Hullabaloo within the Media of China and Tibet :: Government China Tibet Essays

Hullabaloo within the Media of China and Tibet Since the 19th century, relations between the Chinese government and the people of Tibet have continually been on the decline. While there are many issues which lie at the heart of this conflict, recent events have drawn more focus to the economic relationship between the two. In February 2001, China passed legislation giving the needed approval to begin construction on the controversial Qinghai-Tibet railway. Stretching from mainland China to Lhasa, the capital of the Tibetan Autonomous region, completion of 'the world's tallest railway' would join together two regions previously only connected by air and treacherous roads (WTNN par1-2, 7). This development, while fully supported by the Chinese government, is receiving heavy scrutiny from the people and the government of Tibet. This controversy does not revolve around the railway itself, but rather the effect it will have. In the wake of this debate, the challenge lies with the media to present a clear, unbiased report of the argume nts, without taking up sides. Examination of the Chinese nationalist press and the news reports from the Tibetan nationalist groups, as well as a glance at third party news sources, proves there is little media coverage which does not carry with it some undertones of a political or social nature. These underlying connotations, uniquely created to reach each target audience, function to affect the message received by the average reader. An analysis of the target audience of each media source reveals not only the type of undertone presented, but also its predicted effectiveness. In China, there is one national English language newspaper: China Daily. Because it is written in English, and as a result of its online availability, one can reasonably assume the target audience for this newspaper is most notably people residing outside of mainland China. On March 9, 2001, China Daily published an article providing quotes and excerpts from speeches made by deputies of the National People's Congress (NPC) and members of the Chinese People's Political Consultative Conference (CPPCC) during their annual session. Among the speakers on the topic of new railway development was Lobsang Gyaincain, an NPC deputy and the mayor of Lhasa, the capital city of Tibet. In his address, he highlights the benefits of building the Qinghai-Tibet railway, citing its ability to "enhance exchanges between ethnic groups, reinforce economic development in Western China, and modernize the concepts and styles of Tibet while not posing a threat on people's religious beliefs" (China Daily 4,6).

Affirmative Action :: Affirmative Action Essays

There are many supporters and opponents of Affirmative Action. The focus of this program is to include minorities and women into social institutions. An argument that the author presents for Affirmative Action is that of the 'merit principal', which states that people should be awarded for possesing the highest merit. In turn he states that race and sex can be a merith because it will allow others of that sex or race to stive for greatness as well. The author also presents the argument of 'cultural pluralism', which states that positive benefits come form having varieties in cultural experiences. An arguement presented against Affirmative action is that often times people of a certain race or sex aren't as qualified as white males for the same positions. An additional arguement to cultural pluralism is that it excludes white males. It seems that in order for one group to benefit another must be disadvantaged. This disadvantage the author calls a reverse discrimination. The arguement presented for justifying the occurrance of such is the principle of reparations and compensation. Compensation states that since white men benefited from the exclusion of blacks and women they should now bear the burden. The reparations arguement states that racial minorities (blacks) and women are entitled to preferential treatment because their rights have been violated. These arguements are difficult to put into practice because it bring certain difficult issues into light. For example, who is black, who should benefit, who should be burdened. Justification for Affirmative Action is that it is said to be for the greater good of society, this is an utilitarian outllook. The author additionally brings up that Affirmative action takes away a groups self respect because it gives them something they are not entilted to, and that they wont be able to compete successfully with others who have received benefits with out preference. He dismisses both these views, the first by stating that Affirmative Action is just and so if something is just loss of self respect isn't warranted. The second view is dismissed with the use of facts, or lack there of any proving that blacks and women don't succesfully compete on an equal footing as white men. In the Race and IQ controvesy peice the author staes tha talmost all professins have certain regulations with the exception of research scientist. He then names two scientist,Heinskin and Murray, who content tha blacks as a group are less intelligents than whites.

Relationship Between Money and Happiness

Preface First, people could not be without money. That is, if people out of money, people have no happiness lives with. Money is the foundation of live, for if there is no money, people cannot survive. If people cannot survive, how can there be happiness at all. Second, money is not everything. Most of the happiness could not be brought by money. For example, Bill Gates cannot enjoy the happiness of escape from a disaster, cannot enjoy the happiness of be a world champion, cannot enjoy the happiness of win the gold medal, cannot enjoy the happiness of families reunion, cannot enjoy the happiness of be a president. Money only slightly associated with happiness In fact, when people have enough of money, the happiness people gain become less and less. It is majority people unexpected, but this is the fact that Western countries live for decades. Experts in the West confirmed a fact: â€Å"If you made a graph of American life since the end of World War II, every line concerning money and the things that money can buy would soar upward, a statistical monument to materialism. Inflation-adjusted income per American has almost tripled, such as per capita income, real income, lifetime, housing area, the per capita car number, the number of telephone calls each year, the number of trips per year, the highest degree IQ scores. No matter how you chart the trends in earning and spending, everything is up, up, up. But if you made a chart of American happiness since the end of World War II, the lines would be as flat as a marble tabletop. Almost everything is getting better, but people did not feel happier. Yale University political science professor Robert †¢ Portland found that if you charted the incidence of depression since 1950, the lines suggest a growing epidemic. Money jangles in our wallets and purses as never before, but we are basically no happier for it, and for many, more money leads to depression. Correlation between money and happiness- 0. 25 Many scholars have been extensive, large-scale sample survey concluded. Concluded that: money and happiness is not the way people think proportional, neither the happier the more wealthy people, the more money the less happy people. The relationship between them is minimal, with scholars jargon, the relationship between them is only â€Å"slightly positive. † The psychology of money, this book made a quantifiable figure on the relationship between money and happiness – † there have been a number of studies of this relationship, and they all come up with a correlation of about 0. 25 † This book use x-axis and y-axis, the mathematics way, visually describe the relationship between money and happiness: assuming that use y-axis draw the satisfaction of happiness, and use x-axis describe the amount of money. The intersection of two axes is the starting point of zero. And then make a mark on y-axis at 0. 25, which is limit value of the correlation between money and happiness. When people's incomes are low, the satisfaction of happiness is very low indeed. When people are without money, the satisfaction of happiness is almost close to zero. Once people just out of the poverty line, the curve which describe the relationship between money and happiness will rush up almost touch the 0. 25 line. And then quickly become a horizontal line at 0. 5 irrelevant with the x-axis. Even if the amount of money on the x-axis increasing in thousands, millions, or billions rate doubled, the relationship between money and happiness curve ignore it. The line will never exceed 0. 