English: Quarter 4 - Module 3: Determining The Worth of Ideas Mentioned in Text Listened To
English: Quarter 4 - Module 3: Determining The Worth of Ideas Mentioned in Text Listened To
English: Quarter 4 - Module 3: Determining The Worth of Ideas Mentioned in Text Listened To
Quarter 4 – Module 3:
Determining the Worth of Ideas
Mentioned in Text Listened to
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 3: Determining the Worth of Ideas Mentioned in the Text
Listened to
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English
Quarter 4 – Module 3:
Determining the Worth of
Ideas Mentioned in Text
Listened to
i
TABLE OF CONTENTS
CONTENT PAGES
WHAT’S IN ------------------------------------------------ 1
WHAT IS IT ------------------------------------------------ 3
ASSESSMENT ------------------------------------------------ 8
Direction: Write True if the statement is showing how to get the worth
of ideas in the text listened to, but write False if it’s not.
_____1. Make sound conclusions and/or generalizations based on text
listened to.
WHAT’S IN
Fantastic!
1
WHAT’S NEW
Direction: Observe the picture and answer the following guide questions.
Source: https://www.aconsciousrethink.com/9861/types-of-listening/
Guide Questions:
___________________________________________________________________________
___________________________________________________________________________
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WHAT’S IS IT
What is Listening?
Listening is the ability to accurately receive and interpret the messages in the
communication process.
How do we connect critical thinking in getting the worth of ideas in the text
listened to?
Critical thinking occurs whenever people figure out what to believe or what to do,
and do so in a reasonable, reflective way. The concepts and principles of critical
thinking can be applied to any context or case, but only by reflecting upon the nature
of that application. Critical thinking skills include observation, interpretation,
analysis, inference, evaluation, explanation, and metacognition.
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● Test conclusions and generalizations
● Reconstruct one’s patterns of beliefs on the basis of wider experience
● Render accurate judgments about specific things and qualities in
everyday life
Therefore, critical thinkers must engage in highly active listening to further their
critical thinking skills. People can use critical thinking skills to understand,
interpret, and assess what they hear in order to formulate appropriate reactions or
responses. These skills allow people to organize the information that they hear,
understand its context or relevance, recognize unstated assumptions, make logical
connections between ideas, determine the truth values, and draw conclusions.
Sources:
https://www.skillsyouneed.com/ips/listening-skills.html
https://www.thoughtco.com/listening-communication-term-1691247
https://courses.lumenlearning.com/boundless-communications/chapter/understanding-listening/
WHAT'S MORE
You are well equipped now with the things you've learned from the
previous part. Now, let's do this activity.
Direction: Listen to the song "Mean" by Taylor Swift. Pick out at least 5 (five)
lines that are worthy ideas. Write them in your notebook.
"Mean"
You, with your words like knives
And swords and weapons that you use against me
You have knocked me off my feet again
Got me feeling like a nothing
You, with your voice like nails on a chalkboard
Calling me out when I'm wounded
You, picking on the weaker man
Well you can take me down with just one single blow
But you don't know, what you don't know...
Someday I'll be living in a big old city
And all you're ever gonna be is mean
Someday I'll be big enough so you can't hit me
And all you're ever gonna be is mean
Why you gotta be so mean?
You, with your switching sides
And your wildfire lies and your humiliation
You have pointed out my flaws again
As if I don't already see them
I walk with my head down
Trying to block you out 'cause I'll never impress you
I just wanna feel okay again
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I bet you got pushed around
Somebody made you cold
But the cycle ends right now
'Cause you can't lead me down that road
And you don't know, what you don't know...
Someday I'll be living in a big old city
And all you're ever gonna be is mean
Someday I'll be big enough so you can't hit me
And all you're ever gonna be is mean
Why you gotta be so mean?
And I can see you years from now in a bar
Talking over a football game
With that same big loud opinion
But nobody's listening
Washed up and ranting about the same old bitter things
Drunk and grumbling on about how I can't sing
But all you are is mean
All you are is mean
And a liar, and pathetic, and alone in life
And mean, and mean, and mean, and mean
But someday I'll be living in a big old city
And all you're ever gonna be is mean, yeah
Someday I'll be big enough so you can't hit me
And all you're ever gonna be is mean
Why you gotta be so?...
