10 Celebrating Diversity through World Literature English Learner’s Material
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Department of Education Republic of the Philippines
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Celebrating Diversity through World Literature – – Grade 10 English - Learner’s Material First Edition 2015 ISBN:
Republic Act 8293, section 176 states 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or ofce wherein the work is created shall be necessary for exploitation of such work for prot. Such agency or ofce may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission permission to use these materials materials from their respective respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at
[email protected] or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learner’s Material Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango Authors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Authors: Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. Villanueva Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick Tadeo Language Editor : Dr. Ma. Antoinette Montealegre Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San Diego Illustrators: Angielyn Illustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Matthew Leysa, Leysa, Camille Francesca Mondejar, and Jerby Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Ofce Address: Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo
[email protected] .com
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Celebrating Diversity through World Literature – – Grade 10 English - Learner’s Material First Edition 2015 ISBN:
Republic Act 8293, section 176 states 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or ofce wherein the work is created shall be necessary for exploitation of such work for prot. Such agency or ofce may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade-marks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission permission to use these materials materials from their respective respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learner’s Material. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at
[email protected] or (02) 439-2204, respectively. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, PhD Development Team of the Learner’s Material Consultants: Dr. Edizon A. Fermin and Prof. Marla C. Papango Authors: Liza R. Almonte, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Authors: Lagustan, Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A. Palomar, Grace B. Annette Barradas-Soriano, and Karen B. Villanueva Reviewers: Ruth Alido, Mara Angelie Banares, Jonalyn T. De la Cruz, Benjamin Hanson S. Juan, Jennifer E. Lopez, Carlo Erba Manalo – Pacinos, Dr. Sterling Plata, Jeanette M. Romblon, Leilani T. Señires, and Dr. Roderick Tadeo Language Editor : Dr. Ma. Antoinette Montealegre Production Team: Dir. Jocelyn DR. Andaya, Dr. Melinda P. Rivera, Mr. Ricardo G. Ador Dionisio, and Ms. Anna Marie B. San Diego Illustrators: Angielyn Illustrators: Angielyn G. Bariñan, Eric S. De Guia, and Jayson M. Gaduena Layout Artists: Matthew Leysa, Leysa, Camille Francesca Mondejar, and Jerby Mariano Printed in the Philippines by REX Book Store, Inc. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Ofce Address: Address: 5th Floor Mabini Bldg., DepEd Complex Meralco Avenue, Pasig City Philippines 1600 Telefax: (02) 634-1054 or 634-1072 E-mail Address: imcsetd@yahoo
[email protected] .com
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TABLE OF CONTENTS MODULE 2: Establishing Solidarity Lesson 1: Finding Common Ground YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS TASKS Task 1: What You See Is What You Get Task 2: Predic Predictt and Expect Task 3: Read Me Task 4: FYI YOUR TEXT Inferno – Canto III – The Vestibule of Hell – The Opportunists by Dante Alighieri Task 5: Think Through Task 6: Read and Imagine Task 7: Sense Chart Task 8: Applyi Applying ng What You Read Task 9: Making Denit Denitions ions YOUR DISCOVERY TASKS Task 10: Read to Write Task 11: Identi Identify fy and Classif Classify y Task 12: Have Your Say YOUR FINAL TASK TASK Task 13: Express Yourself Task 14: News Writing and Report Reporting ing MY TREASURE Lesson 2: Building Ties YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS TASKS Task 1: What Do You Perceiv Perceive e Task 2: Listen and Imagine Task 3: Read to Lead Task 4: I Want Pizza YOUR TEXT The Song of Roland Task 5: Read Roland Task 6: Understanding the Song of Roland Task 7: Underst Understanding anding Theme YOUR DISCOVERY TASK
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117 117 119 121
123 123 129 129 130 131 134 134 136 139
145 145 147 151
152 156 157