25. And the curve maybe fall to 0. 2, 0. 1 or lower level. In mathematics, this phenomenon is called â€Å"diminishing marginal effect. † Reasons for money and happiness curve diminished Through observation and study of happine ss, we can find that any happiness in the world has a premise which is desire. If people have no desire, people would not have happiness. So eager is only source of happiness. Desire is something people look forward, but do not get yet. So happiness is the pleasure when people are satisfied or say gets the thing which they look forwards. Furthermore, we can draw a conclusion, happiness (that is the source) is unrenewable. After we got a happiness, we can repeat to enjoy it, the desire will diminished, until disappear. This means people only have N times to enjoy the same type of happiness. For example, when people have learned how to ride bicycle, he will use it as much as possible, the happiness he get will increase. But when the time he ride bicycle reach to N, the happiness he get before will fall to zero. Because of happiness is non-renewable resources, so in the world of money and material, everyone has the limited resources of desire, and everyone has limited happiness to enjoy. For example, after we learned how to ride bicycle, and enjoy the happiness of ride bicycle, we will never enjoy it again. Along with our possession increase, our happiness will increase too. But the resources of happiness will diminish. It means the happiness we can enjoy will decrease. That is reasons for money and happiness curve diminished Conclusion They say money can't buy happiness, but it can facilitate it. —Malcolm Forbes Happiness is the desire for repetition. –Milan Kundera At the lower end of the income scale the better-off are happier; there is no effect from the middle of the scale onwards. And there has been no historical effect of increased national prosperity on happiness. There is evidence that people are happier of they think they are doing better than other people, or than they did themselves previously. Other sources of happiness are much more important, such as leisure, job satisfaction, social relations and personality. Money has very little effect on these, money people want to be rich or richer, and many take part in lotteries, no doubt in the belief that winning will make them happier. References

Crime is a Social Construct Essay

Crime is the product of the social structure; it is embedded in the very fibres of society. In this essay, I aim to explore different theories as to why crime exists within society and how we as a society therefore construct it. Crime is a social construct; it is always in society and is on the increase. It is inevitable. Where does it come from? It comes from legislation, from the making of laws. Functionalists see crime deviance in society as a function, in that it serves to remind us, through public condemnation of those who have broken the rules, of our shared values and norms. Furthermore, they suggest that crime is a result of structural tensions and a lack of moral regulations within society. If the aspirations held by individuals and groups in society do not coincide with the available rewards, this disparity between desires and fulfilment will be felt in the deviant motivations of some of its members. This was the basis for Merton’s Anomie theory. (Robert Merton 1957) Emile Durkheim saw crime and deviance as social factors and believed both of them to be inevitable and necessary elements in modern society. The people in that society are less constrained than in traditional times. There is more room for the individual choice in a modern world and it is therefore inevitable that there will be some non-conformity. Durkheim recognises that no society would ever be in complete consensus about the norms and values which govern it. He also saw that it was necessary for society in that it fulfils two important functions. Firstly, deviance is an adaptable function, and by introducing new ideas and challenges in society, it brings about change. Secondly, deviance promotes boundary maintenance between good and bad behaviours. It constantly keeps us aware of what acts society deems acceptable or not. (Durkheim 1964) The Positivist approach is simply about a deviant’s reaction to external forces beyond their control. The followers of the Interactionist theory, on the other hand, reject this positivist approach and say that it is due to the internal factors of the individual. The Marxism theory however, is structured towards the accumulation of wealth rather than social need. Edwin H Sutherland was the first sociologist to study this area known as ‘White Collar Crime’ in 1949. Let us now look at crimes of the powerful and the less powerful. There are two main points; deviance is a product of unequal power relations and equality in general. Despite the fact that the law is in favour of the dominant class, some of its members do break the rules for their own gain. Power and equality affect the quality of deviant acts. Thus, people that are more powerful are more likely to engage in profitable deviant acts such as corporate crime i.e. bribery and corruption in business and politics, misconduct by professionals such as lawyers etc. On the other hand, the powerless are more likely to commit less profitable deviant deeds such as burglary, theft and armed robbery. (Ermann and Lundman 1996) Power, or rather social class, is therefore the key element which determines the type of deviance people are likely to carry out. The powerful are more likely to commit deviant acts because of something that is called ‘Relative Deprivation’. This is the feeling of being unable to achieve the high standards they set for themselves, compared with the powerless, whose standards are typically low. Their aspirations are so high that they become less achievable. The more that people experience this Relative Deprivation, the more likely they are to commit deviant acts. (Cookson and Persill 1985) Furthermore, the elite have more legitimate opportunities than the poor worker to commit crime i.e. A banker will have better opportunities to defraud customers for instance, and because of his status, the crime is less likely to be detected, whereas the poor worker would probably have to resort to robbing the bank, a much more visible crime. Furthermore, the powerful are subjected to weaker social control. They have more influence in the making and enforcement of control. The laws against higher status crime, the White Collar crime, are therefore relatively lenient and rarely enforced, but the laws against crime which is committed by those with a lower status, are harsher and more often enforced because they are so visible and detected much more easily. The activities of White Collar crime occur on a daily basis, but there is no public outcry or moral panics about it and therefore  no legislation made, whereas, ‘street’ crime attracts massive law enforcement. As Jeffr ey Reiman (2001) so aptly stated, â€Å"The rich get richer and the poor get prison†. Interactionism was quite popular from 1960s to 1970s. Max Weber and George Herbert Mead favour the Interactionist approach and suggest that crime is a social process, that crime is an interaction between the victim, the police/officials and the offender. Crime is shaped by the nature of this interaction and this selective labelling, stigmatisation, negative labelling of those without power and more vulnerable. This approach focuses upon the interaction between deviance and those who define it as such, hence the Labelling Theory. Howard F Becker, the founder of this theory, argues that society creates deviance by making rules. Rules that when broken, constitute deviance, and by labelling those particular people as deviants, they are also labelling them as outsiders. Therefore, it is not the act of the person, but rather a consequence of applying the rules by others to an offender. Deviant behaviour is behaviour that people so label. Becker suggests that in one sense there is no such thing as a deviant act. An act only becomes deviant when people define it as such, when they label it as such. Such labels largely override their status as workers, friends, parents etc and others see them negatively. This ‘labelling’ of people who commit crime, often results in the denial of an ordinary life to them, and because of this denial, out of necessity, they develop illegitimate routines and often resort to a life of crime. Thus, a criminal career is formed and the only way that they can be a part of society, is by grouping with likewise people, and being part of a different type of society. It may be a criminal society, but at least they fulfil that human need to belong. This process results in what is known as the self-fulfilling