Think Like a Champion by Donald J Trump

Love him or hate him, Donald Trump an many fronts has been extremely successful. While some say it’s just because he got a good head start from his father, the truth is, Trump would not be where he’s at, and would not have succeeded as he’s done without many contributing factors. One such factor is his optimistic, positive charged, enthusiastic big thinking. If you want to model success, modeling the way Trump thinks is not a bad place to start. In his book “Think Like A Champion” written with Meredith McIver and starting with a Foreword by Robert Kiyosaki, Trump shares with readers what he calls an informal education in business and life. I thoroughly enjoyed reading the fifty essays in this book, and if you liked any of Trump’s previous books, I’m sure you will really like this one.

The essays are mostly two to four pages long, with many being right around two and a half pages. So they are very easy to read. You could read the entire book through quickly, or just pick an essay or two a day. First, I found the essays very positive and uplifting. I think it would be difficult to read this book and not feel a bit motivated to pursue great accomplishments upon reading The Donald’s advice and examples. However, I think the book goes beyond a motivational “vanity” piece. The essays really do have substance, and some very practical and sound advice on a variety of topics.

I also like that each essay has a quote at the heading. Trump mentions that he likes quotes, and so do I. The essay titled “Have the Right Mindset for the Job” has a quote by Henry Ford at the heading, “Don’t find fault. Find a remedy.” I’m using that quote in a conflict resolution program I’m teaching next week.

In one of the essays, Trump mentions how he likes to get right to the point. He does not have time for people that beat around the bush and don’t succinctly tell him what they need. I felt he did the same with these essays. They are well written and make his point in just the right amount of space. Some of the fifty topics he covers include: Innovation, Strive for Wholeness, Wisdom, Think Like a Champion, Confronting Your Fears, Financial Literacy, Keep the Big Picture in Mind, Develop a Tempo When You’re Working, Think Like a Genius, Set the Standard, and Building Your Reputation.

Again, I really enjoyed this book and felt Trump was writing thoughtfully and authentically. If you really think about what is contained in these essays and how you can apply the themes, strategies, and suggestions to your own life, I truly believe you will find they help you along your journey toward success. On top of that, they will motivate you to actually succeed in business and in life.

Belated Response of an Ex-Mormon Elder to an LDS Internet Essay, “Translation of the Book of Mormon

After thirty active years that I wrongly spent as an elder, mainly a missionary, of the Church of Jesus Christ of Latter-day Saints, also called the Mormon Church and the LDS Church, from 1970 until 2000, my contempt for Mormonism has only grown with inexorable lividity after reading the Mormon Church’s official apologetic essay entitled “Book of Mormon Translation,” which was published on the church’s website in 2014. You see, the true unvarnished history of the Mormon Church, and about Joseph Smith, the church’s originator and founder, is so filled with lies and apologetic inaccuracies that Latter-day Saints in foreign countries have discovered, to their chagrin, that language barriers and intentionally designed attempts by the Salt Lake City Brethren to keep true Mormon history and doctrine away from the eyes of Europeans and Scandinavians, during much of the 20th Century, have resulted in shocking eye-opening realizations by these deceived Mormons through the advent of the Internet. Nowhere has this been more shockingly true than in the quaint nation of Sweden, where, in 2010, a great many Swedish Mormons began indignantly proclaiming, in one collective accusing voice, to the Salt Lake City LDS Brethren, that the Mormon history and doctrine they were taught about Joseph Smith, the Book of Mormon, and the other canonized Mormon scriptures, were a pack of lies. Perhaps, in the beginning of their stark realization, the Swedes were much more patient than they currently are, and didn’t accuse the Mormon hierarchy of out-right fraud and duplicity; but asked, pleadingly, for Salt Lake City to answer their poignant questions clearly and concisely using correct, no sanitized, historical facts, the facts about which the Swedish LDS Church apparently knew very little.

Those Swedish Mormons asked, if not demanded, answers and explanations to fifteen very poignant doctrinal and historical questions, one of which was about the manner in which Joseph Smith allegedly translated the alleged golden plates from which came the alleged, and greatly criticised, ancient Mesoamerican Hebrew record called the Book of Mormon. The Mormon missionaries who were sent to Sweden by Mormon leader Brigham Young, prior to 1876, to recruit Mormon converts took with them the canonized Mormon scriptures, the “Lectures on Faith,” the doctrine of the LDS Church at that time, and the covenants of the Church, which were combined into a single doctrinal volume known as the “Doctrine and Covenants.” At that time in Mormon history, nearly a thousand Mormon men in the Salt Lake Valley, in the Utah Territory, and in the Northwest Territories (now Washington and Oregon) were married to multiple wives under the command of Brigham Young to observe the Mormon doctrine of polygamy. Almost everyone in the United States, who read newspapers prior to 1876, knew that the Mormons were eagerly practicing polygamy in their new Utah home, but very few realized that the Mormon Doctrine and Covenants contained a very false and fraudulent disclaimer about the Mormon belief and practice of polygamy, which they used when the Mormon missionaries lied to the Europeans and Scandinavian peoples, telling them that the Mormon people did not practice polygamy. They would tell them that the rumors, if any, about Latter-day Saints in America practicing polygamy were totally false, and would show them Section 101 of the Doctrine and Covenants, which stated this false and fraudulent proclamation to the world as canonized Mormon doctrine. Consequently, the Swedish, and other overseas peoples, who accepted Mormonism under this delusion, and taught their children and grandchildren to have faith in it, built their lives around this fraudulent Mormon history and its unchristian doctrines. Hans Mattsson (the Swedish Mormon Area General Authority, who had been selected by the Mormon hierarchy in Salt Lake City to be their spokesperson in Sweden) and the indignant Swedes who led the collective effort to get answers for their fifteen (15)poignant questions, had believed the doctrinal and historical representations given by 20th and 21st Century Mormon missionaries as they converted thousands of Swedish men and women to Mormonism. So the enigmatic issue that was before the Swedes in 2010, was, simply, if the 19th and 20th Century Mormon missionaries lied about polygamy, what else did they intentionally misrepresent about the history and doctrines of the Church of Jesus Christ of Latter-day Saints?

