G9 Simplified Mod.1 Nocomments

INTRODUCTION
This simplified learning module is specially designed for the Grade 9 teachers of Valencia
National High School with students taking up English 9. It is developed from the Learner’s Materials
for English 9 Learners of the Department of Education such that the same materials can be utilized for
students enrolled in the regular K to 12 program, special programs, and the Open High School Program,
and that all activities/tasks can be done individually (especially by OHSP students) or collaboratively
(by pairs, by triads, or by group) to best fit the needs of the students while hitting all the competencies
that needs to be developed at the end of each quarter.
Thus, each quarter module have more or less 40 different tasks which corresponds to the 40-day
period. Each task is designed to be covered for one hour of instructional time. In some cases, there are
short tasks which can be added to cover the one-hour period.
The material also incorporates worksheets to optimize instructional time. These sheets largely
contains exercises and activities, and is basically crafted to complement the lecture sheets. The
worksheets are so constructed such that it would not be difficult for them to submit these separated from
the module itself.
Supplementary materials/strategies are also included and are optionally given to students who
might find the lesson difficult.
The developer does not claim copyright to the borrowed materials and text (i.e. songs, stories,
poems, pictures, photos, brand names, trademarks, and the like) used in this module as these are merely
revised and improved from the English 9 (A Journey to Anglo-American Literature) English Learner’s
Material approved and published by the Department of Education, a textbook is distributed nationwide,
in the hopes of responding to students’ needs and coping with the time constraints; thereby, maximizing
instructional time.
It is hoped by the developer that through this simplified learning module, most (if not all) of the
target learning objectives would have been hit, student learning optimized, and teachers’ instructional
management improved.
ISOBEL PERREGGIE JEBELEM H. CAMPOMANES

Valencia National High School, Valencia City, Bukidnon
ii
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THE CONTENT AND PERFORMANCE STANDARDS
OF THE FIRST QUARTER
(K TO 12 BEC CURRICULUM GUIDE)
CONTENT STANDARD
The learner demonstrates understanding of how Anglo-American literature and other text types
serve as a means of enhancing the self; also how to use processing, assessing, summarizing information,
word derivation and formation strategies, appropriate word order, punctuation marks and interjections to
enable him/her to participate actively in a speech choir.
PERFORMANCE STANDARD
The learner actively participates in a speech choir through using effective verbal and non-verbal
strategies based on the following criteria: Focus, Voice, Delivery, Facial Expressions, Body
Movements/Gestures and Audience Contact
EXPECTED PERFORMANCE TASKS
LESSON EXPECTED OUTPUT
1 Recognizing Roles in Life Community Services Brochure

2 Maximizing My Strength Rap Meant for a Hero
3 Leaving a Legacy Mini-debate
4 Coping with Challenges Info-ad
5 Living with a Purpose Poetry Reading
6 Celebrating Self-Worth Script Writing for Speech Choir
SPEECH CHOIR
Reading Comprehension
 Share prior knowledge about a text topic (EN9RC-Ia-b-16);

 Take note of sequence signals or connectors to determine patterns of idea development given in a
text (EN9RC-Ic-13.2);
 Scan sequence signals or connectors to determine patterns of idea development (ENRC-Id-13.2);
 Skim to determine key ideas and author’s purpose (EN9SS-Ie-f-1.5.1);
 Make a connection between the present text and previously read texts (EN9RC-Ig-h-17);
 Identify advance organizers, titles, subtitles, illustrations, etc. given in a text (EN9RC-I-i-18)
Listening Comprehension
 Process information mentioned in the text listened to (EN9LC-Ia-8);

 Perform a task by following instructions (EN9LC-Ia-3.6);
 Infer thoughts, feelings and intentions of the speaker (EN9LC-Ib-6.2);
 Paraphrase the text listened to (EN9LC-3.12);
 Agree or disagree with the ideas of the speaker (EN9LC-Id-8.4);
 Accept or reject ideas mentioned (EN9LC-Id-8.5);
 Make decisions based on what is listened to (EN9LC-Ie-8.6);
 Judge the relevance and worth of ideas presented (EN9LC-If-8.2);
 Draw generalizations and conclusions from the material listened to (EN9LC-Ig-8.7);
 Compare and contrast information listened to (EN9LC-Ih-8.8);
 Summarize information from the text listened to (EN9LC-Ii-3.14);
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Viewing Comprehension
 Infer thoughts, feelings, and intentions in the material viewed (EN9VC-Ia-3.8);

 Provide words or expressions appropriate for a given situation (EN9V-Ib-1);
 Explain how words are derived from names of persons and places (EN9V-Ic-d-15);
 Arrive at meaning of words through word formation (clipping, blending, acronymy,
compounding, folk etymology, etc.) (EN9V-Ie-f-11);
 Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word
or expression (EN9V-Ig-i-12.3);
Vocabulary Development
 Provide words or expressions appropriate for a given situation (EN9V-Ia-b-1);

 Explain how words are derived from names of persons and places (EN9V-Ic-d-15);
 Arrive at meaning of words through word formation (clipping, blending, acronymy,
compounding, folk etymology, etc.) (EN9V-Ie-f-11);
 Note types of context clue (restatement, definition, synonyms, antonyms) used for a given word
or expression (EN9V-g-i-12.3)
Literature
 Analyze literature as a means of discovering the self (EN9LT-Ia-i-14);

 Identify the distinguishing features of notable Anglo-American lyric poetry, songs, poems,
sermons and allegories (EN9LT-Ia-14.1);
 Explain how the elements specific to a selection build its theme (EN9LT-Ib-14.2);
 Explain how the elements specific to a genre contribute to the theme of a particular literary
selection (EN9LT-Ic-2.2);
 Express appreciation for sensory images used (EN9LT-Id-2.2.1);
 Explain the literary devices used (EN9LT-Ie-2.2.2);
 Determine tone, mode, technique, and purpose of the author (EN9LT-If-g-2.2.3);
 Draw similarities and differences of the featured selections in relation to the theme (EN9LT-Ih-
2.3);
 Explain how a selection may be influenced by culture, history, environment, or other factors
(EN9LT-Ii-3)
Writing and Composition
 Distinguish between and among informative, journalistic, and literary writing (EN9WC-Ia-c-8);
 Examine sample texts representative of each type (EN9WC-Id-8.1);
 Compose forms of literary writing (EN9WC-Ie-9);
 Identify types and features of poetry (EN9WC-If-g-9.1);
 Use literary devices and techniques to craft poetic forms (EN9WC-Ih-i-3.6);
Oral Language and Fluency
 Use the appropriate segmentals (sounds of English) and the suprasegmentals or prosodic features
of speech when delivering lines of poetry and prose in a speech choir, jazz chants and raps
(EN9OL-Ia-c-1.15);
 Produce the correct beat and rhythm in delivering jazz chants and raps (EN9F-Ib-c-3.1);
 Use the correct pitch, juncture, stress, intonation, rate of speech, volume and projection when
delivering lines of poetry and prose in dramatic and conventional speech choirs (EN9OL-Id-e-
1.14);
 Use the appropriate gestures (hand, face, and body) (EN9OL-If-g-2.6.2);
 Use the appropriate and effective speech conventions expected of speech choir presentations
(EN9F-Ih-i-3.14)
Grammar
 Use normal and inverted word order in creative writing (EN9G-Ia-i-17);

 Use appropriate punctuation marks and capitalization to convey meaning (EN9G-Ia-i-1.6/1.7);
 Use interjections to convey meaning (EN9G-Ia-i-18).
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TABLE OF CONTENTS
& TARGET COMPETENCIES
COMPETENCY
TASK DESCRIPTION CODE PAGE
1.1 Letter Search Riddle Game EN9V-I 1
1.2 Inspirations 2
1.3 Focus Questions 2
1.4 Image Talk 3
1.5 For Significant Human Experiences 4
(The Seven Ages of Man by William Shakespeare)
1.6 Small Group Differentiated Works (SGDW)
1.6a Reading It the Right Way: Producing Critical Sounds 5
A Short Lecture in Pronunciation: Stress 6
1.6b Reading It the Right Way: Stress and Intonation 7
1.6c Looking for Rhymes 8
1.6d Looking for Rhymes Part 2 – Rhymes in Songs (All Groups) 9
1.6e Onomatopoeia 10
1.6f The Music of Poems 11
1.6g Word Bank 12
1.6h Literary/Poetic Elements Plus 13
1.6i Meaningful Encounters 14
1.7 A Summative Test 15
1.8 On Using Capitalization and Punctuation 17
1.8a A Short History of Punctuation 18
by Polly M. Robertus
1.8b Oral Participation/Group Work/Collaborative Learning 19
1.9 On Using Expression Appropriate to Situations 20
1.10 YOUR FINAL TASK: Community Services Brochure 21
1.10a Lecture Notes/Rubrics for Community Services Brochure 21-22
1.10b Rating Sheet for Organizations 23
1.11 1.11a Say That Again 24
1.11b Paraphrasing 27
1.12 1.12a What Are Words? 28
1.12b Word Builders 30
1.12c Attack Those Words (Kennings) 32
TEXT: The Battle with Grendel from Beowulf (translated by
Burton Raffel)
1.13 View and Understand 36
1.14 Into the Hero 37
1.15 Epic vs. Lyric 38
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COMPETENCY
1.15a Epic vs. Lyric: The Three Types of Poetry 42
1.16 Spot the Signals (Sequence Markers) 43
1.17 Mark the Punctuations: Colon & Semicolon 44
1.17a Mark the Punctuation: Drill 45
A. Identifying Punctuation Marks
B. Exercise/Drill: Colon & Semicolon
C. Writing the Request Letter
1.18 Tips for Reading Literary Texts 48
1.19 Type the Text 49
1.20 Picture Analysis 51
1.21 Pay It Forward 52
1.22 Using Logical Order 53
1.23 What’s In a Word? 56
1.23a The Context Clue 57
1.23b Take It Contextually 58
1.24 The Reader’s Notebook: Characterization 60
Text: Le Morte D’Arthur
1.25 Bite the Dash 61
1.25a Write a Dash 61
1.26 Type the Hype 62
1.26a Let’s Hype 62
1.27 YOUR FINAL TASK: Sharing Other People’s Perspectives 63
(SHOPP)
1.28 Viva Voce! 64
1.29 Constant Recall (Elements of Poetry) 65
1.30 Small Group Differentiated Work 66
Group 1: Words, Words, Words
Group 2: Meaningful Significant Experience
Group 3: Getting Into the Heart of the Matter
Group 4: Message for You (Devices that Create Rhythm)
Group 5: Message for You (Devices that Enhance Meaning)
Group 6: Message for You (Devices that Intensify Mood)
Group 7: Message for You (Other Cognitive Devices)
1.31 Musically Yours 74
1.32 The Best Info-Ad Campaign 75
1.33 A Short Lesson on Contractions 76
1.33a On Using Contractions 76
1.34 Why Not? 77
Song: Do You Know Where You’re Going To by Diana Ross
1.35 Your Text: 78
A Psalm of Life by Henry Wadsworth Longfellow
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COMPETENCY
1.36 Small Group Differentiated Works 79
Group 1. The Opposites
Group 2. I Say…What?
Group 3. I Think…
Group 4. Universal Ideas Contained
Group 5. I Believe…
1.37 Desiderata by Max Ehrmann 82
1.38 Comparing and Contrasting 83
1.39 On Using Quotation Marks 84
1.40 Poetry Reading: A Performance Output 84
1.41 Getting the Most Out of Life 85
1.42 Your Text: 86
If by Rudyard Kipling
1.43 Vocabulary Plus 87
1.44 Small Group Differentiated Works (SGDW) 88
Group 1. Gearing Up
Group 2. Always Do the Positive
Group 3. Firming Up the Value of Self-Worth
1.45 Summarizing 91
1.46 On Using Ellipsis 92
1.47 YOUR FINAL TASK: The Speech Choir Presentation 93
The Speech Choir
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A Simplified Learning Module for Grade 9 First Quarter
You, like others, have important roles to play that make you interested in shaping yourself to
become a healthy and developed young adult. Learning how to recognize and to perform your roles
effectively is a good indicator that you’re a responsible individual using even your past experiences to
make a difference in your life. This can enhance your understanding of the world. Somehow you have
to continue finding out just what it is that fits you. So whatever it is that you do of significance,
willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best.
Concentrate on ways to perform well. You’ll surely feel better if you do.
In this lesson, you will find a poem, an informative article, and tasks/activities that will build
your understanding of the value of recognizing and performing roles in life.
Charting the course of your journey in this lesson, you are expected to:
 perform tasks by following instructions (EN9LC-Ia-3.6)

 infer thoughts, feelings and intentions in the material to view (EN9VC-Ia-3.8)
 provide words or expressions appropriate for a given situation (EN9V-Ia-1)
 analyze literature as a means of discovering the self (EN9LT-Ia-14)
 point out distinguishing features of a poem (EN9LT-Ia-14.1)
 determine the features of informative writing (EN9WC-Ia-8)
 use capitalizations and punctuations correctly (EN9G-Ia-1.6/1.7)
LETTER SEARCH RIDDLE GAME

Read each statement closely, and search for the missing letter as suggested by each statement.
1. I am the first letter of right.
2. You’ll find me in boar but not in bear.
3. I’m in the middle of ceiling.
4. You’ll find me in ore but not in our.
5. I have the sound of the sea.
Put the letters together to come up with the answer to this riddle.
What is it in life that I have to perform?
______________________
English 9 (A Journey Through Anglo‐American Literature) Page 1

INSPIRATIONS
You admire people primarily because of the roles they perform in making a difference not only
in their lives, but also in others’ lives. They inspire you because they have achieved something special
in the field that also interests you.
In order to successfully complete this activity, you need to follow the instructions below to fill
out the diagram below.
1. Recall the name of the person (you know personally or through reading or through watching
a movie) who has been successful in performing an important role in his/her life. Write
his/her name inside the oval.
2. Write at least 10 qualities of this person in the boxes provided for.
FOCUS QUESTIONS
Hopefully, through your understanding of the overriding and underlying concepts about playing
your role in life, you’ll surely be able to answer the FOCUS (Big) Questions. Answering these
questions will surely help you make a difference in your life.
What roles
can I
perform
that will
make a
difference
in my life?

Why is it
important
to recognize
my roles in
life?
How can I
perform my
roles in life
effectively?
IMAGE TALK
Although it is never stated, you as a reader/viewer can infer thoughts, feelings, and intention
based on the details of information presented in the photo/picture or drawing. You can focus on the
lines, angles, colors, or even the shapes of the object/images presented and relate them to real-life
experiences for you to understand their message/meaning.
Look closely at the photo below and talk about/discuss what it communicates to you. Be guided
by the following question: What do you think the drawing wants/intends you to believe?