prophecy i.e. a person is to be known as a criminal, he/she may as they may as well act that way. The Feminist approach is critical of the mainstream approaches in that they see them as male dominated and this gender bias is part of the structure of  the Criminal Justice System, the majority of its personnel being male. Crime is specific to the gender, males being more violent and women committing softer crime such as benefit fraud, shoplifting etc. This approach sees that there is a need for more support and resources for women and that anti-sexist training is necessary in the police force. These sociological theories are intended to apply to both sexes but feminists disagree. For example, Merton’s anomie theory assumes that people are inclined to strive for material success, which is true for men but not necessarily for women, although this is on the increase. (Merton 1957) In the past women have been socialised differently to men. They are traditionally less interested in achieving material success as their place has been in the home. However, this social construct is changing, because women are being given more equal opportunities, and are more likely to strive for that material success, which would account for some increase in women’s crime rates. (Chesney-Lind 1997;Daly and Chesney-Lind1998) This may be an indication that opportunities for women are still far from equal. Anomie theory may apply if this is the case, as the opportunities available to women are lacking in relation to women’s increasing desire for independence and material success, therefore causing the disparity that Merton talks about. Furthermore, men and women calculate the risk of arrest differently. Women are more aware of that risk and that awareness becomes a disincentive. Another interesting argument would be that it is a fact that over 90% of people convicted of crime, are male. (John Hagan et al 1996) Let us now examine how time and space has affected the way that society has constructed crime and deviance. For example, is the death penalty an act of murder? It is in some countries, but not in some US states. Is abortion an act of murder? What about war? Murder exists in some contexts as a crime and not in others. Crime then is a social construct which is ever changing according to time and space. It makes no sense to say that â€Å"crime is a result of biochemistry only† because crime is the result of political decision making, and we can easily change those decisions according to different contexts, without changing our own biochemistry. In an effort to solve the ‘crime problem’ then, our task is to determine how much of ‘the crime problem’ is in fact the result of these definitions and political decisions, and what part is the result of broader sociological or biological forces. The government, in its efforts to tackle the ‘crime problem’, has little regard for the way that working class people and their environments actually work. Its new measures to be tough on the causes of crime fail to question why these things happen, and hence how they might be prevented. Creeping inequalities in education, the health services, housing and pensions, contribute to the lack of belonging that people feel. This disconnected feeling of our seemingly society-less age can only contribute to the ‘crime problem’. It is time to review other methods because the government’s endless clamping down on those who already have the least stake in ‘society’ is not the solution. BIBLIOGRAPHY Bilton T, Bonnet K, Jones P, Skinner D, Stanworth M, Webster A (1996) Introductory Sociology (Third Edition) London, Macmillan Press Ltd. ` Goode E, Ben-Yehuda N (1994) Moral Panics: The Social Construction of Deviance USA, Blackwell. Hagan John et al 1996 The Law and Politics Book Review http://www.unt.edu.lpbr/subpages/reviews/HaganJ.htm Accessed on 28 11 2002 Haralambros and Holborn (1995) Sociology: Themes and Perspectives (Fourth Edition) London, Harper Collins. Reiman Jeffrey (2001) The Law and Politics Book Review http://Paulsjusticepage.com/reiman.htm http://Paulsjusticepage.com/RichgetRicher/fraud.htm Accessed on 28 11 2002 Taylor P, Richardson J, Yeo A, Marsh I, Trobe K, Pilkington A, Hughes G, Sharp K (1995) Sociology in Focus Ormskirk, Causeway Press Ltd. Williamson J (2000) Tough on Horridness – Guardian http://society.guardian.co.uk/crimeandpunishment/comment/0,8146,839659,00.html – accessed on 28 11 2002

Critical Thinking Case Study Essay

Describe all assumptions you see in any documents. Kelly Thomas – Senior Engineer, Product Development1. Assumed AcuScan’s customers would not be happy with just anything developed and launched. 2. Assumed Pat did not have any technology experience previous job in the cereal industry. 3. Assumed Pat was talking to the programmers without Kelly’s knowledge or consent. 4. Assumed Pat wanted to continue arguing on email. Pat Lambert – Director of Marketing1. Assumed the customer would be happy with anything launched on the market from AcuScan2. Assumed programmers could work in the new launch. 3. Assumed a new product launch would be simple to achieve. 4. Assumed that Kelly Thomas would go along with her regarding the â€Å"Operation Optimize†5. Assumed that the â€Å"Operation Optimize† could be launched in 6-months6. Assumed that meeting with Kelly Thomas in person would rectify the situation. Cliff O’Connor – CEO1. Assumed Pat’s work ethic and experience in previous job will automatically benefit the firm and reach AcuScan’s target market. 2. Assumed the staff would not have any communication or personnel issues. 3. Assumed there would be a budget crisis. Chris Martinas – VP, Product Development1. Assumed that it would not take much time to produce and launch a new product. 2. The potential return for first year would outlay with substantial ROI. THE CONFLICT2) Explain the arguments made by each of these people. Kelly Thomas argued that the new product features could not be developed ‘just like that’ and was detailed with planning, testing and quality control and could long make the features completely work by August. Kelly also stated that since the layoff two years ago, and 25% fewer programmers, they do not have the time or manpower for the product successfully to launch in time. Pat Lambert argued that ‘Retail’ is the answer instead of airports and store security for the new iScanner product to enable retailers to identify incoming customers, with several high-tech features can be developed as a prototype by August and at one point Kelly admitted to it not being a problem to make the iScanner market-ready in time. Chris Martinas argued that Secur-A was, AcuScan’s competition was working on a new product so AcuScan needs to expand into a different market and launch a new product by early 2004 or Secur-A would be on the top of the market. Cliff O’Connor argued that even though AcuScan was facing budget dilemma’s they can find a way to launch the new iScanner. 3) Evaluate each argument. a. Kelly Thomas – Kelly’s argument was logical mostly due to the fact he used the numbers and man hours from the first iScanner launch and he did not want to jeporize his and AcuScan’s reputation by throwing together a flimsy product launch. b. Pat Lambert – Pat’s idea on launching a new product in a new market was a positive one, in fact, a great marketing strategy to be the first company on the market with a new product to get ahead of competition. c. Chris Martinas – Chris does realize that to gain and maintain their  targeted market, a budget deficit would need to be put in action because he believes it is important to have a product launch in a new market. d. Cliff O’Connor – Although Cliff’s argument deems logical, it becomes unbeknownst there are major budgetary issues with AcuScan and to launch the iScanner correctly, there are many other decisions that need to be involved, this may include more lay-offs. Cliff is basing the fact that this new launch in a ‘new’ market will take minimal cost in time and money because AcuScan has done it in the past. 4) Describe specific fallacious arguments, and identify the people who hold them. Pat had a fallacious argument by stating that since other staff members had been with the company longer than Pat, they had a great deal invested in the company and knew what they had to accomplish in order to get a new product off and running. Chris made a fallacious argument about the company being on top again if the company developed a new product. But the since it is unknown, there is no evidence or research at this point the company cannot be certain of this fact. II: CONCLUSIONS1. Describe all problems in this situation. 