At 47...

I realize these:

Life is a matter of choice.

In every aspect

we've got to know,

to examine (sometimes none of this),

to weigh things (sometimes by impulse)

and pick.

Then later on

after sometime,

after exerting all the efforts,

after giving what we're capable of giving,

after draining our energy

we'd see

he/she/it/they is/are not all worth it.

At 47...

I learned

after all and each thing I've done,

after each sacrifice,

after each compromise,

after each and every life's slice

It's me, none other than me

who is responsible

of my doing,

of my crying,

of my laughing,

of my being.

Life is a matter of purpose.

In every choice I make

there's a reason,

there are factors to consider,

there are results to deal with.

This point motivates me

to wake up every day,

to take on each task,

to confront each difficulty,

to squeeze my brain,

for the resolution of each hitch.

Thus, I thank God that

I underwent

choosing,

hardships,

frustrations,

defeat.

I thank God that

I still have this chance

to gather each piece,

to reflect, and

to put things together.

I thank God for

His provision of choices,

of consequences, and

of cognizance.

Above all,

I thank God my Father for

giving me choices,

making me see each consequence,

letting me know that my life has a purpose

and I'm blessed

at 47.

Haiku on Trees by Grade 11 Bejamin

I discussed Haiku writing in my 21st Century Literature class. When I presented the topic before my students, varied reactions surfaced and I didn't detect an indication of excitement among them. Nevertheless, I proceeded by presenting examples of what I wrote previously. Then, got to make them see the structure and the content. As I was assured of their understanding of the ideas presented I pointed out a subject for Haiku writing - the towering Talisay tree standing right in the vicinity. First I asked them questions on the benefits of the tree and told them to focus on which they think is the most significant. Then, I let them describe the tree as they see it and come up with figurative or poetic versions of those words. Editing and revisions came afterwards. After 15 minutes or so, these they came up with as I wrote on the board.

Unit Plan for Second Quarter A.Y. 2019-20

CONTENT STANDARD:

The learner demonstrates understanding of how world literatures and other text types serve as  vehicles of expressing and resolving conflicts among individuals or groups; also how to use strategies in critical reading, listening, and viewing, and affirmation and negation markers  to deliver impromptu and extemporaneous speeches.

Topics:

A.    Literature: Odyssey (Movie)           

Viewing: 10 Hardest Choices Ever

Grammar: Understanding Word Order in Sentences, both Affirmative and Negative

            Writing: Opinion Essay (Lecture 

            on Question Types for an Essay

            Writing Activity)

             Speaking: Giving an Opinion on

             the movie viewed

    

B.     Literature: “Hamlet” by William Shakespeare

     Grammar: Adverbs of

      Affirmation and Negation

     Speaking: Speaking Distinctly

     Viewing:  I’m Not Your Asian

      Stereotype by Canwen Xu

      Writing: Organizing an

      Opinion Essay (Comparison 

      and Contrast technique)

                    

C.     Literature: My Father Goes to Court by Carlos Bulosan

Speaking: Identifying the devices that hold attention

Viewing: The Agony of Trying to Unsubscribe by James Veitch

Writing:  Composing an Opinion Essay (Description/Explanation technique)

PERFORMANCE STANDARD:

The learner proficiently delivers an argumentative speech emphasizing how to resolve conflicts among individuals or groups.

UNDERSTANDING:

Enduring Understanding:

Understanding of world literatures will lead a person to appreciating diversity in cultures and values and to realizing the literatures’ influence to his/her very own personality and conviction, thus giving him/her a better understanding of not only himself/herself but of others as well.

Essential Question:

1. How do you understand tolerance?

2. How is tolerance related to diversity?

2. How do you resolve interpersonal conflicts?

COMPETENCIES:

from the K to12Curriculum Guide as of May, 2016

Learners should be able to demonstrate understanding by: 

Listening

-          Determine unsupported generalizations and exaggerations (EN010LC-IIh-15.3)

Oral Language and Fluency

-          Make and deliver impromptu and   extemporaneous speeches with ease and confidence (EN10F-IIi-1.15).

Vocabulary Development

-          Give technical and operational definitions (EN10V-IIg13.9).

Reading Comprehension

-          Read closely to get explicitly and implicitly stated information (EN10RC-IIg-13.1).

Writing and Composition

-          Compose an argumentative essay (EN10WC-IIh-13).

