Learning Guide

LEARNING GUIDE
BASIC EDUCATION ASSISTANCE FOR MINDANAO

English 8
ORGANIZING IDEAS IN NON LINEAR TEXTS
Module 7 Using Information Maps in Note Taking

LEARNING GUIDE
 COPYRIGHT NOTICE
Section 9 of the Presidential Decree No. 49 provides: “No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office within the work is created shall be necessary for
exploitation of such work for profit.” This material has been developed within the
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.

Written, edited and produced by Basic Education Assistance for Mindanao, May 2009
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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 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.

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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
Note-taking is a strategy for making information meaningful. Notes capture the ideas of
the speaker or lecturer. But notes are not simply records of a lecturer's words; they are
part of a process of active listening, mental processing, and manual recording-all of which
stimulate the mind and reinforce memory.
In this stage, students will list down techniques they used in taking down notes while
listening to lectures or reading books and magazines. Then they will choose a partner and
share these techniques.
Strategy
Think-Ink-Pair-Share (T.I.P.S) is a strategy that allows groups to reach consensus, check
understanding or as an introductory activity. To use it: let students think individually
about an issue, question, or problem and record response. Discuss ideas with a partner and
record what they have shared. Share with the whole group or join another pair to reach
consensus.
Materials
 Student Activity Sheet 1 “Taking down notes: My Techniques” on page 14
 Assessment 1 Participation Checklist “Taking down notes: My Strategies” on page 15
 bond papers
Activity 1 “Taking down notes: My Techniques”
1. Post on the board an enlarged copy Activity Sheet 1 “ Taking down notes: My
Techniques” on page 14 and tell the student to copy the chart on their papers.
2. Have the students THINK of ways on how they take down notes (e.g., using
abbreviation, phrases, etc.) while listening to lectures, or reading books and
magazines.
3. Let them write their answers on the INK quadrant of the activity sheet.
4. Ask the students to turn to a PAIR and share each other's answers. Then have each pair
choose two more pairs to form group of six and SHARE their answers.
5. Call volunteers from each group to share their answers with the whole class.
6. Process the activity by asking the students these questions:
• Why do you take down notes during lectures? What is its importance?
• How does note taking help you to learn?
• What difficulties do you experience during note taking?
Formative Assessment
Use Self-Assessment checklist on page 15 to evaluate students' performance.
Roundup
To sum up students' learning, ask the students to write down suggestions on how to
improve their note taking skills.

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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 how the learning
experience will fit into the larger scheme.
Background or purpose
One best way of note taking is through the use of visual or pattern notes. This method
involves using of flow diagrams or concept trees to record information. Its advantages are
the following: It can sum up many pages of written notes, It is very active form of learning,
it is a great aid to recall, and it adds a 'fun' element to note taking. In summary, flow
diagrams or concept trees are valuable supplements to 'linear notes'.
http://www.bized.co.uk/reference/studyskills/notes.htm
In this stage, students will employ attentive listening as the teacher reads to them a
selection. Using a diagram, the students will note down important information to supply
gaps in the listening text. With this activity the students will develop their listening skill.
Strategy
Tree Diagram is a graph used to represent hierarchical or classifying systems, with various
application possibilities. It offers a systematic overview in case of multi-level problems.
A tree diagram can be used to represent:
• product structures,
• organization structures ("organizational chart"),
• goal hierarchies,
• decision situations ("decision tree"), and
• function hierarchies/structures.
Materials
 Student Activity Sheet 2 “Be Attentive!” on page 16
 Reading Text 1 “What are Values?” on page 17
Activity 2 “Be Attentive!”
1. Let them work individually.
2. Draw on the board activity sheet 2 “Be Attentive!” on page 16 and let the students
make similar chart on their papers.
3. Instruct the students to listen attentively as you read to them the selection “What are
Values?” on page 17.
4. Read again the selection and instruct the students to supply the gaps in the tree
diagram with the needed information.
5. Have the students exchange their papers and check each other's answers.
6. Facilitate discussion on the different categories of values. You may ask the students to
provide additional examples for each category.
7. Process the activity by asking the students how useful is tree diagram in note taking.
Formative Assessment
Instructions:
• Let the students use the same chart on page 16. (Note: You may reduce the number of
boxes in the diagram to suit the needed information.)

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• Tell them to listen carefully and complete the chart as you read the selection below.

Some Filipino Values

Hospitality is one of the values that tourists from around the world notice first every
time they visit the Philippines. Filipinos take great care of their guests, making sure that
they're comfortable and happy in their stay. Filipinos are also family oriented. They
value greatly their families, which is always on top of their priorities. Filipinos are also
happy people, always smiling and never forget to have a good laugh amidst the problems
and hardships that come their ways. Filipinos are very respectful. They show respect to
their elders by saying 'po' and 'opo' and kissing their hands. Filipinos are also religious.
They devote time to reconnect with their God. They have strong faith, believing that
problems and adversities in life will surpass with the help and providence of God.

• Have the students exchange papers and check each others answers as you read again
the selection.
Roundup
To sum up learning in this stage, ask the students this question: “What are other
information maps that could be used in note taking?”

