English 9 Arriving at A Consensus

Learning Guide
LEARNING GUIDE
BASIC EDUCATION ASSISTANCE FOR MINDANAO
THIRD YEAR ENGLISH

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MODULE 1 — ARRIVING AT A CONSENSUS
LEARNING GUIDE
COPYRIGHT NOTICE
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Written, edited and produced by Basic Education Assistance for Mindanao, July 2009
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Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 8
Basic Education Curriculum Competencies

Year 9 English: Arriving at a Consensus
• Listening
• Show openness when listening to statements contrary to one's beliefs
• Take info account the context and situations that gave rise to statements contrary
to one's stand
• Take note of cultural differences underlying contradictory views
• Speaking
• Arrive at a consensus by reconciling views
• React critically to issues raised in talk, shows and discussions of issues affecting
them
• Reading
• Use varied approaches to make sense of and develop appreciation of different text
types (covert dialogue with the writer, the sectional approach discourse analysis)
• Use genre analysis as a means of determining the written conventions of different
text types
• Note the new data provided as the text unfolds and use them as basis for modifying
expanding or affirming hypothesis made
• Re-structure original hypothesis to incorporate new information and avoid
sweeping generalization
• Writing
• Write summaries of survey reports on a given issue
• Prepare survey forms and make a write-up of survey results
• Literature
• Pick out worthwhile human experiences underscored in Philippine, English and
American literature
• Single out the Eastern and Western cultural values evident in our heritage as a
result of historical development
• Express appreciation for Filipino cultural values evident and their similarities to
or differences from English-American values
• Show appreciation for Western traditions, practices and the values they represent
• Underscore the Western values of candid frankness and humor as presented in
British and American literature
• Stress the importance of task-orientedness and efficiency as values worth
emulating
Basic Education Assistance for Mindanao

Learning Guide, July 2009 3
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Objectives
• Identify one's desirable and undesirable character traits
• Identify an object that would best characterize a Filipino
• Formulate hypotheses and modify, expand or affirm them in the light of the new
information
• Show openness to statement contrary to one's beliefs
• Single-out cultural values from historical development
• Express ideas and feelings about our country's national symbols
• Arrive at a consensus by reconciling views
• Prepare and write Survey reports
• Create/make Diversity Designs which reveal Filipino values and traditions
• Pick out significant human experiences
Essential concepts, knowledge and understandings targeted

• Consensus is a democratic method by which an entire group of people can come to an
agreement.
• Consensus is a process which requires everyone's participation, in speaking and
listening.
• Reading is a process of constructing meaning by interacting with the text.
• Conducting a survey is a good strategy for getting consensus.
Specific vocabulary introduced

• Diversity Design
• consensus
• pliant
• indolent
• vitality
• serene
• peculiar
• foreigner
• sturdy
• plight
• monsoon
Suggested organizational strategies

• Encourage students to be creative in their Diversity Designs.
• Encourage students to make their own survey forms.

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• Ideal group is 5 - 6 members.
Activities in this Learning Guide

Activity 1: Think-Ink-Pair and Share
Multiple Intelligences
• Interpersonal
Skill
• Observe and recall information
Text Type
• Personal Response
Activity 2: Group Dynamics
• Interpersonal
• Logical/Mathematical
Skills
• Translate knowledge into new context
• Grasp meaning
• Understand information
Activity 3: Strategic Reading
• Interpersonal
Skills
• Compare and discriminate between ideas
• Verify value of evidence
Text Type
• Literary
Activity 4: Crossword Puzzle

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Skills
• Recognize hidden meanings
• Grasp meaning
Activity 5: Thinking Hats
• Verbal/Linguistic
• Interpersonal
• Intrapersonal
Skills
• Recognize of hidden meanings
• Interpret facts, compare, contrast
Text Type
• Personal Response
Activity 6: Preparing and Writing Survey Reports
• Interpersonal
Skills
• Order, group, infer causes
• Organize parts of information
Text Type
• Observation
Activity 7: Diversity Designs
• Visual/Spatial
• Body/Kinaesthetic

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Skills
• Use information
Key Assessment Strategies