The apologetic essay that the Mormon Church officially published about the alleged translation of the golden plates that Joseph Smith, supposedly, had in his possession from 1827 until 1830 (which he claimed he returned to same angel, Moroni, who showed him where the plates were supposedly buried in upstate New York) does not, in any way, address what the representatives of the Mormon Prophet, Thomas Monson, from Salt Lake City, (Assistant Church Historian Richard Turley, General Authority Erich W. Kopischke, of the First Quorum of the Seventy, and R. Ingar Olsson, a Seventy of the Swedish Area Seventy) told Mattsson and 24 other Swedish Mormons when they met at a Mormon Church building in Stockholm, Sweden on November 28, 2010. In fact, the clerical representatives of the Mormon Church didn’t respond honestly and factually to any of the questions. They let Turley, who was, and is, not a church general authority, respond to the questions. General Authority Marlin Jensen did state, at that time, that, “There’s nothing about Mormonism that bothers me. Are there contradictions, are there inconsistencies, are there paradoxes? Yes.” To this assertion one of the 24 rank-and-file Swedish Mormons there replied, “And you are aware of a lot more things that we might not be aware of yet? But still you stand and you think, ‘I can – I can stand for this?'” Jensen’s response to this was, “Right… So I’m just saying they’re good questions,” and the same Swedish member retorted, “Will you have good answers?” To this question, Jensen replied, “that the answers would have to be spiritually discerned, and each of the people in attendance wouldhave make his, or her, own decision.” Had I been in attendance, I would have asked Jensen if a specific question requiring a specific answer, such as ‘how did you, Jensen, get to the meeting tonight?’ would need to be discerned spiritually. The answer to this historical question would have obviously been no.

Hence, Jensen turned the meeting over to Richard Turley, who they could later claim, as a post-prescribed apologetic caveat, was answering the questions on a scholarly basis, and not on a spiritual or theological basis. The first question, of the fifteen, was the one dealing with the way Joseph Smith translated the golden plates into the Book of Mormon. The only eye-witnesses to Smith’s translation, Emma Smith and David Whitmer, stated in writing that Joseph Smith used the same identical seer stone (an ordinary white stone), which he and his father had frequently used to persuade their neighbors that they could discover buried treasure, through the practicing of folk magic (they never actually found any buried treasure and was sued by one particular neighbor for defrauding him into paying money for such an effort). Emma Smith (Joseph Smith’s wife) and Whitmer were the only two people who stated authoritatively that the “only” method Joseph Smith used in his alleged translation was the “seer stone and a hat.” The seer stone was placed into the hat and, afterward, Smith would put his face into the hat to obtain a translation. These witness statements were presented to Turley, who admitted their historical accuracy and truth. He was then asked why Smith had put his head into “one particular” hat in order to see the seer stone. Turley did not answer authoritatively, but in a way that could have easily generated numerous other questions. He said, “The hat was, apparently, to block light out out so that Joseph… could see what he was doing with the record. Sometimes the light, you know, affects your spirit. We don’t know exactly how it works, but he did say this: ‘in the early days of his translation, he was relying on revelatory tools of some sort or another – Urim and Thummim, seer “stones,” whatever the case may be.”

The foregoing answer, by Turley, to that first poignant question was not given in the same fashion that Emma Smith and David Whitmer had responded to the same question, “How did Joseph Smith translate the golden plates?” Neither Joseph Smith’s wife, Emma, nor David Whitmer, ever mentioned the use, or existence, of something called the “Urim and Thummim”. So, therefore, the pictures that have been used by the Mormon Church’s millions of full-time missionaries, during the late 19th Century, representing Joseph Smith translating the golden plates (showing Smith sitting before a wooden table, before a representation of the golden plates, wearing what the Mormon Church calls the Urim and Thummim and looking at, and touching, the golden plates) accompanied, and still accompany, the explanation by those missionaries that “that was the way Joseph Smith translated the golden plates.” I recall distinctly that Elders Craig Burgess and Barry Erickson, from Utah, said the same things to me in Tyler, Texas, in October of 1970.