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.
Background or purpose
A person's actions are guided by motives. Motives are influenced by personal values.
Sometimes a person's values differ from those of many others. Such a person is usually
misunderstood.
In this stage the students will read the selection “Say it With Flowers” by Toshio Mori.
Using a chart or diagram of their choice, the students will note about Teruo, the main
character, what he says, what he does, and what other people say about him to know the
motives that make him behave as he does. After reading, the students will answer
comprehension questions to measure their understanding of the story. Then a skit will be
organized to let them experience a telephone conversation in making inquiries.
The activities in this lesson allow the students to distinguish literature as means of gaining
vicarious experiences at the same time enable them to choose the chart that best suit to
illustrate the thought relationship of the given text.
Strategies
Vocabulary Word Map is a visual organizer that helps students engage with and think about
new terms or concepts in several ways.
Sustained Silent Reading (SSR) is a period of uninterrupted silent reading.
Chart is a type of diagram or graph that organizes and represents a set of numerical or
qualitative data. Charts are often used to ease understanding of large quantities of data and
the relationships between parts of the data. Charts can usually be read more quickly than
the raw data that they are produced from data.
Number Heads Together is a strategy in which each student in the group is assigned a
number. Members of the group work together to agree on answer. Then the teacher
randomly selects one number. The student with that number answers for the group.

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Role playing is a method of portraying human interaction in imaginary situations in such a

manner that realistic behavior is elicited.
Materials
 Student Activity Sheet 3 “Search It” on page 18
 Reading Text 2 “Say it With Flowers” by Toshio Mori on pages 19-23
 Assessment 3 Rubric for “Read It” on page 24
 Teacher Resource Material “Charts” on page 25
 Assessment 4 Rubric for “Chart It” on page 26
 Assessment 5 Rubric for “Skit It” on page 27
 manila papers
 intermediate papers
 masking tape
Activity 3 (Pre Reading) “Search It”
1. Divide the class into eight groups. Let them choose their leader, recorder and reporter.
2. Post on the board Activity Sheet 3 “Search it!” on page 18 and let the students make
similar chart on their paper.
3. Assign to each group the following vocabularies:

splutter inevitable stoogies flitted

blockhead nudged indignantly fuming

4. Using a dictionary, instruct the groups to find the meaning of the word assign to their
groups.
5. Give them time to finish their tasks.
6. Call group representative to discuss their answers to the class.
7. Check the accuracy of the students' answers.
Activity 4 (During Reading) “Read It”
1. Divide the class into five groups of 10 members. Have them choose their leader and
recorder.
2. Instruct the leader to assign number to every member (e.g. member # 1. member # 2
and so on) in the group. Be sure that every member is assigned a number.
3. Give each group the reading text “Say It With Flowers” on pages 19-23.
4. Tell the groups to read the story and find answers to the following questions:
• What was the narrator's first impression of Teruo?
• Why did Mr. Sasaki hire Teruo right away?
• What did Teruo learn about the florist game?
• Teruo was torn between telling the truth to the customers and following the shop
rules. Which line of action did he take? What were his reasons for doing so?

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• Why do you think Teruo finds it so difficult to follow Mr. Sasaki's orders for selling
flowers?
• How did Teruo react when he was first told to sell old flowers?
• Can you infer from Teruo's words and actions his real motives for behaving the
way he did?
• Of all the characters, who made the strongest impression on you? Why?
• What is the dramatic effect Teruo's conduct on his last day of work?
• Did you expect the story to end that way?
5. Discuss with the students the rubric on page 24. The teacher and students may agree
on their own criteria for evaluation.
6. Give them time to complete the task.
7. Use number head strategy to process their output. Begin by calling all members # 1 to
answer the first question one at a time. Question number two will be answered by all
number two members in the group. The process continues until all the questions will be
answered and discussed.
8. Process the activity by asking them to give a summary of the story.
Activity 5 (Post Reading) “Chart It”
1. Present to the class the various “Charts” (Grid, Tree Diagram, Flow Chart, Character
Map) on page 25.
2. Let them stay in the same grouping in the previous activity.
3. Tell the groups to revisit the story “Say It With Flowers” to note about Teruo, the main
character, what he says, what he does, and what other people say about him to know
the motives that make him behave as he does.
4. Let them choose the chart that best suit to the thought relationship of the text.
5. Present the rubric on page 26. The teacher and students may agree on their own
criteria for evaluation.
6. Mill around the class to monitor the group activity and to offer help if necessary.
7. Call the group's reporter to discuss their output with the class.
8. Process the activity by asking these questions:
• What chart did you choose to organize the information from the text?
• Why did you choose it?
• How does the chart help you organize the thought relationship of the text?
Activity 6 “Skit it”
1. Discuss with the students the Telephone Etiquette below:
• Ask the caller, “To whom am I speaking?”
• Identify yourself.
• Use the caller's name in your conversation.
• Practice good listening skills.
• Make sure you speak clearly and are smiling as you answer the phone.