2. For each problem, describe the data, arguments, and reasoning that contribute to each problem. AcuScan was faced with many problems trying to produce and launch their new iScanner. One main issue was the fact of AcuScan was planning to develop a new product when the company was already facing budgeting issues. Another problem was the staff at AcuScan not meeting face-to-face; instead they relied mainly on email to correspond with one another. Brainstorming, marketing product launches, and budgeting meetings could have benefited the staff and issues could have been handled different and resolved. Cliff, the  CEO should have taken initiative and interjected about the major communication issue the staff was having with one another. Use your reasoning to complete the worksheet below. 3. What is the underlying problem that is the base cause of the conflict within the company?The underlying problem that caused the majority of the issues at AcuScan was the lack of communication between department staff members which resulted in fallacious emails, snide, unnecessary comments which led to lack of production. 4. Alternative solutions. Due to the budgetary issues that were upon AcuScan, instead of a complicated new product launch, expanding the iScanner into industries such as hospitals, colleges and even government offices instead of expanding the new iScanner into the retail environment where the complicated launch requires many additional features is a possible solution, while keeping the idea for the retail industry on the shelf for future product launches. 6. Which solution will you recommend to the CEO? Why? Since both solutions are important, I would mention both to the CEO. Since communication is the backbone of an organization, I would bring up that issue first. Part II: Executive Summary1. Purpose and ScopeThe purpose of this summary is to analyze the issues on launching the new iScanner from AcuScan and rectify any facts pertaining to the potential launch. The scope includes various communications between colleagues and issues that resulted from that dialog. In conclusion the problems will be stated, solutions formulated and recommended results to rectify these problems will be discussed. 2. Summary of the SituationThe conflict between several key persons at AcuScan is hindering the growth of the firm and is causing havoc in receiving positive results for this potential new product launch. Secur-A, AcuScan’s, main competitor is only 4 months from launching their new product so it is believed to be absolutely essential to the survival of AcuScan to  beat them to market with a successful product as well. 3. Key PointsPat Lambert – the new director of Marketing, and Kelly Thomas – chief of the software development team, cannot agree on the length of time and the number of programming hours it will take to bring the new product to market. Kelly states that even with current staffing levels, they do not have the time or manpower to launch a new product the correct way. Pat’s states that a prototype can be built within the timeframe and budget however, neither Pat nor Kelly can compromise. Chris Martinas – VP of Product Development believes that Pat and Kelly can work out their differences together. Chris does not quite understand the magnitude of programming involved with this launch though. ConclusionsAs a result of fallacious emails to one another regarding the new product launch for Pat Lambert and Kelly Thomas both feel alienated and find it hard to compromise on the new iScanner Retail Project. The fallacious emails between Kelly and Pat are regarding their disagreement about the capabilities of the software design team and the man-power to create programming for all the features in the new iScanner. Pat is not quite experienced in dealing with software programmers, their processes and requirements. Pat and Kelly’s emails result in emotional and defensive and inability to listen to each other and cooperate on the new iScanner launch so it does not happen. Conclusion and RecommendationsIn many cases, conflict in the workplace just seems to be a fact of life. Many have seen situations where different people with different goals and needs have come into conflict. And we have all seen the often-intense personal animosity that can result. The fact that conflict exists, however, is not necessarily a bad thing: As long as it is resolved effectively, it can lead to personal and professional growth. In many cases, effective conflict resolution skills can make the difference between positive and negative outcomes. The good news is that by resolving conflict successfully, you can solve many of the problems that it has brought to the surface, in addition to getting benefits that you might not at first expect:My recommendation would be to get Pat, Kelly, Chris and Cliff into a room for a face-to-face meeting. The point of this is to increase the understanding which is needed to resolve conflict and it expands people’s awareness of the situation, giving them an insight into how they can achieve their own goals without undermining those of other people. Additionally, if is resolved effectively, team members can develop stronger mutual respect, and a renewed faith in their ability to work together; and after allowing a brief period of venting, the meeting can be called to order. At this point I would recommend that all emotion be excluded from the communication process, so that the first of many beneficial and productive brainstorming sessions can begin. Another thing I would recommend is to re-vamp the iScanner launch so the product launch is conducive to the budget and to better fit the company’s abilities. For instance, instead of launching a complicated product, possibly expand the current iScanner into other industries such as hospitals, colleges and the government, while adding possibly one or two features. The iScanner retinal scanner will perform the same functions as its current version with possibly one or two new features to keep within the company’s budget. Keeping the expansion of the ‘Retail’ iScanner idea on the backburner to launch in a year or two but after Secur-A launches their product. Reference Apollo Group (2003). UOP Assessment. Retrieved 4/19/08, from https://mycampus.phoenix.edu

Priceline Business Model

Priceline Business Model The core components of Priceline’s business model are based around their pioneered and patented reverse auction pricing model which is a unique offering within the travel market place. This innovative model allows consumers to purchase travel services at a discounted prices by trading off brand and features. Priceline uses a business model known as brokerage model where a business creates their own market by bringing buyers and sellers together. Priceline operate as the middle man or broker bringing the two parties together in a seamless and friendly manner. Revenue is earned based on the difference between the â€Å"Name your own price† amount entered by the customer and the amount charged by the service provider such as the airline. A more traditional travel agency model is also used by them offering a list of prices the customer can choose from and in this case Priceline receives a commission/agents fee. Is the Priceline Model a sustainable one? ?During Priceline’s early start up days they experimented with variations of its business model by offering groceries and gasoline, which initially had negative impacts on profitability. However Priceline’s management was able to adapt and focus their model so that it started producing significant returns. ?Priceline improved from a $1 billion loss to a profit of over $10 million between the years of 1999 to 2003. Since 2003 Priceline has continued to be profitable and grow, increasing its stock price over 27 times from its lowest to slightly under $200 USD in 2010 and is now sporting a market valuation of $8. 8 billion. ? Additionally Priceline announced a ground breaking hotel price guarantee that pays customers a nominal reward if they find a lower price than the one offered by Priceline. ?As part of their expansion and growth they recently acquired the multinational car hire reservation service TravelJigsaw to provide more their value added services to their customers. Although the travel industry is saturated and has ever increasing competition, the population of the internet and those willing to buy goods and services over the web also continues to grow. Priceline Model- Changes Priceline has changed its business model since 2007 focusing more on traditional online reservation services. Customers have the flexibility to select from brand and features rather than their more restrictive an d discount â€Å"Name your own price† model. The Priceline website is now organized much like those of its competitors. Customers can still choose to bid, but this is no longer the only option. Value for money remains high, strengthened by elimination of booking fees, while service quality has improved. Priceline also continues to strive towards providing customers with a superior user-friendly service such as the launch in Jan 2009 of a The Travel Ekspert blog providing advice to consumers and also offering over 2. 5 million hotel reviews (PhoCusWright)