I have explicated in other essays how the Mormon Church has managed, over 177 years, to create a tangled maze of intentional historical and doctrinal misrepresentations by endeavoring to obfuscate them with further misleading misrepresentations, hoping that the people reading them will not realize that the Mormons are “lying for the Mormon lord.” Nonetheless, in continuing with the Swedish moment in 2010, the Swedes wanted to know, and asked Turley, why the representations of Smith translating the golden plates had not conformed to correct history, showing Joseph Smith with his head in a hat. And, again, Turley responded with words that were not an answer to the question. He was struggling for something to say when he uttered, in paraphrase, that “old Christian art wrongly depicts people in the Holy Land as dressed in European garb. It is the artist’s choice.” When challenged that his response didn’t provide an answer to the question, Turley replid, “Often the way stories have been told over time don’t conform with history. And so our goal is to try to make them conform more closely.” Had I been there, my frustration, and probable anger, would have been vocally expressed when Turley had refused to answer the question. Had I been there, I would have asked Turley why, if all other official Mormon Church pictures used by local wards and stakes, correctly depict, without exception, the particular buildings, people, and objects from Mormon history, why isn’t the correct way Joseph Smith translated the golden plates depicted correctly in Mormon art, especially if they know that he put his head into a hat to do so? I would have asked him this question, and would have demanded an answer.

The official aforementioned LDS Internet essay, “Book of Mormon Translation,” is a blatant insult to anyone knowing the true history of Mormonism, and is, yet, another abstruce apologetic attempt of the Mormon Church to mollify the frustration and indignation of rank-and-file Mormons, especially those in Sweden, who believe that they were intentionally deceived. An appropriate essay by the Mormon Church could have simply been an apology for the lies and misreprestations produced by the Mormon hierarchy since the church’s inception in 1830, and a statement that Joseph Smith only used a seer stone in a hat to translate the golden plates. Yet, the LDS Church used, in its essay, references from Mormon Church history, claimed to be the genuine original writings of Joseph Smith. As the facts appear, the Mormon Church used 34 footnoted references in its essay, all of which are suspect of specious editing according to the pragmatic apologetic needs of the Mormon Church. As it was documented by D. Michael Quinn, a formerly respected LDS Church historian, in his two authoritative tomes entitled, “The Mormon Hierarchy: Origins of Power, 1994, and Extensions of Power, 1997,” that the official history of the Mormon Church was derived from the erratic personal journal of Joseph Smith, from around 1838 until 1844. Furthermore, Quinn clearly shows that these itinerant journal entries were substantially revised under the auspices of Brigham Young, Joseph Smith’s popular successor, in order to conform to the post-1850 doctrines of the Utah Mormon Church, and its sanitized history. These doctored records, which became the five-volume “History of the Church,” were all substantially sanitized to exclude any negative historical references to Joseph Smith, and to conform to the manner in which the Mormon Church was representing the history and doctrine of the Utah Church after the fracturing of the Latter-day Saints into splinter groups, and their ultimate expulsion from Nauvoo, Illinois. Another example of this re-writing of history was the complete revision of the only authoritative biography of Joseph Smith, produced by his mother, Lucy Mack Smith, in 1848. After reading it, Young realized that the biography contradicted numerous assertions made about Joseph Smith by the Utah Church. He, therefore, illegally seized the copyright of the biography and revised it in accordance with then revised history of Mormonism that was to be published to a world ignorant of what had been done. Young had also ordered all copies of the original Joseph Smith biography, possessed by Utah Mormons, to be destroyed, an order which, thankfully, was not fully obeyed. With the copies that have been made of the original biography, comparisons of the revisied version, with the original, establish that many improper changes were made.

The beginning assertion in the official Mormon Internet essay, “Translation of the Book of Mormon”, that Joseph Smith did not use his own human ability to translate the golden plates into the Book of Mormon, but only the “gift and power of God,” was refuted by the Mormon Church in the mid-20th Century in the 1958 official LDS seminary text, “The Restored Church,” by William E. Berrett (Former Vice-President of Brigham Young University, and commissioned by the LDS Church to write a textbook to be used by the Mormon Church in the early-morning seminaries taught to public school students in the United States, and in other parts of the world; and in the LDS Institutes of Religion). Hundreds-of-thousands of copies of this seminary text were produced between 1958 and 1985 to be disseminated around the United States; and even though the Mormon Church disclaimed the book on its title page, saying that it expressed only the author’s view of history and doctrine, the substance of the book was taught as fact to millions of school-age Mormon children. On page 132 of “The Restored Church,” Berrett stated that “Joseph Smth continued to use his own scholarly abilities in the translation of the “Book of Abraham” and other sacred writings. On page 133, Berrett also stated, to back-up his assertion on the previous page, that, “His (Joseph Smith) most notable achievement was the development of a Grammar for the Egyptian hieroglyphic form of writing. It was the first Egyptian grammar in America.” This bit of cogent history, which was contradicted in 1969 by an official proclamation of the Mormon Church, and again in 1999, and 2010, to state that Joseph Smith did not “translate by his own scholarly ability” the Book of Abraham from the Joseph Smith Papyri, but, instead, received the translation directly from God.”

I dare suppose that the Mormon hierarchy had to come-up with some explanation for the “Egyptian Grammar,” definitely produced by Joseph Smith’s own abilitiy, being a bunch a gobbly-gook, and the Book of Abraham to have had nothing, at all, to do with the Prophet Abraham, as determined by a detailed authoritative translation of the Joseph Smith Papyri fragments by Dr. Klaus Baer, of the University of Chicago’s Oriental Institute, who, in the late 1960s was recognized as the most eminent Egyptologist on earth. What logically follows is that a presumption may be drawn by the reasonable person that, if Joseph Smith went through a process to translate the Egyptian papyri, from which supposedly came the Book of Abraham, by using a Grammar that he had developed by his on scholarly ability, Smith also went through a scholarly process to translate the golden plates, through which he was, and is, depicted in official Mormon pictures to be actually going through while sitting at a table, before the golden plates, with his Urim and Thummim hanging on his chest. I believe that the Swedes have also seen, and noted, this audaciously heinous contradiction, for there are certainly some Swedish scholars who have the ability to use, and understand, written and spoken English as well as any educated American.