Summarize your thoughts inside this note:
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FOR SIGNIFICANT HUMAN EXPERIENCES

Reading a poem paves the way to making meaning in life. It allows you to share certain
experiences. Oftentimes, you find you share something more in common with the poem’s content than
you originally thought; this makes the poem meaningful.
Now, find out how the poem The Seven Ages of Man from the comedy As You Like It by William
Shakespeare provides cherished pieces of information about the human condition.
THE SEVEN AGES OF MAN
All the world’s a stage,

And all the men and women merely players;
They have their exits and entrances,
And one man in his time plays many parts
5 His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like a snail
Unwillingly to school. And then the lover,
10 Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier
Full of strange oaths, and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
15 Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
20 Into the lean and slippered pantaloons,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
25 And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

SMALL GROUP DIFFERENTIATED WORKS (SGDW)

NAME/GROUP: SECTION: DATE:
Name of Group Members Present During the Activity Absent
Task 1.6a. Reading It the Right Way (Group 1)
Poetry is a personal type of writing where words flow and carry you along the realms of
beautiful thought. An orchestration of sounds, story, sense, and form drives you to “feel” the life in it.
Some poems are full of words that are fun to say out loud. You can express the meaning of the
words by reading them aloud and you can use your voice to express their meaning.
To be able to express the feelings in a poem, you must also be able to produce sounds correctly
and use appropriate stress to words to convey meaning.
Your group is tasked to demonstrate to your classmates how to produce the following critical
consonant sounds: /s/, /z/, /$/ and /g/. Let us all agree to use the International Phonetic Alphabet (IPA)
symbols only.
A. Producing Critical Sounds
Fill each of the column below with words containing the critical sounds. You may add extra
space/pages if the space provided is not enough. Make sure to underline the letter/letters containing the
sound.
CRITICAL SOUNDS IN “The Seven Ages of Man”
/s/ /z/ /$/ /g/
(e.g. sooth) (33 pts) (e.g. zoo) (20 pts) (e.g. shoe) (6 pts) (e.g. measure) (1 pt)

Pronouncing the letter <s> as /z/ or /iz/
1. When <s> is in between two vowel sounds: music, reason, season, cousin, easy, disease
2. When <se> is after a vowel: use, these, lose, cause, choose, phase, tease
Exceptions: promise, house, hose, mouse, lease
3. Pronunciation of the final <s> in plural words and verbs in the third person depend on the final
consonant sound preceding it. The ending is pronounced /s/ after a voiceless sound, it is
pronounced /z/ after a voiced sound, and is pronounced as /iz/ after a sibilant sound.

A Short Lecture in Pronunciation: Stress
Pronunciation does not only involve knowing the sounds contained in the words. It also involve
prosodic elements like stress and intonation. How we say something is as important as what we say
because:
1. It can change/affect the meaning of a sentence.

2. It can cause misunderstandings.
3. It is as important as your choice of words.
For this lesson, we will focus on word stress. Word stress means putting a greater emphasis on
one syllable of a multisyllabic word. Here are four general rules to keep in mind about word stress as
you practice pronunciation:
1. Stress the first syllable of:
a Most two-syllable nouns
Example: CLImate KNOWledge PROgress PREsent
a Most two-syllable adjectives
Example: FLIPpant SPAcious HANDsome
2. Stress the last syllable of:
a Most two-syllable verbs
Example: reCORD preSENT inCREASE adMIT anNOUNCE
beGIN arRANGE imPRESS deCIDE ofFEND
3. Usually stress the second last syllable of
a Words ending in –TION, -SION, -CIAN
Example: eduCAtion intuItion concenTRAtion demonsTRAtion
perMISsion obSESsion muSIcian techNIcian
Exception: TElevision
a Words ending in –IC
Example: ecoNOmic rea-LIS-tic staTEgic meCHAnic geoGRA-phic
draMAtic pessiMIStic acaDEmic poEtic eLECtric
4. Usually stress the last syllable of
a Words ending in –EE or -OO
Example: kangarOO employEE guarantEE degrEE shampOO
tattOO tabOO
Exception: comMIT-tee COF-fee
Caution: When in doubt, don’t stress at all. It is better to not put stress on a syllable than to
put stress on the wrong syllable


Task 1.6b. Reading It the Right Way (Group 2)
Stress and Intonation
B. Using the Appropriate Stress to Convey Meaning
Fill each column below with words that receive their primary stress (;) in the indicated syllables.
USING APPROPRIATE STRESS IN “The Seven Ages of Man”
st
Stress in 1 syllable Stress in 2nd syllable Stress in the 3rd/last syllable
(e.g. séven) (e.g. oblívion) (e.g. ceremóny)
1. 18. 24.
2. 19. 25.
3. 20.
4. 21.
5. 22.
6. 23.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.


Task 1.6c. Looking for Rhymes (Group 3)
Rhyme gives a poem its musical quality. When the ending sounds of words are repeated, we call
it rhyme. There are two types of rhyme: 1) end rhyme, or rhyme which appear only at the end of the
lines, and 2) internal rhyme, or rhyme which may appear within the line.
For example:
I think that I shall never see

A poem as lovely as a tree. [see – tree]  end rhyme
the crows in boughs throws endless brawls  internal rhyme
Some poems rhyme; others don’t. While The Seven Ages of Man is an example of a blank verse
(poetry with unrhymed iambic pentameter lines) widely used by Shakespeare, it does contain internal
rhyme.
Read the poem once more and spot the words that rhyme.
Determine whether these rhyming words are internal rhyme or end rhyme.
Fill out the table below with the appropriate entries.
RHYMING WORDS IN “The Seven Ages of Man”
END RHYME INTERNAL RHYME

TEACHER’S COMMENTS/REMARKS:


Task 1.6d. Looking for Rhymes Part 2 – Rhymes in Songs (All Groups)
Rhymes are more common in songs. Your task is to listen for at least five sample each of end
and internal rhyming lines that can be found in your favorite songs.
Using an audio/video editing tool, clip these lines.
Produce a video out of these clips. Your output will be graded based on the following rubrics:
AREA EXEMPLARY DEVELOPING PROFICIENT BEGINNING

(5) (4) (3) (2)
Content Information presented Information presented Information presented Too many inaccurate
is accurate is accurate except 1 is accurate except 2 information included
Still images & Video contains still Video contains still Video contains still Still images and clips
video clips images and clips that images and clips that images and clips that used have no bearing
is relevant to the is relevant to the is relevant to the on the presentation
presentation presentation except 1 presentation except 2
Transition & Transitions are Transitions are Transitions are Transitions and
Special Effects smooth and does not smooth and does not smooth and does not special effects used
distract from the distract from the distract from the are either too
presentation presentation except in presentation except in distracting or lacking
1-2 instances 3-5 instances
Subtitling When appropriate, Appropriate text, Appropriate text, Too many text,
text, captions, captions, and captions, and captions and subtitles
subtitles are used subtitles are used subtitles are used are inconsisted
except 1 except 2
Audio Audio is crisp and Audio is crisp and Audio rating is 5/10 Audio is garbled and
clear. It also helps to clear except in 1-3 unclear
enhance the hitches in the audio
understanding of the quality
ideas presented in
the video
Copyright Proper credits are Sources of Credits are given but There are no citations
given to every photo, multimedia are some multimedia or are no references
graphic or sound file identified, but sources are not to copyright
used and permission permission to identified, and information for
for its use by the reproduce is missing permission to photos, graphics, and
owner is documented reproduce is missing music used
Upload your outputs to YouTube or any social media site.


Task 1.6e. Onomatopoeia (Group 4)
Onomatopoeia is a sound device used by poets to suggest actions, movements, and meaning.
Onomatopoeic words are words that suggest sounds and at the same time describe actions being made.
For example:
The hissing of the snake made me shoo it away.
The bubbling brook breaks.
Can you think of more onomatopoeic words?
Your task is to find examples of onomatopoeia in the poem. Picture each word in your mind and
bring each image in focus. Fill out the table below with its appropriate entries. NOTE: Some words
may not necessarily be described.
2: Onomatopoeia (p11)
ONOMATOPOEIA IN “The Seven Ages of Man”
LINE/PHRASE WITH ONOMATOPOEIC WORD DESCRIPTION OF THE ONOMATOPOEIC WORD

*Supplementary Activity (Individual/Oral Participation): Think of an onomatopoeia. No two

onomatopoeic words should be the same. Write the word on one-eight sheet of paper. As soon as the
student is ready he presents his “word” to the class. He loses turn if the word is wrong. If the word is
already taken, then the student must think of another onomatopoeic word.


Task 1.6f. The Music of Poems (Group 5)
Sound devices like onomatopoeia add to the poem’s musical quality. Sound devices commonly
found in poems are alliteration, assonance, and consonance.
Alliteration is the repetition of consonant sounds at the beginning of the words like:
doubting, drearing dreams no mortal

enter dared to dream before.
- Edgar Allan Poe, from The Raven
Assonance is the repetition of vowel sounds within words, like:
along the window sill, lipstick stabs

glittered in their steel shells.
- Rita Dove, from Adolescence III
Consonance is the repetition of consonant sounds within and at the end of the words, like:
Some late visitor entreating entrance at

my chamber door
- Edgar Allan Poe, from The Raven
Fill out the table below with words or lines that could be considered examples of alliteration,
assonance and consonance. You may use an extra page if space is lacking.
SOUND DEVICES IN “The Seven Ages of Man”
SOUND DEVICE SAMPLE LINE(S)
ALLITERATION
ASSONANCE
CONSONANCE


Task 1.6g. Word Bank (Group 6)
A word bank is a collection of words you can use to convey meaning clearly and effectively. Entries in a
word bank are usually encountered and learned through reading a text.
This task is two-fold. First, look for the words which would best fit each description in Table 1. Second,
fill out the table below with some more words that you might have found difficult and have not been taken up yet.
State its contextual meaning. Lastly, use the word in a sensible sentence.
A. Unlocking Difficulties
DESCRIPTION/DEFINITION GIVEN UNLOCKED WORD

1. a lyric poem that tells a story
2. a fat chicken
3. crying
4. promises or pledges to accomplish
5. display unconsciousness or nothingness
6. throwing up or vomiting due to sickness
7. a school bag
8. lower limb, including the leg and the thigh
9. produces a high sharp sound
10. unhappy or sorrowful sound
B. Word Bank Plus
NEW/HEAVY/ CONTEXTUAL DEFINITION SENTENCE

LOADED WORD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.


Task 1.6h. Literary/Poetic Elements Plus
A poem is a meaningful musical expression of significant human experiences where powerful words are
used to signify the beauty and grandeur of life. These powerful words give hue to important messages.
Oftentimes, these messages are subliminal in the words used by the poet through the use of literary elements.
Some literary elements that can be found in the poem are: imagery, repetition, metaphor and simile.
Imagery are evoked by the “persona/speaker” through the words that convey vivid images, clear sounds,
and exact feelings. The descriptions help in making sense of the poem.
Repetition is a central part of poetry that adds to the enjoyment of a poem. Words, phrases, or lines are
repeated to serve a purpose. Poets often make sure their words stay in the reader’s mind.
Metaphor and simile are two most commonly used figures of speech in poem. Both figures of speech
involve comparing two unlike things. However, the simile uses “like” or “as” in its comparison.
Your task is to find these elements in the poem, The Seven Ages of Man by pointing out the lines. You
may use an extra sheet of paper if the space is found lacking.
LITERARY ELEMENTS IN “The Seven Ages of Man”
LITERARY ELEMENT SAMPLE LINE(S)
IMAGERY
REPETITION
METAPHOR
SIMILE

Task 1.6i. Meaningful Encounters (Group 8)
Analyzing literary pieces oftentimes require you to read between the lines for the connotative meaning.
However, these responses should always be supported with details taken from the poem.
Let’s study the poem in depth by answering the questions that follow (column 1). Write your responses
on the second column, with its supporting lines (when necessary). For example:
QUESTION ANSWER
1. Describe the school boy’s attitude He does not want to go to school (Lines 7-9). He
towards school. complains (7: whining) and drags his feet (8-9: creeping
like snail / unwillingly…) to school.
Now, you do the rest. If you need additional space, you may use ONLY the front page of clean sheets of
paper.
QUESTION ANSWER
1. According to the poem, what comprises the
seven ages of man or stages in life? How are
the stages described by the persona?
2. What is compared to the “stage” in the first

two lines? How are the two related?
3. In Lines 13-14, what is compared to

“reputation”?
4. According to the speaker or “persona” in the

poem, what physical and mental changes
take place as a man reaches the sixth and
seventh ages?
5. Do you agree with the persona’s description

of old age? Why?
6. How do the roles of man differ based on the

persona’s description?

A SUMMATIVE TEST
A. Understanding the Seven Ages of Man
All the questions below pertain to the poem The Seven Ages of Man. The number in the parentheses refer
to the line where the concept can be found. Read each question carefully and choose the most appropriate
alternative.
1. The pard is a symbol of _________. (12)

A) humility B) fierceness C) jealousy D) love
2. The poetic device used in the Line 13 is _________.
A) a metaphor B) a simile C) an alliteration D) an irony
3. The soldier seeks his moment of glory
A) through death on the battlefield. C) by rescuing a maiden in distress.
B) through his acts of chivalry. D) by making great promises of valor.
4. Why does the lover sigh like a furnace? (10)
A) It is too hot. B) It is too cold. C) He is angry. D) He is in love.
5. Explain a woeful ballad. (10)
A) a love song B) a happy song C) a song of praise D) a sad song
6. Who is the soldier compared to? (10-15)
A) a lion B) a leopard C) a tiger D) a brave man
7. The patriarch’s belly has been described as _________. (15-16)
A) flat B) round C) bloated D) ripped
8. His eyes have been described as being _________. (17-18)
A) mischievous B) intense C) sparkling D) brooding
9. He has been characterized as being __________. (15-19)
A) stupid B) clever C) opportunist D) pompous
10. To which stage of life does the soldier belong?
A) second stage B) third stage C) fourth stage D) fifth stage
11. The bubble symbolizes __________.
A) delicate life B) sophisticated life C) short life D) transparent life
12. “Cannon’s mouth” means _________.
A) easy situations B) favorable situations C) tough situations D) deadly situations
13. Which figure of speech is used in Line 12?
A) simile B) metaphor C) personification D) hyperbole
14. Which stage is described in Lines 25 to 26?
A) second childishness B) infancy C) maturity D) teenage
15. What does “strange eventful history” refer to?
A) to the life we are going to live C) to the life we want to live
B) to the life we have led so far D) to the life we can never dream of
16. “All the world’s a stage” is an extended metaphor for
A) the life shown in well-known plays C) seeing the well-known plays
B) the life of well-known actors D) life of man that comes to an end
17. “Exits and entrances” refer to
A) birth and death C) beginning and end of play
B) coming and going of actors D) the end of the Shakespearean era
18. The seven roles that a man plays correspond to his
A) chronological age in life C) mental age in life
B) desires D) idea of a perfect life
19. The man appears in this stage as depicted in Lines 20-24.
A) weak and thin B) strong and enthusiastic C) full of life D) meek and submissive
20. According to the poet, a man in his life
A) dies seven times C) performs seven different roles
B) appears seven times on the stage D) lives and dies seven times

B. Identification
________________ 1. This refers to when the speaker puts greater emphasis on one syllable of a
multisyllabic word.
________________ 2. It is the type of rhyme which may appear within the line.
________________ 3. It refers to a sound device used by poets to suggest actions, movements, and
meaning.
________________ 4. It is the repetition of vowels within words.
________________ 5. It is also a sound device where there is repetition of consonant sounds at the
beginning of the words.
________________ 6. It is a term used to refer to a collection of words which you can use to convey
meaning clearly and effectively.
________________ 7. This is a literary device wherein words, phrases or lines are repeated to make sure
that the words stay in the reader’s mind
________________ 8. This figure of speech involve comparing two unlike things without the use of “like”
or “as”
________________ 9. This is a literary device used by the “persona/speaker” through using words that
convey vivid images, clear sounds, and exact feelings.
________________ 10. These sound devices are used by poets to suggest actions, movements and meaning.
C. Vocabulary. Below are the definitions of difficult words which can be found in the poem, The Seven Ages of
Man. Write the corresponding word on the space before each number.
________________ 1. lower limb, including the leg and the thigh

________________ 2. produces a high sharp sound
________________ 3. crying
________________ 4. a lyric poem that tells a story
________________ 5. to display nothingness
________________ 6. sayings
________________ 7. in absence of
________________ 8. became smaller in size
________________ 9. a high-pitched or shrill voice, tone or sound
________________ 10. a school bag
D. Enumeration/Identification: According to Shakespeare, what are the seven ages of man?
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
6. ____________________________
7. ____________________________
E. Bonus Question: What is the full name of your English Teacher?
____________________________________________________

ON USING CAPITALIZATION AND PUNCTUATION MARKS

Punctuation marks help you find the sensible meaning of what you’re reading. Clarity of expressions in
poetry or prose composition exists if the sentences are appropriately punctuated and the words are properly
capitalized.
Consider this sample informative article about punctuation.
A SHORT HISTORY OF PUNCTUATION

by Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .
TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF. A .
PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY .
ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS .
THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER
*Hint: Try reading from right to left
The educational reforms of Charlemagne led to the invention of lowercase letters which could be written
and read much faster. Phrases and sentence endings were indicated either by ... or by a slash (/).
As time went on writers looked for more ways to clarify meaning/In medieval music notation they found
a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at
the end of a question? Our question mark came directly from medieval music notation. When a long sentence
broke in the middle > they put a new mark that became our semi colon and colon. The hyphen appeared as two
lines (=) instead of one.
Around A.D. 1500 the indented paragraph appeared, as did the comma and period as we know them.
Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time,
people were commonly reading silently, and punctuation came to depend more on grammatical groups than breath
groups. (Parentheses and dashes appeared with the advent of printing.)
By the end of the seventeenth century, our punctuation system was in place for the most part, though
sometimes details varied. Just think, though: After only a few lessons in school—and with lots of practice reading
and writing—you can boast that you’ve mastered a system that took westerners many centuries to develop.