English 3rd Year High School Curriculum Essay

COURSE DESCRIPTION: This course focuses on one’s understanding of the English and American Literature from old to contemporary. It assists one in honing skills and creativity through the different performance tasks- short story writing, drama presentation, poetry slam, and persuasive essay writing as well as enhancing their fundamental language skills as integrated in each lesson to help learners become fully equipped with essential understanding of both language and literature in this level. RATIONALE: This course aims to engage students the opportunity to explore literary texts written in Old English which will provide them with new understanding of the different cultures or history of the author and the place where the literary work was originated. Aside from that, they will be directed to strengthen their previous knowledge of English in both language and literature thus develop and/or enhance skills in creative writing and critical reading through deep analysis and evaluation of these texts. It also provides varied and meaningful learning experiences that are value-oriented. REQUIREMENTS: A. ENTRY The third year students are assumed to have learned some lessons and rules in grammar and all the other things covered in the English 1 and 2 including the literatures of the Philippines and that of other Asian countries and Africa, their genres, elements and features. Thus, they are expected to enhance their knowledge on these things through consistent attention and active participation during class hours, and develop the skills that are yet to be discovered. They are also expected to come up with generative ideas through interpreting English and American short stories, drama, poems and essays and through participating in performance task s or culminating activities prepared per unit. The students in this level should submit their assignments and projects on time (written outputs or creative artworks), interact with literary texts and their characters and perform the required tasks with eagerness which would in time help them understand their own culture, appreciate and experience God’s greatness. B. EXIT: At the end of the school year, the students are expected to show confidence on their knowledge and understanding of the literary pieces with emphasis on Anglo-American literature, show their love of reading and writing in a creative and critical manner, and apply these things, most especially the core values highlighted in most of the lessons, at present and in the near future. Lastly, they are likely to show expertise not just in communicating but also in composition writing using well-constructed sentences and paragraphs and all the more, in creating stories, poems and even song lyrics considering appropriate mechanics. GENERAL OBJECTIVES: The learner demonstrates communicative competence through his/her understanding of British-American Literature, including Philippine Literature and other text types for a deeper appreciation of Philippine Culture and those of other countries. FIRST GRADING (NARRATIVE)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 12meetings| 1. Discuss the distinct elements of American and British short story. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story create a meaningful short story. 4. Make meaning out of the language features of a narrative. 5. Use appropriate coordinators, prepositions and subordinators to highlight feelings, thoughts, actions and observations. 6. Write an essay analyzing the important elements and literary devices used in a short story. 7. Make connection within and among American-British short stories to real life experiences. 8. Discuss and interpret British-American narratives highlighting their culture, beliefs and societies. | Elements and Literary Devices Used in a Short StoryThe Last Leaf by O. HenryThe Pardoner’s Tale by Geoffrey ChaucerLanguage Focus:CoordinatorsPrepositions| Essay writing on analys is of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story based on its themeOrganizing short story elements using story mapsReporting of the different short story elements using the story readConstructing sentences using appropriate coordinators, subordinators and prepositions | ConnectedValues:John 15:13 Self-sacrifice (â€Å"The Last Leaf† where self-sacrifice is shown when the old man died after he painted his masterpiece despite the cold weather which in turn gave hope to a dying friend.)ConnectedValues:1 Timothy 6:10(â€Å"Pardoner’s Tale† -Money planted greed in their hearts thus, led them to their fate, death.) ConnectedSocial Studies:Highlighting the beliefs and culture of England and America through their narratives| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesStory mapping (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading sessionGroup Activities| Essay WritingStory MappingQuizzes (Elements and Literary Devices Used in Short Stories; Coordinators, and Prepositions| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 7 days| 1. Analyze the distinct qualities of the 20t h century British-American short stories. 2. Explain why and how the themes in narratives are still prevalent in the literature of all cultures and important to people of today. 3. Express emotional reaction to what was presented in the short story read. 4. Read, comprehend, discuss and interpret British- American short stories highlighting their culture, beliefs and societies. 5. Write expressively using original ideas, reflections and observations. 6. Clarify meaning to reflect understanding, interpretation, application and evaluation of content, processes and experiences. 7. Analyze the correct forms and functions of relative pronouns and relative clauses. 8. Write an extended dialogue or additional action for a short story.| Culture and Values of the 20th Century American- British Short StoriesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. HenryLanguage Focus:Relative Pronouns and ClausesSubordinators Other stories:The TroutQualityLocomotiveThe Hack Dri ver| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| ConnectedValues:Students are encouraged to count their blessings and share what they have. ConnectedBible:James 1:9(â€Å"The Doll’s House†- The story shows social discrimination. But through this verse, students will learn and be reminded of treating people equally whether they are of the higher or lower class.) ConnectedBible:Acts 20:35In all things I have shown you that by working hard in this way we must help the weak and remember the words of the Lord Jesus, how he himself said, ‘It is more blessed to give than to receive.’† (Students will learn the importance of giving, thus, when they give, it should be heartily.)| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessionsResearch on the background of the short storiesExercises on relative pronouns/clausesExchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComposition WritingJournals/ ReflectionsVenn Diagramming to show comparisons and contrasts of the characteristics of short stories of the old and the 20th century short stories| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Write a short story with a well-developed organizational structure, sequence of events and details. 2. Trace changes in a character and describe how these affect the plot. 3. Make meaning of the main incidents of a plot, their causes, how they influence future actions and how they are resolved. 4. Make meaning of the literary devices and techniques to be employed in one’s short story. 5. Use technology in the preparation and writing of a short story. 6. Use appropriate tenses of verbs in highlighting actions and observations. 7. Use correct tenses effectively in a short story. 8. Use a variety of cohesive devices to make the flow of thought smooth and effortless in a short story. 9. Analyze, critique and construct meaning of a short story. 10. Evaluate own and others’ short story. | WRITING A SHORT STORY USING THE NARRATIVE ELEMENTS AND DEVICESLanguage Focus:Simple Past vs. Past Perfect tensePresent Perfect tense Future Perfect TenseDirect DiscourseThe Cask of Amonti llado by Edgar Allan Poe| Short Story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting and critiquing a short story in accordance with the thoughts and message of the author Constructing sentences with the correct use of tensesAssessing own and others’ work using set of rubrics| ConnectedBible:Romans 12:19(The cask of Amontillado includes a character who plans to take revenge on another character and eventually put him to death. This verse will help and encourage students to know that the vengeance is the Lord’s only.)ConnectedComputer:The use of technology in the preparation and writing of a short story| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story read| Writing a Short StoryShort Story Presentation (P roject)Quiz on the Perfect Tenses and Direct Discourse| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| SECOND GRADING (DRAMA)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Explain the different features, elements and historical development of British-American drama. 