Task 8: Give Your Stand YOUR FINAL TASK Task 9: Say Your Piece MY TREASURE Lesson 3: Being Sensitive to Others YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Pictures Talk Task 2: Mind Your World Task 3: Watch That Label Task 4: Bias Detectives YOUR TEXT From Francisco Petrarch’s, The Canzoniere Featured Sonnets: Laura, The White Doe and Spring Task 5: Love Is Everywhere Task 6: Think about the Poems Task 7: Figure the Meaning Task 8: Sound the Sonnet Task 9: Distinct Sonnets Task 10: Tick Your Fancy YOUR DISCOVERY TASKS Task 11: Listen to a Point Task 12: Agree or Disagree Task 13: Read for Info Task 14: Dene Those Words Task 15: Bring in the Source Task 16: Write Your Bibliography YOUR FINAL TASKS Task 17: Try Your Passion Task 18: Speak for Keeps MY TREASURE
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159 159
165 165 166 167
169 173 173 174 177 177 178 178 178 180 182 188 189 189
Lesson 4: Empathizing with Others YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Great Names to Name Task 2: Bias Detectives 2 Task 3: Read for Bias Task 4: Think to Solve YOUR TEXT The Decameron’s Federigo’s Falcon by Giovanni Boccaccio Task 5: Background Check Task 6: Think Tank Task 7: TMT (Tone, Mood, Theme) Task 8: Like the Others YOUR DISCOVERY TASKS Task 9: Know Your Heart Task 10: Purpose Galore Task 11: To Afrm or to Negate Task 12: Afrm or Negate for the Country Task 13: Watch for Conventions YOUR FINAL TASKS Task 14: Speak for Keeps MY TREASURE Lesson 5: Accepting Individual Differences YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Exaggerating the Generals! Task 2: People Are People Task 3: I Am What I Am Task 4: Essential Essence YOUR TEXT The Hunchback of Notre Dame by Victor Hugo Task 5: The Oper-Tech System Task 6: Dare to Answer! Task 7: From the Story, We Differ Task 8: Lookout for the Outlook! Task 9: I Agree…She Doesn’t Task 10: My Motion
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196 197 198 199
200 207 208 208 210 215 217 218 221 222
229 230 231 231
232 234 235 236 236 237
Task 11: The Explicits and Otherwise Task 12: The Legal Cite YOUR DISCOVERY TASKS Task 13: Varying Groups YOUR FINAL TASKS Task 14: The Battle of Wits MY TREASURE Lesson 6: Embodying Solidarity YOUR JOURNEY YOUR OBJECTIVES YOUR INITIAL TASKS Task 1: Overdoing the Generals! Task 2: Solid during the Odds Task 3: Making E-Sense YOUR TEXT The Three Musketeers by Alexander Dumas Task 4: I Mean Task 5: From Cover to Cover Task 6: Time for a Check-up! Task 7: Literary Value Task 8: Whip It! Task 9: Agree or Disagree YOUR DISCOVERY TASKS Task 10: The Team in Theme YOUR FINAL TASKS Task 11: Weigh In! MY TREASURE
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238 239 242 243
248 248 248
249 249 253 253 254 257 257 258
Establishing Solidarity
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PRE-TEST MODULE 2 Generel Directions: Read carefully each item and follow directions as indicated. Write the letter of the most appropriate answer on your answer sheet. 1-2. dentify from the statements the best examples of unsupported generalization and exaggeration. A. Differences in principles foretell chaotic relationship. B. She cried a bucketful of tears when her pet dog passed away. C. The sun rises in the East and sets in the West. D. A family is an entity where no one should be left behind. 3-4. What are the two sides in the Oxford-Oregon debate? A. Rebuttal B. Afrmative C. Proposition D. Negative 5-6. Identify the two aims of a debate program. A. To enhance the students’ intellectual abilities B. To enhance the students’ social/communicative skills C. To enhance students’ locational skills D. To enhance students’ writing skills 7-11. Identify ve afrmative expressions from the statements below. A. No doubt about B. Pardon me, but… C. You have a good point, however… D. I have nothing against it E. Denitely F. That is indeed great G. Certainly 12-13. From the choices given above, identify two special expressions in negation. 14. This type of citation uses the author’s last name and the year of publication A. parenthetical citation B. LMA citation C. in-text citation D. paragraph-number citation 15. This type of citation uses the author’s last name, the year of publication, and the page number A. parenthetical citation B. LMA citation C. in-text citation D. paragraph-number citation 110
16. This type of speech persuades others through logical reasoning and analysis. A. impromptu speech B. roast speech C. extemporaneous speech D. argumentative speech “Then you will have the artesian well here right away,” he said. He ordered the area commander to get pipes and pumps from the armed forces supply depot, and demanded they should be brought to the spot immediately. He asked the army to bring in bulldozer, troops, and trainees for labor and also organize the civilians.