A SHORT HISTORY OF PUNCTUATION
LINE TEXT FREQUENCY

OF ERRORS
1 EARLYGREEKSHADHARDLYANYPUNCTUATION
2 FONOITCERIDEHTDEGNAHCNEVEDNA*
3 THEIRWRITINGATTHEENDOFEACHLINELATER
4 GNITIRWFOYAWAOTDEGNAHCYEHT*
5 THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
6 WHEREANEWPARAGRAPHBEGANBYUNDERLINING
7 THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
8 ARISTOPHANES.INVERTEDMARKSTOSHOW.WHERE
9 THEREADERSSHOULDTAKEBREATH:
10 THE.ROMANS.MADE.WRITING.MUCH.EASIER .
11 TO.READ.BY.PUTTING.DOTS.BETWEEN.WORDS .
12 AND.BY.MOVING.THE.FIRST.LETTER.OF.A .
13 PARAGRAPH.INTO.THE.LEFT.MARGIN:THEY.
14 ADAPTED.SOME.OF.THE.GREEK.MARKS.SUCH.AS.
15 THE.COLON.MARK.TO.INDICATE.PHRASE.ENDINGS:
16 INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
17 BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
18 ANDWRITEBUTWRITERSKEPTASPACEATTHEENDOF
19 ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
20 EVENTUALLY WORDS WERESEPERATED AGAIN AND
21 NEW SENTENCES BEGAN WITH A LARGER LETTER
Total Number of Errors

COMPUTATION OF SCORE (Total Number of Words – Frequency of Errors)
Total Number of Words 150
MINUS: Total Number of Errors
*HINT: Try reading from right to left TOTAL SCORE


Task 1.8b. Oral Participation/Group Work/Collaborative Learning
1. What is the article about?
2. What punctuation marks are described in the article?
3. What problems in writing and reading are caused by improper use of capitalization and
punctuation marks?
4. Are these problems encountered even in today’s world? Cite a situation/event.
5. How do we solve such problems?


ON USING EXPRESSIONS APPROPRIATE TO SITUATIONS

There are many ways of expressing agreement or disagreement. Special words/expressions that
clearly indicate the intention and their appropriateness to the situation. These words/expressions can be
formal or informal but the situation dictates their specific functions.
Read the mini dialogues and spot the presence of words/expressions indicating agreement or
disagreement. Write these in the second column. In the third column, indicate whether the speaker
agrees or disagrees.
DIALOGUE WORDS/PHRASES INDICATING
AGREEMENT/DISAGREEMENT
1 Angelo: You’re the only person who knows what
really happened.
Malee: That’s not quite true. Sam was there, too.
2 May: Hey, that’s right. I remember he solved the
problem for us.
Joe: That’s good to know. We’ll give him a call.
3 Erick: We can play the game now.
Andrei: Okay, but I’m not good at it.
4 Bam: That’s what they say!
Rom: No, seriously. I don’t play very well at all.
5 Connie: Do come. Can you stay for lunch?
Vangie: I’m afraid not. We have to go somewhere.
6 Rina: Will you have lunch with me?
Vangie: That would be nice. Thank you.
7 Millette: There’s something I have to tell you.
Mila: Can’t it wait?
Millette: Not really. It’s pretty important.
8 Nina: Let’s go grab something to eat.
Tia: No, thanks. I just ate at Jaya’s house.
9 Dina: I think Pres. Duterte will not be able to
eradicate the problem in six months.
Ana: Oh, I beg to differ. You see, even in the first
week of his presidency the numbers of drug users
and dealers turning themselves over to the
government has been phenomenal. I say that
what he says is doable.
10 Marco: Do you believe that the federalism is the best
form of government for a country like the
Philippines?
Monina: Yes, I do. Federalism would work best for a
country like ours which has an archipelagic
geography.
11 Lucille: Should I memorize it all?
Annie: No, just listen carefully.
12 Sonny: Okay, I guess I’m ready.
Leif: Good. Now, concentrate.
13 Eugenia: I heard you are going to Europe next week.
Lester: Yes, that was the plan. But my father
wouldn’t allow it.

COMMUNITY SERVICES BROCHURE

The Community Services Brochure is your major output for this lesson. This brochure specifically
informs the public of the services available in your community. As a form of informative writing, the brochure
should present factual information and details about any club, organization, center or key persons offering
services in your barangay/community which you would like to feature. Other forms of informative writing
include letters, reports, speeches, review and instruction pamphlet.
The criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity and
Language Mechanics. Here are some ideas which might help you in the preparation and presentation of a
Community Services Brochure. Keep these points in mind as you go through the process.
Planning Stage
Meet with your group and plan for the preparation of the brochure where the following points should be
covered:
 Assign a specific role to each member, e.g. leader, researcher, illustrator, compiler, layout artist, writer,
interviewer, editor, concept artist, presenter.
 Clarify the functions of each member.
 Clarify the main requirements of the brochure which are the topic, purpose, and audience.
 Identify the topic of the brochure.
 Clarify the purpose of the brochure. Answer these questions: Who will be interested in reading the
brochure? Who needs it?
 Identify the key persons, clubs, organizations, centers, and the services that will be highlighted in the
brochure.
Gathering Information
Before you gather information, be sure that you have secured a letter of permission to conduct an
interview with the key persons, organization or club you planned to feature.
 Look for the key persons, clubs, centers, and organizations in the barangay that offer services that make a
difference.
 Prepare questions (interview schedule) and put them in a logical order.
 Call or visit and interview at least three (3) people to learn more about their services.
 Make a list of their accomplishments/achievements and specialization.
 Find out what they consider important to their success.
 Collect photos, drawings, illustrations, or videos (if possible) showing ordinary people making a
difference by performing their roles in life willingly and graciously.
Drafting
 Consolidate the information you have gathered, and choose what will be used in your brochure.
 Use few, simple, short, catchy but meaningful sentences and captions
 Think of the order you will use to organize the factual information.
 Point out the help, support, and benefits the organization, club, or key persons receive as well as the
specialization or services they offer.
 Explain the significance of the services to the target readers.
 Through speaking and writing, report the services and needs of the organization.
 Use photos and charts in the presentation.
Writing and Presenting
 Ask other schoolmates to read and evaluate your brochure

 Ask for comments and suggestions
 Look over the first draft and rewrite it.
 Polish your draft incorporating the suggestions made by your evaluators
 Do the finishing touches and present your Community Services Brochure.


You will be graded according to the following rubric:

RUBRIC FOR COMMUNITY SERVICES BROCHURE
Expert Proficient Developing Basic Beginning
CRITERIA
5 4 3 2 1
Focus Information included Most of the Some of the Too many irrelevant No relevant
are relevant to the information are information are information included information can
objectives of the relevant except for relevant but with in the brochure be gleaned from
brochure one or two noticeable irrelevant the brochure
information
Content Has all of the required Has all of the required Has most of the Has little of the
information (see information (see required information required information
checklist)and some checklist)
additional information
Organization Information is well- Information is well- Information is Information is
organized and organized and coherent but not very confusing to the
coherent coherent except 1 organized reader
Support Well-supported Most of the Lacking support
headings/sub- headings/topics are
headings and more well-supported
Visuals Graphics go well with The graphics go well Graphics go well with Graphics do not go Graphics included
the text with the text but there text but there are too well with the text and are merely fillers
There is good mix of are too many that few appear to be
text and graphics they distract from the randomly chosen
text
Attractiveness Has exceptionally Acceptable but could Either too garish or
(Layout) attractive formatting have done better too bland
Clarity Purpose of brochure Purpose is somewhat Purpose for making
is clear to the reader clear brochure is not clear
to reader
Language Writing done in 4-5 errors in 6-7 errors in 8-10 errors in 10 or more errors
Mechanics complete sentences grammar, grammar, grammar, in grammar,
(Writing Capitalization & capitalization & capitalization & capitalization & capitalization &
conventions) punctuation are punctuation punctuation punctuation punctuation
correct throughout
the brochure
Copies for org Gave >20 copies Gave 15-19 copies Gave 10-14 copies Gave <10 copies No copies given
Posted online Posted online with Posted online with 6- Posted online with
less than 5 10 suggestions/ 11-15 suggestions/
suggestions for reactions for reactions for
improvement improvement improvement
Timeliness* Submitted at least two Submitted a day Submitted on Submitted one (1) Submitted 2-4
days before deadline before deadline date deadline date day after deadline days after
date date deadline date
*Points forfeited if work is submitted more than 5 days after deadline date
Content Checklist:
 Contact information: This often ends up being the folded-in flap or the back of the brochure; should contain all the ways your
organization can be contacted (names, addresses, phone number, email, web address).
 Mailing addresses: One of the outside panels of your brochure should have a return address for your organization and a blank
area where you can stick a mailing label or write an address. Saves you the cost of envelopes!
 Front cover: This should contain your name, logo, and slogan, but not much more. Keep it from getting too crowded and chaotic,
but try to make the reader interested in opening the brochure up and reading on.
 Features/benefits: This is usually the inside of the brochure. This part of your brochure should tell a bit about what your program
does and what the benefits are to those who become involved.
 Action: What can the reader do? This could focus on how the volunteer can pitch in and help your group or coalition, or it could
focus on how the volunteer can benefit from the services him/herself. You can include both, if you'd like.
 Elsewhere, if desired: a brief history of the organization, directions on how to access or use services provided, how the
organization is funded, or information on the staff.


Task 1.10b. Rating Sheet for Organizations
Part of your grade for your community services brochure is a satisfaction rating from the chosen
organization/club.
You are to cut out the form, Rating Sheet for Organizations, to be filled by at least 3 representatives from
the organization.
Furthermore, you are to have the Receipt of Brochures signed by the organization as proof that they have
received the brochures
You will be given a Rating Sheet for Organizations by your teacher.

“Character cannot be developed in ease and quiet.

Only through experience of trial and suffering
can the soul be strengthened,
ambition inspired and success achieved.”
- Helen Keller –
Maximizing means “making the best use of” and this is what you must do with your strength.
This happens when you focus on the areas you are most skilled, talented, and strong in while avoiding
your weaknesses.
Charting the course of your journey in this lesson, you are expected to:
 share thoughts, feelings, and intentions in the material viewed

 restate the ideas conveyed by the text listened to
 explain how words are derived from names of persons and places
 explain how the words used in the poem work together and contribute to the theme of the
selection
 analyze how literature helps in discovering oneself
 take note of sequence signals or connectors to establish the patters of idea development in a text
 use appropriate punctuation marks in writing descriptive paragraphs
 use appropriate stress, intonation, pitch, pronunciation, and gestures in delivering a poem
 convey a message to a hero through a rap
SAY THAT AGAIN

A. Watch a music video and/or listen to a recorded song. Or perhaps you can use your favorite
song. Write down at least three sets of lines that captured your attention. You don’t have to
write all the lyrics of the whole song. Once you’ve written them, work with a partner and
discuss how you understood each line. Limit your responses in the second column to 1-2
sentences only.
LINES FROM THE SONG WHAT ARE THESE LINES SAYING TO YOU?

SAY THAT AGAIN: A TRANSLATION ACTIVITY

Listen to an OPM song written in local dialect (You can use your own OPM song or you can use
the one that is provided to you. Using the worksheet given to you by your teacher, write on the second
column the English translation of the lyrics that can be found on the first column. Make sure that the
song can still be sung in its original tone and tempo. Given enough preparation, present the translated
song in class.
Here are some suggested songs:
Sino si Pepe? (Radioactive Sago Project) May Bukas Pa (Rico J. Puno)

Lupang Pinangako (Aiza Seguerra ft. Radha) Bro, Ikaw ang Star ng Pasko (ABS-CBN)
Kung Tama Siya (Gloc 9 ft. Jaq Dionisio of KissJane) Bayan Ko (Freddie Aguilar)
NOYPI (Francisco “Bamboo” Manalac) Mga Kababayan Ko (Francis Magalona)
Pagbabalik (Gab ‘n Josh and Reese + Vica) Nandito Lang Ako (Shamrock)
Tagumpay Nating Lahat (Lea Salonga)
For your translation and presentation, you will be graded according to the following rubrics:
CRITERIA Standard (5) Strong (4) Acceptable (3) Deficient (2) Minimal (1)
Content/Grasp of The meaning and sense Translation contains Translation contains Translation contains Translation contains
information of the source text have few transfer errors, occasional and/or more than occasional frequent and/or
been fully & appropriately and those present minor transfer errors transfer errors that transfer errors that
transferred to translation have a minor effect on that slightly obscure or obscure or change obscure or change
meaning. change meaning. meaning. meaning
Terminology/Style Terminology is Translated text Translated text Translated text Translated text
appropriate in context. contains few or no contains occasional contains frequent contains excessive
Style and register are inappropriate term or and/or minor inappropriate and/or inappropriate and/or
appropriate for the topic style/register choices. inappropriate term or incorrect terms or incorrect terms or
in the target language Any errors have a style/register choices. style/register choices. style/register choices.
and for the specified minor effect on Such errors may Such errors obscure or Such errors obscure or
audience. meaning. slightly obscure change meaning change meaning.
meaning.
Idiomatic writing/ Translated reads Translated text is Translated text Translated text Translated text
Ease of translation smoothly. Wording is almost entirely contains occasional contains frequent contains excessive
idiomatic and appropriate idiomatic and unidiomatic or and/or obvious and/or disruptive
for the topic in the target appropriate in context. inappropriate wording. unidiomatic or unidiomatic or
language Any errors have a Such errors may inappropriate wording. inappropriate wording.
minor effect on slightly obscure Such errors may Such errors obscure or
meaning. meaning. obscure or change change meaning.
meaning.
Mechanics/Approp Translated text follows Translated text follows Translated text follows Translated text follows Too many errors in
riate use of the rules and the rules and the rules and the rules and language mechanics
grammar conventions of target conventions of target conventions of target conventions of target
language mechanics language mechanics language mechanics language mechanics
(spelling, grammar, EXCEPT 2-3 EXCEPT 4-5 EXCEPT 6-10
punctuation, etc.)
Overall Target text requires little Target text could be Target text require This translation cannot
editing in order to be used after minimal extensive editing be used for the
used for the purpose editing before it could be used purpose given and
specified for the purpose given should be redone
Students’ Own Students translated the Some part of the Plagiarized translation
Work text themselves translation was
plagiarized
Teamwork All members of the group 10% of the group 20% of the group 30% of the group More than 30% of the
participated & members were not members were not members were not group were not doing
cooperated doing anything doing anything doing anything anything
Presentation Presentation was fun and Presentation was done Presentation found
creative for the sake of sadly lacking
presenting
TOTAL POINTS



PARAPHRASING
Rewriting lines from songs, poems, stories, and other articles is one way of paraphrasing.
Paraphrasing is often defined as putting into your own words texts that are originally from the author.
It will make us own our ideas as inspired by other people’s work and will keep us from plagiarizing
others’ works.
Here are some examples of paraphrasing taken from Harry Potter, Chronicles of Narnia, and
Lord of the Rings.
ORIGINAL TEXT PARAPHRASED

“Happiness can be found, even in the darkest of times, if There is happiness even during the most challenging times
one only remembers to turn on the light.” - Albus and we only need to look at the bright side.
Dumbledore, Harry Potter and the Prisoner of Azkaban
To the glistening eastern sea, I give you Queen Lucy the Presenting the kings and queens of Narnia: Queen Lucy the
Valiant. To the great western woods, King Edmund the Valiant, King Edmund the Just; Queen Susan the Gentle and
Just. To the radiant southern sun, Queen Susan the King Peter the Magnificent. They will forever be kings and
Gentle. And to the clear northern skies, I give you King queens of Narnia and may their wisdom be with us until the
Peter the Magnificent. Once a king or queen of Narnia, end of the world.
always a king or queen of Narnia. May your wisdom
grace us until the stars rain down from the heavens.” -
Aslan, Chronicles of Narnia
In the common tongue it reads, “One Ring to Rule Them There is one ring to rule, to find, to bring, and to bind all evil.
All. One Ring to Find Them. One Ring to Bring Them
All and In the Darkness Bind Them.”
B. Now, practice paraphrasing these excerpts. Limit your paraphrase to one-two sentences only.
ORIGINAL TEXT YOUR PARAPHRASE

“It’s naughty to fret, but I do think washing dishes and paraphrased text should be about
keeping things tidy is the worst work in the world. It 25-40 words
makes me cross, and my hands get so stiff, I can’t
practice well at all.” - Beth, from Little Women by
Louisa May Alcott (37 words)
“Therefore,” said King Arthur unto Sir Bedivere, “take paraphrased text should be about
thou here Excalibur my good sword and go with it to 35-50 words
yonder water’s side: and when thou comest there I
charge thee throw my sword in that water and come
again and tell me what thou saw there.” (46 words)
Hrothgar’s wise men had fashioned Herot paraphrased text should be about
To stand forever; only fire, 25-40 words
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. (34 words)
- The Battle with Grendel, from Beowulf
trans. by Burton Raffel

C. Watch and/or listen to another music video or recorded song. Take note of lines that capture
your attention. Paraphrase, or rewrite these lines.
LINES FROM THE SONG YOUR PARAPHRASE
WHAT ARE WORDS?