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• Before placing a caller on hold, ask his/her permission first and thank
him/her.
• Always use a pleasant, congenial and friendly tone.
• Never interrupt the person while he/she is talking to you.
• Do not answer the phone if you are eating or chewing gum.
• Do not give the impression that you are rushing.
• Be enthusiastic and respectful.
• Return calls promptly.
• If there is a problem, be concerned, emphatic, and apologetic.
• Thank the caller for calling.
2. Divide the class into five groups. Have them choose their group director.
3. Write on the strips of paper the different situations below. Roll the strips and call
group representative to pick one.

Situation One
It's your mother's birthday. You want to give her a bouquet of flowers. Contact
Morning Glory Flower Shop to inquire for the price and delivery.

Situation Two
Presume it's your graduation in high school. You need fresh flowers for the stage
decoration. Call Morning Glory Flower Shop to order the following flowers: 5 dozens
roses, 10 dozens anthurium, 5 dozens baby's breath, etc.

Situation Three
Imagine your elder sister is getting married in a garden wedding. You want to help
them find a flower shop to assist them. Contact Morning Glory Flower Shop for their
services.

Situation Five
Imagine you are a customer of the Morning Glory Flower Shop. You have bought a
bouquet of flowers from the shop for your best friend's wedding anniversary on the
following day. But the flowers wilted on the next day. Contact the shop to tell your
complains.

(Note: You may modify the given situations or add if necessary.)

4. Tell the groups to create a skit based on the chosen situation.
5. Present the criteria on page 27 on how their performance will be evaluated.
6. Encourage them to be creative on their presentation. Emphasize maximum
participation in the group. Other students may function as human props.
7. Give them time to prepare and organize their presentation.
8. Call the groups one at a time to present their outputs to the class.
9. Process the activity by asking them to share significant human experiences in telephone
conversation.

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Formative Assessment
Use the following Assessments to evaluate the students' performances:
• Assessment 3 for “Read It” on page 24
• Assessment 4 for “Chart It” on page 26
• Assessment 5 for “Skit It” on page 27
Roundup
To wrap up students' learning in this stage, ask them to share the lesson they get from the
story.

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.
Background or purpose
In this stage the students will retell the story “Say it with flowers” using a concept map. A
concept map is a special form of a web diagram for exploring knowledge and gathering and
sharing information.
This activity enable the teacher to measure how much have the students understood about
the concept being introduced.
Strategy
Concept Maps are diagrams showing the relationships among concepts. They are graphical
tools for organizing and representing knowledge. They include concepts, usually enclosed
in circles or boxes of some type, and relationships between concepts indicated by a
connecting line linking two concepts. Concepts can be connected with labeled arrows, in a
downward-branching hierarchical structure.
Materials
 Reading Text 2 “Say It With Flowers” revisited on pages 19-23
 Student Activity Sheet 4 “Retell It” on page 28
 Assessment 6 Rubric for “Retell It” on page 29
 manila papers
 masking tape
Activity 7 “Retell It”
1. Use the same groups in activity five. Let them choose a story teller.
2. Draw on the board Activity Sheet 4 “Retell It” on page 28 and instruct the groups to
make similar chart on a manila paper.
3. Tell the students to revisit the story “Say It With Flowers” on pages 19-23.
4. Have them complete the chart with the needed information.
5. Discuss with the students the rubric on page 29.
6. Ask the leader to facilitate group discussion on how to retell the story using the
information in the chart.

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7. Give the students ample time to prepare and organize their group's presentation.
8. Begin the activity by calling the storytellers one at a time to do the story retelling.
(The students may have their creative way of story retelling.)
9. Process the activity by asking the students this question: “How does concept map help
you organize the information for the story retelling?
Formative Assessment
Use Assessment 6 Rubric for “Retell It” on page 29 to evaluate the students' performance.
Roundup
To sum up students' learning in this stage, ask the students to give the different Filipino
values reflected in the story.

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 research on informative text about Filipino value system.
They will use concept map or diagrams of their choice to aid them in noting the
information.
This activity gives the students opportunity to apply their learning in using information
maps in note taking while learning on the different values that the Filipinos have.
Strategy
Group Investigation is an organizational medium for encouraging and guiding students'
involvement in learning. This strategy encourages students to work cooperatively to learn
content. Students actively share in influencing the nature of events in their classroom. By
communicating freely and cooperating in planning and carrying out their chosen topic of
investigation, they can achieve more than they would as individuals. The final result of the
group's work reflects each member's contribution, but it is intellectually richer than work
done individually by the same students.
Materials
 Teacher Resource Material “Information Maps” on page 30
 Assessment 7 Rubric for “Investigate It” on page 31
 intermediate papers
Activity 8 “Investigate It”
1. Let them work in triads.
2. Draw on a manila paper the different information maps on page 30 and post it on the
board. Discuss briefly with the students how to use the maps.

Flow Chart is used to list a series of events that have happened, or might happen,
sequentially.
Cycle diagrams are types of graphic organizers that show how items are related to
one another in a repeating cycle. Use cycle diagram when there is no beginning and
no end to a repeating process.