The sum of the whole foregoing issue about the sordid fraudulence of Mormonism is based upon what Hans Mattsson supposedly told John Dehlin, on July 22, 2013, in an interview on one of Dehlin’s podcast series, “Mormon Stories.” The interview was actually recorded live prior to the interview that Mattsson had with the “The New York Times.” In the interview with Dehlin, Mattsson stated that he still believes in God and Jesus while still having numerous questions about Mormonism. As far as the LDS Church being the only the one true church, Mattsson has come to the conclusion that other (Christian) churches, and their leaders, are also inspired by God. Perhaps Hans Mattsson has realized that the sum of life, and the issue of Mormonism, is, as according to the wise King Solomon, which is found in Ecclesiastes 12: 13-14 (KJV): “Let us hear the conclusion of the whole matter: Fear God and keep his commandments: for this is whole duty of man. For God shall bring every work into judgment, with every secret thing, whether it be good, or whether it be evil.” I, therefore, pray and hope that Hans Mattsson will turn from the sordid blasphemy and devilish secrets of Mormonism to the truth of Jesus Christ as contained in the words of the Holy Bible; and that he will lead the other Mormons in Sweden from darkness to the light of Jesus Christ.

Galvanizing Thematic Grammar Challenges Via Catalyzing Titles

“Above all we have to go beyond words and images and concepts. No imaginative vision or conceptual framework is adequate to the great reality” – Bede Griffiths

Making a difference in search for unique classroom materials to be able to maneuver students’ language engagement is a highly appreciated pedagogic move. This is an upshot of teachers’ creativity through eyeing appropriate resources of incomparable features that elicit thought-provoking instructions to enrich learners’ linguistic level for operative macro skills. It is a fact that speaking, listening, reading and writing require increasing grammar knowledge to communicatively serve. At this juncture, the main concern of this idea is to manipulate popular titles in a way that grammar are stimulated while the lesson’s theme is created through students’ constructed responses linked to titles contexts. In the real world, these may emerge from literary, fiction and non-fiction of varied genre and forms such as novels, fables, short stories, essays, biographies, poems, news, editorials, films, music, paintings, books, among others where they serve as arts’ driving power, to motivate audience’s or readers’ discoveries. They are the promises of any composition that are expressed literally or figuratively nevertheless lead to the establishment of common thoughts. In addition, it is recommended that teachers give backgrounds of the titles when considering these inputs. Background knowledge as operationally used in this model refers to the process of introducing what is behind a specific work which means that provision of surrounding information regarding a particular work triggers contextual comprehension and accentuates thematic responses absorbed between the lines by learners dependent upon the degree on how a language teacher activates them for possible grammatically rewarding outputs. It is also recommended that the derivation of themes should emanate from the students’ inferential skills activated by teachers’ motivation.

The worth- designing tasks

Language teachers can possibly perform these tasks in accordance to institutional curriculum mandates by relating them to their organizations’ academic practices stipulated under English language programs’ contents, course outlines, syllabi, delivery plans, time frame, expected learning outcomes, and assessment procedures. By doing so, incorporating this concept may establish feasibility to instructive interplay.

To appreciate the pedagogical purposes of incorporating these materials in language instructions, here are some postulated lessons that are to be exemplified through sequence components: (a) the title as a springboard, (b) theme (c) focus, (d) objective/s (e) facilitation of responses (f) probable alluded thematic responses, (g) implications to language study, and (h) stimulated allied lessons.

Lesson (1) one

a. the title as a springboard- play, Faust by Christopher Marlowe
b. theme – the rise and fall of one’s power, the evils power can do to human beings
c. focus – modification of titles through descriptions

d. objective-

Construct a title by providing a descriptive adjective before the stated noun of a single -word titled play.

e. facilitation of responses

The teacher monitors responses. It is suggested that all answers are to be classified according to the classes of words as they are cited before emphasizing adjectives. The teacher can encourage two-word adjectives before the noun.

f. probable alluded thematic responses

“Poor Faust,” “One Famous Faust,” “Once Powerful Faust,” “The Mightiest Faust,” ” Mighty Faust,” “Doomed Faust,” “Strong Faust,” “Unfortunate Faust,” “Pitiful Faust,” “Old Wicked Faust,” “Unsatisfied Faust,” and “Power-hungry Faust.”

g. implications to language study

It elicits arriving at appropriate order or sequence of adjectives or location of adjectives before nouns.

h. Stimulated allied lesson

May serve as an opener for a succeeding lesson on prepositions of time and place where titles formulated such as, ” The Most Wicked Faust of the Century,” “The Mightiest Faust at Midnight,” and “Condemned Faust in a Fast-moving Time,” “Doomed Faust in a Strange Land,” among others.

Lesson (2) two

(a) the title as a springboard-poem, The Road Not Taken by Robert Frost
(b) theme – there’s always an alternative to follow one’s dream/s.
(c) focus – vocabulary enrichment through rephrasing titles.

(d) objectives-

Rewrite the title through other words that mean the same. Apply figurative interpretations.

(e) facilitation of responses

Provide a background of the title.
Present the title for analysis to elicit responses.
The teacher uses guide questions.
Reemphasize the themes that may enable acceptable answers.