• Written Records
• Questioning
• Surveys
• Graphic Organizers such as Venn Diagram, Semantic Web, etc...
• Class Scrapbook (Diversity Designs)
• Observation
• Rubrics

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Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for

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that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what
they know about the topic and connect it with their past learning. Activities could involve
making personal connections.
Background or purpose
In this stage, students will individually identify three of their most desirable and
undesirable attitudes or traits of a person then they will look for a pair and later join
another pair to form groups of four and come up with a consensus as to the three common
desirable and undesirable attitudes or traits.
Strategy
Think-Ink-Pair and Share
It is an activity that allows groups to reach consensus. Students think individually
about a question and record response. Discuss ideas with a pair and record what they have
shared. Share with the whole group or join another pair to reach consensus.
Materials
• Student Activity 1 Typically Filipino on page 16
Activity 1 Typically Filipino
Ask each student to reflect on this question: What kind of a person am I?
Distribute Student Activity 1 Typically Filipino on page 16 and let them do the activity.
When the pairs have joined another pair, the leader of the group will get the three
common desirable and undesirable attitudes or traits of the group.
Reporters will share their output to the class.
Formative Assessment
Teacher can also collect the activity sheets for summative purposes.
Roundup
Teacher processes the activity by asking how did each group come up with the
three common desirable and undesirable attitudes.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher
sets the objectives/expectations for the learning experience and an overview of how the
learning experience will fit into the larger scheme.
It is always normal for people to have varied answers. Many of what we think are
affected by several factors – experiences, readings and stories we hear from others.
Sometimes, it is necessary to get the affirmation of the group, thus, consensus making is
important. The concept of consensus making should be understood by the students before

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the next activity. This will help students think on the decision-making strategy that they
will use in their succeeding activities.
Consensus is a process of group decision-making. It is a democratic method by
which an entire group of people can come to an agreement. The input and ideas of all
participants are gathered and synthesized to arrive at a final decision acceptable to all.
Through consensus, we are not only working to achieve better solutions, but also to
promote the growth of community and trust.
Strategy
Group Dynamics
It is a strategy where members of the group interact with each other and be
assured of their right to speak and be heard.
Materials
• Student Activity 2 Proud To Be Filipino on page 17
• Rubric Criteria for Drawing/Illustration on page 18
• pencil, crayons, other drawing materials needed
Activity 2
Proud to be Filipino
Consensus is a process of synthesizing many diverse elements together. It assumes
that people are willing to agree with each other, and that in such an atmosphere, conflict
and differences can result in creative and intelligent decisions. Another important
assumption made in consensus is that the process requires everyone's participation, in
speaking and in listening. No ideas are lost, each member's input is valued as part of the
solution, and feelings are as important as facts in making a decision. It is possible for one's
person's insights or strongly held beliefs to sway the entire group, but participation should
always remain equal.
If enough discussion has occurred, and everyone has equally participated, there
should not be a group decision which cannot be supported by everyone. But depending on
the importance of the decision, the external conditions, and how the process has gone,
the group might be on the verge of reaching a decision one cannot support. There are
several ways of expressing objections:
“I don't see the need for this, but I'll go along with the group.”
“I think this may be a mistake, but I can live with it.”
“I personally can't do this, but I won't stop others from doing it.”
1. Divide the class into groups with five members each.
2. Let each member think of an object that would best describe a Filipino.
3. Each member shares and explains his/her ideas.
4. The group will then arrive at a consensus by choosing one of these objects that
would best describe a Filipino.
5. The group will draw it on Student Activity 2 Proud To Be Filipino on page 17.
Encourage the students to be creative and colorful in their activity.
6. Reporters share and explain their output.