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Concept Map is a diagram showing the relationships among concepts. They are
graphical tools for organizing and representing knowledge. They include
concepts,usually enclosed in circles or boxes of some type, and relationship between
concepts indicated by a connecting line linking two concepts. Concepts can be
connected with labeled arrows in a downward branching hierarchical structure.
Tree diagrams are types of graphic organizers that show how items are related to
one another. The tress trunk represents the main topic, and the branches represent
relevant facts, factors, influences, traits, people, or outcomes. Tree diagrams are
used to sort items or classify them.

3. Instruct the class to research other informative texts about Filipino Values. They may
use the library or do online research.
4. Have them choose one of the maps that fits the information in the text.
5. Discuss the rubric on page 31. You may suggest your own criteria for evaluation.
6. Give them time to conduct the research.
7. Call representative from each triad to present their output to the class. Other groups
may raise questions to the presenting group during presentation.
8. Process the activity by asking the class the usefulness of information maps in note
taking down during research.
Formative Assessment
Use Assessment 7 Rubric for “Investigate It” on page 31.
Roundup
The students should have learned to use information maps in taking down notes.

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.
Background or purpose
In this stage, the students will revisit the text they have researched and will visualize the
Filipino value reflected through sketching or drawing.
Strategy
Visualization is any technique for creating images, diagrams or animations to communicate
a message. Visualization has been an effective way to communicate both abstract and
concrete ideas since the dawn of man.
Materials
 Student Activity Sheet 5 “Visualize It” on page 32
 Assessment 8 Rubric for “Visualize It” on page 33
 bond papers
 coloring materials (optional)

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Activity 9 “Visualize It”

1. Post an enlarged copy of Activity Sheet 5 “Visualize It”on page 32.
2. Tell the students to revisit the text they have researched.
3. Ask them to visualize the values reflected in the text by sketching or drawing.
4. Discuss with the class the rubric for the activity on page 33.
5. Give them time to finish the task.
6. Ask the students to group themselves into five and share with the group what he/she
has visualized.( Emphasize that each student has his/her own ideas of what they images
look like, and point out that no two images are exactly the same.)
7. Call volunteers from each group to show to the class their illustration while the rest of
the class try to guess the Filipino value/s illustrated. If the class cannot figure out the
correct answer the presenting group should explain to the class the answer and why
they illustrate it as they did.
8. Process the activity by asking them to share the importance of developing good values.
Formative Assessment
Use assessment 8 Rubric for “Visualize It”-on page 33 to evaluate students' output.
Roundup
To sum up students' learning in this stage, let them share insights they have gained from
the activity.

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:




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STUDENT ACTIVITY SHEET 1

“Taking Down Notes: My Techniques”

Think Ink

Pair Share

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ASSESSMENT 1
Participation Checklist for “Taking down notes: My Techniques”

Directions: Check the box that corresponds to the observed behavior of the students.

Identifies Shares relevant Listens to ideas Shows

techniques in ideas to his/her of others enthusiasm
note taking partner during
discussion
Name of Students

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STUDENT ACTIVITY SHEET 2

“Be Attentive!”

What are Values?

Categories of Values

Social Valu es

h f f c
o a a l
n i m i
e t i e
s h l t
t y n
y s

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Reading Text 1
What are Values?

Values are ideals that guide or qualify your personal conduct, interaction with others,
and involvement in your career. Like morals, they help you to distinguish what is right
from what is wrong and inform you on how you can conduct your life in a meaningful
way. Values can be classified into four categories: Personal Values, Cultural Values,
Social Values, Work Values.
Personal values are principles that define you as an individual. Personal values, such as
honesty, reliability, and trust, determine how you will face the world and relate with
people. Cultural values, like the practice of your faith and customs, are principles that
sustain connections with your cultural roots. They help you feel connected to a larger
community of people with similar backgrounds. Social values are principles that indicate
how you relate meaningfully to others in social situations, including those involving
family, friends, and co-workers. Work values are principles that guide your behaviour in
professional contexts. They define how you work and how you relate to your co-
workers, bosses, and clients. They also reveal your potential for advancement.

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STUDENT ACTIVITY SHEET 3

“Search it”

Definition

Draw a picture
Part of Speech

Synonyms

WORD

Antonyms

Use the word in a sentence

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READING TEXT 2
“Say It With Flowers”
by Toshio Mori