(f) probable alluded thematic responses

“The Overlooked Way,” “The Unheeded Road,” “The Path Untaken,” “The Forgotten Road,” “The Dreamer’s Road,” “The Road to Dreams,” and “The Hidden Way to Success.”

(g) implications to language study

Formed responses denote the subject of attaining dreams. It paves one’s ability to assign words to relate meanings by attaching suitable vocabularies as replacement while the main line’s idea is retained. It also caters to the understanding or literal and denotative meanings of statements or literal and figurative interpretations of lines.

(h) stimulated allied lessons

This title can further lead to the study of language points such as irregular verbs, prepositions, noun phrases, indefinite articles, and descriptive adjectives.

Lesson (3) three

(a) the title as a springboard- song, The Wind of Change from the Scorpion
(b) theme – unification among citizens of a country, removal of barriers, harmony
(c) focus – expansion of titles by using parts of speeches to form sentences

(d) objectives-

Expand the title by adding words from any classes to convey obtained meanings.
Manipulate content and functional words from the parts of speech.

(e) facilitation of responses

Provide a background of the title.
Show labeled model examples.
The wind of change (given phrase) means (verb) emergence (noun) of
(preposition) peace (noun)

(f) probable alluded thematic responses

“The wind of change in Germany has finally surfaced. The wind of change in Germany emerges today. The strong wind of change is the removal of barriers. The blowing wind of change is a sign of renewal. The unified wind of change in Germany brings peace and harmony. This is the moment for the wind of change to emerge”

(g) implications to language study

This activity tests learners’ knowledge on how to expand ideas through the placement of words into grammatically accepted positions or orders. It further supports one’s prior knowledge of the parts of speech leading their ability to analyze the distinctions between function and content words in statements. It provides learners’ chances to support their responses based from the functions of the words in completing sentences and offers how to classify or label words that compose sentences as fundamentals to grammar knowledge.
(h) stimulated allied lessons
Provides prospects to discover that elements of sentences such as subject, verb, and object are generated from parts of speech. It also fetches learners how to determine the differences between a phrase, dependent clause and a sentence.

Lesson (4) four

(a) the title as a springboard- novel, A Passage to India by E. M. Forster
(b) theme- societal interactions, cultural relations
(c) focus – construction of phrases to change meanings by other vocabularies and the introduction of other forms of prepositions forming phrases

(d) objectives-

Replace the original preposition into another to change the title’s meanings. State the titles in different forms. Use other forms of prepositions to add prepositional phrases.

(e) facilitation of responses

Brainstorm meanings on major words that are present in the title to be used in phrases and to introduce prepositions with distinctions through their tabulated functions. It is suggested that different kinds of prepositions are tabulated demonstrating varied functions for easy comprehension.

(f) probable alluded thematic responses

British’s passage to India, British’s path to India, England’s passage to India, British visit to India, British return to India, the way to India, the route to India

a passage in India, a passage for India, a passage across India, and a passage next to India, the road between India and England, and a connection between England and India

(g) implications to language study

Students explore vocabularies by replacing the major words. Other than that, varied prepositions that form prepositional phrases are integrated to offer different meanings. It demonstrates that this type of phrase can be manipulated to complete statements in the normal or inverted forms when embedded in sentences, and the attainment of varied prepositions with different functions.

(h) stimulated Allied lessons

The initial answers from the first lesson provide further kinds of phrases which may lead to the formulation of gerund, participial, and infinitive phrases. For example, breaking passage to India by the British, colonized passage to India, broken passage to India, to cross the road to India, getting back to India, remembering the past by going to India, emancipating a passage to India, inviting passage to India, amazing British’s passage to India, British-established passage to India, welcome passage to India, and connecting the British to India from Britain.

Lesson (5) five

(a) the title as a springboard-poem, Stopping by the Woods in a Snowy Evening by Robert Frost
(b) theme – man’s responsibilities and achievement before death
(c) focus -words and collocations, phrases and sentence’s interplay through perceived senses, and created images for composition writing

(d) objectives –

Enumerate words that are associated to what you feel, see and hear for vocabulary development. Come up with an interpretation through the brainstormed words applied in composition.

(e) facilitation of responses

Elicit by formulated guide questions on senses. Classify responses. A semantic web or a tree diagram can aid in the lesson.

(f) probable alluded thematic responses

snow-covered trees, changing seasons, cold, chilling, falling snows, flakes, snowy, forest, weather, darkness, black, winter, after autumn, snow-covered leaves, silence, season, last stage, silence, ticking time, moving time, dying and death, plan goals, man’s journey, memorable accomplishment, after the season, cherished dreams, awareness, feel, thought, imagine, dream, seems, love, inspired, dismayed, and awakened, among others.

(g) implications to language study

The poem’s tittle, is expected to provide possible words and collocations, phrases to form sentences to express ideas. It also generates state verbs through the senses. Increase students’ abilities to visualize. This may be of significance to writing composition activities where learners brainstorm ideas out of the theme which are express literally but are to be written and interpreted figuratively. This type of an academic exercise can encourage students to utilize prior language knowledge for synthesis of ideas.

(h) stimulated allied lessons

The title can be a lesson’s springboard as well as a motivational element to incorporate focuses such as infinitives and future tenses. It can also be a key to cover gerund and gerund phrases.