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Teacher assesses learning using the scoring Rubric Criteria for Drawing/Illustration
on page 18
Roundup
To roundup, teacher processes the activity by asking students the importance of
consensus in the decision-making of the group.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the
students. Students should be encouraged to discover their own information.
This stage aims to provide series of activities for students to understand and use
the skills on arriving at a consensus and the concept of Filipino values. To better
understand the topic, students will read the text “Pliant Like a Bamboo” by I.V. Mallari.
I.V. Mallari is one of the country’s most reliable essayists in English. Mallari’s forte
in his essays was in his use of simple words neatly and economically. He wrote poems, too.
From his hometown Malabon in Rizal province, Mallari went to the Philippine Normal
School in Manila, then the University of Wisconsin (USA) for further studies in English,
Education and Library Science. For his accomplishments, Mallari was included in the Pan-
Pacific Who’s Who and the Who’s Who library Science.
In “Pliant Like a Bamboo”, Mallari compares a Filipino with a bamboo in many
respects. But some students may not agree with this. So, this is a very good opportunity
for them to express and exchange ideas with one other. But the teacher will give them a
task of arriving at a consensus whether the group agrees or disagree on the idea that
Filipinos are like bamboos.
Strategy
Strategic Reading
Reading is a process of constructing meaning by interacting with text; as
individuals read, they use their prior knowledge along with clues from the text to
construct meaning. Research indicates that effective or expert readers are strategic
(Baker & Brown, 1984a, 1984b). This means that they have purposes for their reading and
adjust their reading to each purpose and for each reading task. Strategic readers use a
variety of strategies and skills as they construct meaning (Paris, Wasik, & Turner, 1991).
Venn Diagram
It is used to illustrate the relationship between or among two or more sets. It is
useful for finding similarities and differences.
T-Chart
It is a chart which helps students clarify ideas and concepts.
Materials
• Student Activity 3 Word Puzzle on page 19
• Reading Text “ Pliant Like the Bamboo” on page 21
• Student Activity 4A “Pliant Like the Bamboo” on page 23
• Student Activity 4B “Pliant Like the Bamboo” on page 24

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• Student Activity 4C “Pliant Like the Bamboo” on page 25
• Student Activity 4D “Pliant Like the Bamboo” on page 26
• Student Activity 4E “Pliant Like the Bamboo” on page 27
• flip charts, marking pens, masking tapes
Activity 3
Crossword Puzzle
Distribute Student Activity 3 Crossword Puzzle on page 19.
Instruct each student to complete the puzzle.
Activity 4
“Pliant Like the Bamboo”
Introduce the title of the selection : “Pliant Like the Bamboo” and solicit ideas of what
the selection is all about.
Before students read the text, ask them to come up with a hypothesis (guess) if a bamboo
is symbolic of a Filipino or not and encourage them to share their reasons.
Then, divide the class into five groups.
Distribute to each student in the group a copy of the Reading Text “ Pliant Like the
Bamboo” on page 21.
Instruct the students to read the text silently.
After reading the text, let each group accomplish one of the comprehension tasks below:
Comprehension Tasks:
Group 1. Identify the similarities and differences of a Filipino and a bamboo. Student
Activity 4A “Pliant Like the Bamboo” on page 23.
Group 2. Identify Filipino character traits mentioned in the text. Student Activity 4B
“Pliant Like the Bamboo” on page 24.
Group 3. Identify Eastern and Western values evident in our heritage as a result of
historical development. Student Activity 4C “Pliant Like the Bamboo” on page 25.
Group 4. Compare and contrast Western and Filipino characteristics. Student Activity 4D
“Pliant Like the Bamboo” on page 26.
Group 5. Choose character traits of a Filipino which your group believes are worth
emulating. Give your reasons for choosing. Student Activity 4E “Pliant Like the Bamboo”
on page 27.
Presentation of output.
Using the information they have read from the selection, and feedback from other
students, ask them to modify, expand or affirm the hypothesis (guess) they have made
earlier. Encourage the students to share their reasons for modifying, or affirming their
hypothesis.
Roundup
Ask a volunteer from each group to cite experiences (significant human
experiences) which will show the Filipino as pliant like the bamboo and cite experiences
which will contradict.