2. Examine the features, elements of and historical development of British-American drama. 3. Express feelings and traits about a play through varied activities. 4. Exhibit competencies in doing technical research writing. 5. Compare and contrast features and elements of British and American dramas. 6. Identify and assess the elements, features and historical development of British-American drama using appropriate modals. 7. Infer character traits through a film showing. 8. Relate drama themes to real life experiences. 9. Reflect on the moods and tones of the character| ELEMENTS, FEATURES, AND HISTORICAL DEVELOPMENT OF BRITISH AND AMERICAN DRAMASSteps in Technical Research WritingLanguage Focus:ModalsRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned dramaComparing and Contrasting features and elements of dramaInferring character traits| ConnectedHistory:Highlighting the origin/ the historical development of British and American DramasConnectedBible:1 Corinthians 13(The story contains a theme about love which ended tragically. On the other hand, students will be reminded of the real meaning of love through this verse. Thus, prevent them from doing the wrong things for love. ConnectedTechnology:The use of internet as a source for the research report and for printing it out in an MS Word format| Discussion on the steps of mak ing a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| A Research Report on a Drama chosenQuizzes (Modals, Types of Discourse) Role PlayCompare and Contrast features and elements of drama| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Make meaning of the dialogues used in the British-American drama. 2. Describe dialogues and other distinctive features of British- American drama. 3. Demonstrate a clear distinction among dominant themes and story lines in British-American drama 4. Make a clear and interesting explanation about British and American people and their literary heritage. 5. Exhibit knowledge in performing an aside. 6. Assess own performance of an aside. 7. Examine the feelings conveyed by the dialogue 8. Empathize with the roles performed in the play. 9. Recognize the value of dialogue and other distinctive features of the British-American drama. | DIALOGUE AND OTHER DISTINCTIVE FEATURES OF BRITISH- AMERICAN DRAMAThe Nature of DialoguesStyle used by Playwrights in Writing DialoguesOther Distinctive Features of British-American DramaHamlet by William ShakespeareLanguage Focus:Words and Phrasal Modifiers| Writing DialoguesMaking-meaning of the dialogues as used in British-American DramaAssessing own and others’ performance| ConnectedValues:Students will learn the value of forgiveness after they read the story â€Å"Hamlet†; They will also learn the value of one’s life.| Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| Oral RecitationsQuiz on Phrasal ModifiersOutput: ASIDE PerformancePeer Evaluation on the ASIDE performed| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 6 days| 1. Explain how characterization, plot structure, and lines are enhanced by dramatic conventions. 2. Describe how various dramatic conventions such as masks, chants, indigenous music, and authentic materials enliven the performance of a dramatic monologue. 3. Critic drama conventions and stage directions drills. 4. Translate drama themes and character description to conventions and delivery of lines. 5. Use subordinators and clause modifiers correctly. 6. Recognize the value of conventions and stage directions in enriching the content of British-American drama.| DRAMATIC CONVENTIONS AND MECHANICS OF STAGE DIRECTIONS OF BRITISH-AMERICAN DRAMAThe Merchant of Venice by William ShakespeareLanguage Focus:SubordinationClause Modifiers| Writing an original scriptWriting sentences using appropriate subordinators and clause modifiersActing/ role-playing | ConnectedArts:Students apply skills and creativity in stage design (e.g. backdrops, lighting, props, costume) | Exercises on Clause Modifier sDiscussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Quiz on Subordinators and Clause modifiersOral RecitationScript writingPeer Evaluation on the ScriptOutput: Critical Analysis of a Stage Play| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 3 days| 1. Perform a drama presentation highlighting its mechanics. 2. Explain relevance of drama and culture. 3. Exhibit one’s skills in acting through role play presentations. 4. Share personal experiences relating to the play’s theme.| THE BRITISH-AMERICAN DRAMAShakespearean Plays| Recognizing errors and flaws through drama rehearsalsSharing personal experiences relating to the theme of the play| ConnectedSocial Studies:The relevance of drama and culture (Describe the culture from which the play was originated.)| Sharing of insights on British and American DramaDrama RehearsalsFinal Drama Presentation| Oral RecitationOutput: Drama Presentation | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. The Holy Bible| THIRD GRADING (POETRY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 8 days| 1. Acquire functional knowledge on the elements and features of British-American poetry 2. Identify features and elements of British-American poetry which are regarded as universal 3. Take note of the unique culture, belief and society highlighted in British-American poetry 4. Relate well with the significant human experiences reflected in British-American poems 5. Draw out similarities and differences between British- American and Philippine poetry 6. Use literary devices in writing poems 7. Make use of adjectives and adjective clauses in poetry 8. Exhibit proficient use of adjectives and adjective clauses in writing an analysis of an epic 9. Produce a well-written analysis of an epic| STRUCTURE AND FORM OF ANGLO – SAXON EPICUnique Culture, Belief and Society Highlighted in British-American PoetryDifferences between British-American and Philippine Poetic PiecesLiter ary Devices Used in British-American Lyric PoetryAnalysis of an Epic:The Story of BeowulfLanguage Focus:Adjective and Adjective Clauses| Reporting on the Elements of Poetry, Characteristics of EpicDifferentiating British-American and Philippine Poetic piecesAnalyzing an EpicInterpreting or analyzing an epic through identifying its elementsWriting sentences with appropriate adjectives and adjective clauses| ConnectedHistory:The study of the culture, belief and society which are highlighted in British-American PoetryConnectedValues:Students will be reminded of the qualities of a good leader after reading the story of Beowulf who led his men and saved them from the hands of the enemy| Reporting on the Elements of Poetry, Characteristics of EpicInterpreting or analyzing an epic through identifying its elementsInteractive discussion on Adjectives and Adjective ClausesReading, then sharing of thoughts, lessons and ideas learned from the story’s themeExercises on Adjectives and Adje ctive Clauses| Analysis of an Epic Poem (Output)Quiz on Adjective and Adjective clausesWriting Activity using appropriate adjective clauses| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013) Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Single out dominant themes and features in British-American Poetry 2. Determine the impact of figurative language on evaluating ideas, information and experiences contained in lyric poems. 3. Distinguish Shakespearean from Spenserian sonnet 4. Gather sufficient details on the role of imagery, rhythm, and literary devices in the development of British – American Poetry 5. Relate well with the significant human experiences covered in various lyric poems 6. Recognize language features in Lyric Poetry 7. Use transitional devices highlighting comparison and contrast in writing lyric poems and in the production of the lyric poem analysis 8. Exhibit proficient use of comparison and contrast transitional markers in writing poems 9. Produce a well-written analysis of a lyric poem.