Lesson (6) six

(a) the title as a springboard- short story, A cask of Amontillado by Edgar Allan Poe
(b) theme – revenge being a wild justice, friendship gone wild
(c) focus -understanding ideas through symbolism and substituting symbolical words in a title

(d) objectives –

Analyze the words and create ideas through symbolism from the passage.

(e) facilitation of responses

Elicit responses through analogy illustration.

Wine – forgetting problems – forgetfulness
Wine – feeling happy- euphoria
No wine – -feeling alone – sadness

(a) probable alluded thematic responses

“A coffin for Fortunato,” “The death of Fortunato,” ” The End of Fortunato,” “Fortunato’s doom,” ” The Wine’s Deadly Invitation,” “Vice Turns Death,” “When Obsession Goes Death,” Wine Becomes His End,” “From forgetfulness to Death,” “Lost in a Bottle” Burying a Wines’ Connoisseur of Wine,” and “Wine’s Deadly Kiss”

(g) implications to language study

As a result of providing the background, students’ thoughts may lead to an interpretation that the cask is a casket while amontillado is wine. Cask may mean barrel and an amontillado is a type of wine and that Fortunato is the wine and the cask represents his bloody doom. This type of lesson drives the interpretative skills of learners in analyzing ideas through symbolism. Literary knowledge may be refurbished when this type of activity is approached.

(h) stimulated allied lessons

It is also possible to link a lesson regarding the functions of conjunctions introduced by connectives such as because, since, for, for the reason that, among other conjunctions for reasoning creating sentence constructions aside from substituting symbols into words. Also, it may lead to higher forms of literary elements and devices which are beneficial in the study of literature.

Lesson (7) seven

(a) the title as a chosen springboard-Novel, As I lay Dying by William Faulkner
(b) theme- parental neglect, life in the absence of education, ignorance
(c) focus – uses of conjunctions in opening a clause and how these clause may form complex sentences

(d) objectives-

Identify the conjunction that introduces a clause and be able to add an independent to form a sentence. Write sentences into inverted or normal forms. Determine the use of “as,” and substitute, “as” with another conjunction to retain similar meaning.

(e) facilitation of responses

Give the background of the novel and a situation to trigger responses.
Let us say that you were the dying mother, what would you feel?
What do you remember? What do you see among your children? What do you realize? What do you expect to happen to your children?

(f) probable alluded thematic responses

The word “as” is used as a conjunction.

As I lay dying, I pity my children. As I lay dying, the painful past came back to me. As I lay dying, my heart ached for them. As I lay dying, I was so regretful. As I lay dying. I remembered the kind of childhood I gave them. As I lay dying, I saw extreme ignorance from my children. I saw my children’s weaknesses as I lay dying. I learned to value children’s education as I lay dying. I realized that poverty is not a hindrance to education as I lay dying. I was worried of my children’s future as I lay dying.

Other responses incorporating conjunctions similar to the use of the conjunction, as:

While I lay dying, I accepted that I can’t go back to the past. I was very sorry for what happened to my children, while I lay dying. I was reminded of the past while I lay dying. While I lay dying, I prayed to God for my children’s life. I asked the God to forgive me while I lay dying. While I lay dying, I saw my helpless husband.

(g) implications to language study

Students identify the difference between a dependent clause, simple sentence, and a complex sentence and that these group of words can be in two different forms.

(h) stimulated allied lessons

The types and functions of conjunctions of time represented by the word, “as” may lead to the emergence the functions of after, before, since, when, whenever, while, and until. It also may further arrive to the discussions of the types of sentences according to structures which are simple, compound, complex and compound-complex.

Lesson (8) eight

(a) the title as a chosen springboard- TV movie, While Justice Sleeps by Lifetime TV Network
(b) theme
(c) focus – difference between a sentence and a dependent clause and the functions of conjunctions of time

(d) objectives-

Use conjunctions of time to denote dependent clause. Use a conjunction to construct a dependent clause. Combine a dependent clause and an independent clause to formulate a compound complex sentence. Identify the difference between independent and independent clause.

(e) facilitation of responses

Provide the TV show’s background.

Present a clause and a sentence for comparison and contrast.

While justice sleeps- a dependent clause introduced by a conjunction.

I fought back while justice sleeps – sentence composed of an independent clause and a dependent clause.

Elaborate conjunctions of time with respective functions while, as, when – illustrate through these conjunctions

(f) probable alluded thematic responses

The dependent clauses

while justice sleeps, when justice sleeps, as Justice sleeps, while the law ignores, when the law doesn’t solve my problem, as the law was too slow

the complex sentences in normal and in inverted forms

While justice sleeps, she fought back. When Justice sleeps, she felt it is hopeless to fight back. As justice sleeps, I prepared myself. I shot the accused while justice sleeps. While justice sleeps, he celebrated. When justice sleeps, I cried for my daughter. As justice sleeps, my daughter revealed the truth. When justice sleeps, I confronted the accused.

(g) implications to language studies

Examples further push the discussions of the functions of time conjunctions. Triggers the need of independent and dependent sentences in the formation of a complex sentence. Identification of a simple sentence, a dependent clause and a sentence and the relevant role of time conjunctions, subject and verbs are associated in the discussions.

(h) stimulated allied lessons

The sentences according to structures are the closest grammar structures are most likely to be the next lessons. It can also trigger the varied kinds of conjunctions and their respective functions in the constructions of sentences. Cause and effect and comparison and contrast are probable directed discussions.

