The Utilitarianism And Principlism Philosophy Essay

The Utilitarianism And Principlism Philosophy Essay Utilitarianism, started by Jeremy Bentham and John Stuart Mill in the eighteenth and nineteenth centuries as the opposition to Christian ethics, is a theory in ethics, which favors the idea of maximizing the greatest pleasure and minimizing the greatest harm. As stated in the book, Utilitarianism, The sole end of human action is happiness Therefore, to achieve this maximum pleasure and minimum harm, which results in happiness, one must apply the four main tenets: Consequentialism, Maximization, A theory of Value, and A scope of morality. Principlism originated as a method of investigation for determining if medical treatments are moral and ethical. Now, this theory is widely used for making ethical and moral decisions in general. The tenets for principlism are autonomy, beneficence, non-maleficence, and justice. During the Presidential election on Nov. 6, 2012,  Washington, Maryland, and Maine all, by majority rule, approved same-sex marriage. This makes, in total, nine states, inc luding the District of Columbia that has legalized and recognizes same sex marriage. In addition, eight states have legalized and recognized civil unions. This decision has themes of utilitarianism and principlism but there are still several moral and ethical injustices taking place. In this paper, I will use utilitarianism and principlism to show that the banning of same-sex marriage is unethical and immoral. Same-sex marriage is the joining of two individuals, of the same sex, in matrimony. Currently, nine states in the United States recognize same-sex marriage. Eight other states recognize civil unions. The rest recognizes neither and upholds that marriage is a union between, only, a man and a woman. The nine states that recognize same-sex marriage offer some rights that come with marriage. However, the federal government does not offer any benefits or rights to couples in same-sex marriage. The states that allow same-sex marriage may grant some benefits but not all. Civil unions, in essence, are the same as a regular marriage. The only difference is that there is an even bigger limitation on some rights and privileges for the couples. I use same-sex marriage and civil unions interchangeably for the purposes of this paper. Consequentialists believe that, right acts produce the greatest amount of good consequences, versus motives, for the greatest number of beings (Pence). This means tha t right acts, as in doing what is right, tends to increase pleasure and happiness for all. The motives for action, in this case, are not relevant factors. Negating the views of religion, as they have no standing in what is morally and ethically right, legalizing same-sex marriage and granting the full rights of marriage will only cause happiness for all. Maximization states that, the number of beings affected by a consequence matters; the more beings affected, the more important the result (Pence). This emphasizes the fact that the larger the number of all relevant people hurting the extent of harm is at its worst. On the other hand, the larger the number of all relevant people happy, the extent of pleasure is at its highest. The whole goal of utilitarianism is, in fact, to make all relevant people happy while reducing all forms of hurt. Again, negating the views of religion, allowing same-sex marriage, and granting the rights of marriage will only bring about the greatest happiness for all persons. A theory of value refers to good consequences that are defined by pleasure, what people prefer, or by some other good thing (Pence). This creates a slippery slope concerning the value of marriage. Is marriage, specifically same-sex marriage, intrinsically valuable or is it valuable because of the thoughts and feelings people project onto marriage? Marriage in general is an institution where two people profess their love for each other. At the very least, being in a marriage acts in favor of the participants overall happiness. If anything works to increase pleasure and happiness, then it is intrinsically valuable. It is not valuable because people perceive this to be the right thing to do or because of expectations. It is intrinsically valuable on its own merit. Marriage increases your chances of living longer, Based on life expectancies, nine of ten married men and women alive at age 48 are alive at 65, while only six of ten single men and eight of ten single women make it to 65. Mar ried men may have better immune systems as well, either from support or from nagging to monitor blood pressure, cholesterol, weight, etcà ¢Ã¢â€š ¬Ã‚ ¦ and may be at less risk to catch colds (Waite and Gallagher). In addition to living longer, married men and women also have better financial stability, and they are less likely to commit suicide. Of course, with these side-effects of marriage, you would first have to be in a union and you would have to have the rights and privileges of marriage. Since these side-effects are actually beneficial, it would only make sense to permit all wiling people to marry and grant them the rights of marriage, specifically same-sex couples. If you are happier, normally, you will be healthier, and you will live longer. If dying were the greatest harm then life would be the greatest benefit. Therefore, giving people a chance at a happier, healthier life would only be the morally