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4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
In this stage, they will share their ideas and feelings about our country's national
symbols and come up with a consensus. If, the group disagrees, they will give their reasons
for disagreeing then decide for an alternative symbol that would represent it.
Strategy
Thinking Hats
Yellow Hat: Strengths – What are the good points?
Black Hat: Weakness – What is wrong with this?
Red Hat: Feelings – What are my feelings about this?
Materials
• Teacher Resource Material 2 on page 28
• Student Activity 5 National Symbols on page 29
Activity 5
National Symbols
1. Divide the class into seven groups.
2. Ask each group to pick one card containing one of Philippine national symbols.
Please refer to Teacher Resource Material 2 on page 28.
3. Each member of the group will express his/her ideas and feelings about the
national symbol (the group has picked) using the three THINKING HATS:
Red Hat: Feelings – What are my feelings about this as a national symbol?
Yellow Hat: Strengths – What are the good points of having this as a national symbol?
Black Hat: Weakness – What is wrong with this symbol to represent us as a Filipino?
After everybody has shared his/her ideas and feelings in his/her group, instruct
the groups to do Student Activity 5 National Symbols on page 29.
Roundup
Ask the reporter of each group to present and explain their group output. Allow
students to react to the group's answers.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided
practice and transfer their learning to new or different situations.
Background or Purpose
In this stage, the students will conduct a survey on Filipino values and traditions.
Conducting a survey is a good strategy in getting consensus. A sample survey can be posted
on the board. But the groups are required to make their own survey material. After

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conducting the survey, the group writes a summary of the result and reports their findings
to the class.
Before the class drafts the survey, give them the following tips in Preparing Survey and
Writing Survey Reports.
Please refer to Teacher Resource Material 3 on page 31 for more information about this
topic.
Strategy
Survey
It is a useful way of collecting data from other sources. Administering a survey can be
done through an interview or a questionnaire. Surveys can be used to find out a general
opinion or feeling towards an issue.
Materials
• Teacher Resource Material 3 on page 31
• Sample Survey on page 32
• English Journal
Activity 6
Preparing and Writing Survey
1. Divide the class into groups with five members each.
2. Show the class a Sample Survey on page 32Error: Reference source not found.
3. Then, instruct them to prepare a Survey Form where the main objective is to get
the consensus of students in school about Filipino values and traditions.
After students have gathered the survey forms, ask them to write a report of their
findings from the survey. They can use their English Journal.
Roundup
Then, ask a reporter of the group to share with the class the implication of the
survey. Teacher may ask this question : What is the survey result telling you?”
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus
the objectives and summarize the learning gained. Teachers can also foreshadow the next
set of learning experiences and make the relevant links.
To bring the series of lessons to a conclusion, the students will summarize the
whole topic by describing a Filipino in a creative work of art called Diversity Designs.

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Strategy
Diversity Designs
It is a strategy where students can express their ideas in a colorful and creative
way using materials which are indigenous and less expensive. With this strategy, students
can freely express themselves.
Materials
• sample Diversity Design on page 33
• Rubric criteria for Diversity Design on page 34Error: Reference source not found
• materials to be identified by the students
Activity 7
Express Yourself!
Show the class a sample Diversity Design output. Please refer to Teacher Resource Material
4 on page 33.
Let the students bring necessary materials needed for their art activity.
Ask them to make a creative design which depicts Filipino values.
Teacher assess the art work of the students using the Rubric criteria for Diversity Design
sample on page on page 34.
Roundup
To round up, teacher can ask students to share and explain to the class their art works.
Note : After students have made their Diversity Designs, encourage the Class President to
bind their outputs and display them in their classroom mini library or school library.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.

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MODULE 1 ARRIVING AT A CONSENSUS
Student Activity 1
Typically Filipino
Directions:
1. Write your name on the line in the first quadrant.
2. Beside the happy face , write at least three of your desirable attitudes or traits
and beside the sad face , write three of your undesirable attitudes or traits.
3. Look for a pair and share answers. Then, write his/her name, desirable and
undesirable attitudes or traits beside the appropriate smileys in the second
quadrant.
4. Your pair will join another pair and share answers. Write their names and
attitudes in the third and fourth quadrants.
1 2
__________ ______________
3 4
________________ _______________

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Student Activity 2
Proud to be Filipino
Directions:
1. Draw an object that would best describe the
characteristics of a Filipino.
2. Color it.
3. Explain your output to the class.