Grammar Awareness

-          Use words and expressions that affirm or negate (EN10G-IIg-28).

Viewing Comprehension

-          Use previous experiences as scaffold to the message conveyed by a material viewed (EN10VC-IIg-27).

Literature

-          Evaluate literature as a vehicle of expressing and resolving conflicts between and among individuals or groups (EN10LT-IIi-19).

ASSESSMENT EVIDENCES:

Formative:

      Build Me Up

      Pics and Deeds

      What's Wrong?

      Which is Which?

      Finding Points

      Exit Slip

      Jigsaw Reading

      Small Group Activity

      Trade-off

      Debattles

      Draw Lots

      Color Up

Summative:

            Group

      Idea Spinner

      Round Table Discussion

Individual

      Essays/Response Journals

                         Extemporaneous Speech

TRANSFER GOAL:

Students on their own will be able to utilize negation and affirmation markers in composing and delivering their argumentative speech before the audience.

TRANSFER TASK:

Senate Bill 1271, commonly known as the SOGIE bill has been drawing varied reactions from people of different genders. This has even brought arguments and fights between supporters and non supporters. Others express their support without really knowing its content. You are representatives of the Local Youth Development Council, who advocate  peace and understanding among youth in the community. You are tasked to present a round table discussion on the content of the said bill. Your presentation aims at providing the young people of Taytay the knowledge and eventually understanding of the bill’s content. You are encouraged to communicate your opinion of the matter discussed. Your audience’s complete comprehension of the topic depends on the amount of facts and situational examples that you are going to provide during the discussion. Mind your grammar, organization of ideas and delivery as these primarily will affect your audience’s complete comprehension of the topic to be dealt with.

RUBRIC CRITERIA:

• TRANSFER TASK STANDARDS

RELATED TO UNDERSTANDING

Content

Interaction

• TRANSFER TASK STANDARDS

RELATED TO KNOWLEDGE/SKILL:

Organization

Grammar

Group

Comprehensibility

Delivery

DESCRIPTION OF STANDARD AT

SATISFACTORY LEVEL

Content

Ideas presented in the speech/discussion are based on facts and the examples given are realistic.

Interaction

The presentation provides everyone in the group the opportunity to ask relevant and interesting questions while giving others the chance to speak and ask questions, too.

Organization

Components of an ideal speech are easily identifiable and transitions among ideas in the speech/discussion are smooth, thus, making it easy to understand.

  

Grammar

The speakers consistently pay attention to the conventions of public speaking. Words are specific and exact. Appropriate grammar points are observed.

Delivery and Comprehensibility

The ideas have been delivered in a manner that they are clearly heard and understood. Appropriate gestures and tone variation were demonstrated, thus capturing the attention of the audience and making them fully grasp the message and understood the bill eventually.

EXPLORE –

EQ:

1. How do you understand tolerance?

2. How is tolerance related to diversity?

3. How do you resolve interpersonal conflicts?

Activity #1: Viewing: 10 Hardest Choices Ever

Processing Questions:

1. What result did you get? What does it say about your personality?
2. Do you agree or disagree with that result? Why?

Activity #2: Opinion Essay (Lecture on Question Types for an Opinion Essay Writing Activity)

Activity #4: Viewing: Odyssey

Activity #7: BUILD ME UP

Directions: Students will be directed to make sentences out of the jumbled words. The sentences are in two categories- Set A, affirmative and Set B, negative.

Sentences:

Affirmative

1. Odysseus claimed himself to have been the key in their winning the battle.
2. Poseidon cursed Odysseus to suffer in his journey back home.
3. Telemachus has the searching eyes of his father.
4. Due to depression, Anticlea committed suicide.
5. Hermes let Odysseus eat Moly for the latter to be safe from Circe’s spell.

Negative

1. Calypso wasn’t happy about Hermes’s visit.
2. Penelope and Anticlea were not content of waiting for Odysseus’ return.
3. The suitors do not genuinely care for Penelope.
4. Circe would not accept the fact that Odysseus still loved his wife.
5. Man will not be man without gods.

Processing Questions:

1. Which sentences are affirmative? Negative? 
2. What expression sets an affirmative sentence different from a negative sentence?
3. How were negative sentences formulated? Go back to set B and see each structure.