Lesson (9) nine

(a) the title as a springboard- a novel, Count of Monte Cristo, a novel by Alexandre Dumas
(c) theme- trials before triumphs
(d) focus – the distinction of a noun phrase and their connections to other phrase to form sentences.

(e) objectives-

Identify the elements of the noun phrase and use it to form grammatically correct sentences by adding verbs and objects.

(f) facilitation of responses

Provide a background of the novel.

Present the title and its composition to show its being a phrase.

The Count of Monte Cristo
the (determiner- definite article) + count (noun) + of (Preposition) + Monte Cristo (object of the preposition)

Present how this phrase may turn into a grammatically correct sentence and discuss on the importance of verbs among other connected words.

a phrase + verb = sentences
The count of Monte Cristo (phrase) + came. (verb)
The count of Monte Cristo came to town (additional words)

Sentences conversion to elaborate

The count of Monte Cristo came. The count of Monte Cristo came to town.

(g) probable alluded thematic responses

Adding verbs

The count of Monte Cristo was back stabbed. The count of Monte Cristo was imprisoned. The count of Monte Cristo suffered. The count of Monte Cristo learned. The count of Monte Cristo escaped.

Adding object

The count of Monte Cristo found friends. The count of Monte Cristo found gold. The count of Monte Cristo built a beautiful house. The count of Monte Cristo met old friends. The count of Monte Cristo invited the rich people. The count of Monte Cristo vowed revenge. The count of Monte Cristo met his son.

Adding additional words after verbs

The count of Monte Cristo is so secretive. The count of Monte Cristo is very rich. The count of Monte Cristo became popular. The count of Monte Cristo met people who made him suffer. The count of Monte Cristo was reunited with his family. The count of Monte Cristo is Mondego.

(h) implications to language study

The difference between noun phrase and with other phrases combining the two phrases is not a sentence without the presence of a verb. The students will learn to combine the phrases together with the presence of a verb forms a sentence. Identifying ideas bring the completion of sentences.

(i) stimulated allied lessons

Word order such as subject and verbs and verbs and objects, the introduction of sentence patterns, the use of noun phrases in sentences, past tense forms of verbs, are triggered here.

Lesson (10) ten

(a) the title as a springboard- nonfiction, The Fundamentals of Biology by Wiley Editorial
(b) theme – science of life
(c) focus – vocabulary and definition of terms.

(d) objectives-

Use simple definition expressions to provide meanings to the vocabularies. Define vocabularies in simple words. Exemplify to connect every introduced word to explain an idea. Define words to show comprehension I and be able to use them sentences.

(e) facilitation of responses

Combine zoology and botany to provide a background of biology.
The major words that enables brainstorming – fundamentals and biology
Connecting words related with fundamentals. All introduced words should be exemplified.
Giving two branches of biology to start with schema creation.
Create a schema to brainstorm the words and break them into smaller topics.
Introduce simple definition expressions such as refer/s, mean/s, is and are.

(f) probable alluded thematic responses


Fundamentals are basics.
Importance means fundamentals.
Fundamentals refer to essentials.
Basics of biology means fundamentals of biology.
Fundamentals of biology refers to the importance of biology.

Biology and related words

Bio means life.
Logus/logy means study.
Biology is a field of study about life.
Biology is the science of life.
Biology has two branches.
Branches are divisions.
Zoology and botany are divisions of biology.
Biology consists of zoology and botany.
Biology refers to the study of plants and animals.
Animals and plants are living things.
Biology is the study of living things.
Biology is a study about animals and plants.
Zoology is a branch of biology.
Botany is a branch of biology.
Zoology refers to the study of animals.
Botany means to the study of plants.
Life is consist of plants and animals.
Animals is for zoology while plant is for botany
Zoology and botany are important parts of biology.
Studying flowers is biology.
Camels are studies in biology.
Flowers are learned in botany.
Camels are learned in zoology.

(g) implications to language study

Vocabulary development is garnered in this activity. Words are brainstormed giving the idea that biology is a subject containing two fields of studies. A practical strategy of defining the terms in their own words is through basic definition expressions such as is, are/refer/s to, mean/s. It is also through examples that meaning comprehensions are achieved, and exemplifying every academic terminology involve enables easy understanding and formulation of definitions.

(h) stimulated Allied lessons

The possible answers according to students’ level of comprehension may introduce vocabulary development through hyponyms, co-hyponyms, and hypernyms. Also, words are classified where they should belong to be understood. For instance, words like chemistry, biology, and physics are classified under sciences and each elements will be further classified till it reaches the smallest element to show the relationships of every introduced science vocabulary. This additionally can be linked to writing expositions by definitions, exemplifications, comparison and contrast and even classification or partition.

Lesson (11) eleven

(a) title as a springboard-country song, Everything that Glitters is Not Gold performed by Dan Seals.
(b) theme- the value of needing someone, no man stands alone forever.
(c) focus – indefinite pronouns’ functions and rules in sentence constructions.

(d) objectives-

Construct sentences by using indefinite pronouns. Apply subject- verb agreement in sentences. Identify the use of every indefinite pronoun.

(e) facilitation of responses

Provide a background of the title.

Introduce the types of indefinite pronouns.
no one everyone something someone everything

Analyze together the title.
“Everything that Glitters is not Gold”
Everything (indefinite pronoun) glitters (verb).

Show what rule do everything and glitters have.
Exemplify subject -verb agreement.