A repertoire of words can benefit you in school. Having a large vocabulary will help you
express yourself as well as understand others’ ideas better. While there are no magic shortcuts to
learning words, the larger your vocabulary becomes, the easier it will be to connect a new word with
words you already know, and thus remember its meaning.
Words eventually find their way to the dictionary in a variety of ways. Familiarity with these
word formations are important concepts to remember to be able to unlock word meaning even without
consulting the dictionary (Source: http://vlearn.fed.cuhk.edu.hk/wordformation/word-formation-
processes/clipping/#wordform).
Acronyms
Acronyms is a type of abbreviation, which are new words formed from the initial letters of a set
of words. They are pronounced as new single words.
Examples: VNHS (Valencia National High School)
UN (United Nations)
Backformation
Backformation is the process of shortening a long word by cutting off an affix to form a new
word. The new word has a different part of speech from the original word.
Examples: television  televise donation  donate babysitter  babysit
Blending
Blending is typically accomplished by combining the initial part of one word and the last part of
another word.
Examples: brunch (breakfast + lunch) kidult (kid + adult)
emoticon (emotion + icon) smog (smoke + fog)
Borrowing
Borrowing is one of the most common sources of new words in English. The words formed by
borrowing of words from other languages are called loanwords. Over 80% of the English words are
loanwords, and they are from over 120 languages.
Examples: ketchup, cha, gweilo, lychee (Chinese)
balcony, opera, violin, spaghetti, macaroni (Italian)
kindergarten, pretzel, hamburger, iceberg (German)
karaoke, tsunami, sushi, origami, tycoon, karate, soy (Japanese)
croissant, macaroon, resume, mayonnaise, coup d’etat (French)
turon, boondock, kilig, mabuhay, high-blood, kikay, barkada (Filipino)
yoga, shampoo (Indian)
yogurt, kebab (Turkish)
Clipping/Truncation
When a word of more than one syllable is reduced to a shorter form, the process is called
clipping.
Examples: advertisement  ad telephone  phone influenza  flu
Coinage/Invention
The invention of a totally new term is called coinage. The most typical sources are invented
trade names for commercial products that become general terms.
Examples: aspirin nylon xerox
Other sources include the name of a person or a place. They are eponyms or antonomasia.
Examples: sandwich (from the 18th century Earl of Sandwich who first insisted having
bread and meat together while gambling)
hoover (from the Hoover Suction Sweeper Company which produced the
first vacuum cleaner)
Compounding
Compounding is the joining of two separate words to produce a single word.
brainwash bookwork busybody Facebook fingerprint seasick
Conversion
Conversion refers to the process of changing or converting the class of a word without changing
its form. The word email, for instance, can be used as a verb in Modern English though it was only a
noun in the past.
Derivation
Derivation is also known as affixation. New words are created by adding affixes to an existing
word.
Echoism/Symbolism/Onomatopoeia
Echoism means the formation of words by imitating sounds.
Examples: splash, meow, roar, quack, ouch, cuckoo
Folk Etymology
Folk etymology refers to the changing of a word or a phrase over time which results from the
replacement of an unfamiliar form by a more familiar one.
Example: Bryd-guman from Old English was changed to bridegroom as the
Old English word guma (man) was obsolete
Reduplication
Reduplication is the formation of a new word by doubling a word, either with change of initial
consonants.


WORD BUILDERS
A. Words and Word Formation Processes. Identify which word(s) had undergone the word
formation process. Write the word(s) AND the word formation process. You are credited 1 point
each for every correct pair.
1. My little cousin wants to be a footballer.
2. Rebecca parties every weekend.
3. I will have tocilog for breakfast.
4. Does somebody know where I put my umbrella?
5. My family is vacationing in Boracay.
6. I will babysit my little sister this weekend.
7. Would you give me your blackberry PIN?
8. She seems really unhappy about her parents’ decision.
9. I always have kleenex in my kikay kit.
10. A carjacking was reported this evening.
B. For each question, fill the space in the sentence using the base word given in bold at the end.
The required word may be a noun, adverb, adjective or verb and it may either be positive (e.g.
helpful) or negative (e.g. unhelpful).
1. We went to the Science Laboratory at about 3pm. When we came back from class, I stared at
my empty seat in _________. My bag was nowhere to be seen. Someone had stolen it!
(believe)
2. You paid Php 250 for a simple breakfast?! They have certainly _________ you! You should
go back and complain. (charge)
3. Her loyalty is being question because she has dual __________. She is both American and
Filipino. (citizen)
4. Arthur will be very lonely unless you _________ him. (friend)
5. Every time I think I’ve beaten you, you __________ me! (do)
6. You need to work on your orthography so you don’t _________ these words. (spell)
7. The weather __________ looks bad for a picnic—rainy and windy! (cast)
8. The result was very strange. In fact, it was simply _________. (believe)
9. Unless you __________, you’ll never succeed in making up for them. (knowledge)
10. I’ve made some _________ decisions this year, but all in all, I’ve done well. (question)
11. As he was walking home late last night, David saw a strange _________ shape in the sky and
rang the police immediately. (sphere)
12. You need to drink at least eight glasses of water _________. (day)
13. It is his ______ which I find so unbelievable. He is normally such a truthful boy! (honest)
14. The singer gave an _________ performance and the audience gave him a standing ovation
for more than five minutes. (ordinary)
15. Given the small _________ of fire in this part of the building, one fire extinguisher should
suffice. (likely)

C. Clipping. Write the original words (longer forms) of each of these clipped words in English?
1. ad (marketing) 6. dorm 11. ref (kitchen)
2. bro 7. gen 12. specs (details)
3. butt 8. lab (dog) 13. vet (animal doctor)
4. gas (fuel) 9. lunch 14. med (size)
5. con (criminal) 10. math 15. coke (drug)
D. Blending. Give the words forming the following blends.
1. sci-fi 6. medicare 11. infomercial
2. wifi 7. smog 12. lib
3. clash 8. Kathniel 13. vlog
4. brunch 9. spork 14. workaholic
5. email 10. bromance 15. photojourn
E. Acronymy/Initialism. Give the words forming the following acronyms.
1. PM (time)
2. pm (send message)
3. AM (time)
4. HTML
5. LED
6. ATM
7. PIN
8. OPAC (library catalogue)
9. SMART (goals and objectives)
10. POTUS
11. SBM
12. BKD
13. VNHS SSG
14. HOPES (VNHS tagline)
15. DREAMS (VNHS tagline)

ATTACK THOSE WORDS

Beowulf is admired for the richness of its poetry. About a third of the words in Beowulf are
words known as Kennings. Kennings combine two words to create an evocative and imaginative
alternative word.
The words inside the board below are examples of kennings.
TIC-TAC-TOE
horrible hermit
battle‐sweat evil‐doer
devil from hell
slaughter‐dew life‐evil
sin‐stained demon
battle‐dress dragon‐slayer
ring‐giver
mail‐shirt war trooper's leader
gold giver
fighting‐gear chief of the strangers
whale road
wave floater
light of battle whale's way
swirling surf
swan road
Let’s play a game. Each box is worth 5 points. To earn points, you must give a more familiar
and common word for the kenning without looking at any dictionary. To double the score, you must
choose three kennings in a row to explain. Keep in mind that these kennings are from Beowulf.
The game can also be played by group.
RULES FOR TIC-TAC-TOE (Group Game). The game begins only at the teacher’s signal.
1. The class will be divided into groups with 3 members.
2. Each group will be given a TIC-TAC-TOE handout.
3. Each group shall be given 5 minutes to form three kennings in a row to double the points.
4. No dictionaries are allowed, either online or offline.
The epic poem Beowulf is said to be the greatest poem ever written in a modern European
language four centuries before the Norman conquest. The poem, which deals with war and adventure,
also shows an interplay of Christian and pagan beliefs. Like many epic poems, the original writer
remains unknown.
It has been said that Burton Raffel’s translation from the original Old English is the most
celebrated and most read by students and general readers alike. A plot summary will be given to you
later to further give you an idea of the whole epic.
The Battle With Grendel
from Beowulf (translated by Burton Raffel)
Epic 4
Out from the marsh, from the foot of misty

Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill
395 Anyone he could trap on this trip to high Herot.

He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar’s
Home before, knew the way—

400 But never, before nor after that night,

Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch
405 And rushed angrily over the threshold.

He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall
410 Crowded with sleeping warriors, stuffed

With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot
415 With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,
420 Waiting to see his swift hard claws.

Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins, and bolted
425 Him down, hands and feet; death

And G6rendel’s great teeth came together,
Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
430 —And was instantly seized himself, claws

Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;
435 His mind was flooded with fear—but nothing

Could take his talons and himself from that tight
Hard grip. Grendel’s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.
440 But Higlac’s follower remembered his final

Boast and, standing erect, stopped
The monster’s flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
445 For his freedom, wanting no flesh but retreat,

Desiring nothing but escape; his claws
Had been caught, he was trapped. That trip to Herot
Was a miserable journey for the writhing monster!
The high hall rang, its roof boards swayed,

450 And Danes shook with terror. Down

The aisles the battle swept, angry
And wild. Herot trembled, wonderfully
Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
455 Shaped and fastened with iron, inside

And out, artfully worked, the building
Stood firm. Its benches rattled, fell
To the floor, gold-covered boards grating
As Grendel and Beowulf battled across them.
460 Hrothgar’s wise men had fashioned Herot

To stand forever; only fire,
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood. Suddenly
465 The sounds changed, the Danes started

In new terror, cowering in their beds as the terrible
Screams of the Almighty’s enemy sang
In the darkness, the horrible shrieks of pain
And defeat, the tears torn out of Grendel’s
470 Taut throat, hell’s captive caught in the arms

Of him who of all the men on earth
Was the strongest.
That mighty protector of men
Meant to hold the monster till its life
Leaped out, knowing the fiend was no use
475 To anyone in Denmark. All of Beowulf’s

Band had jumped from their beds, ancestral
Swords raised and ready, determined
To protect their prince if they could. Their courage
Was great but all wasted: They could hack at Grendel
480 From every side, trying to open

A path for his evil soul, but their points
Could not hurt him, the sharpest and hardest iron
Could not scratch at his skin, for that sin-stained demon
Had bewitched all men’s weapons, laid spells
485 That blunted every mortal man’s blade.

And yet his time had come, his days
Were over, his death near; down
To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.
490 Now he discovered—once the afflictor

Of men, tormentor of their days—what it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlac’s brave follower tearing at
495 His hands. The monster’s hatred rose higher,

But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke. The battle was over, Beowulf

500 Had been granted new glory: Grendel escaped,

But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die, to wait for the end
Of all his days. And after that bloody
505 Combat the Danes laughed with delight.

He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean. He was happy,
Now, with that night’s fierce work; the Danes
510 Had been served as he’d boasted he’d serve them; Beowulf,
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgar’s helpless people
By a bloodthirsty fiend. No Dane doubted
515 The victory, for the proof, hanging high

From the rafters where Beowulf had hung it, was the monster’s
Arm, claw and shoulder and all.
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders

Of men hurrying to behold the monster’s
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake

Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling

Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their hard-hooved
Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.
And over and over they swore that nowhere
540 On earth or under the spreading sky

Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.
(But no one meant Beowulf’s praise to belittle
Hrothgar, their kind and gracious king!) . . .

VIEW AND UNDERSTAND

The excerpt you have just read is but a part of the whole epic of Beowulf. You will be asked to
watch an animated version of Beowulf as an assignment.
A. Compare and Contrast. Having watched the animated version, you will now compare and
contrast it with the text in terms of the following elements: characters, setting, and plot. A plot
summary will be provided to you by your teacher. For this activity, you are free to choose any
graphic organizer (Venn Diagram, tabular form, or any non-linear text) to present your answers.
B. My Kenning Collection (Individual)
Read again the excerpt text from Beowulf and look for other kennings. Complete the table below:
KENNING COMMON MEANING

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Score: ______/30

B. The Beowulf Report (Group Work)
Study and review the guide questions assigned to your group. Look for the answers to these
questions as you watch the movie. Share your findings with the class through a Powerpoint
presentation.
Click the picture for link to Guide Questions
INTO THE HERO…

In our own small ways, each of us has a hero inside us—with our very own set of weaknesses
and strengths. Your task is to look inside yourself and assess your strengths, and how you may put these
into use. Then you should also study your weaknesses and resolve how these can be turned to strengths
or done away with.
MY STRENGTHS… HOW I CAN USE MY STRENGTHS…
…to fulfill
MY DREAMS
MY WEAKNESSES…
HOW I CAN
TURN THESE INTO
STRENGTHS OR DO AWAY WITH IT…

EPIC VS. LYRIC

Read the following informative text to poi nt out the similarities and differences of epic and
lyric poetry. Then fill out the Venn diagram with the necessary information.
THE THREE POETRY GROUPS
Poems can be classified into three main groups or directions: lyrical, narrative, and dramatic.
Although all three were originally sung and chanted, the musical element has always been secondary to
the latter two types. “Traditionally, the lyric expressed personal emotion, the narrative propelled
characters through a plot, the dramatic presented an enactment. Lyrical poetry retains most prominently
the elements which date back to its origins in musical expression—singing, chanting and repetition with
musical accompaniment.” (New Princeton Encyclopedia of Poetry and Poetics, NPOPP).
The Book of Forms by Lewis Turco suggests that the difference is a matter of voice. Lyrical
poetry is the poet speaking to him or herself or nobody, narrative is the poet speaking through the
narrator to an audience, and dramatic verse is the poet speaking through character interaction he/she has
created.
Lyrical verse. The vast majority of poems written are “lyrical verse”, written in the first person
as an emotional or subjective (emphasizing the personal or individual) response to an experience. But,
even narrative or dramatic poetry can sometimes be categorized as also lyrical as in the case of the
ballad, which is a lyrical narrative.
Appropriately, name lyrical originates from lyre, a musical instrument. Most poetry began by
being sung or chanted around campfires, in Greek theatre or later by the troubadours, but lyrical poetry
took a turn in the 15th and 16th centuries when it began to be composed to be read from the written word
and it took on a whole new genre.
The musical qualities of lyrical poetry do not mean that the poetry is written always to be sung,
nor does it mean that the poetry possesses musical characteristics as harmony, pitch, syncopation,
counterpoint, and other structural forms of a tonal, musical line or sequence (although those qualities
can be present). However, it does mean the poetry “employs specific themes, meters, attitudes, images
and myths.” (NPOPP)
Renowned poets and writers have attempted to describe lyrical poetry, and here are some of
them:
Lyrical verse is:
“brief”. (Poe)
“one, the parts mutually support and explain each other, all in their proportion
harmonizing with, and supporting the purpose and known influence of metrical
arrangement.” (Coleridge)
the “spontaneous overflow of powerful feelings.” (Wordsworth)
“an intensely subjective and personal expression” (Coleridge)
an “inverted action of mind upon will” (Schopenhauer)
“the utterance that is overheard” (Mill)
“a short poem expressing the thoughts and feelings of a single speaker. Often written in
the first person and often with song like immediacy and emotional force” (Donald Hall)
All in all, the characteristics of lyrical poetry focus on an image or an object, the meaning of a
concept, an experience or event, a talent or encounter. It is often meditation. Thus, in essence, a lyrical
poem is a highly musical verse of the observations and feelings of a single speaker.