and ethically right thing to do. The last of the four tenets of utilitaria nism is a scope of morality. This states that Each beings happiness is to count as one and no more and beings who count are to be made explicit, whether these are only humans or all sentient creatures (Pence). For instance, take the couple Jack and Jim. Jack and Jim are legally married in one of the states that permit same-sex marriages. Jim becomes ill and he does not have insurance of his own. Jack does have insurance, but due to restrictions of same-sex marriage, Jim cannot use Jacks insurance. Where does Jim get the money to pay for treatment? The people who pay taxes provide the funds. Millions of people are currently uninsured, and of those millions, large portions of those people are in same-sex relationships. Allowing people in same sex marriage to have the benefits of using the health insurance of their spouse will be one factor in lowering the tax payments for the uninsured. The couples share health insurance and the rest of America may not have to pay as much for the taxe s. This results in the best consequence for all. However, the motive may be selfish; paying less for some taxes, but this would be the right thing to do. Principlism also uses four tenets, which act as criteria for determining the ethicality of certain decisions. These tenets are autonomy, beneficence, non-maleficence, and justice. The concept of autonomy, in essence, is free will. Autonomy allows for persons who are informed, competent, and unforced to state their freedom and pursue the maximization of their own individual liberties and values that matter in their own lives. Looking at Jack and Jim again, they both are fully aware of the rights, privileges, and responsibilities of marriage. They both are in great mental health and are mentally competent. They both are also willing to marry each other. They meet the criteria for having autonomy so they should be able to practice this concept. With having the free will that autonomy grants, the both of them feel that being married exercises their freedom and getting married would maximize their own individual happiness. Beneficence has always had an unclear place, in great part because to act kindly or generously toward others requires that we have some sense about what is actually good for them (Callahan). The concept of beneficience applied to same-sex marriage can be a slippery slope in that many people try to incorporate religion and how same-sex marriage affects children. Again, religion does not offer concrete rules reguarding morality. Also, you can not apply the morals of religion to those who do not practice a religious faith. You must take the person on their own merit. You must consider, without any bias, what is best for them. If a person can not marry the person that they love, then this will surely cause some discomfort and some harm to them. In this it would be kind and generous for anybody to allow those persons who want to marry become married. Non-maleficence, for instance, comes down to a right not to have our mind or body harmed by another, to be left intact; and that is a historical variant of autonomy (Callahan). This concept should include all aspects of harm not just physical harm. It should also not be limited to the interference with a persons freedom, but it should work to protect people from threats to peoples values, political welfare, social relationships, and overall well-being. You should take Jim and Jacks natural right to not be mentally or physically harmed by any action. They should be left with their own autonomy as long as they arent causing any mental or physical harm to themselves or each other. If the concept is to not harm, be it mental or physical, then you should take into account that not allowing marriage will cause some kind of harm. Since harm will be caused by withholding the rights of marriage is not ethical. So you must do the most ethical thing, which is to allow them to marry. As for just ice, I take it that the whole point of treating people justly, or allocating resources to them in an equitable manner, is to allow them to function as autonomous persons, not discriminated against or harmed by inequitable treatment (Callahan). Here, denying Jim and Jack the opportunity to get married will be unjust and unethical. Since there is and could never be any chance of marriage becoming scarce, there is no reason to withhold marriage from anybody, unless there is a just reason for doing so. This unjust reason may be too many divorces in the past or from trying to see some kind of monetary compensation. If Jack and Jim truly love each other and this can be proven, then there is no just reason to deny them marriage. Consequentialism, Maximization, A Theory of Value, and A Scope of Morality are all components of the theory of Utilitarianism. These tenets act to produce the main thought of utilitarianism, which is to maximize pleasure and to minimize pain. Principlism, another ethical theory, uses autonomy, beneficence, non-maleficence, and justice to determine the morality and ethicality of moral and ethical decisions. Using the theories of utilitarianism and principlism, and their four tenets, I believe that same-sex marriage should be legalized based upon the fact that there is no moral or ethical reason for denying the union. It becomes unethical and immoral when people are denied same-sex marriage.