(f) probable alluded thematic responses

No one lives with popularity forever.
Nothing is permanent in this world.
Everyone should make life meaningful.
Somebody is always waiting for her.
Everything in this world is just temporary.
Nobody lives alone forever.
Everyone needs someone to cling on.
Each one has one life to live.
No one is perfect.
Someone exchanged her life with fame.
Nobody is rewarded by neglect.
Someone raises a daughter alone.
Someone needs someone to be happy.
If someone loves us, we have to answer back.
If nobody cares, there are others who will.
Someone makes him happy; his daughter.
Everyone needs each other.
Something makes someone to forget love ones.
Somebody leaves her husband and family.

(g) implications to language studies

Establishes a rule that this type of pronouns follow singular form of the verb and that indefinite pronouns do not refer to a specific person, place, or thing such as everybody, everywhere, everything, someone, somebody, somewhere, something, anyone, anybody, anywhere, anything, none, no one, nobody, nowhere, and nothing.

(h) stimulated allied lessons

Indefinite pronouns may lead or relate lessons regarding other types of pronouns. It may also connect to the lessons on nouns by substitutions. For example, someone may be represented by the husband, the daughter or the wife if we use similar springboard for context in sentence formulation. Someone is waiting for her. Someone is the husband and her is the wife. Someone may be further represented by her daughter. We can also reverse by rewording the sentence just to apply substitution differently. Somebody left him. To substitute noun, somebody here is the wife and him is the husband. Again, this lesson brings to the study of object pronouns such as him, her, them, and so on, which will surely refer to subject pronouns.

Lesson (12) twelve

(a) title as a springboard-film, I Know What You Did Last Summer by Mandalay Entertainment
(c) theme- intimidation out of a secret, paranoia as a form of fear, guilt
(d) focus – the State verbs or verbs that describe a state instead of action.

(e) objectives-

Determine the difference between state and action verbs. Use these verbs in sentences. State the verbs in negative or positive sentences. Restate the sentences into questions.

(f) facilitation of responses

Provide the background of the film.

Differentiate state verbs with the action verbs. Include be verbs as state verbs.
drove, write (action verbs) know, feel (state verbs) is, was, were, are, am (state verbs)

Introduce some of the state verbs in positive or negative forms and in different tenses.
didn’t know-don’t know-doesn’t know- didn’t see- see- saw- felt- think – remembered

Some state verbs

believe, promise, remember, imagine, forget, see, hear, know, agree, realize, like, want

Frame guide questions that lead to the formation of sentences using state verbs in the point of view of the group and in the point of view of the avenging father.

(g) Probable alluded thematic responses

Combined sentences in negative and positive forms in the point of view of the group (friends).

The boy’s father always remembers what we did.
We should know who saw us.
He hated what we did last summer.
The fishermen didn’t like what we did.
We don’t know who saw us last summer.
The men knew what we did last summer.
You should be afraid of what you did last summer.
We realized that what they did last summer was terribly wrong.
We believe what we did last summer is wrong.
Combined sentences in negative and positive forms in the point of view of the fisherman.
I know what you did last summer.
I hated what you did.
I can’t forget what they did.
I was there last summer.
I saw when you ran over my kid last summer.
I can’t forgive your deeds.

Combined sentences in negative and positive forms as answers with corresponding questions.

He was there. Was he there?
He wasn’t there. Wasn’t he there?
He saw what we did. Did he see what we did?
You were there last summer. Where you there last summer?
He vowed vengeance for that. Did he vow vengeance for that?
Someone didn’t forget that. Didn’t someone forget that?
He didn’t see what happened. Didn’t he saw what happened?

(h) implications to language study

Permits opportunity to determine the difference between action and state verbs. Formulate sentences in negative and positive forms. Use modals to change the forms of sentences. Convert present verbs to past forms. Formulate positive or negative sentences into questions, and manipulate pronouns through two points of view.

(i) stimulated allied lessons

It can link to grammar points such as active and passive voice of sentence transformations basically involving subjects and verbs orders. This can be used to launch a lesson on propositions of place, parts of a prepositional phrase, and creations of prepositional phrases.

Perceived advantages of famous titles

Here are some possible perceived reasons that may support the use of titles as catalysts in the process. Titles can elicit language learning since they are evidently composed of structures that easily introduce linguistic points through its background contents. In addition to literary connections, the prior knowledge or background information behind the titles prepares and guides the students’ ideas to be articulated. Furthermore, the examples they construct generate thematic instructions since they have the tendency to link responses to the context known. Also, they link learners to the real world and enable them to travel back into time adding awareness especially if these works’ emergence synchronizes with their ages. When title’s background is shared, it stimulates students’ curiosity for inquiry. It encourages readership among learners. They are driven to read lines from introduced titles adding to their knowledge. Likewise, the material’s features dictate strategy. In teaching, it is the characteristics and contents of the materials that shape the instructive techniques, it is not the strategy that is decided first, but rather procurement of appropriate materials is the priority which naturally directs the method. Moreover, it motivates learners if not to neutralize their boredom by immersion to varied genre. Similarly, when we weigh and consider them to maneuver our language lessons, they lead to numerous language focuses. Equally, titles have linguistic and literary features demonstrating that grammar structures are learned with literary elements. Finally, the approaches that they create for learners provide both entertainment and comprehension. With this introduced concept, we understand that some uncultivated things can be unexpectedly useful.