Activity #10: Viewing: I Am Not Your Asian Stereotype by Canwen Xu

Questions:

1. What idea is presented in the speech?
2. What is the speaker’s opinion of racism?
3. How did she present her opinion? What technique did she use?
4. Did she make an effective introduction and conclusion of her speech? What made you say that?
5. Who among you here has undergone the same experience? How did you deal with the situation?
6. Did you find Canwen’s opinion agreeable? Why or why not?

Activity #14: Listening: Predation

1. What is the lecture about?
2. What points were presented about predation?
3. What reasons were provided by the speaker to prove her points?
4. What made you understand the content of the audio material?

Activity #18: PICS and DEEDS

Directions: The teacher will stick pictures of the characters on the board. Then, the students will write actions or events involving the character. Actions indicated will be validated afterwards.

Activity #21: WHAT’S WRONG?

Directions: Read the following sentences and tell what’s wrong with each of them.

1. Queen Gertrude doesn’t barely understand the feelings of her son.
2. Hamlet cannot never change her mother’s mind about Claudius.
3. Ophelia was not unaware of her father’s plan about Hamlet.
4. Polonius did not ask no one’s help for the realization of his spying activity.
5. The evidence against Claudius was hardly inevident.

Activity #26: Viewing: The Agony of Trying to Unsubscribe

Questions:

1. What topic is discussed by the speaker?
2. What does he say about such experience? What words did he use to describe the situation? his feelings?
3. What explanations did he provide to make you understand his ideas?
4. What did you learn from his speech?
5. Was he able to hold his audience’s attention? Why?
6. What technique did he use in the presentation of his speech?

Activity #29: Would you rather… Why?

Processing Questions:

1. What do choices in the first column imply? What about in the second column?
2. What do your responses suggest about you?
3. What if all that you have now will suddenly be gone? What would you do?

Activity #31: WHICH IS WHICH?

Directions: Students will be asked to match the situation that explains the description given.

FIRM UP:

EQ:

1. How do you understand tolerance?

2. How is tolerance related to diversity?

3. How do you resolve interpersonal conflicts?

Activity #3: DRAW LOTS: Checkup exercise (with music and timer)

Directions: Students will be grouped and a representative will draw a piece of paper from a bowl. Each paper contains meaningful questions. Then, each question drawn will be answered. They can expand and justify their explanation by giving examples related to their experiences. The point earned for a satisfactory explanation will be recorded to be counted as plus point for the written quiz.

 Questions:

1. Do you agree or disagree with the statement: It is more important to keep your old friends than it is to make new friends.

2. What are the characteristics of a good teacher?

3. In any relationship, some people choose to always tell the truth. Others don't. Which do you think is better? Give reasons and details to explain your answer.

4. Do you agree or disagree with the following statement: A teacher's ability to relate well with students is more important than excellent knowledge of the subject being taught.

5. Had you been given the opportunity to be president of the country for a day, which bill between the Sogie and the no homework policy would you ratify first? Why?

6. What are the characteristics of a good vlogger?

7. If you could be in two places at the same time, where would you be?

8. Most young people prefer to have a mobile phone of their own. A few others prefer to have a laptop. Which do you prefer? Give reasons and details to explain your answer.

Activity #8: DRILL

Directions: Make the following sentences negative by inserting the expression NOT where it’s needed. Change the verb form if necessary.

1. Witnessing the suitors’ abusive behavior, Euryclea broke into rage.
2. Charybdis created a whirlpool in one breath.
3. Menelaus provided Telemachus a negative news about the latter’s father.
4. Athena was aware of Odysseus’ character.
5. Melantho could keep her mouth shut of her mistress’s activity at night.
6. Calypso had let Odysseus leave her island.
7. Teiresias let Odysseus know of the next adventure.
8. Polyphemus knew the real identity of Odysseus.
9. Poseidon wanted Odysseus to understand that “Man without gods is nothing.”
10. “Guests leave when asked.” said Euryclea.

Activity #11 : Lecture: Comparison and Contrast Type of Question

A.    Directions: Read the following sentences and tell what ideas are presented in each. Then, identify the expression used to indicate similarities and differences.