17. The text implicitly stated that President Ramon Magsaysay was ________. A. a man of disguise B. a man of principle C. a man of values D. a man of action 18. The statement, “Then you will have the artesian well here right away” as directly stated in the text is a/an A. explicit information B. implicit information C. general information D. rsthand information 19. The purpose of the author in writing the text is to _____. A. inform B. entertain C. persuade D. expose With a deep sigh, Dulce drifted towards the window. In the fading light she could barely see the gure riding up the path. As soon as he sprang from his horse and strode to the front door, Dulce knew it was Lance. Quickly she thrust the letter she had been reading into her dress pocket. The door to the drawing room swung open. “What have you done with our son?” Lance bellowed, his face distorted with rage. “He is in a safe place,” Dulce replied, and with a sudden movement, she yanked at the bell cord to summon the servant. 20. At the beginning of the passage, the mood is ______. A. eerie B. energetic C. quiet D. romantic
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21. At the end of the passage, the mood is ______. A. tense B. humorous C. mysterious D. calm 22. From the passage, it could be implied that A. Dulce and Lance are having disagreement over their son. B. Dulce favors her son’s action. C. Lance doesn’t approve of his wife’s decision. D. All of the above 23. The author of the passage wants us to think that ______. A. a mother knows what is best for her son B. a conict normally occurs at home C. people vary in disposition D. Lance is very protective of his son 24. The author’s purpose in writing the passage is to ______. A. tell a story about husband and wife B. make people realize about the importance of communication C. describe the setting within the family D. none of the above The lines below were taken from the narrative poem, “The Walam Olum” by Delaware Indian. Choose the graphical representation that best explains the text.
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25.
“At rst, in that place, at all times, above the earth,” On the earth, [was] an extended fog, and there the great Manito was.
26. At rst, forever, lost in space, everywhere, the great Manito was. He made the extended land and the sky. He made the sun, the moon, and the stars.
27. He made them all to move evenly,
Then the wind blew violently, and it cleared, and the water owed off far and strong. And groups of islands grew newly, and there remained
Here is a comic strip. Be able to determine the bias reected in it. Then, answer the questions that follow.