Someday I'll be living in a big old city (Why you gotta be so?...)
And all you're ever gonna be is mean (Why you gotta be so?...)
Someday I'll be big enough so you can't hit me (Why you gotta be so?...)
And all you're ever gonna be is mean
Why you gotta be so mean?
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WHAT I CAN DO
Direction: Watch and listen to the conversation between Anna and Elsa
from the movie "Frozen I". Link is provided below for you to watch, and a
script is given to you below to read aloud if the internet is not accessible.
Then, do the activity below.
Anna hears the sound of a sword being drawn from its scabbard. She turns and
sees Hans, behind Elsa, as he raises his sword over his head.
ANNA
Elsa.
Anna looks back at Kristoff as he runs for her. She gives him a longing look, but
then turns away from him and then...
Using all of her remaining strength, as Hans brings his sword down, Anna throws
herself in front of Elsa.
ANNA
No!
In that instant, Anna freezes to solid ice. The sword hits her instead of Elsa. The
sword shatters completely. The force of it sends Hans flying back and knocks him
out.
ELSA
Anna!
ELSA
Oh, Anna -- no -- no, please no.
Olaf walks up and sees Anna, frozen.
OLAF
confused, sad
Anna?
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ELSA
Wha-? Anna?
Anna opens her eyes. She smiles at Elsa, relieved.
ANNA
Oh, Elsa.
They embrace.
ELSA
-- You sacrificed yourself for me?
ANNA
weak
-- I love you.
Olaf realizes what's happened. He's so excited about it, he lifts his head right off his
body and exclaims --
OLAF
An act of true love will thaw a frozen heart.
Script Source:
https://app.studiobinder.com/company/580e85847e7982164664e844/collab/5ee38e6ee674f117b0765325/proje
cts/5e1d0462ba05c05c47ef5642/document/5e1d046cfd8db4073720a8c2?filter=%257B%2522l%2522%253A%25
225e1d047954987b8c54e668bf%2522%257D&utm_source=blog&utm_medium=sb-app-
link&utm_campaign=script&utm_content=full-script-pdf-download&utm_term=frozen-script-teardown
Reflective Activity
Caption: Write a two sentence caption about what you would sacrifice for your
sibling or a loved one.
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ASSESSMENT
A. Direction: Write F for False and T for True if the following shows how
to get worth of ideas in the text listened to.
B. Direction: Let somebody read the text and listen carefully to it.
Determine the idea if it’s worthy or not. Write W for worthy ideas ,and
NW for unworthy ideas.
Seat Belts
"Click!" That's the sound of safety. That's the sound of survival.
That's the sound of a seat belt locking in place. Seat belts save lives and
that's a fact. That's why I don't drive anywhere until mine is tight. Choosing
to wear your seat belt is as simple as choosing between life and death.
Which one do you choose?
Think about it. When you're driving in a car, you may be going 60
MPH or faster. That car is zipping down the road. Then somebody ahead
of you locks up his or her brakes. Your driver doesn't have time to stop.
The car that you are in crashes. Your car was going 60 miles per hour.
Now it has suddenly stopped. Your body, however, is still going 60 MPH.
What's going to stop your body? Will it be the windshield or your seat belt?
Every time that you get into a car you make that choice. I choose the seat
belt.
Passage source:
https://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-
worksheets/
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What I Know
1. True
2. True
3. False
4. False
5. True
What's In
Students write things they've listened to in the following scenarios:
A. first thing they heard in the morning
B. first two lines of the first song listened that day
C. three lines uttered by a character in a movie/tv show watched
What's New
Students answer guide questions based on a picture.
What's More
Students will pick out at least 5 lines that are worthy ideas from the song "Mean"
by Taylor Swift.
What I Can Do
Based from a script of the animated movie "Frozen", students will do a reflective
activity. They will add a photo (or draw) of a special someone in their life and
caption it with the sacrifice that they will do for that loved one.
Assessment
A. 1. T
2. F
3. F
4. T
5. T
B. 1. NW
2. W
3. W
4. NW
5. NW
ANSWER KEYS
REFERENCES
“Frozen Ending Scene (7/7) Anna Turned into Ice (2013) Movie Clip[HD].”
YouTube. YouTube, February 5, 2020.
https://www.youtube.com/watch?v=8V2zsYhNopM.
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