1. I eat pasta with chopsticks. I’m addicted to orange chicken, and my childhood hero was Yao Ming. But having grown up in North Dakota, South Dakota, and Idaho, all states with incredible little racial diversity, it was difficult to reconcile my so-called exotic Chinese heritage with my mainstream American self.
2. And I thought that being Asian was the only special thing about me. These effects were emphasized by the places where I lived. Don’t get me wrong. Only a small percentage of people were actually racist, or, even borderline racist, but the vast majority were just a little bit clueless.
3. Not racist can sound like, “I’m white and you’re not”. Racist can sound like, “I’m white, you’re not, and that makes me better than you.” But clueless sounds like, “I’m white, you’re not, and I don’t know how to deal with that.”
4. By then, they usually have just given up and wonder to themselves why I’m not one of the cool Asians like Jeremy Lin or Jackie Chan, or they skip the needless banter and go straight for the, “Where is your family from?” So, just an FYI for all of you out there, that is the safest strategy. But, as amusing as these interactions were, oftentimes they made me want to reject my own culture, because I thought it helped me conform.
5. The more I rejected my Chinese identity, the more popular I became. My peers liked me more, because I was more similar to them.
6. I became more confident, because I knew I was more similar to them. But as I became more Americanized, I also began to lose bits and pieces of myself, parts of me that I can never get back, and no matter how much I tried to pretend that I was the same as my American classmates, I wasn’t.
7. But does that mean for us, Asian Americans? It means that we are not quite similar enough to be accepted, but we aren’t different enough to be loathed.

A.    Comparison and Contrast Technique

Structure:

Par. 1: Introduction

Par. 2: Advantages and disadvantages of position A

Par. 3: Advantages and disadvantages of position B

Par. 4: Your preference

Par. 5: Conclusion

Activity #12: Finding Points

Directions: Work as a group and find the following in the speech listened to.

1. Introduction
2. Position A, advantages and disadvantages
3. Position B, advantages and disadvantages
4. Her preference
5. conclusion

Activity #15:  Lecture: Improving Pronunciation by Speaking Distinctly (Skill Builders for English Proficiency, pages 47-48)

Activity #19: Class Discussion

Questions:

1. Why did Hamlet come home?
2. What did he discover concerning his father’s death? How did he discover such?
3. How is Hamlet’s relationship with his mother? Why does he feel that way towards her?
4. How did Claudius react to Hamlet’s accusation? What did he do to protect himself?
5. Who is Polonius? How did he affect Hamlet’s life?
6. How did Hamlet validate Claudius’s crime? How did he realize his revenge?
7. Was diversity in beliefs and principles reflected in the play? How about tolerance? Who demonstrated such?
8. If you were Hamlet, what would you have done after realizing that your mother has been involved in the murder of your own father? that your uncle has plotted to murder you?
9. What are your insights of the play?

   

Activity #22: Drill on “Avoiding Double Negatives to Clarify Meaning” (Skill Builders, pages 194-198).

Activity #23 : Lecture: Adverbs of Affirmation and Negation

Affirmation

really, clearly, exactly, truly, doubtlessly, obviously, certainly, very, surely, definitely

Negation

almost, never, rarely, invalidly, not, contradictorily, no, scarcely, hardly, no longer

Activity #24: EXIT SLIP

Complete the following sentences:

Today, I learned about ______________________. I clearly understand _____________________ but I am confused of _______________ because ________________.

Activity #27: Lecture: Identifying the Devices Used to Attract and Hold the Listener’s Attention (The Global Village, pages 152-154)

Activity #28: PRACTICE: Letting the students do the items presented on pages 153-154 of the book.

Activity #30: JIGSAW READING : My Father Goes to Court by Carlos Bulosan

Directions: Students will be grouped into three and each shall be provided copies of each page containing part of the story. The learners will be given 20 minutes to:

1. Read the page given to them;
2. Prepare to act out before the class the content of the page;
3. Present their part before the class.

Processing Questions:

1. What is the story about?
2. Describe the poor father. What makes him stand out in the story?
3. Describe the rich father. How do you feel about him? Why?
4. How does the poor father’s ways of dealing with life affect his children? What about the rich father’s ways? What happened to his children in the end?
5. Would you rather have a poor father or a rich father? Why?
6. How were diversity and tolerance reflected in the story? Justify your answer.        

Activity #32: Lecture: Composing an Opinion Essay (Description/Explanation technique)

DEEPEN:

EQ:

1. How do you understand tolerance?

2. How is tolerance related to diversity?

3. How do you resolve interpersonal conflicts?

Activity #5: Small Group Activity

Directions: Students will be grouped into five. Then, they will be tasked to formulate 3 questions based on the movie viewed. The questions that they will compose will depend on the question type that they have drawn.