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Teacher Resource Material 1

Rubric Criteria for Illustration/Drawing
CRITERIA POOR FAIR GOOD TOTAL

1 2 3
Color Colors used are not Some colors used are Colors used are realistic
realistic and are not realistic and and appropriate.
appropriate. appropriate.
Neatness Artwork is not so neat. Artwork is neat. Artwork is very neat.
Explanation Explanation for choosing Explanation for choosing Explanation for choosing
the illustration is not the illustration is clear. the illustration is very
clear. clear.
Details Illustration provides Illustration provides at Illustration provides at

one detail and it's not least three or more least four or more
easy to comprehend. details to provide details to provide
comprehension. comprehension.
TOTAL

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Student Activity 3
Crossword Puzzle
Directions: Complete the crossword puzzle.
3 4
F P
2
P
6
S E
7
P G T
1
8 5
N A E S
9
V L
10
M N Y
T
Down Across
1 lazy 6 calm and tranquil
2 unique; distinct 7 situation
3 strangers; alien 8 conquerors
4 easily bent 9 power and energy
5 mighty and strong 10 seasonal wind

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Crossword Puzzle
Answer Key
F P
P O L
S E R E N E R I
C E A
U I N
P L I G H T
I I N
I N V A D E R S
D R R T
O S U
V I T A L I T Y R
E D
M O N S O O N Y
T

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Reading Text
Pliant Like The Bamboo

I.V. Mallari
There is a story in Philippine folklore about a mango tree and a bamboo tree. Not being able
to agree as to who was the stronger of the two, they called upon the wind to make the
decision.
The wind blew its hardest. The mango
tree stood fast. It would not yield. It
knew it was strong and sturdy. It
would not sway. It was too proud. It
was too sure of itself. But finally its
roots gave way, and it tumbled down.
The bamboo tree was wiser. It knew
it was not so robust as the mango
tree. And so every time the wind
blew, it bent its head gracefully. It
made loud protestations, but it let
the wind have its way. When finally
the wind got tired blowing, the
bamboo tree stood still in all its
beauty and grace.
The Filipino is like the bamboo tree.
He knows that he is not strong enough
to withstand the onslaughts of
superior forces. And so he yields. He
bends his head gracefully with many
loud protestations.
And he has survived. The Spaniards
came and dominated him for more
than three hundred years. And, when the Spaniards left, the Filipinos still stood only much
richer in experience and culture.
The Americans took the place of the Spaniards. They used more subtle means of winning over
the Filipinos who embraced the American way of life more rapidly than the Spaniards.
Then the invaders came like a storm, like a plague of locusts. The Filipino learned to bow his
head low.
The Filipino would welcome any kind of life that gods would offer him. That is why he is
contented and happy and at peace. The sad plight of the other peoples of the world is not
his. To him, as to that ancient Oriental poet “the past is already a dream, and tomorrow is
only a vision; but today, well-lived, makes even yesterday a dream of happiness and even
tomorrow a vision of hope.”
This may give you the idea that the Filipino is a philosopher. Well, he is. He has not evolved
a body of philosophical doctrines. Much less has he put them down into a book, like Kam for
example, or Santayana or Confucius. But he does have a philosophical outlook on life.
He has a saying that life is like a wheel. Sometimes it is up, sometimes it is down. The
monsoon comes, and he has to go under cover. But then the sun comes out again. The
flowers bloom, and the birds sing on the trees. You cut off the branches of a tree. While the