Here are two examples of a lyrical verse:
Winter (1595) Hope is the thing with feathers (1862)
When icicles hang by the wall Hope is the thing with feathers
And Dick the shepherd blows his nail, That perches in the soul,
And tome bears logs into the hall, And sings the tune without the words,
And milk comes frozen home in pail, And never stops at all,
When blood is nipp’d, and ways be foul, And sweetest in the gale is heard;
Then nightly sings the staring owl, And sore must be the storm
Tu-who; That could abash the little bird
That kept so many warm.
Tu-whit, tu-who—a merry note,
While greasy Joan doth keel the pot. I’ve heard it in the chilliest land,
And on the strangest sea;
When all aloud the wind doth blow, Yet, never, in extremity,
And coughing drowns the parson’s saw, It asked a crumb of me
And birds sit brooding in the snow,
And Marian’s nose looks red and raw, --- Emily Dickinson (1830-1886)
When roasted crabs hiss in the bowl,
Then nightly sings the staring owl,
Tu-who;
Tu-whit, tu-who—a merry note,

While greasy Joan doth keel the pot.
--- William Shakespeare (1554-1616)
Narrative verse simply tells a story and is most often found in epic form. It is often objective,
distanced from the subject and usually written in the third person as an observer. It describes an event in
time and place as it unfolds and is “rooted in local intention” or takes a particular point of view of the
event. It often will dramatize the crisis or climax and can be narrative, dramatic and lyrical in
presentation, such as the ballad. The storytelling can be a fact or fiction and is presented in verse to
separate from other types of literature.
Verse forms that can be considered narratives include epics, ballads, blank verse, and the French
pastorale, and the Lai or Lay family of forms.
Michael Bugeja, in his book the Art and Craft of Poetry, says that there are six elements to
narrative poetry, namely: 1) topic, 2) theme, 3) voice, 4) viewpoint, 5) moment, and 6) ending.
Topic : the subject must have a beginning, middle and end, which creates a sequence of events and
provides a sense of passage of time. And something has to happen in that passage of time;
there is action in a narrative.
Theme : “an undercurrent of meaning runs through a narrative.” (Bugeja). The story is told in a
sequence which logically builds to a conclusion, which is foretold by the illustration of events.
Voice : someone has to tell the story. If it is told by a narrator, the story is told as coming from I or we
(not the poet), if the theme is happy the narrator must be happy, if angry the narrator must be
angry, and so on. If the story is told be a storyteller, the story is told entirely in the third person.
The tones in the voice of the storyteller remain detached, the tone of voice connected to the
theme belongs to the characters in the story.
Viewpoint : Every story can be told from a different viewpoint. If the poem will tell the story from the
viewpoint of the poet, a narrator should be the voice. If the poem will tell the story from a
viewpoint different from the poet’s the voice should be one of a storyteller. Use whichever will
give the best impact.
Moment : The moment does not imply the time itself (such as the setting) but “when the reader is allowed
to enter the story.”
Ending : The ending may either open where the conclusion is not explained or closed with the
conclusion wrapping up the loose ends.

Below are two examples of a narrative verse:
Charge of the Light Brigade

Alfred Lord Tennyson
Half a league, half a league Cannon to the right of them, Cannon to the right of them,
Half a league onward, Cannon to the left of them, Cannon to the left of them,
All in the valley of Death Cannon in front of them Cannon behind them
Rode the six hundred. Volley’d and thunder’d; Volley’d and thunder’d;
“Forward the Light Brigade! Storm’d at with shot and shell, Storm’d at with shot and shell,
Charge for the guns!” he said. Boldly they rode and well, While hose and hero fell,
Into the valley of Death Into the jaws of Death, They that had fought so well
Rode the six hundred. Into the mouth of hell Came thro’ the jaws of Death,
Rode the six hundred. Back from the mouth of hell,
Forward, the Light Brigade! All that was left of them,
Was there a man dismay’d? Flash’d all their sabres bare, Left of the six hundred.
Not tho’ the soldier knew Flash’d as they turn’d in air
Some one had blunder’d Sabring the gunners there, When can their glory fade?
Theirs not to make reply, Charging an army, while O the wild charge they made!
Theirs not to reason why, All the world wonder’d. All the world wonder’d.
Theirs but to do and die. Plunged in the battery-smoke Honor the charge they made!
Into the valley of Death Right thro’ the line they broke; Honor the Light Brigade,
Rode the six hundred. Cossack and Russian Noble six hundred!
Reel’d from the sabre-stroke
Shatter’d and sunder’d.
Then they rode back, but not,
Not the six hundred.
Annabel Lee
Edgar Allan Poe
It was many and many a year ago, The angels, not half so happy in heaven,
In a kingdom by the sea, Went envying her and me----
That a maiden there lived whom you may know Yes!---that was the reason (as all men know,
By the name of Annabel Lee; In this kingdom by the sea)
And this maiden she lived with no other thought That the wind came out of the cloud by night,
Than to love and be loved by me. Chilling and killing my Annabel Lee.
I was a child and she was a child, But our love, it was stronger by far than the love
In this kingdom by the sea: Of those who were older than we---
But we loved with a love that was more than love--- Of many far wiser than we---
I and my Annabel Lee--- And neither the angels in heaven above,
With a love that the winged seraphs of heaven Nor the demons down under the sea,
Coveted her and me. Can ever dissever my soul from the soul
Of the beautiful Annabel Lee---
And this was the reason that, long ago,
In this kingdom by the sea, For the moon never beams, without bringing me dreams
A wind blew out of a cloud, chilling Of the beautiful Annabel Lee;
My beautiful Annabel Lee; And the stars never rise, but I feel the bright eyes
So that her highborn kinsmen came Of the beautiful Annabel Lee;
And bore her away from me, And so, all the night-tide, I lie down by the side
To shut her up in a sepulcher Of my darling---my darling---my life and my bride,
In this kingdom by the sea. In the sepulcher there by the sea,
In her tomb by the sounding sea.

Dramatic verse speaks through a character. Although it too, got its beginnings from music and
chant, just at the lyrical and narrative verse did, dramatic poetry characterizes the song or words. The
dramatic poem, like the other two comes in all styles, shapes and sizes and can at the same time be
dramatic, lyrical or narrative.
What is distinguishable is that dramatic poems characterizes. The poem is told through one or
more characters’ voice, perspective and language. It is the voice of the poet speaking through the
parameters of one of more characters developed by the poet. Personality, motive and viewpoint are the
focus. The poem is written through dialogue. The forms are those of drama itself: tragedy, comedy,
tragicomedy, the monologue, dialogue, and soliloquy.
Here is an example of a dramatic verse, from Shakespeare’s Twelfth Night. This is the final
monologue of the play, where the clown addresses the audience.
Clown Song
(from Act V, Scene I of Twelfth Night)
When that I was and a little tiny boy, By swaggering could I never thrive,
With hey, ho, the wind and the rain; For the rain it raineth every day.
A foolish thing was but a toy,
For the rain it raineth everyday. But when I came unto my beds,
With hey, ho, the wind and the rain;
But when I came to man’s estate, With toss-pots still had drunken heads,
With hey, ho, the wind and the rain; For the rain it raineth every day.
‘Gainst knaves and thieves men shut their gates,
For the rain it raineth every day. A great while ago the world begun,
With hey, ho, the wind and the rain;
But when I came, alas! to wive, But that’s all one, our play is done,
With hey, ho, the wind and the rain; And we’ll strive to please you every day.
The Tragedy of Macbeth
Act 1
Scene 1. An open place
First Witch.
When shall we three meet again?
In thunder, lightning, or in rain?
Second Witch.
When the hurlyburly’s done,
When the battle’s lost and won.
Third Witch.
That will be ere the set of sun.
First Witch.
Where the place?
Second Witch. Upon the heath.
Third Witch.
There to meet with Macbeth.
First Witch.
I come, Graymalkin
Second Witch.
Paddock calls.
Third Witch. Anon!
All.
Fair is foul, and foul is fair.
Hover through the fog and filthy air. [Exeunt.


EPIC VS. LYRIC

THE THREE TYPES OF POETRY
Based on the informative text you have just read, supply the correct information about the
features and characteristics of the lyric, narrative, and dramatic poetry using the Venn Diagram.
LYRIC
Traditionally
set to music
NARRATIVE DRAMATIC
TEACHER’S COMMENTS


SPOT THE SIGNALS

Sequence markers, also known as transitions or discourse markers, can signal how to interpret
the relationship between sentences in a number of different ways. They can:
1. indicate chronological order, order of importance;
2. add to or reinforce what has already been said;
3. indicate that two propositions have equal status;
4. indicate cause-result relationships;
5. indicate that a given proposition contradicts an earlier one;
6. indicate concession, agreement, or emphasis;
7. indicate spatial relationship.
Sometimes a distinction is made between internal and external sequencers, i.e., the use of these
markers to indicate the ‘real world’ events (external) or ‘rhetorical organization’ (internal). For
example, First of all…then…finally can indicate chronological sequence (external) or order of
importance (internal).
The box below contains common sequence signals used. Put these in their appropriate boxes.
You have 15 minutes to do this activity.
first…secondly…thirdly all the same before furthermore

similarly inside likewise in any case
therefore so finally to begin with…next…to conclude
nevertheless on the contrary what is more beneath
by way of contrast for all that consequently in addition
here conversely on the other hand (and) then
FUNCTION SEQUENCE SIGNALS

1. Indicate chronological order/order of
importance
2. Add to or reinforce what has already been

said
3. Indicate that two propositions have equal

status
4. Indicate cause-result relationship
5. Indicate that a given proposition contradicts

an earlier one
6. Indicate concession or agreement
7. Indicate spatial relationship
B. SEQUENCE MARKERS GALORE
Now, let’s check how well you understood sequence markers and/or transitions. Do the
exercises your teacher will give you.

MARK THE PUNCTUATIONS

Punctuation is a commonly accepted set of symbols used in writing to convey specific
directions to the reader. Among the confusing punctuations are colons and semicolons. Do you know
when to use these punctuations?
Uses of Colon
1. Use a colon to introduce a list, quote or statement that you want to draw attention to in a
complete sentence.
This weekend, we will attend a variety of events: a concert, a fair, a football game, and church.
2. Use a colon to separate numbers in various instances, such as time (12:30:01 a.m.), a ratio (2:1),
or a scripture (John 3:16).
3. Use a colon to separate a title from a subtitle in a book, lecture, or other body of work.
Home: A Novel
4. Use a colon in memos or after a salutation in a formal/business letter.
To Whom It May Concern:
TO: John Adams

FROM: Eve Maybury
DATE: June 29, 2008
SUBJECT: June’s Meeting
5. Use a colon after a summarizing word.
Example: babies Answer: chicken
6. Use a colon in dialogue writing, such as in a script.
Lady Macbeth : Help me hence, ho!

Macduff : Look to the lady.
Uses of Semicolon
1. Use a semicolon to separate two complete, but related sentences.
I asked Mary to go to the game with me last week; she told me no.
2. Use a semicolon to separate two, often contradictory, complete sentences with a conjunctive
adverb like however or therefore.
Sherry and I went to the movies earlier today; however, we missed the film that we wanted to see.
3. Use a semicolon in in a series, usually when the series calls for multiple commas that could
confuse the reader.
The county high school’s homecoming court include: Sandy May, senior; Tiffany Bills, junior; Leslie Maddox,
sophomore; and, Lisa June, freshman.
Do you capitalize after colon or semicolon?

As a general rule, you should not capitalize a word after a colon or semicolon
unless it is a proper noun, or the first word of a
direct quotation.



Task 1.17a. Mark the Punctuations: Drill
A.Identifying Punctuation Marks. Identify the punctuation mark indicated.
1. “ ” - ______________________ 9. ! - ______________________
2. ’ - ______________________ 10. () - ______________________
3. ? - ______________________ 11. [] - ______________________
4. - - ______________________ 12. \ - ______________________
5. ― - ______________________ 13. ... - ______________________
6. : - ______________________ 14. * - ______________________
7. ; - ______________________ 15. , - ______________________
8. . - ______________________ 16. ‘’ - ______________________
B. Exercise/Drill: Colon & Semicolons. Rewrite the following sentences with the correct punctuation
(comma, colon and semicolon)
1. My sister excels at art I can barely draw a straight line.
2. The Old Testament reading came from Psalms 1305
3. We studied a number of classical literary pieces all of it were great reads.
4. Warning Pull the plug after you finish using the iron.
5. I read Caring for the Livestock A Guide for Beginners.
6. I live in Purok 14 Poblacion Valencia City Bukidnon.
7. Walking home from the store I found an injured, frightened cat.
8. The movie starts at 730 p.m.
9. A cloudless blue sky dawned that morning however rain was expected.
10. Today, the most difficult yoyo trick is the whirlwind it requires performing inside and
outside loop the loops.

C. Writing the Request Letter. Correct the capitalization, punctuation and spelling of the request
letter. Write your answers on the worksheet provided for. Please rewrite line by line. The exercise
contains about 150 words in 28 lines of text (excluding the header).


Name of Group Members Present During the Activity

TIPS FOR READING LITERARY TEXTS

Tips for Reading Literary Texts
Reading literature does not necessarily have to be chore. And it does not necessarily have to take
up a lot of time either. Look at the series of pictures below for some tips in reading literary texts.
The English
subject involves a lot of
reading. While show-
ing up in class, paying
attention, and taking
down notes are all
important, what really
matters is that you
know the material
you’re studying.
Hence, you should
really read the assigned
texts.
Do the readings before

class. If you wait to
read until the teacher
discusses the text in
class, both your
teacher’s time and your
time are wasted. In
addition, you may be
missing points being
https://www.concordia.ca/content/dam/concordia/offices/cdev/docs/reading/ReadingTipsEngLit.pdf
made in class.
Focus your reading. Don’t just read casually. Read with a specific goal in mind. Look for answers to
guide questions usually given. Focus on specific elements of text such as genre, narration, characters,
setting, plot, literary devices, and even vocabulary.
Write down your thoughts and other notes about the text as you are reading. Your reading is
pointless without something to refer back to. Besides, it is truly annoying to sift through pages of text
just to look for a single word or phrase.
Do not be afraid to abuse your photocopies (or

books if any). Take notes in the margin, turn
down pages, underline relevant passages, etc.
Exercise caution in highlighting. If you highlight
the wrong thing, you can’t erase it. You are then
stuck with a distracting highlighted segment with
no real relevance.
Divide up your reading time. Don’t read until

your head explodes. Reading too much at a time
is exhausting. Be strategic about the way you
dispense your energy.
Enjoy your reading. Reading is demanding, but

don’t turn it into a chore by focusing solely on
grades, assignments, and pleasing your teacher.
If the text is particularly difficult, you can focus
on a general sense of accomplishment or
establish a reward system: give yourself a treat
for every page you go through, for example.