1. Agree or Disagree
2. Preference
3. If or Imaginary Question
4. Description/Explanation
5. Comparison and Contrast

 Activity #6: TRADE-OFF

Directions: Students will discuss the content of the movie viewed by exchanging questions and answers. Students who will be able to give appropriate answers to questions will get 5 points for each question and for those who won’t be able to do so, points will be given to the students who asked the questions. (5 points for every question).

Activity #9: DEBATTLES

Directions: In 60 seconds, express your preference and explain such. Express yourself either in English or in Filipino.

1. Alin ang mas maraming laman, bag ni Dora or bulsa ni Doraemon?

2. Alin ang mas matigas si Bato o ang bato?

3. Sa anong paraan ka mas mabilis sisikat sa talento o sa eskandalo?

4. Aling mata ang mas malupit, mata ng bagyo o mata ng pigsa?

5. Sino ang dehado, si Julia o si Bea?

Processing Questions:

1. Among those who spoke, who expressed himself/herself well? Why?
2. What factors could have affected your communication of your opinion?
3. What do you need to do for you to gain people’s approval or acceptance of your opinion?

                    

Activity #13: Presentation of the Group’s Output in Finding Points Activity

Processing Questions:

1. Was diversity reflected in the speech? Which situations or parts of the speech exhibit such?
2. What about tolerance? Was it indicated in the speech? Which situations reflect such?
3. How did the speaker deal with difficulties? Was she able to overcome such difficulties?
4. What did she learn from those experiences?

Activity #16: Poem Recitation : When the English Tongue We Speak by Harriet Voxland (Skill Builders, page 48)

Activity #17: Interview: Color Up

1. Directions: In 15 minutes, go out and ask 3-5 people who have experienced embarrassment because of mispronunciation.

Questions to be asked:

1. Was there a time that you got embarrassed or laughed at because of mispronunciation?
2. What was the word?
3. How did you respond to embarrassment? What did you do?

2. Presentation of the interview outcome

Processing Questions:

1.      What words are commonly mispronounced by people whom you interviewed?

2.      How did incidents of mispronunciations affect their self-esteem?

3.      What did you learn from the activity?

Activity #20: IDEA SPINNER by group

Instruction: Roll the dice and respond to the following items based on the label of the quadrant drawn.

Quadrant 1- connect (Hamlet’s belief that if he kills Claudius who is in mid-prayer, the latter will get to heaven.)

Quadrant 2 – explain (“When sorrows come, they come not single spies, but in battalions” and “Brevity is the soul of wit”)

Quadrant 3 – summarize (the play in five sentences)

Quadrant 4 – sketch (Hamlet comes upon Claudius in the chapel, kneeling down to pray. He considers killing him then and there, but since Claudius is in mid-prayer, and will therefore go to heaven if he dies, Hamlet decides to wait until Claudius is committing some sin, so that he will go to hell like Hamlet’s father before him.)

Activity #25: RESPONSE JOURNAL #1: Compare and Contrast: Ophelia followed his father but chose to die in grief rather than live and forget her feelings for Hamlet. In our culture, where choosing a boyfriend or a girlfriend is concerned, some children obey their parents, others don't. Compare the advantages of obeying parents with the advantages of following one's own heart in choosing a boyfriend or a girlfriend. Would you follow your parents or yourself? Give reasons for your answer. Your work will be graded based on its content, appropriateness of usage of  the expressions for affirmation and negation as well as the adverbs discussed. Structure matters also. Mind to turn in your work on or before the date and time indicated on Edmodo.

Activity #33: RESPONSE JOURNAL #2: Description/Explanation: Write about an experience at which you or your family underwent financial trouble. Tell what characteristic/s surfaced as you or your family dealt with the difficulty. Cite specific situations that explain such characteris/s. Further, indicate your insights of the event. Your work will be graded based on its content, appropriateness of usage of the expressions for affirmation and negation as well as the adverbs discussed. Structure matters also. Mind to turn in your work on or before the date and time indicated on Edmodo.

            Activity #34: EXTEMPORANEOUS SPEECH: Students will draw a topic or question                    from the box and express their opinion on it.