28. To whom is the bias directed in this comic strip? A. boys B. girls C. both boys and girls D. adult girls 29. What is the meaning reected in this comic strip? A. It assumes that all the girls have difculty with Math B. It assumes that some girls have difculty with Math C. It assumes that only girls who are studying have difculty with Math D. It assumes that boys and girls have difculty with Math 30. When you are asked to dene the weight of an object in terms of the number that appears when that object is placed on a weighing scale, you are actually dening the term _______ A. Operationally B. Technically C. Lexically D. Contextually
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Directions: Here are lines from the poem “Three Words of Strength.” Read the poem carefully and answer the questions that follow. Put thou the shadow from thy brow, No night but hath its morn. Know this: God rules the host of heaven, The inhabitants of earth. Not love alone for one. But man, as man thy brothers call, And scatter like a circling sun, Thy charities on all. 31. What is the underlying theme of the poem? A. God loves everyone. B. God loves those who are suffering. C. God loves those who help themselves. D. God loves those who know how to love in return. 32. What elements in the poem helped you in determining its theme? A. Each stanza has a meaning that relates to each other. B. Persona in the poem speaks about the message. C. Rhyme and rhythm add to the culmination of the theme. D. Symbolism in the poem relates with each other to create a unied theme. Directions: Read one of the entries in “Anne Frank’s Diary,” then, be able to determine the literary device present in one of her journal entries. Tuesday, 7th March, 1944 Dear Kitty, I don’t think of all the misery, but of the beauty that still remains. This is one of the things that Mummy and I are so entirely different about. Her counsel when one feels melancholy is: “Think of all the misery in the world and be thankful you are not sharing in it!” My advice is: “Go outside, to the elds, enjoy nature and the sunshine, go out and try to recapture happiness in yourself and in God. Think of all the beauty that’s still left in and around you and be happy!” I don’t see how Mummy’s idea can be right, because then how are you supposed to behave if you go through the misery yourself? Then you are lost. On the contrary, I’ve found that there is always some beauty left – in nature, sunshine, freedom, in yourself; these can all help you. Look at these things, then you nd yourself again, and God, and then you regain your balance. And whoever is happy will make others happy, too. He who has courage and faith will never perish in misery! Yours, Anne 114
33. After reading the diary entry, what feeling or mood is conveyed by the author? A. Optimism B. Bitterness C. Pessimism D. Determination 34. How does the author send the message to her readers? A. By citing philosophical context in presenting her ideas B. By sharing her personal belief and comparing it with another C. By giving examples of other people’s experiences D. By opposing the views of other people The author, Anne Frank, was a 13-year-old Jewish girl who chronicled her experiences in a secret attic during the Second World War. She’s a Jew who was among those hunted by the Nazi during the Holocaust – systematic killing of about six million Jews. The diary was found by friends and given to her father after her death in a concentration camp. 35. Given this information about the author and based on the author’s diary entry, what do you think is the author’s purpose in writing her diary? A. To strengthen her faith in God and to unify her family B. To communicate her thoughts with friends, family, and the government C. To keep her occupied during the times that she and her family were hiding D. To share her thoughts and feelings about the strength of the human spirit and God’s goodness 36. “Animals have emotions and personalities.” How would you show politeness even though you disagree on the issue? A. ”You’re wrong!” B. “I respect you for that, but I do not agree with you.” C. “You talk nonsense.” D. “That is outrageous!” 37. Do not compare yourself to others for there will always be lesser and greater persons than you are - Desiderata. Take your stand and afrm with the statement. A. “That’s absolutely correct!” B. “I respect you for that, but…” C. “No doubt about it” D. Both A and C 38-41. Arrange the steps on how we plan and draft a speech. A. Identify your audience. B. Consider how to grab your listeners’ attention. C. Find support for your position. D. Clarify your position. E. Decide how to present your arguments. Directions: (42-50) Compose an argumentative essay employing different techniques (e.g., analogy, comparison and contrast, denition and analysis)
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Module 2 LESSON 1 ______________________________________________________________ Finding Common Grounds YOUR JOURNEY Have you had conicts with others? How did you feel about it? What did you do? There must have been times when you jump into a solution without knowing and analyzing the cause of misunderstanding we have with others. Searching for signals which may be subtle is a way of recognizing the root of the conicts and disagreements. “I think in most relationships that have problems, there’s fault on both sides. And in order for it to work, there has to be some common ground that’s shared. And it’s not just one person making amends.” - Steve Carell
YOUR OBJECTIVES For you to follow the path of your journey, you have to: •
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assess the effectiveness of the ideas presented in the material viewed, taking into account its purpose switch from one listening strategy to another to extract meaning from the listening text
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transcode information from linear to non-linear texts and vice versa
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explain illustrations from linear to non-linear texts and vice versa
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give technical and operational denitions
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express appreciation for sensory images used
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observe correct grammar in making denitions
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employ appropriate pitch, stress, juncture, intonation, in oral delivery
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identify parts and features of argumentative essays
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formulate claims of fact, policy, and value
Be reminded that at the end of the module, you are expected to deliver an argumentative speech emphasizing how to resolve conicts among individuals or groups. Your nal output in this lesson is to present a news report.