TYPE THE TEXT

Before doing the exercise shown in this page, first review some tidbit facts that would hopefully jog your
memories about the following types of text: informative, journalistic, and literary. The informative text serves to
inform or discloses information. It is instructive and/or instructional. The journalistic text also presents
information but are those that are found in radio, print, television and online journalism. The literary text is
defined as a wide variety of imaginative and creative writing that leads to the appreciation of the cultural heritages
of students. Literary is defined as something related or associated with literature or scholarly learning and
writing.
Look at the sample texts below. Identify which are examples of an informative text, a journalistic text, or
a literary text.
TEXT TYPE OF TEXT
So the thing to do when working on a motorcycle, as in any other task, is to cultivate the peace of
mind which does not separate one’s self from one’s surroundings. When that is done successfully
then everything else follows naturally. Peace of mind produces right values, right values produce
right thoughts. Right thoughts produce right actions and right actions produce work which will be a
material reflection for others to see of the serenity at the center of it all.
—Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance
With an artistic drama, we empathize with one or more of its characters, but there’s also a distance
between us and their situation—a safety valve that allows us to express a range of emotions, but
also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.” Work is based upon problem
solving, how to eliminate conflict and get the job done. Episodic is fine for work. We want day-by-
day not confrontational trauma—even if it would lead to life-changing revelation. But drama
exaggerates conflict, pushes situations to their extreme, and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his finger on the heart of Frost’s
greatness: “His head carved out of granite O / His hair wayward drifts of snow / He worshipped the
great God of Flow / By holding on and letting go.” Here’s an example from part of one of Frost’s
lesser known pieces, For Once, Then, Something. In the first half he says friends rebuke him for
looking into a well and seeing only himself, reflected in the water godlike in a wreath of ferns and
cloud puffs. It’s a criticism that could be aimed at any writer, but what is as interesting as the
meaning of Frost’s reply is this sense of movement that carries the reader forward to the climatic
end.
http://lehmaninfo.wordpress.com/sample-business-literary-articles/
DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four-nation Asia Cup
cricket tournament starting in Dhaka in March, an official said on Monday. Old rivals Pakistan and
India will meet in a mouth-watering clash on March 18. The Sher-e-Bangla National stadium will
host all the matches, including the inaugural tie on March 12 and the final on March 22, Asian
Cricket Council chief executive Syed Ashraful Huq said. “All teams including India and Pakistan
have confirmed their participation,” he said. India won the last edition of the tournament in
Dambulla in Sri Lanka in June 2010.
http://www.paper-articles.com/
From Beowulf
And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
520 From faraway lands, princes and leaders
Of men hurrying to behold the monster’s
Great staggering tracks. They gaped with no sense
Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake
Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.
Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their hardhooved
Horses, high-spirited stallions, and rode them
Slowly toward Heorot again, retelling
Beowulf’s bravery as they jogged along.


A. Types of Texts Compared. Fill the table with the needed information.
ELEMENT/FEATURE INFORMATIVE JOURNALISTIC LITERARY
Purpose
Manner of reading
(formal, informal,
entertaining/dramatic)
Format (where do you
find the text?)
Other Features
B. Radio Broadcasting Beowulf
Write a 5- to 7-minute script for Beowulf covering the following sections:

1. 3 News Articles
2. Entertainment
3. Infomercial
4. Sports
Your presentation will be graded using the following rubrics:
CRITERIA 5 4 3 2
Focus & Extremely well organized; Presented in a thoughtful Somewhat organized; ideas Choppy and confusing;
Organization logical format that was easy manner; there were signs of were not presented format was difficult to follow;
to follow; organization organization and most coherently and transitions transitions of ideas were
enhanced the effectiveness transitions were easy to were not always smooth, abrupt and seriously
of the project follow, but at times ideas which are sometimes distracting
were unclear distracting
Delivery & Voice All DJs correctly uses each of DJs correctly uses voice DJs uses three voice items DJS make too many errors
the following in the radio items, except 1 correctly using voice items
production: stress, intonation,
pitch, volume, rate of
speaking, pronunciation
Content – Accuracy Completely accurate; all facts Mostly accurate; a few Somewhat accurate; more Completely inaccurate; the
were precise and explicit inconsistencies or errors in than a few inconsistencies or information were misleading
information errors in information;
Content – Inclusion All content required are Content required are present Content required are present Project is lacking 3 or more
present except 1 except 2 content required
Sound effects Sound effects were relevant Some of the sound effects Sound effects were either
and enhanced the were irrelevant irrelevant or lacking
presentation
Editing There are no noticeable
There are one or two There are several noticeable
editing errors noticeable editing errors editing errors
Time 5-7 min requirement is met.
Time requirement is not met Time requirement is not met Time requirement is not met
by 15 seconds by 30 seconds by 45 seconds or more
Teacher’s Comments/Remarks/Suggestions for Improvement:

One way a person lives on in the hearts and minds of others is to do something that would
make a difference in the lives of the people around him. The ways of touching the lives of others are
limitless. We, ourselves, can chose to make that difference.
How would you like to be remembered? What legacy would you like to leave behind?
Following the track of your journey, you are to be guided by the following objectives:
 agree or disagree with the ideas of the author
 summarize the contents of the materials viewed
 explain word meanings and origins
 examine sample texts representative of each type
 express appreciation for sensory images used
 analyze literature in enhancing one’s self
 use the correct pitch, juncture, stress, intonation, rate of speech, volume and
projection in delivering lines of prose and poetry
 scan sequence signals or connectors used in a text
 compare and contrast text types
PICTURE ANALYSIS
Look at the editorial collage. Can you tell the cause of these phenomena?


PAY IT FORWARD
A. Pay It Forward
Watch the video on this YouTube link: https://www.youtube.com/watch?v=nwAYpLVyeFU

After watching the video, study the picture at the center of the graphic organizer and answer what is
asked for by each of the spheres surrounding the image. Keep your responses short, sweet, and simple
(and inside the spheres).
After watching the video…
I think the video is I can capture the

trying to tell me/us that… message of the video in
these six words:
The message of I/We believe that

the video made a big I/we can make a
impression on me because… difference through…

USING LOGICAL ORDER

Using Logical Order
One way of making your sentences clear and concise is to logically arrange your ideas according
to a logical plan. Commonly used plans include chronological order, spatial order, order of importance,
and comparison and contrast order.
Chronological order involves arranging your ideas according to when events happen from
beginning to end. Spatial order involves arranging your ideas spatially, from nearest to farthest, or from
top to bottom, or from left to right, and so on. Arranging ideas according to order of importance usually
happens when you arrange ideas from least important to most important or vice versa. In the
comparison and contrast plan, the ideas are usually arranged by pointing out the similarities and
differences.
Study the pairs of sentences below and note the difference.
Example 1:
ILLOGICAL ORDER : I dressed in my best clothes, took a shower, and left for the school’s Acquaintance Party.
LOGICAL ORDER : I took a shower, dressed in my best clothes, and left for the school’s Acquaintance Party.
Example 2:
ILLOGICAL ORDER : The tour guide showed us the dungeon deep underground, the estate around the castle,
and the interior of the castle.
LOGICAL ORDER : The tour guide showed us the estate around the castle, the interior of the castle, and the
dungeon deep underground.
When sentences are not in its logical order, the paragraph becomes even more confusing.
Example:
ILLOGICAL ORDER : Mix the melted butter and the brown sugar. Fold in the flour, salt, and spices. Sift the
flour, salt, and spices. Add the oatmeal, nuts, and raisins to the mixture. Make sure the
nuts and raisins are finely chopped.
LOGICAL ORDER : Mix the melted butter and the brown sugar. Sift the flour, salt, and spices. Fold in the flour,
salt, and spices. Make sure the nuts and raisins are finely chopped. Then add the
oatmeal, nuts, and raisins to the mixture.
EVEN BETTER : First, mix the melted butter and the brown sugar. Then, sift the flour, salt, and spices.
After which, fold in the flour, salt, and spices. Meanwhile, make sure the nuts and raisins
are finely chopped. Finally, add the oatmeal, nuts, and raisins to the mixture.
Note that the use of transitions or sequence signals/markers enabled the ideas to flow together
smoothly. Here are some transitions that are commonly used to show time sequence. These transitions
can be used in combinations.
SOME USEFUL TRANSITIONS TO SHOW TIME SEQUENCE
after during first, second, third… meanwhile

at the same time earlier in a few minutes next
before then finally later then

B. LOGICAL OR ILLOGICAL?
DIRECTIONS: If an item is written in logical order, write logical on your paper. If an item is
illogical, rewrite it to follow logical order.
Example:
I ate breakfast, went to school, and took a bath.
I took a bath, ate breakfast, and went to school.
1. Write your composition about the story. Read the story. Then revise your composition.
2. The grand prize in the drawing this weekend at Gaisano is a brand new laptop. The prize for
runners-up are gift certificates worth Php 2,000.00. The second prize is a waterproof digital
camera.
3. This radio station broadcasts national, regional, international, and local news.
4. Rene passed the final exam, studied hard all semester, and got high marks in the subject.
5. The car chugged and jerked down the road. Gradually, the grating and the roaring of the engine
increased. Then the engine screeched and died.

C. In a Capsule: Make a Difference
Summarize the contents of the video your teacher will show you. In a capsule, answer the
question: How can I make a difference? Make your sentences flow smoothly and organize it using
transitions or markers/signals for time sequence. Make use of the space inside the box.
Teacher’s Comments

ARTHURIAN LEGENDS The legend of King Arthur is one of the most popular and enduring legends in
Western culture. Some historians believe that the fictional Arthur was modeled on a real fifth- or sixth
century Celtic military leader whose cavalry defended Britain against the invading Anglo-Saxons.
WHAT’S IN A WORD?
A. Match the words in Column A with their correct meaning in Column B. Write your answers in
your notebook.
COLUMN A COLUMN B
1. betwixt (ME) a. to signify; to indicate
2. holden (ME) b. that is to say; namely
3. betokens (ME) c. between
4. tomorn d. to think of; to expect; to hope
5. weened e. Jesus
f. tomorrow
B. Context Clues. Choose the word that could be substituted for the italicized word or phrase in
each sentence below. The words can be found under “Words to Know.”
1. The king’s followers began to attack his honor.
2. Everyone marveled at the patience with which he reacted to the
attacks.
3. The king’s enemies tried to unlawfully take over the throne.
4. The king hoped to discourage them from doing harm.
5. The enemies ignored the king’s plea for peace.
6. They used trickery and threats against him.
7. The king had to agree without protest to a declaration of war.
8. He felt that it was laid as a duty on him to fight for his honor.
9. His army sought repayment for crimes against the king.
10. The king knew that after he issued his challenge, a full‐scale war would
follow.
11. His advisers warned that the war would greatly damage the land.
12. The number of healthy soldiers began to decline.
13. Wounded soldiers were seen falling back all over the battlefield.
14. Other kingdoms were asked to give assistance to the weakened army.
15. The plundering soldiers caused damage and sorrow throughout the
land.
WORDS TO KNOW
acquiesce dissuade entreaty incumbent reeling

assail dwindle forbearance ravage succor
depredation ensue guile redress usurp

THE CONTEXT CLUE

Context clues are hints that the
author gives to help define a difficult or
unusual word. The clue may appear within
the same sentence as the word to which it
refers, or it may follow in a preceding
sentence (Source: http://www.ldsd.org/cms/lib/PA09000083/
Centricity/Domain/18/5contextclues.pdf)
The common types of context clues

are:
Definition/Explanation Clues
Sometimes a word’s or phrase’s

meaning is explained immediately after its
use.
Haberdashery, which is a store that

sells men’s clothing, is becoming more
common today.
Restatement/Synonym Clues
Sometimes a hard word or phrase is

said in a simple way.
Lou was sent to the haberdashery to find a new suit. He needed to wear one for his uncle’s
wedding.
Contrast/Antonym Clues
Sometimes a word or phrase is clarified by the presentation of the opposite meaning somewhere
close to its use. Look for signal words when applying context clues.
Lou wanted to go to the haberdashery, but Ann wanted to shop at the boutique.
The signal word but tells the reader that an opposite thought is going to be stated.
Inference/General Context Clues
Sometimes a word or phrase is not immediately clarified within the same sentence.
Relationships, which are not directly apparent, are inferred or implied. The reader must look for clues
within, before, and after the sentence in which the word is used.
The haberdashery was Lou’s favorite place. He loved shopping for nice suits. The people
who work there were so kind and helpful.
Punctuation
Readers can also use clues of punctuation and type style to infer meaning, such as quotation
marks (showing the word has a special meaning), dashes, parentheses or brackets (enclosing a
definition), and italics (showing the word will be defined).
Tom’s father was a haberdasher, or men’s shop keeper, in the story.

Tom’s father was a haberdasher (men’s shop keeper) in the story.
In the story, Tom’s father was a haberdasher—or men’s shop keeper.
Tom’s father was a “haberdasher”. He had a clothing store for men.


TAKE IT CONTEXTUALLY
A. Figure out the meaning of the underlined words without having to look at the dictionary just by
looking at its context, or how it is used in the sentence. Then, explain what clues in the sentence
helped you determine the word meaning.
1. Universal: Daniel wanted to befriend Ana, but he felt it a universally acknowledged truth that
popular girls like her wouldn’t want to be friends with unpopular guys like him.
Definition: ____________________________________________________________________
What clues in the sentence lead you to your definition?
2. Scrupulous: I wanted to just set the table and be done with it, but my mother scrupulously
arranged each napkin, dish, and utensil until they were in perfect alignment.
Definition: ____________________________________________________________________
3. Tact: Jane could have easily hurt Brenda’s feelings when she told her that the dress did not fit
her well, but Jane used tact and consideration when choosing her words, so Bertha understood
without being offended.
Definition: ____________________________________________________________________
4. Amends: After Brian broke Dara’s heart this last time, he will have to make some serious
amends if he ever wants to win her back.
Definition: ____________________________________________________________________
5. Conjecture: Stanley tried to determine the meaning of the vocabulary word, but there were so
few clues in the sentence that all he could do was hopelessly conjecture as to what the word
might mean.
Definition: ____________________________________________________________________

B. Choose the best meaning of the underlined word.
1. Tommy was a real avid stamp collector. 7. He climbed the mountain and stood
He inherited the desire to collect stamps looking over the tops of the trees on the
because his dad had a collection, too. mountain across from him. He was right
on the precipice and could have fallen.
a. eager
b. careless a. edge
c. apart b. stiff
d. fearful c. top
d. under
2. Her Christmas bills added up. After the
holidays, her extravagance was going to 8. The boy tried to justify his actions to his
take several months to pay off. mother by explaining the reasons why he
did what he did.
a. economy
b. praise a. depend
c. external b. prove
d. overdoing c. strict
d. concourse
3. It was gratifying to see how she acted
toward her grandmother because her 9. He cut the paper precisely on the line,
grandmother was always kind to her. and it fit perfectly in the grooves of the
picture frame.
a. pleasing
b. nervous a. exactly
c. aggravating b. embellish
d. unclear c. outer
d. advance
4. The boy was caught stealing from the
store. His larceny caught up with him 10. His eternal Light would shine on the
when the owner showed him a CCTV people even after His death.
footage.
a. temporary
a. gift b. ethical
b. theft c. reformed
c. lawless d. endless
d. honor
11. Although I was unable to understand all
5. The ideas she presented to the class were of the details of the presentation, I did
clearly an untested theory because there get the gist of it.
had never been any research done on it.
a. humor
a. magic b. main point
b. brutal c. notes
c. indictment
d. belief 12. Night is the time when many animals
forage, or search, for food.
6. She did several backbends in a row to
show how limber she was, so that she a. come out at night
could be chosen for the gymnastics b. sleep
team. c. look for food
a. enthused 13. The store specializes in cutlery, such as

b. responsive forks and knives, that has unique
c. likely designs.
d. flexible
a. spices and seasonings
b. plates, bowls, and cups
c. silverware; eating utensils