He was a queer one to come to the shop and ask Mr. Sasaki for a job, but at the time I
kept my mouth shut. There was something about this young man's appearance which I
could not altogether harmonize with a job as a clerk in a flower shop. I was a delivery
boy for Mr. Sasaki then. I had seen clerks come and g, and although they were of various
sorts of temperaments and conducts, all of them had the technique of waiting on the
customers or acquired one eventually. You could never tell about a new one, however,
and to be on the safe side I said nothing and watched our boss readily take on this young
man. Anyhow we were glad to have an extra hand because the busy season was coming
around.
Mr Sasaki undoubtedly remembered last year's rush when Tommy, Mr Sasaki and I had to
do everything and had our hands tied behind our backs from having so many things to do
at one time. He wanted to be ready this time. “Another clerk and we'll be all set for any
kind of business,” he used to tell us. When Teruo came around looking for a job, he got
it, and Morning Glory Flower Shop was all set for the year as far as our boss was
concerned.
When Teruo reported for work the following morning Mr Sasaki left him in Tommy's
hands. Tommy had been our number one clerk for a long time.
“Tommy, teach him all you can,” Mr. Sasaki said. “Teruo's going to be with us from now
on.”
“Sure,” Tommy said.
“Tommy's a good florist. You watch and listen to him,” the boss told the young man.
“All right, Mr. Sasaki,” the young man said. He turned to us and said, “My name is
Teruo,” We shook hands.
We got to know one another pretty well after that..He was a quiet fellow with very few
words for anybody, but his smile disarmed a person. We soon learned that he knew
nothing about the florist business. He could identify a rose when he saw one, and
gardenias and carnation too; but other flowers and materials were new to him.
“You fellows teach me something about this business and I'll be grateful. I want to start
from the bottom,” Teruo said.
Tommy and I nodded. We were pretty sure by then he was all right. Tommy eagerly
went about showing Teruo the florist game. Every morning for several days Tommy
repeated the prices of the flowers for him. He told Teruo what to do on telephone
orders; how to keep the greens fresh; how to make bouquets, corsages, and sprays. “You
need a little more time to learn how to make big funeral pieces,” Tommy said, “That'll
come later.”
In couple of weeks Teruo was just as good a clerk as we had had in long time. He was
curious almost to a fault, and was a glutton for work. It was about this time our boss
decided to move ahead his early business trip to Seattle.

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Undoubtedly he was satisfied with Teruo, and he knew we could get along without him
for a while. He went off and left Tommy in full charge.
During Mr. Sasaki's absence I was often in the shop helping Tommy and Teruo with te
customers and the orders. One day Teruo learned that I once worked in the nursery and
had experience in flower-growing.
“How do you tell when a flower is fresh or old?” he asked me.”I can't tell one from the
other. All I do id to follow your instructions and sell the ones you tell me to sell first,
but I can't tell one from the other.
I laughed. “You don't need to know that , Teruo,” I told him. “When he customers ask
you whether the flowers are fresh, say yes firmly. 'Our flowers are always fresh
madam,'”
Teruo picked up a vase of carnations. “These flowers came in four or five days, didn't
they?” he asked me.
“You're right. Five days ago, “ I said.
“How long will they keep if a customer bought them today?” Teruo asked.
“I guess in this weather they'll hold a day or two.” I said.
“Then they're old,” Teruo almost gasped, “Why, we have fresh ones that last a week or
so in the shop.”
“Sure, Teruo. And why should you worry about that?' Tommy said. “You talk right to the
customers and they'll believe you. 'Our flowers are always fresh? You bet they are! Just
came in a little while ago from the market.'”
Teruo looked at us calmly. “That's a hard thing to say when you know it isn't true.”
“You've got to get it over with sooner or later,” I told him. “Everybody has to do it. Youn
too, unless you want to lose your job.”
“I don't think I can say it convincingly again,” Teruo said.” I must have said yes 40 times
already when I didn't know any better. It'll be harder next time.”
You've said it 40 times already so why can't you say yes 40 million times more? What's
the difference? Remember, Teruo, it's your business to live,” Tommy said.
“I don't like it” Teruo said. “Do we like it? Do you think we're any different from you?”
Tommy asked Teruo. “You're just a green kid. You don't know any better so I don't get
sore, but you got to play the game when you're in it. You understand, don't you?”
Teruo nodded. For a moment he stood and looked curiously at us for the first time, and
then went busy to water the potted plants.
In the ensuing weeks we watched Teruo develop into a slick salesclerk but for one thing.
If a customer forgot to ask about the condition of the flowers Teruo did it splendidly.
But if someone should mention about the freshness of the flowers he wilted right in
front of the customer. Sometimes he splutter. He would stand gaping speechless on
other occasions without a come back. Sometimes, looking embarrassedly at us, he would
take the customers to the fresh flowers in the rear and complete the sales.
“Don't you do that anymore, Teruo.” Tommy warned him one afternoon after watching
him repeatedly sell the fresh ones. “ You know we got plenty of the old stuff in the
front.