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YOUR INITIAL TASKS Task 1 WHAT YOU SEE IS WHAT YOU GET! Observe the picture below and identify details that symbolize the things to consider in resolving conicts. Do you think the persons in the picture are trying to make amends to resolve a conict? Discuss with a partner.
Task 2 PREDICT AND EXPECT A. You will listen to a song entitled “Common Ground” by Kodaline. Predict words or phrases that you expect to hear from the song through its title. Write your answer in the box. Do this in your notebook.
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B. Listen to the song, then check the words or phrases you listed.
COMMON GROUND by Kodaline
It's easy to win, It's harder to lose To admit that you're wrong When you've got something to prove. You said it was easy I tell you they are wrong. So get busy learning, are you already gone? People will tell you What you want to hear But the people who know you well Can make it all clear. Life isn’t easy, You got to be strong. So get busy learning, Are you already gone? And all will be forgotten And we all fall apart, Yeah all will be forgotten But the common ground, It’s a good place to start. Sure all will be forgotten, Yeah we will all be forgotten, fall apart. We will all be forgotten, But common ground, Is a good place to start. Common ground is a good place to start.
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C. Pencil In While listening to the song for the second time, sketch in the box an object you visualize in the song. Explain and discuss with a partner afterwards.
D. What’s in the song? Analyze and answer.
QUESTIONS
ANSWERS
1. What is the song all about? 2. How did you feel while listening to the song? 3. What advice is given in the song? Do you agree with it? Why/Why not? 4. Would you follow the advice given? Why or why not? 5. Explain what is emphasized in the song.
Task 3 READ ME The family is the smallest unit of` society and it is everything. Yet there is no such thing as a “perfect family.” Can you recall one unforgettable misunderstanding that happened in your family? How did your family cope with the tension it caused? Read the text about the causes of conicts in a family.
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4 Causes of Family Conict by K. Lee Banks
Family harmony provides a sense of belonging and a feeling of security unlike many other types of relationships. When conict arises, it threatens that security. Whether the disharmony initiates from within the family unit or from external sources, individual family members and the family as a whole can experience a range of negative emotions and consequences. Unresolved conict may irreparably damage a marriage and the entire family, if family members do not seek help. One major source of family conict is within the area of nances-specically, the lack of enough money to pay bills, maintain the mortgage or rent, buy sufcient food and other necessities and have any remaining money for recreation, job or career may contribute to conict within a family. If a parent’s job keeps him/her away from home most of the time, the spouse at home with the children often feels neglected or overwhelmed. Conversely, if the parent becomes unemployed, this causes its own form of stress and conict, as nances dwindle and uncertainty sets in about the future. Another cause of family conict is the inevitable rivalry that occurs between siblings. Children typically seek their parents’ attention and approval, even if this requires tattling on, or sometimes causing harm to a sibling. Whether a child expresses jealousy of a sibling, competes with him/her or teases him/her non-stop, it is destined to cause conict. Each child deserves an equal amount of parental love and acceptance, yet sometimes a parent may favor one child over another. This merely intensies the conict. While mutual agreement on the subject of child discipline is crucial, the lack of consensus opens up another potential area for family conict. If one parent acts as the “disciplinarian,” the other parent typically becomes the “consoler” to whom the children turn - this often pits one parent against the other. Jokes and movies abound regarding conict with in-laws (especially mothers-in-law); however, when you actually become involved in disagreements with your in-laws or extended family, it is no laughing matter. While it is preferable to respect your elders-parents and grandparents on both sides equally-this can prove to be challenging. If relatives routinely interfere in your family’s decisions and lifestyle, conict frequently results.
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