THE READER’S NOTEBOOK: CHARACTERIZATION

Characterization is the way in which writers guide readers’ impression of characters. In his
work, Le Morte d’Arthur, Malory combines details of appearance, speech, thoughts, and actions with
comments on the characters to establish the essential nature of his characters.
As you read the selection, take note of King Arthur’s words and actions and those of other
characters in response to him. Think about whether these details of characterization support the view of
King Arthur as a fearless and wise king beloved by his followers.
Use the cluster diagram below to record examples of King Arthur’s speech and behavior as well
as the words and acts of others that contribute to Malory’s characterization of him. You may add more
spheres as needed.
King
Arthur
There are four basic methods of developing a character: 1) description of character’s physical
appearance; 2) presentation of character’s speech, thoughts, feelings, and actions; 3) presentation of
other characters’ speech, thoughts, feelings, and actions; and, 4) direct comments about the character.
Should you require additional reference, read the excerpt of Le Morte D’Arthur:
(Click on the image to follow link to Excerpts)

BITE THE DASH

Study the following sentences below. Notice that they are punctuated with a dash (―)
1. When in 1960 the stockpile was sold off—indeed, dumped as surplus—natural rubber sales
were hard hit. –Barry Commoner
2. The presentations—and especially the one by Ms. Ramos—impressed the audience.
3. Oil, steel, and wheat—these are the sinews of industrialization.
4. My foot is on my native heath... –Sir Walter Scott
5. Your question—it was your question, wasn’t it, Mr. Jones?—just can’t be answered.
Studying the examples above, list some of the uses of the dash. List your answers inside the
space provided.
WRITE A DASH
Using the rules you inferred from the previous activity, let us now practice using the dash. For
this exercise, punctuate the sentences below with a dash.
1. I am under the impression that she has no instruction at all and doesn’t need any.
2. Strauss favors as does sotto voce the Administration the early admission of Russia to the
International Monetary Fund.
3. To feed, clothe, and find shelter for the needy these are real achievements.
4. The motion was then tabled that is, removed indefinitely from consideration.
5. If we don’t succeed and the critics say we won’t then the whole project is in jeopardy.
6. We ordered tuna pies that’s what you wanted, right? to be served this afternoon.
7. You said and I distinctly remember you saying so that you wanted to be an entrepreneur.
8. Internet games, selfies, and the social media these may be addictive if unsupervised.
9. Caffeine as does marijuana keeps people alert if taken in small doses but is addictive.
10. It is of my opinion and I suppose everybody else’s, too that she is a most beautiful muse.

TYPE THE HYPE

Study the hyphenated words below.
1. anti-inflammatory 6. one hundred thirty-eight
2. over-the-counter 7. a two-thirds majority of the vote
3. a come-as-you-are party 8. pages 40-98
4. a six- or eight-cylinder engine 9. the New York-Paris flight
5. the ruling-passion of his life
With the examples above, when do you use a hyphen?
LET’S HYPE
Punctuate the words/phrases below with a hyphen:
1. coopted
2. good for nothing
3. She has gray green eyes
4. pre and post adolescent trauma
5. forty five
6. pp. 65 69 (pages 65 through 69)
7. A one hundred year old painting
8. Office of the Vice President of the Philippines
9. She is a milk and water miss.
10. a student of Anglo American literature

SITUATIONER:
The local government is planning to convert your town’s rice
fields into an industrial park. One of the bridges with historical value
will be demolished. Most of the residents disagree with this plan,
some agree, and a few remain undecided.
If you were in the shoes of each of the people enumerated
below, what would you say about the plan?
SHARING OTHER PEOPLE’S PERSPECTIVES (SHOPP)

You are to perform a choral recitation in a verse choir format. The following tasks will help you:
(1) empathize with the characters’ opinions and feelings and understand where the speakers are coming
from and (2) make use of appropriate speech features to make your performance successful.
CHARACTER CHARACTER’S OPINIONS AND FEELINGS
Municipal Engineer
Businessman
Teacher
Vendor
Street Sweeper
Student
Mother
Historian
Your group’s presentation will be graded according to the following rubrics:
CRITERIA 5 POINTS 3 POINTS 1 POINT

Completeness All roles were filled in Only 5-7 roles were filled in Only 1-4 roles were filled in
Argument/Stand All responses strongly Only 5-7 responses strongly Only 1-4 responses strongly
expressed agreement or expressed agreement or expressed agreement or
disagreement disagreement. disagreement
Form All responses used Only 5-7 responses used Only 1-4 responses used
capitalization, punctuations capitalization, punctuations, capitalization, punctuations,
and interjections correctly and interjection correctly. and interjection correctly.
POINTS


Viva Voce!
Choose your favorite part of the text, The Day of Destiny. With a partner, read the part aloud
using the correct pitch, juncture, stress, intonation, rate of speech, volume, and projection.
Paste/Write in the box below the lines you choose to perform.
You will be graded according to the following rubric:
Viva Voce Rubric
Your Total Score: ___________

Normally you hear from people who care say, “Don’t be your own roadblock to success!”
This is the challenge you need to attend to amidst difficulties and sufferings you may experience. This
simply means you need to be aware of, face, and then remove the setbacks, burdens, and difficulties
which at time upset you. To fear them is alright but you have to face these fears and live with them
courageously. They are parts of the games you have to play to make your life better. It is always in your
hands for you to start making the most out of these challenges.
This lesson begins with learning to cope with challenges to enhance yourself. Further on, you’ll
confirm that you read poems not only for the exploration of target concepts, but also for enjoyment and
for the help it gives you to understand yourself as well as the people anywhere, anytime. Most
importantly, the enhancement of your communication and literary skills are on top of all of these. The
overriding and underlying concepts plus the tasks you’ll engage in in this lesson will surely guide you to
answer the BIG Question: How do I cope with challenges in life?
Going through the process of discovering the answers to this essential question, you are
expected to:
 make connection between the present text and the previously read text
 assess the relevance and worth of idea presented in the material viewed
 draw generalizations and conclusions from the material listened to
 use synonyms of words to clarify meanings
 explain how the tone of the poem helps clarify its meaning
 use contractions proficiently
 make use of lyric poem’s feature in an advertising campaign
 use effective ways of coping with challenges to enhance one’s self
 show appreciation for the significant human experiences highlighted and shared during the
discussion
CONSTANT RECALL (ELEMENTS OF POETRY)

One challenge you need to face is to find ways to unfold and show appreciation for the meaning
of a poem.
Subject is the object/ Sounds call for the use

thing/idea/person/ Elements of rhyme, rhythm,
situation the poem
presents.
of Poetry repetition, alliteration
and other sound
devices
Imagery calls for the Meaning is the

use of colorful and Tone is the poet’s intended comment about
moving words that attitude toward the life/observation about
appeal to the senses subject the experiences
and evoke feelings in life

Words have the power to help a person get through hard/difficult times. Read the poem below
and find out how it helps you achieve insights about life.
Click speaker to
listen to poem
Source: The Collected Poems of Langston Hughes (Vintage Books, 1994)
SMALL GROUP DIFFERENTIATED WORK

Work in ten (7-10) small groups.
With your groupmates, read the poem aloud and perform the task assigned to you.
Group 1: Words, Words, Words
Group 2: Meaningful Significant Experience
Group 3: Getting Into the Heart of the Matter
Group 4: Message for You (Devices that Create Rhythm)
Group 5: Message for You (Devices that Enhance Meaning)
Group 6: Message for You (Devices that Intensify Mood)
Group 7: Message for You (Other Cognitive Devices)


Group 1. Words, Words, Words
A. Make a Synonym Match Challenge. Fill each blank with a single letter to form these pairs of words
into synonyms:
Example: ___ACTUAL ___RUE

F ACTUAL T RUE
1. ___COLD ___HIDE 6. ___ARROW ___LENDER
2. ___EARNING ___RAVING 7. ___TUMBLE ___RIP
3. ___ALLY ___CORE 8. ___LIMB ___SCENT
4. ___AVER ___ALTER 9. ___INDICATE ___LEAR
5. ___ROUND ___OIL 10. ___WELLING ___BODE
B. Word Bank As you read the poem, list the words that you find difficult. Use a dictionary to
find the synonyms and antonyms of each word.
DIFFICULT WORD SYNONYMS ANTONYMS
10


Group 2. Meaningful Significant Experience
When you read a poem, you get to know the experience of other people. This gives you a better
perspective of your relationship with others and how you’ll react to challenges in life.
Write your answers to the following guide questions on the illustration of the stairs.
1. Who is the speaker/persona in the poem?
2. To what does the speaker compare her life?
3. What is the speaker doing?
4. What kind of stairway is it?
5. What kind of stairway is the mother’s life different from?
6. What does the mother tell her son?


Group 3 Getting Into the Heart of the Matter
The poem is divided into three parts. Which lines of the poem talk about hardships? Responses to
hardship? Mother’s advice to keep?
Use the table below for your responses:
PART OF THE POEM LINES WHICH TALK ABOUT IT
Hardships
Responses to hardship
Mother’s advice to keep
Which is the most interesting phrase in the poem? Why?
Which lines best illustrate the persona’s state of mind? Explain.
What do you think is the most probable purpose of the writer in writing this poem?


Group 4 Message for You
Poetry is the most condensed and concentrated form of literature, saying most in the fewest number of
words. William Wordsworth define poetry as “the spontaneous overflow of powerful feelings, recollected in
tranquility.” Poems can follow a strict structure, or none at all, but many different types of poems use poetic
devices.
Poetic devices are tools that a poet to create rhythm, enhance a poem’s meaning, or intensify a mood or
feeling.
A. Devices that Create Rhythm

Repetition is repeating words, phrases or lines. For example, Edgar Allan Poe’s poem The Bells repeats
the word “bells.” As such, he was able to create a singsong rhythm similar to that of ringing bells.
To the swinging and the ringing
of the bells, bells, bells---
A Foot is a unit of poetic meter which consists of various combinations of stressed and unstressed
syllables. Among the feet that can be used to create rhythm include the anapest and the dactyl.
An anapest consists of two unaccented syllables with an accented one right after it, such as com-pre-
HEND or in-ter-VENE. Below is an example of an anapestic meter which can be found in Byron’s poem The
Destruction of Sennacherib.
And the sheen of their spears was like stars on the sea,
When the blue wave rolls nightly on deep Galilee.
The reverse of an anapest is a dactyl, which contains one stressed syllable followed by two unstressed
ones, such as FLUT-ter-ring or BLACK-ber-ry. Tennyson’s poem The Charge of the Light Brigade uses a
dactylic meter.
Forward, the light Brigade!
Half a league, half a league
Rhyming is another common poetic device used to create rhythm. Rhyming devices include the couplet,
internal rhyme, and the end rhyme.
A couplet are two rhymed lines that are together and may or may not stand alone within a poem.
Shakespeare’s sonnets usually end in a couplet.
For thy sweet love remembered such wealth brings
That then I scorn to change my state with kings.
An internal rhyme is a rhyme which typically occurs within the same line of poetry. Edgar Allan Poe’s
poem The Raven makes use of internal rhyme.
Once upon a midnight dreary, while I pondered, weak and weary
Unlike the internal rhyme, an end rhyme occurs when two words at the end of the lines rhyme. Emily
Dickinson’s poem A Word uses end rhyme.
A word is dead
When it is said
Are these poetic devices present in the poem?
POETIC DEVICE LINES FROM THE POEM


Group 5. Message for You (Continued...)
devices.
feeling.
B. Devices that Enhance Meaning
There are many devices that can enhance the meaning of a poem. A simile is a comparison between two
unlike things and uses the words “like” or “as.” A simile can get the reader to look at something in a different
way.
What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
In contrast to a simile, a metaphor is a comparison between two unlike things without using the words
“like” or “as.” A metaphor uses the senses and compares two things in a meaningful way. John Donne’s poem
The Sun Rising uses a powerful metaphor.
She is all states, and all princes, I.

Through this comparison, Donne is saying that his beloved is richer than all states, while he is richer than
the princes because of their love.
An extended metaphor is a feature of a lyric poem that presents comparison over several lines
throughout the poem.
Using symbolism also enhances the meaning of a poem. A symbol is an object that means more than
itself and represents something else. In Robert Frost’s poem The Road Not Taken he talks about deciding which
path to take when coming to a form in the road. The form and the two routes that result symbolize choices in life,
a specific decision that must be made, etc. So, the actual road that he describes represents something much
greater than what it is.
Poets may also use imagery, or words to create an image in the reader’s mind. Imagery is based on our
five senses, though visual imagery is used the most. In William Wordsworth’s poem I Wandered Lonely as a
Cloud, his emotions build with the images he creates. Notice how Wordworth’s lines create images in your head
because of the specific details that he uses, thereby creating imagery.
I wandered lonely as a cloud

That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;


devices.
feeling.
C. Devices That Intensify Mood
Some devices are used solely to intensify the mood of the poem. An example is a hyperbole, an
exaggeration that is used for dramatic effect.
Onomatopoeia is another poetic device which uses words that resemble or imitate sounds.
Personification, or giving a non-living thing qualities of something that is alive, can also magnify mood.
If a poet describes the sun as “angrily beating down on the people below” negative feelings are heightened. But,
if the poet says the “sun smiled down on the people, gently warming them,” then positive feelings of contentment
are conveyed.
Alliteration, or repeating consonant sounds at the beginning of words, shapes how the poem sounds
when read aloud, and can add to the poem’s feeling because some consonants have harsher sounds, while others
are more pleasing or calming to hear. For example, the [s] or the [ʃ] sounds are more pleasing while the sounds of
[b] and [g] are often more sharp sounding.
Consonance is the repetition of consonant sounds within and at the end of the words.
Assonance is the repetition of vowel sounds within words.
Denotation is the literal or dictionary meaning of the word.
Connotation is the emotional meaning of the word.


devices.
feeling.
D. Other Cognitive Devices
Cognitive devices are poetic devices that affect the meaning and understanding of the poem.
Tone is the speaker’s/persona’s attitude towards the subject which can be gleaned from the language the
poet uses. Simply put, it is the attitude of the poet.
Mood is a poetic device closely related with tone, which refers to the climate or atmosphere of the poem.
Select from the list below a word(s) that would identify the speaker’s/persona’s tone?
approving admiring critical fearing playful

serious light mimic calm mocking
polite angry persuasive envious anxious
afraid mysterious confused triumphant defeated
cynical hopeful defiant hostile sorrowful
happy doubtful forgiving inspiring
___________________________________________________________
Be sure to support your answer with lines taken from the poem.
TONE SUPPORTING LINE(S)


MUSICALLY YOURS
Remember, the theme of this lesson is coping with challenges. With the discoveries, new ideas
and new developments you have in the previous exercises, let us try to do some practical application of
your understanding using the communication and literary skills you have learned.
Your Activity
1. Scout for songs that express any or some of the following experiences:
poverty prejudice loss of loved ones failures setbacks
hope perseverance sound decisions charity
courage faith determination
2. Sing the song.