| MEANINGFUL PERCEPTIONS IN BRITISH- AMERICAN LYRIC POETRYThemes and FeaturesFigurative LanguageShakespearean and Spenserian SonnetsRole of Imagery, Rhythm, and Literary Devices in British-American PoetryAn alysis of a Lyric Poem: A Song to Celia by Ben JonsonLanguage Focus:Transitional Devices Highlighting Comparison and Contrast| Interpreting Shakespearean and Spenserian SonnetsRecognizing the roles of the elements and features of a lyric poetryComparing and contrasting using transitional devicesAnalyzing a Lyric Poem| ConnectedMusic:Singing out the lyrics of a song while bearing in mind the meaning and content of the songConnectedValues:Through the poems, learners will be able to learn different values and lessons highlighted.| Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Quiz on Figurative Languages/ transitional devicesWriting a Lyric Poem (a song)Output: Analysis of a Lyric Poem | English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 8 days| 1. Expound on the interdependence of the elements and features of British-American poetry 2. Consider the dominant themes and emotional appeal of most British-American poems 3. Deepen and transfer significant human experiences reflected in various English-American poems 4. Enrich poem’s quality through the use of shape words and unique syntax 5. Produce a poem for Poetry slam 6. Follow the correct placement of modifiers to capture the images in poems 7. Conform with and execute well the instructions in performing a poetry slam 8. Record the quality of performance during the presentation of poetry slam| ELEMENTS AND FEATURES OF POETRY/ POETRY SLAMThemes & Varieties of Emotions in British-American PoetryLiterary Devices Considered by British-American PoetsPoetry SlamSample Poems:Little Lamb/ The Tiger by William BlakeLullaby by Louisa May AlcottOne Morning by Paul Kekal Manansala (Filipino)How Do I Love Thee? By Elizabeth Barrett BrowningPoems by Emily DickinsonLanguage Focus:Mi splaced and Dangling Modifiers| Performing a poetry slamCreating a rap rendition of a poemInterpreting a poem through narrowing down its elementsCorrecting misplaced and dangling modifiers in sentencesProducing own poem to be used for the poetry slam| ConnectedMusic:The use of rhythm and beat in delivering a rap/ performing a poetry slamConnectedValues:(Values highlighted in each poem will be discussed and/or identified)| Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Poetry WritingQuiz on Misplaced and Dangling Modifiers Output: Slam PoetryPeer Evaluation on Poetry Slam| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Educatio n)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| FOURTH GRADING (ESSAY)| Time Frame| Specific Objectives| Content| Skills| Subject Integration| Methods| Evaluation| References| 5 days| 1. Explain the different forms, structure, language, appeal, functions and standards of advertisements. 2. Examine the different forms, structure, language, appeal, functions and standards of advertisements. 3. Express feelings towards advertisements through varied activities 4. Exhibit competencies in creating a convincing and quality advertisement. 5. Compare and contrast forms and structure of advertisements. 6. Relate advertisements to real life experiences.| BASIC FORMS AND STRUCTURE OF ADVERTISEMENTSForms, Structure, Language, Appeal, Functions and Standards of AdvertisementsLanguage Focus:Logical Fallacies Through S-V Agreement (Indefinite Pronouns as Subjects)Sample: Love is a Fallacy by Max Shulman| Comparing and contrasting forms and structures of advertisementsIdentifying errors through subject-verb agreementCreating a convincing and quality advertisement| Connec tedLogic:Learning about logical fallacies through S-V agreementConnectedBible:â€Å"Love† 1Cor 13:4(Learners will bear in mind the real meaning of love, not the fake one.)| Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Quiz on Subject and Verb AgreementProduce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement made| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Explain the distinct form, content, parts, tone and style of an open letter 2. Express feelings and traits about a an open letter through varied activities 3. Exhibit competencies in writing an open letter. 4. Compare and contrast features and elements of an open letter to other forms of essays. 5. Identify and assess connectors for cause-effect /problem-solution relationship 6. Use transitional markers in writing an open letter.| BASIC FORMS AND STYLES OF OPEN LETTERDistinct Form, Content, Parts, Tone and Style of an Open LetterLanguage Focus:Connectors for Cause-Effect/ Problem-Solution RelationshipTransitional markers Samples:Open Letter from Sami Yusuf to Yvonne RidleyOpen Letter to Pope Benedict XVI, etc.| Comparing and Contrasting features and elements of an open letter to other forms of essaysAssessing and/or identifying connectors for cause-effect relationshipWriting an Open LetterProofreading own and peer’s workWriting a reflection based on the results of a survey| ConnectedSocial Studies:Social issues like politics, etc. are being focused in the reading and making of the open letterNestedTechnology/ Internet:The use of a social networking site to gather answers for a short survey question about the importance of making oneself competent| Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionMaking a short survey on the question: â€Å"How important is making yourself competent in persuading others about your thoughts and feelings?† using an account in any social networking siteGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Composition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teach ing Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| 5 days| 1. Write a persuasive essay. 2. Use parallel and balanced sentence structures in oral and written communication. 3. Explain argument made in persuasive essay. 4. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| THE BASICS OF WRITING A PERSUASIVE ESSAYLanguage Focus:Sentence StructuresDirect and Indirect SpeechSamples Essays:Of Studies by Francis BaconSelf-Reliance by Ralph Waldo Emerson| Writing a Persuasive EssayGiving examples of direct and indirect discourseIdentifying sentence structures correctly| ConnectedValues:The value of studies as highlighted in the essayConnectedBible:â€Å"Trusting Oneself†If God be for us, who can be against us. -Romans 8:31/Trust in the LORD with all your heart and lean not on your own understanding; in all your ways acknowledge him, and he will make your paths straight. Proverbs 4:5(These are just some of the verses which would relate much to the essay â€Å"Self-reliance†. | Discussion on writing a Persuasive Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Quiz on Sentence Structures and Direct and Indirect SpeechWriting a Persuasive EssayOutput: Presentation on Persuasive Essay Peer Evaluation on Persuasive Essay| English Communication Arts and Skills Through Anglo- American Literature by Lapid, Milagros and Serrano, Josephine B. Prentice Hall Grammar and Co mposition 3 by Gary Forlini, et al.K to 12 Curriculum Guide (English Grade 9 dated January 23, 2013)Curriculum and Teaching Guide in English III (Bureau of Secondary Education)Merriam-Webster English Dictionary & ThesaurusThe Holy Bible| First Grading Period Time Frame| Specific Objectives| Content Topic| Skills | Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use appropriately coordinators and prepositions in writing. 2. Identify the elements of the short story and differentiate each. 3. Explain how each element of the short story creates a meaningful short story. 4. Write an essay analyzing the elements of a story and the literary devices employed by the author.| Elements (and Literary Devices used) of Short StoryCoordinatorsPrepositionsThe Pardoner’s Tale by Geoffrey Chaucer| Essay writing on analysis of the short story elementsComparing and contrasting of the different elements of the short storyInterpreting a short story in accordance with the thoughts and message of the author | Bible: Students are encouraged to learn the importance of money in their lives. 1 Timothy 6:10History: Historical background of the author and the story of The Pardoner’s TaleSocial Studies: Highlighting of th e beliefs, culture, and societies on the literature read| Discussion of the Elements and Literary Devices used in Short Stories, Coordinators, and PrepositionsReporting of the Elements and Literary Devices used in Short StoriesInnovative Strategy: Story map (using the story taken up and the unraveling of the short story elements) Exercises on coordinators and prepositionsReading session| Essay writingQuiz on the Elements and Literary Devices used in Short Stories, Coordinators, and Prepositions| | | 1. Analyze the distinct qualities of the 20th century British-American short stories. 2. Write an extended dialogue or additional action for a short story. 3. Analyze the correct forms and functions of relative pronouns and relative clauses.