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We can't throw all that stuff away. First thing you know the boss'll start losing money
and we'll all be thrown out.”
“I wish to Christ I could sell like you, “Teruo said.”Whenever they asked me. 'Is this
fresh?' 'How long will it keep?' I lose all sense about selling the stuff, and begin to think
of the difference between the fresh and the old stuff. Then the trouble begins.”
Remember, the boss has to run the shop so he can keep it going,” Tommy told him.”
When he returns next week you better not let him see you touch the fresh flowers in the
rear.”
On the day Mr. Sasaki came back to the shop we saw something unusual. For the first
time I watched Teruo sell some old stuff to a customer. I heard the man plainly ask him
if the flowers would keep good, and very clearly I heard Teruo reply, “Yes, sir. These
flowers'll keep good.” I looked at Tommy, and he winked back. When Teruo came back
to make it into a bouquet he looked as if he had a snail in his mouth. Mr. Sasaki came
back to the rear and watched him make the bouquet. When Teruo went up front to
complete the sale Mr. Sasaki looked at Tommy and nodded approvingly.
When I went out to the truck to make my last delivery for the day Teruo followed me.
“Gee, I feel rotten,” he said to me. “Those flowers I sold to the people, they won't last
longer than tomorrow. I feel lousy. I'm lousy. The people'll get to know my word pretty
soon.” “Forget it,” I said. “Quit worrying. What's the matter with you?”
“I'm lousy,” he said, and went back to the store.
Then one early morning the inevitable happened. While Teruo was selling the fresh
flowers in the back to the customer Mr. Sasaki came in quietly and watched the
transaction. The boss didn't say anything at the time. All day Teruo looked sicked. He
didn't know whether to explain to the boss or shut up.
While Teruo was out to lunch Mr. Sasaki called us aside. “How long has this been going
on?” he asked us. He was pretty sore.
“He's been doing it off and on> We told him to quit it,” Tommy said. “He says he feels
rotten selling old flowers.”
“Old flowers!” snorted Mr. Sasaki. “I'll tell him plenty when he comes back. Old flowers!
Maybe you can call them old at the wholesale market but they're not old in the flower
shop.”
“He feels guilty fooling the customers,” Tommy explained. The boss laughed
impatiently. “That's no reason for a businessman.”
When Teruo came back he knew what was up. He looked at us for a moment and then
went about cleaning the stems of the old flowers.
“Teruo,” Mr. Sasaki called.
Teruo approached us as if steeled for an attack.
“You been selling fresh flowers and leaving the old ones go to waste. I can't afford that,
Teruo,” Mr Sasaki said. “Why don't you do as you're told? We all sell the flowers in the
front, I tell you they're not old in a flower shop. Why can't you sell them?”
“Look here, Teruo,” Mr Sasaki said. “I don't want to fire you. You're a good boy, and I
know you need a job, but you've got to be a good clerk or you're going out. Do you get
me?” “I get you,” Teruo said.

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In the morning we were all at the shop early. I had an eight o'clock delivery, and the
others had to rush with a big funeral order. Teruo was there early. “Hello,” he greeted
us cheerfully as we came in. He was unusually high spirited, and I couldn't account for
it. He was there before us and had already filled out the the eight o'clock package for
me. He was almost through with the funeral frame, padding it with wet moss and
covering it all over with brake fern, when Tommy came in. When Mr. Sasaki arrived,
Teruo waved his hand and cheerfully went about gathering the flowers for the funeral
piece. As he flitted here and there he seemed as if he had forgotten our presence, even
the boss. He looked at each vase, sized up the flowers, and then cocked his head at the
next one. He did this with great deliberation, as if he were the boss and the last word in
the shop. That was all right, but when a customer soon came in, he swiftly attended to
him as if he owned all the flowers in the world. When the man ask Teruo if he was
getting fresh flowers Teruo without batting an eye escorted the customer into the rear
and eventually showed and sold the fresh ones. He did it with so much grace, dignity
and swiftness that we stood around like his stoggies. However, Mr. Sasaki went on with
his work as if nothing had happened.
Along toward noon Teruo attended to his second customer. He fairly ran to greet an old
lady who wanted a cheap bouquet around fifty cents for a dinner table. This time he not
only went back to the rear for the fresh ones but added three or four extras. To make it
more irritating for the boss, who was watching every move, Teruo used an extra lot of
maidenhair because the old lady was appreciative of his art of making bouquets. Tommy
and I watched the boss fuming inside of his office.
When the old lady went out of the shop Mr. Sasaki came out furious. “You're a
blockhead. You have no business sense. What are you doing here?” he said to Teruo.
“Are you crazy?”
Teruo looked up cheerful. “I'm not crazy Mr. Sasaki,” he said “And I'm not dumb. I just
like to do it that way, that's all.”
The boss turned to Tommy and me. “That boy's a sap,” he said. “He has got no head.”
Teruo laughed and walked off to the front with a broom. Mr. Sasaki shook his head.
“What's the matter with him? I can't understand him,” he said.
While the boss was out to lunch, Teruo went on a mad spree. He waited on three
customers at one time, ignoring our presence. It was amazing how he did it. He
hurriedly took one customer's order and had him write a birthday greeting for it; jumped
to the second customer's side and persuaded her to buy Columbia roses because they
were the freshest of the lot. She wanted them delivered so he jotted it down on the
sales book, and leaped to the third customer.
“I want to buy that orchid in the window,” she stated without deliberation.
“Do you have to have an orchid, madam?” Teruo asked the lady.
“No,” she said. “But I want something nice for tonight's ball, and I think the orchid will
match my dress. Why do you ask?”
“If I were you I wouldn't buy that orchid,” he told her. “It won't keep. I could sell it to
you and make a profit but I don't want to do that and spoil your evening. Come to the
back, madam, and I'll show you some of the nicest gardenias in the market today. We
call them Belmont and they're fresh today.”