TRANSFER:

Senate Bill 1271, commonly known as the SOGIE bill has been drawing varied reactions from people of different genders. This has even brought arguments and fights between supporters and non supporters. Others express their support without really knowing its content. You are representatives of the Local Youth Development Council, who advocate peace and understanding among youth in the community. You are tasked to present a round table discussion on the content of the said bill. Your presentation aims at providing the young people of Taytay the knowledge and eventually understanding of the bill’s content. You are encouraged to communicate your opinion of the matter discussed. Your audience’s complete comprehension of the topic depends on the amount of facts and situational examples that you are going to provide during the discussion. Mind your grammar, organization of ideas and delivery as these primarily will affect your audience’s complete comprehension of the topic to be dealt with.

No more.

When I've decided to let go...
I start rummaging my inbox
for probable short messages;
I scroll up and down IM pages
for at least an emoticon;
I read back messages
received days, months and years ago;
I reread every email;
I savor every detail;
I recall every circumstance,
every difficulty, every awkwardness we both felt.
I said
no more...
sweet good mornings,
worth-skipping lunch breaks,
late night messages,
sudden talks,
hard-to-label connection.
no more YOU and ME.
Now, it's just You.
It's just Me.
Now, it's just the memories
of YOU and ME.

s’ or just s after the word Teacher?

 “Teachers Day” or “Teachers’ Day” is never an issue in spoken English. However, as we greet our teachers “Happy Teachers Day” in writing, the manner of presenting the second word becomes a problem. Others basically ask before putting down the word on the page, whereas most don’t care. This seems not worthy as a topic for discussion but we can’t deny the fact that this matter causes petty arguments among students as the event comes and they need to write the words to express their appreciation of their teachers’ efforts. Believe me, even teachers themselves find this confusing.

I was in my ELT 505 class when I heard my professor said, “There’s no need for apostrophe s in the phrase Teachers Day because the day is not of the teachers. It’s for the teachers, a celebration for the teachers.” I believed my professor and started writing Teachers Day thereafter. Why I did so? Because right after our class I checked the internet and found the following pieces of information concerning the matter.

First and foremost, I rechecked the use of apostrophe and found the following. The punctuation is used to indicate:

     1. ownership, like for example in Jenny’s cat, Jem’s bicycle, Laura and Tony’s mansion and others.
    2. contractions, as shown in it’s (it is), they’re (they are), we’ve (we have), etc.
    3.  pluralization of letters as reflected in the expression “mind your p’s and q’s” (www.merriam-webster.com).

Apparently, none of those listed relate to the apostrophe used in teacher’s. I went on looking for an explanation about the use of apostrophe and an article from owl.excelsior.edu provided a kind of test called “of” test whether an apostrophe is needed in a phrase. For instance,

my friend’s DVD                   the DVD of my friend

Beth’s zombie plan               the zombie plan of Beth

The examples given clearly suggest the need for apostrophe in the words friend’s and Beth’s. In Teacher’s Day, we will have day of teachers; however, considering that teachers can’t and don’t own the day, this appears to be incorrect.

Next, to justify the use of apostrophe, others even cited Valentine’s Day as an example.  Both are occasions, yes but they are of different origins. Valentine’s Day is a celebration named after St. Valentine. The holiday pertains to the saint, thus the possessive indication(writingexplained.org).  Teachers Day, on the other hand, is a celebration to honor the teachers. As history indicates, it started in India in 1962. The time when Indian teachers and students asked Dr. Sarvepalli Radhaskrishnan, a great teacher, a philosopher, a scholar, and a politician to allow them to hold a grand celebration of his birthday. He acknowledged their request in a condition that it would be done in respect of all teachers, thus making the event a celebration for teachers (www.fnp.com.). Obviously, the background provided for Valentine’s Day validates the use of apostrophe but indicates the opposite for Teachers Day.  “Apostrophes are not necessary when “for” is implied and not “belonging to” (writingexplained.org).

 “Teachers’ Day”  or “Teachers Day” is employed in articles published either in print or on the web, thus giving me an idea that we can write the phrase in either of the forms. In any case, it’s the greeting and honouring the teachers that matter. We all communicate our heartfelt appreciation of our instructors’ or mentors’ efforts and sacrifices and that act is more significant  than anything else.

However, in my case, I chose to write and will always write the phrase Teachers Day for I am convinced that the celebration is for the teachers. It is neither owned nor named after the teachers.