| The Culture and Values of the 20th British & American Short StoriesRelative Pronouns/ClausesThe Doll’s House by Katherine MansfieldThe Gift of the Magi by O. Henry| Analysis of the distinct qualities of the 20th century British-American short storiesWriting a dialogueInterpreting a short story in accordance with the thoughts and message of the author Comparing and contrasting| Bible: Students are encouraged to share what they have. Technology: The dialogue must be written in MS Word format.History: Facts on Magi will be discussed and the background of the authors.| Discussion of the Relative Pronouns/ClausesQ&A (Students are encouraged to ask a question related to the short story read and the teacher or students can answer) Reading sessio nsResearch on the background of the short storiesExercises on relative pronouns/clausesInnovative Strategy: Exchanging Gifts (students exchange small gifts to practice blessing in generosity)| Writing a dialogueComparing and Contrasting characteristics of the short stories of the old and the 20th century short storiesPeer editing of the dialogue| | | 1. Write a rich, creative, and insightful short story based on personal reflections, observations, and experiences. 2. Write a short story with a well-developed organizational structure, sequence of events and details. 3. Elaborate ideas through the use of sensory details, vivid words, and figurative language to help readers clearly visualize events in the story. 4. Use appropriate tenses in narrating events.| Narrative Elements Used in Writing a Short StoryThe Present Perfect TenseThe Past Perfect TenseThe Future Perfect TenseThe Cask of Amontillado by Edgar Allan Poe| Short story writingCreating a logical order of events in writing a short storyUsing sensory details and figurative language in writing a short storyNarrative writingInterpreting a short story in accordance with the thoughts and message of the author | Technology: The short story must be written in MS Word format.Bible: Students are encouraged to know that the vengeance is the Lord’s only. Romans 12:19Arts/Techn ology: They will view images and describe them using figurative language.History: Background of the author Edgar Allan Poe and his work| Discussion on the Perfect Tenses and Figurative LanguageReading SessionExercises on the Perfect TensesWriting one’s adventurous experienceIdentifying the narrative elements of the short story readInnovative Strategy: Dramatic Reporting (aside from discussing perfect tenses, students are to act out examples of perfect tenses for better understanding)| Writing a Short StoryShort Story Presentation (Project)Quiz on the Perfect Tenses| | Second Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Research on the historical background of a certain drama. 2. Create a research report on a certain drama. 3. Use modals correctly in writing sentences.| Elements, Features, and Historical Development of British and American DramasModalsTypes of DiscourseRomeo & Juliet by William Shakespeare| Researching on the origin of dramaResearch writing about dramaRole-playing on the assigned drama| Bible: Students are encouraged to value true love. 1 Corinthians 13History: Background information of William Shakespeare and his works/history of dramaTechnology: The research report must be written in MS Word Format| Discussion on the steps of making a research report and modalsReporting on the basic elements of dramaExercises on modalsRole-playing on the assigned drama| Research ReportPeer Evaluation on the Research ReportQuiz on ModalsPresentation of Research Re ports| | | 1. Perform an ASIDE. 2. Analyze the importance of the ASDIE, soliloquy, and monologues on the play.| Dialogue and other Distinctive Features of British-American DramaWord and Phrase ModifiersHamlet by William Shakespeare| | | Discussion on the steps of doing an ASIDERole-playing on the assigned dramaExercises about ASIDE, soliloquy, and monologue| ASIDE PerformancePeer Evaluation on the ASIDE performed| | | 1. Write a script for the stage. 2. Apply the conventions of stage direction. 3. Analyze the devices and dramatic conventions used in a play.| Dramatic Conventions and Mechanics of Stage Direction of British-American DramaThe Merchant of Venice by William Shakespeare| | | Discussion on the steps on writing a script, the components of stage directionsReporting on the steps of writing a script and the components of stage direction, famous playwrights and their stylesRole-playing on the assigned dramaDrama Viewing| Script writingPeer Evaluation on the ScriptCritical Analysis of a Stage Play| | | 5. Perform a drama presentation. 6. Explain relevance of drama and culture.| The British-American Drama| | | Sharing of insights on British and American DramaRehearsal for Drama| Drama Presentation (Project)| | Third Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/ Techniques| Evaluation| References| | 1. Write an analysis for an epic poem. 2. Explain the characteristics of an epic poem. 3. Write a narrative or epic poem using the learned features and elements. 4. Use appropriate adjectives and adjective clauses in writing a poem or in oral and written communication.| Structure and Form of an Anglo-Saxon EpicAdjectivesThe Story of Beowulf| | | Reporting on the Elements of Poetry, Characteristics of EpicDiscussion on the Elements of Poetry, Characteristics of Epic, and Adjectives and Adjective ClausesReading SessionSharing of thoughts and lessons learned from The Story of BeowulfExercises on Adjectives and Adjective Clauses| Analysis of an Epic Poem (Project)Writing a Narrative or Epic PoemQuiz on Adjectives and Adjective Clauses| | | 1. Write an analysis for a lyric poem. 2. Write a lyric poem. 3. Use transitional devices in writing a lyric poem or in oral and written communication.| Literary Devices Used in a Lyric PoemTransitional devicesA Song to Celia by Ben Jonson | | | Reading of Lyric PoemsDiscussion on Transitional DevicesSharing of insights on a Lyric Poem| Analysis of a Lyric Poem (Project)Writing a Lyric Poem| | | 1. Perform slam poetry in a group. 2. Use and place correctly modifiers in writing a poem or in oral and written communication. 3. Write an original poem.| Elements and other Features of PoetryMisplaced and Dangling ModifiersRichard Cory by Edward Arlington RobinsonThe Lamb/The Tyger by William BlakeHow Do I Love Thee? by Elizabeth Barrett BrowningO Captain! My Captain! by Walt WhitmanPoems of Emily DickinsonStopping by Woods on a Snowy Evening by Robert Frost| | | Discussion on Slam Poetry and Misplaced and Dangling ModifiersReading SessionOral Reading of PoemsExercises on Misplaced and Dangling Modifiers| Slam Poetry (Project) Poetry WritingPeer Evaluation on Poetry SlamQuiz on Misplaced and Dangling Modifiers| | Fourth Grading Period Time Frame| Specific Objectives| Content Topic| Skills| Subject Integration| Methods/Strategies/Techniques| Evaluation| References| | 1. Use subject and verb agreement appropriately in oral and written communication. 2. Create an advertisement. 3. Explain one’s value and purpose of the advertisement made.| Form, Structure, and Functions of a Quality AdvertisementAgreement between Subject and VerbOf Studies by Francis Bacon| | | Discussion on Subject and Verb Agreement, Techniques in Making AdvertisementsBrainstorming for Producing an AdvertisementExercises on Subject and Verb AgreementReading Session| Produce an advertisementAdvertisement Presentation (Project)Peer Evaluation on the Advertisement madeQuiz on Subject and Verb Agreement| | | 1. Write an open letter. 2. Use appropriate transitional markers in writing an open letter or in oral and written communication to deliver the correct message to the audience. 3. Evaluate evidences and reasons critically to prepare a fair open letter.| Form, Style, and Parts of an Open LetterTransition markersSelf-Reliance by Ralph Waldo Emerson| | | Discussion on Open Letter, Transitional MarkersExercises on Transition MarkersReading SessionGroup Discussion on Current Issues| Writing an Open LetterPresentation of the Open Letter (Project)Quiz on Transition MarkersPeer Evaluation on the Open Letter| | | 5. Write a persuasive essay. 6. Use parallel and balanced sentence structures in oral and written communication. 7. Explain argument made in persuasive essay. 8. Evaluate critically the facts and reasons to be included in the presentation of a persuasive essay.| The Basics of Writing a Persuasive EssaySentence StructuresDirect and Indirect Speech| | | Discussion on writing a Persuasiv e Essay, Sentence Structures, and Direct and Indirect SpeechGroup Brainstorming and Discussion on Current IssuesExercises on Sentence Structures and Direct and Indirect SpeechNews Reporting, Argument, and Discussion of Opinions| Writing a Persuasive EssayQuiz on Sentence Structures and Direct and Indirect SpeechPresentation on Persuasive Essay (Project)Peer Evaluation on Persuasive Essay| |