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He came to the rear with the lady. We watched him pick out three of the biggest
gradenias and make them into a corsage. When the lady went out with her package a
little boy about 11 years old came in and wanted a twenty-five cent bouquet for his
mother's birthday. Teruo waited on the boy. He was out in the fron, and we saw him
pick out a dozen of the two-dollar-a-dozen roses and give them to the kid.
Tommy nudged me, “If he was the boss he couldn't do those things,” he said.
“In the first place,” I said. “I don't think he could be a boss.”
“What do you think?” Tommy said. “Is he crazy? Is he trying to get himself fired?”
“I don't know,” I said.
When Mr. Sasaki returned, Teruo was waiting on another customer, a young lady.
“Did Teruo eat yet?” Mr. Sasaki asked Tommy.
“No, he won't go. He says he's not hungry today,” Tommy said.
We watched Teruo talking to the young lady. The boss shook his head. Then it came
Teruo came back to the rear and picked out a dozen of the very fresh white roses and
took them out to the lady. “Aren't they lovely?' we heard her exclaim.
We watched him come back, take down a box, place several maidenhairs and
asparagus, place the roses neatly inside, sprinkle a few drops, and then give it to her.
We watched him thank her, and we noticed her smile and thanks. The girl walked out.
Mr. Sasaki ran excitedly to the fron. “Teruo! She forgot to pay!”
Teruo stopped the boss on the way out. “Wait, Mr. Sasaki,” he said. “I gave it to her.”
“What!” The boss cried indignantly.
“She came in just to look around and see the flowers. She likes pretty roses. Don't you
think she's wonderful?” “What's the matter with you?” the boss said. “Are you crazy?
What did she buy?”
“Nothing, I tell you,” Teruo said. “I gave it to her because she admired it, and she's
pretty enough to deserve beautiful things, and I liked her.”
“You're fired! Get Out!” Mr Sasaki spluttered. “Don't come back to the store again.”
“And I gave her fresh ones too,” Teruo said.
Mr. Sasaki rolled out several bills from his pocketbook. “Here's your wages for this week.
Now, get out,” he said.
“I don't want it,” Teruo said, “You keep it and buy some more flowers.”
“Here take it. Get out,” Mr. Sasaki said.
“Teruo took the bills and rang up the cash register. “All right, I'll go now. I feel fine. I'm
happy. Thanks to you.” He waved his hand to Mr. Sasaki. “No hard feelings.”
On the way out Teruo remembered our presence. He looked back. “Good bye. Good
luck,” he said cheerfully to Tommy and me.
He walked out of the shop with his shoulders straight, head high, and whistling. He did
not come back to see us again.

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ASSESSMENT 3
Rubric for “Read It”
CATEGORY VERY NEEDS
SATISFACTORY SATISFACTORY IMPROVEMENT SCORE

Contribution to Consistently and Works toward group Works group goals

the goals actively works goals with only when
toward group goals; occasional prompted.
willingly accepts and prompting.
fulfills individual
role within the
group.

Consideration of Shows sensitivity to Shows and Needs occasional

Others the feelings and expresses sensitivity reminders to be
learning needs of to the feelings of sensitive to the
others; values the others, encourages need and feelings of
knowledge, opinion their participation. others.
and skills of all
group members and
encourages their
contribution.

Contribution of Consistently and Contributes Contributes

knowledge actively contributes information to the information to the
knowledge, opinion group with group only when
and skills without occasional prompted.
prompting and prompting and
reminding. reminding.

Working and Willingly helps the Participates in Participates in

sharing with group identify needed changes, needed changes
others necessary changes usually does the when prompted and
and encourages assigned work and encouraged; often
group action for rarely needs relies on others to
change; always does reminding. do the work.
the work without
having to be
reminded.

Content or All questions were 1 or two questions 3 or more questions

substance of the answered were not answered were not answered
output accurately. accurately. accurately.

TOTAL SCORE

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TEACHER RESOURCE MATERIAL

Charts

Grid Tree Diagram

Flow Chart Character Map

Charac ter
_________

Trait

Explanation

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ASSESSMENT 4
Rubric for “Chart It”

GROUP MEMBERS
1 3 5 7

2 4 6 8

CRITERIA EXCEPTIONAL ADMIRABLE ACCEPTABLE TOTAL

3 2 1

Group All members Most of the members Few members were

Participation participated actively participated actively involved in doing
in doing the task. in doing the task. the task.

Shared Responsibility is Responsibility is Exclusive reliance

Responsibility shared evenly to all shared by most group of one or two
members. members. persons.

Quality of Excellent listening Students showed Little interaction;

Interaction and leadership skills adeptness in very brief
exhibited; Students interacting lively conversations; some
reflected awareness discussion centered students were
of others' views and on task. disinterested or
opinions in their distracted.
discussions.