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marks of the bolo are still upon it, it begins to shoot forth new branches – branches that are
the promise of new color, new fragrance and new life.
Everywhere about him is a lesson in patience and forbearance that he does not have to learn
with difficulty. For the Filipino lives in a country on which the gods lavished their gifts
aplenty. He does not have t worry about the morow. Tomorrow will be only another day – no
winter of discomfort. If he loses his possessions there is the land and there is th sea, with all
the riches that one can desire. There is plenty to spare – for friends, for neighbors, and for
everyone else.
No wonder the Filipino can afford to laugh. For the Filipino is endowed with the savings
grace of humor. This humor is earthly as befits one who has not indulged in deep
contemplation. But it has enabled the Filipino to shrug his shoulders in times of adversity and
to say to himself “Bahala na.”
The Filipino has often been accused of being indolent and of lacking in initiative. And he has
answered back that no one can help being indolent and lacking in initiative who lives under
the torrid sun which saps the vitality.
This seeming lack of vitality is, however, only one of his means of survival. He does not allow
the world to be too much with him. Like the bamboo tree, he lets the winds of chance and
circumstance blow all about him. He is unperturbed and serene.
The Filipino, in fact, has a way of escaping from the rigorous problems in life. Most of his
literature and most of his art is escapist in nature. His forefathers wallowed in the moro-
moro, the awit and the corrido. They loved to identify themselves with the gallant knights
battling for the favors of fair ladies or for lost in the throes of modern and adventure.
His gallantry towards women, especially comely women, is a manifestation of his romantic
turn of mind. Consequently, in no other place in the Orient are women have enabled the
Filipinos to look upon the vicissitudes of fortune as the bamboo tree regards the angry blast
of the blustering wind.
The Filipino is eminently suited to his romantic role. He is slender and wiry. He is nimble and
graceful in his movements. His voice is soft, and he has the gift of language. In what other
place in the world can you find a people who can carry on a fluent conversation in at least
three languages?
The gift is another means by which the Filipino has managed to survive. There is no
insurmountable barrier between him and of the people who have come to live with him –
Spanish, American, Japanese. The foreigners do not have to learn his language. He easily
manages to master theirs.
Verily, the Filipino is like the bamboo tree. In its ability to adjust to the peculiar and
inexplicable whims of fate, the bamboo is expressive and symbolic of the Filipino national
character.
Photo: www.fotosearch.com

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Student Activity 4A
Pliant Like the Bamboo
Directions:
1. Identify characteristics of a bamboo which are similar to that of a Filipino.
2. Write your answers on the T-chart.
3. Share your output to the class.
BAMBOO FILIPINO

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Student Activity 4B
Directions:
1. List Filipino character traits mentioned in the selection.
2. Give their advantages and disadvantages.
CHARACTER TRAITS ADVANTAGE/S DISADVANTAGE/S

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Student Activity 4C
Directions:
1 Identify Western cultural values evident in our heritage as a result of historical
development. Write your answers below each flag.
2 Explain how these Western values have contributed to our country.
3 Share your output to the class.
JAPAN AMERICA
SPAIN

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Student Activity 4D
Directions:
1. Write the similarities and differences between Filipino and Western
cultural values using the Venn Diagram.
2. Choose one Western value that is worth emulating and explain how it will
help us improve our country.
FILIPINO SIMILARITIES WESTERN

CULTURE CULTURE

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Student Activity 4E
Directions:
1. Using the semantic web below, write Filipino character traits which are worth
emulating. Provide more circles if necessary.
2. During the reporting of outputs, cite events where these traits are eminent.
FILIPINO
FILIPINO
TRAITS
TRAITS

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National Symbols
NIPA HUT SAMPAGUITA PHILIPPINE EAGLE
National House National Flower National Bird
CARABAO NARRA BARONG TAGALOG

National Animal National Tree National Costume (men)
MARIA CLARA
National Costume (women)

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Student Activity 5
National Symbols
Directions:
1. Discuss the national symbols of our country.
2. Arrive at a consensus whether your group agrees with these as
symbols to characterize Filipinos.
3. Tick the second column if the group agrees.
4. If the group disagrees, replace it with an alternative symbol in the
third column.
5. During the presentation, be ready to explain your output.
PHILIPPINES
NATIONAL SYMBOLS
NIPA HUT
SAMPAGUITA
PHILIPPINE EAGLE

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PHILIPPINES
NATIONAL SYMBOLS
CARABAO
NARRA
BARONG TAGALOG
MARIA CLARA

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Tips in Preparing and Writing Survey Reports
Survey Design: Steps in Preparing a Questionnaire

1. Review the basic objectives of the study. What are you trying to discover? What actions do you want
to take as a result of the survey?
2. Visualize all of the relevant information items you would like to have. What will the output report look
like? What charts and graphs will be prepared?
3. Rank order each topic in items 1 and 2 according to the value of the topic. List the most important
topics first. Revisit items 1 and 2 again to make sure the objectives, topics and information you need
are appropriate.
4. How easy or difficult is it for the respondent to provide information on each topic? If it is difficult, is
there another way to obtain the information by asking another question?
5. Determine the type of question that is best suited to answer the question. Use open-ended text
questions, yes/no, multiple choice, rank order, scaled, or constant sum (ratio scale) questions.
6. Write the questions. You may need to write several questions for each topic, selecting the best one.
7. Sequence the questions so that they are unbiased.
8. Repeat all of the steps above to find any major loopholes. Are the questions really answered? Have
someone review it for you.
9. Time the length of the survey. A survey should take less than five minutes.
10. Pretest the survey. Obtain their feedback... in detail.
Survey Structure : Sequence, Flow, Style

