas and skills developed/presented in these lessons. Please put a check mark on the column or your preference.

SKILLS/IDEAS

VERY MUCH

MUCH

TO SOME VERY NOT EXTENT LITTLE AT ALL

1. Listen to note important details in the selection 2. Abstract and interpret information from the text 3. Note significant details and cite evidences to prove an answer 4. Arrive at the meaning of words through structural analysis 5. Write a paragraph expressing one's needs, feelings, attitudes 6. Use S-LV-C pattern in giving information

Evaluation Based on the assessment of your Multi-Intelligences called "Pathways to Learning", can you now understand yourself better? Will you be able to enhance your strengths and improve on your limitations?

Using the Inductive Web on page 31, let us now summarize the story by recalling important things in the story. 1. What are the things that Mario and Alejandro could do? (Teacher to record the responses of the students on the web) 2. On the other hand, what are the things that Armando could not do but he could do some other things? 3. Notice that the central element of the web is left blank. In order to answer it, let the students with the help of the teacher form conclusions and generalizations about what they have read.