Roles within Each student is Students are assigned No effort was made
the Group assigned a clearly roles but were not to assigned roles to
defined role; group consistently adhered members.
members performed to.
roles effectively.

Content Completely Mostly accurate; a Completely

Accuracy accurate; all facts few inconsistencies inaccurate; the
were precise and or errors presented. facts were
explicit. misleading.

TOTAL SCORE

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ASSESSMENT 5
“Skit It”

Group 1 Group 2 Group Three Group Four

Members Members Members Members

1 6 1 6 1 6 1 6

2 7 2 7 2 7 2 7

3 8 3 8 3 8 3 8

4 9 4 9 4 9 4 9

5 10 5 10 5 10 5 10

Rating Scale:
5= Excellent; 4= Very Good; 3= Good; 2= Fair= Needs Improvement
CRITERIA RATING

Conversation was clear with appropriate volume and

inflection. 5 4 3 2 1

Role was played in a convincing, consistent manner. 5 4 3 2 1

Role play was well prepared and organized. 5 4 3 2 1

Costumes and props were effectively used. 5 4 3 2 1

Role play captured and maintained an audience

interest. 5 4 3 2 1

Telephone conversation is given emphasis in the

presentation. 5 4 3 2 1

Give scenario its full range. 5 4 3 2 1

Teamwork and cooperation is manifested in the group. 5 4 3 2 1

TOTAL SCORE

COMMENTS AND SUGGESTIONS:

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STUDENT ACTIVITY SHEET 4

“Retell It”

When and where did

the story happen?

Who are the

characters?
How did the story
end?

TITLE OF THE STORY

Was the problem What is/are the

resolved? How? problem/s?

Why did the

problem occur?

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ASSESSMENT 6
Rubric for “Retell It”

CATEGORY EXPERT SPEAKER PROFICIENT DEVELOPING POINTS

SPEAKER SPEAKER EARNED
3
2 1

CONTENT AND Content is clearly Content has some Content has little
THEME relevant to the relevance to the relevance to the
story and theme; story and theme; story and theme,
message is message is clear message is not
distinctly clear with some clear
confusing points

CONCEPT MAP Complete and Some evidence of Little evidence of

detailed evidence planning planning
of planning
throughout the
entire map

BODY LANGUAGE Movements Movement or is Very little

seemed fluid and somewhat fluid movement or
helped audience that enhanced descriptive
visualize articulation gestures

POISE Displays relaxed, Displays little Tension is

self-confident tension but obvious; has
nature about self. quickly recovers. trouble
With no mistakes Makes minor recovering
mistakes mistakes

VOICE Use of fluid Satisfactory use Uses a

speech and of inflection, but monotonous voice
inflection; does not
maintain the consistently use
interest of the fluid speech
audience

TOTAL SCORE

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TEACHER RESOURCE MATERIAL

“Information Maps”

Flow Chart

Cyclical Map Concept Map

Three-level Tree Diagram

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ASSESSMENT 7
“Rubric for “Investigate It”
Group Members
1 3 5 7

2 4 6 8

EXCEPTIONAL ADMIRABLE ACCEPTABLE

CRITERIA 3 2 1 SCORE

All members Most of the members Few members were

participated actively in participated actively in involved in doing the
Group
doing the task. doing the task. task.
Participation

Shared Responsibility is shared Responsibility is shared Exclusive reliance of

Responsibility evenly to all members. by most group one or two persons.
members.

Excellent listening and Students showed Little interaction; very

leadership skills adeptness in interacting brief conversations;
Quality of
exhibited; Students lively discussion some students were
Interaction
reflected awareness of centered on task. disinterested or
others' views and distracted.
opinions in their
discussions.

Each student is assigned Students are assigned No effort was made to

a clearly defined role; roles but were not assigned roles to
Roles within the
group members consistently adhered members.
Group
performed roles to.
effectively.

Content Accuracy Completely accurate; Mostly accurate; a few Completely inaccurate;

all facts were precise inconsistencies or the facts were
and explicit. errors presented. misleading.

Development of Depth and complexity Depth of idea Minimal idea

Ideas of ideas supported by development supported development, limited
rich, engaging and/or by elaborated, relevant and or unrelated
pertinent details, details. details.
reflection and insights.

Language Precise and/or rich Acceptable/ effective Incorrect or ineffective

language. language. wording and/or
sentence structure.

TOTAL SCORE

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STUDENT ACTIVITY SHEET 5

“Visualize It”

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ASSESSMENT 8
Rubric for “Visualize It!”

VERY NEEDS
CRITERIA SATISFACTORY SATISFACTORY IMPROVEMENT POINTS
EARNED
8-10 5-7 1-4

CONTENT Work Concept is clear Difficult to

demonstrate but presents follow;
superior flawed rationale conceptionally
conceptual flawed
understanding

ORGANIZATION Very well Somewhat Somewhat

organized; clearly organized; clearly incoherent;
labeled labeled inadequately
labeled

VISUALIZATION Visually pleasing Visually adequate Visually flawed

TOTAL SCORE

COMMENTS & SUGGESTIONS:

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For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
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

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