1. Structure your survey using what is called the "funnel" technique. Start with broad,
general interest questions that are easy for the respondent to answer.
2. Keep your Survey Short. Surveys should be kept short and to the point.
3. How long is too long? The general rule of thumb is to keep the survey short, typically
less than five minutes.
4. Writing Style. Be simple, use simple sentences and simple choices for the answers.
Simplicity is still the best.

THIRD YEAR ENGLISH
VARIED VIEWS
Student Activity 6
Sample Survey
Name: _______________________________ Age : _____________
Directions:
1. In the chart below is a list of Filipino practices.
2. Which of these practices should be preserved, discarded or revived?
3. Put a check in the proper column to show your idea towards each practice.
4. Give your reasons. Make them brief and clear.
PRACTICES SHOULD BE SHOULD BE SHOULD BE REASON/S

PRESERVED DISCARDED REVIVED
1. “Pamanhikan”
2. Thanksgiving
3. Bayanihan
4. Harana
5. Kissing hands of the

elders
6. The use of “po” and

“opo”
7. Supporting parents in
their old age
8. Close family ties
9. hospitality to strangers

THIRD YEAR ENGLISH
VARIED VIEWS

Diversity Design (Sample)
patient
persevering helpful
service-
oriented
honest
friendly I am a Filipino!
hardworking trustworthy

THIRD YEAR ENGLISH
VARIED VIEWS
Rubric Criteria for Diversity Design
CRITERIA TOTAL
1 2 3
Does not display Does not clearly
Clearly displays the
the theme on display the theme on
Theme theme on Filipino
Filipino values and Filipino values and
values and tradition.
tradition. tradition.
Not artistic, Moderately crafted, Well crafted,
unattractive and acceptable in attractive and
Aesthetic Appeal
sloppy appearance and superior
workmanship. ordinary workmanship. workmanship.
Output produced Output produced has Output produced
Creativity has no unique moderately unique has very unique
qualities. qualities. qualities.
The message
Message conveyed The message conveyed
Message conveyed is very
is not clear. is clear.
clear.
TOTAL

THIRD YEAR ENGLISH
VARIED VIEWS
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stages
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


English 9 Arriving at A Consensus

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Learning Guide

THIRD YEAR ENGLISH

Information about this Learning Guide

Basic Education Curriculum Competencies

Basic Education Assistance for Mindanao

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Suggested organizational strategies

Basic Education Assistance for Mindanao

Activities in this Learning Guide

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Key Assessment Strategies

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

1. Activating Prior Learning

2. Setting the Context

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

4. Check for Understanding of the Topic or Skill

5. Practice and Application

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Material 1

CRITERIA POOR FAIR GOOD TOTAL

Neatness Artwork is not so neat. Artwork is neat. Artwork is very neat.

Details Illustration provides Illustration provides at Illustration provides at

Basic Education Assistance for Mindanao

Directions: Complete the crossword puzzle.

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Pliant Like The Bamboo

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

CHARACTER TRAITS ADVANTAGE/S DISADVANTAGE/S

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

FILIPINO SIMILARITIES WESTERN

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Material 2

NIPA HUT SAMPAGUITA PHILIPPINE EAGLE

National House National Flower National Bird

CARABAO NARRA BARONG TAGALOG

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Teacher Resource Material 3

Survey Design: Steps in Preparing a Questionnaire

Survey Structure : Sequence, Flow, Style

Basic Education Assistance for Mindanao

Name: _______________________________ Age : _____________

PRACTICES SHOULD BE SHOULD BE SHOULD BE REASON/S

5. Kissing hands of the

6. The use of “po” and

8. Close family ties

Name: ___________________ Age : _