Isaac Asimov and Entropy

As It's used In Isaac Asimov The Last Question entropy can be thought of as the point In which human existence is eradicated by the heat death of universe. Isaac Asimov used entropy to explain our mortality and show how even if we attain the highest level of technological achievement there is, nothing in this universe can prevent our eventual destruction. Vim's Watson recently competed on Jeopardy! Against the TV quiz shows two biggest all-time champions (Jackson). Developed by IBM Research, Watson Is able to categorize vast volumes of information and using sophisticated algorithms built for searching known facts Jackson).Watson can then answer questions in natural language (Markova). Watson is an information seeking tool that's capable of understanding human enquires in order to deliver that content through a naturally flowing dialogue. Watson consistently outperformed its human opponents on the show, winning $1,000,000 that was donated to charity (Markova). Multiple, in The Last Qu estion , Is a similar computational machine, but what makes It ultimately superior than any computer we have today is its ability to actually think.Watson can only answer questions with known facts. It can't answer the unknown any better than pure speculations. Multiracial was eventually able to reverse entropy, creating the oral anew (Asimov). Keith Chilled, from Lancashire, England, Is attempting to create a machine that produces work Indefinitely (Roach). Such a device would violate the axioms of thermodynamics. Perpetual motion machines are machines that are supposed to neglect the laws of thermodynamics and continuously turn work back into work with perfect efficiency (Y. V. C. Raw ).One of the three laws of thermodynamics states that the amount of entropy in the universe can only increase making Chiding's machine impossible to build (Y. V. C. Raw ). The theoretical scientific exploration of the ultimate fate of the human species always begins and concludes with the laws of the rmodynamics (Ben-Anal). Entropy can be called the universal harbinger of the end of time (Ben-Maim) . The Last Question revolves around an artificial, learning supercomputer that is unable to save the human species from extinction and the threat of heat death (Asimov).Even with advances in science and technology throughout the story, the computer remains unsure about the future of Its creators. Nothing lasts forever. Even the youngest stars on the most distant planets will Turn out IT given enough time. Natural silence tells us Tanat everything In nature Is subject to entropy. Entropy is a central element in Isaac Asimov's famous short story that continuously plagues the human population with its definitive ending. Multicasts actions create a new Big Bang, thus resetting entropy and time (Asimov).

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| |

The Salem Witch Trials A Time Of Genocide, Turmoil, And...

The Salem witch trials had been a time of genocide, turmoil, and hardships, but these times were not quite as extensive as some groups and individuals, e.g. neo-pagans, and feminists, claimed. Worshipers of the Neo-pagan religion, wiccans, in particular took advantage of the Salem witch trials to spread numerous rumors, in-turn, creating myths that are still believed even today. The reason that neo-pagans employed the Salem witch trials to create rumors and myths was to allow themselves the right to play political victimization or, in other words, claim that their religion was under the threat or attack of some Protestant and Catholic churches in order to gain support (Miesel). The term â€Å"Burning Times† was actually coined by one of the founders of the neo-pagan religion, Gerald Gardener, to â€Å"describe† a time when wiccans were persecuted for their beliefs. Radical feminists eventually followed suit and used the Salem witch trials for very similar reasons to tho se of the neo-pagans (Miesel). The classic tales of witch-trials were fabricated to seem much more horrid than the events actually were, which is why anyone prepared to claim credibility on the subject should understand the difference between myth and reality. *Despite common beliefs, the Burning Times were fabricated, witches were not burned, the church did not perform executions, and women were not the sole victims.* +The classical thought of witches being burned as a result of witch-hunts is one of several