3. Talk about its connection to the poem by pointing out parallel ideas/concepts.
THE BEST INFO-AD CAMPAIGN

For this activity you need to produce an Info-Ad/Advocacy Campaign on using positive ways to
cope with challenges.
The Situation
Imagine that you are committed to promote ways to cope with challenges through using all forms
of media (social media, blog, vlog, YouTube, Twitter, and the like). Your major aim is to promote and
conduct information drive to educate and help teenagers like you in coping challenges.
A. Setting Up. Brainstorm, discuss, and decide on the following:
1. Advocacy/Objectives
2. Different committees and roles of each member
3. Plans & Activies
Plan the concept, features, and modes of presenting the Info-Ad.
Prepare the script, technological aids, musical background, and materials needed.
B. Gathering Information
1. Research and take notes about the topic for the ad.
2. Create a questionnaire to gather information you may need about the qualities and features of
an campaign that would attract people.
3. Decide how the ad will be presented (radio, music/jingle, short film, poster/infographic)
C. Presentation
1. Use appropriate technology aids in the oral presentation of your Info-Ad.
2. Post Info-Ad in your FB wall, Twitter, blog, or web page.
3. Promote your advocacy by inviting your friends to share your Info-Ad.
ASSESSMENT: The Info-Ad/Advocacy Campaign on Using Positive Ways to Cope with Challenges
based on the following criteria: Focus, Content, Purpose, Organization and Developement, Relevance,
Clarity, Style, Impact and ICT Integration.

A SHORT LESSON ON CONTRACTIONS

The following quotation relates to the message of Mother to Son by Langston Hughes:
“Our struggles, efforts to face difficulties in life, sacrifices, charity and fervent
prayers are the seeds of our success. To be strong for storms that last not fore’ver as
seasons change with God in control keep us standin’.”
Look closely at the two underlined words.
 What do they have in common?
 What punctuation marks is used in each of them?
 What do you call the expressions that use apostrophe in place of an omitted
letter(s)?
 Why do some poets use this form of expression?
 Reread the poem, Mother to Son by Langston Hughes. Can you find expressions
similar to these?
 What effect do these “poetic contractions” have to the tone and message of the
poem?
A Short Exercise: To Use or Not to Use
Imagine that you are an editor for your school paper. In five (3) minutes, correct each error in
the use of contraction and possessive pronoun. To edit, cross out the erroneous word(s) and write the
correct form on the space above the word itself.
1. Who’se it’s author?
2. Have you accepted they’re opinion about coping challenges?
3. Their here to demonstrate they’re understanding.
4. It’s too late for you to go they’re.
5. They’re here to stay and its about time too.
Contractions Game (10-15 minutes)
Instructions will be given to you by your teacher.

ON USING CONTRACTIONS
A contraction is formed by removing a letter or letters from an expression and replacing the
missing letters with an apostrophe.
The most common type of contraction involves verbs:
COMMON CONTRACTIONS WITH VERBS
Verbs with not can not can’t

should not shouldn’t
were not weren’t
will not won’t
Pronouns with will she will she’ll

we will we’ll
Pronouns with would he would he’d

they would we’d
Pronouns with have we have we’ve

they have they’ve
Pronouns or Nouns with the I am I’m

Verb be you are you’re
she is she’s
Michael is Michael’s
Contractions should be used sparingly in formal writing. Reserve them for those times when
they are necessary for the flavor of the dialogue. In other cases, write out words.
Contractions with Numbers and Poetry. A contraction used in informal writing is one for the name of
the year. EXAMPLES: the class of ’83 the blizzard of ‘88
Another type of contraction is occasionally found in poetry (poetic contractions). Poetic

contractions suggesst a different culture, language use and other nuances of language.
EXAMPLES: e’en (for even) o’er (for over)
Contractions with o’, d’, and I’. These letters followed by an apostrophe make up the abbreviated
from of the and the as they are spelled in different languages. These contractions are used more often
with surnames. EXAMPLES: o’clock O’Sullivan d’Martino l’Abbe
Contractions with dialogues. When writing dialogue, contractions may be used to capture speaking
style.
EXAMPLES: ‘Tis a long way you’ll have to be goin’
Don’ you be afoolin’ me.
CAUTION: Overuse of the apostrophe reduces its effectiveness.

How can I have a purpose driven life? This is the question that most adolescents such as
yourself usually ask. At this point in your life, you might be even able to see which of the experiences
you have had are best for you or which of these may help you find out your personal strengths and
weaknesses.
In this lesson, you are expected to:
 show appreciation for the significant human experiences highlighted and shared during the
discussion
 compare and contrast information listened to
 draw generalizations and conclusions from the materials viewed
 use antonyms to arrive at the meaning of words
 draw similarities and differences of the featured selections in relation to the theme
 use quotation marks effectively
Your expected output for this lesson will be poetry reading, and the criteria for assessment will
be: Delivery, Voice, Gestures, Facial Expression, and Eye Contact.
WHY NOT?
Listen to the song, Do You Know Where You’re Going To? by Diana Ross.
 What emotion does this song evoke?
 How does the song’s message relate to your life?
 What should you do to have a purpose-driven life?

YOUR TEXT
The orchestration of sounds, story, sense and form brings about “life” in a poem. This fusion of
sounds and sense drives you to feel life in it. Moreover, through the words used by the poet, as
expressed by the persona/speaker, the vivid images, clear sounds, and exact feelings are conveyed.
As you read the poem silently while your teacher reads it aloud, highlight words, phrases, and
lines that convey sound, feeling and meaning.
A PSALM OF LIFE
by Henry Wadsworth Longfellow
WHAT THE HEART OF THE YOUNG MAN
SAID TO THE PSALMIST
TELL me not, in mournful numbers,
Life is but an empty dream! —
For the soul is dead that slumbers,
And things are not what they seem.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to‐morrow
Find us farther than to‐day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world's broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, howe'er pleasant!
Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o'erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,
Sailing o'er life's solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.

SMALL GROUP DIFFERENTIATED WORK

GENERAL INSTRUCTIONS:
1. Work in five (5) small groups.
2. With your group mates, read the poem again, and perform your assigned task.
Group 1. The Opposites

Look for words in the poem which are opposite in meaning to each of the following:
1. happy = _____________________ 7. success = _____________________

2. smart = _____________________ 8. wakefulness = _____________________
3. ignoble = _____________________ 9. insincere = _____________________
4. silly = _____________________ 10. harmony = _____________________
5. cheerful = _____________________ 11. permanent = _____________________
6. open = _____________________ 12. loud = _____________________
Group 2. I say...what?

Discuss your answers to the following question:
a According to the poem, what is our “destined end” or purpose?
a According to the author, through the personal/speaker, how can one be a man?
a What conditions are suggested by the persona/speaker in order for anyone to become a man?
Support your answer with lines from the poem that illustrate each condition.

Group 3. I think...

Think and expound your answer about
a What the speaker says life is not...
a what the persona meant by the command, “Act, act in the living present.”
a what is meant/implied by the last four lines of the poem
a a quotation that is closest to your philosophy in life.
Group 4. Universal Ideas Contained

Which of the lines of the poem suggests the following statements?
IDEA LINE(S) WHERE THE IDEA IS SUGGESTED

People should continue to appreciate life
on earth as very important and real.
A time to act is NOW, to make spiritual,

moral and intellectual marks in this
world.
Urges people not to waste the short time
that they have.
Act as heroes amidst the earth strife.
Work toward personal achievement.

Group 5. I believe...

A. Mull over the poem and answer these questions:
QUESTION ANSWER
What are the values expressed in the
poem?
Do people of today still share the values

expresed in the Psalm of Life?
B. Go over the poem once again, and talk about what you like about the following:
WHAT I LIKE about ANSWER

...the title of the poem
...its subject
...the poem’s mysteriousness
...the way the words appear on the page
...the mood the poem puts you in
...what it makes you remember
...what it makes you think about (theme

or general truth in life)

DESIDERATA
Desiderata (Latin for “desired things”) is a 1927 prose poem by American writer Max Ehrmann.
Although unknown in the author’s lifetime, the text became widely known after its use in devotional and
spoken word recordings in 1971 and 1972.
DESIDERATA
Go placidly amid the noise and haste,
and remember what peace there may be in silence.
As far as possible without surrender
be on good terms with all persons.
Speak your truth quietly and clearly;
and listen to others,
even the dull and the ignorant;
they too have their story.
Avoid loud and aggressive persons,
they are vexations to the spirit.
If you compare yourself with others,
you may become vain and bitter;
for always there will be greater and lesser persons than yourself.
Enjoy your achievements as well as your plans.
Keep interested in your own career, however humble;
it is a real possession in the changing fortunes of time.
Exercise caution in your business affairs;
for the world is full of trickery.
But let this not blind you to what virtue there is;
many persons strive for high ideals;
and everywhere life is full of heroism.
Be yourself.
Especially, do not feign affection.
Neither be cynical about love;
for in the face of all aridity and disenchantment
it is as perennial as the grass.
Take kindly the counsel of the years,
gracefully surrendering the things of youth.
Nurture strength of spirit to shield you in sudden misfortune.
But do not distress yourself with dark imaginings.
Many fears are born of fatigue and loneliness.
Beyond a wholesome discipline,
be gentle with yourself.
You are a child of the universe,
no less than the trees and the stars;
you have a right to be here.
And whether or not it is clear to you,
no doubt the universe is unfolding as it should.
Therefore be at peace with God,
whatever you conceive Him to be,
and whatever your labors and aspirations,
in the noisy confusion of life keep peace with your soul.
With all its sham, drudgery, and broken dreams,
it is still a beautiful world.
Be cheerful.
Strive to be happy.
Max Ehrmann, Desiderata, Copyright 1952.


COMPARING AND CONTRASTING
Finding similarities and recognizing differences can help you understand your reaction to
different persons and information you listened to.
For this activity, you are to:
 Work in small groups of four-five (4-5) members each.
 Compare the poem Desiderata and A Psalm of Life
 Compare the specific points that are similar enough to enable you to draw effective
comparison
POEM # 1 POEM # 2
CATEGORY
(A PSALM OF LIFE) (DESIDERATA)
Title of the Poem
Subject
The mood/tone
Theme or general
truth observed in
ytl[ife

ON USING QUOTATION MARKS

Quotation marks (“ ” or ‘ ’) are used to enclose the exact words of the speaker/persona.
Commonly used in narrative prose, these can also be found in dramatic or narrative poems.
Study closely these lines:
1 He met a pilgrim shadow― 2

They say, “Time assuages.” “Shadow,” said he,
“where it can be―
―Emily Dickinson, Verse 13 This land of El Dorado?”
―Edgar Allan Poe, El Dorado
Questions to Ponder:
 How are the quotation marks used in Verse No. 1? In Verse No. 2?
 Where are they (open and close quotation marks) positioned in the sentences?
 What are enclosed in quotation marks?
 How do the uses of the quotation marks in Verse No. 1 differ from Verse No. 2?
 When do we use a set of single quotation marks (‘ ’)?
 What are the other uses of quotation marks?
POETRY READING: A PERFORMANCE OUTPUT

One good way to show your appreciation of the poem you read and explored is through giving
justice when reading it orally. You surely can prove your understanding of the poem’s message through
oral reading. This is when you communicate the private, personal, unique experience of the
poet/persona to your audience.
For this activity, just be sure to follow the steps on this checklist!
STEP REMARKS DONE
Find a poem you feel a connection with Title of the poem: _________________________________
and you want to enjoy reading in public Name of poet: ____________________________________
Review the text to check the difficult and List of unfamiliar words in the poem:
unfamiliar words
Make a working script:
Identify the persona and what Persona:
he/she is trying to say ________________________________________+
Point out tone of voice to be used
Note/Mark where his/her tone might
change to slow, fast, soft or loud
Memorize the text Text memorized
Plan your movements (gestures, facial
expression, eye contact)
Practice reading aloud
*Criteria for grading: Voice (quality, projection, volume, pitch); Delivery (phrasing, pausing, intonation,
stress); Facial Expression, Gestures & Eye Contact.

How can I attain self-worth? What does it take to get the most out of life? For you to
celebrate self-worth, you need to raise your self-esteem. This could be demonstrated through your
understanding of essential literary concepts and improving your language communication skills.
These are your objectives for this lesson. You are expected to:
 draw generalizations and conclusions from the material viewed

 summarize information from the text listened to
 proved that title serves as a big clue to project on the meaning of the poem
 use definition to arrive at meaning of words
 explain how a poem is influenced by culture and other factors
 use literary devices and techniques to craft poetic forms
 use the appropriate and effective speech conventions expected of speech choir presentations.
Your expected output is a speech choir presentation, and the criteria for assessment will be:
Delivery, Voice, Audience Impact, Gestures, Facial Expressions, and Choreography.
GETTING THE MOST OUT OF LIFE

All of us have different ways of celebrating our self-worth. Some buy what they want. Some
take a trip to the mall, stroll in the park or seashore, or hang out with friends.
Look at the picture below.
 What general truth in life comes to your mind as you see this illustration?
 What details of the illustration suggest the importance of attaining self-worth?

YOUR TEXT
Poems being expressions oftentimes give you insights on how to make life better, if not the best.
As you listen to your teacher read the poem If by Rudyard Kipling, read it silently and watch out
for words which are difficult for you to understand. List these down in your notebook or Task Record
Book.


VOCABULARY PLUS
When you find the meaning of a word in the words or sentences that surround it, you know you
have context clues. These context clues can help you expand your vocabulary.
One simple strategy is through definition or restatement clues. Here, you must watch out for
words like or, that is, in other words, also called as, (otherwise) known as that often signal definition or
restatement.
Now, go over your list and find out which of them are clearly described by the following
definitions using context clues. You are given 10 minutes to do this activity.
MEANING/DEFINITION UNKNOWN WORD
1. It means “misfortune” or “bad luck”
2. In other words, they are your “enemies” or “opponents”
3. It means “stack” or “bundle”
4. They are also called “pretenders” or “fakes”
5. they are also called the “playing cards”
6. It means “strength”
7. This means “to bow” or “to bend”
8. It is a “trick” or “setup” or “deception”
9. This calls for “good quality” or “morally good”
10. In other words, these are your “achievements,”

“accomplishments,” or “successes”



Group 1. Gearing Up
Read the poem once more to find its meaning.
The poem is actually divided into four parts, as reflected by each of its stanza. Now find out
how each part suggests something or someone in real life.
Pick out the lines that clearly suggest such.
To do this, complete the following table with entries called for. Then, present your findings to
your classmates through a powerpoint.
PART WHAT IT SUGGESTS WORDS, PHRASES, OR LINES THAT CLEARLY

OF THE SUGGEST MEANING
POEM
II
III
IV



Group 2. Always Do the Positive
Read the poem once more to find its meaning.
The poem sets conditions that serve as positive signs for success or attainment of self-worth.
Check out which of these signs are conveyed in the poem.
STANZA OR LINES CLEARLY POINTING

SIGNS/CONDITIONS FOR SUCCESS
EACH SIGN
1. Overcome challenges and obstacles in life;

don’t let them beat you.
2. Follow your dreams and set your goals.
3. Be realistic.
4. Continue, keep going; don’t stop even if

there are many challenges in your way.
5. We are all equal and no one is above

anyone else.
6. Do not waste time. Use every minute of

your time wisely.
7. Be true to oneself.
8. Understand people who think differently

for you and provoke you to do evil actions.
9. Always do what is right and just.
10. Know the value of self-worth without

being too proud of your own qualities.
11. Do what is best.
12. Have hope in life even if life is hard.
13. Don’t give up.
NOTE: You may use additional sheet of paper.



Group 3. Firming Up the Value of Self-Worth
Read the poem once more to find its meaning. Then, answer the following questions:
STANZA OR LINES CLEARLY POINTING

SIGNS/CONDITIONS FOR SUCCESS
EACH SIGN
1. Which part makes you think of someone or

something in real life?
2. According to R. Kipling, how can one be a

man?
3. What conditions are stated in each stanza?
4. Is the message of the poem worthwhile?

Prove your point.
5. How important is the poem’s message in

your life?


SUMMARIZING
Giving the summary of the points in a text you read or ideas you listened to helps clarify your
understanding of the key information in a reading or listening or literary piece. When you summarize,
you condense the ideas you read or listened to.
One way of summarizing is restating the main ideas and the most important details in a few
words and sentences.
Let’s try to summarize the key points in the poem If by using the following guide questions are
your guide:
GUIDE QUESTIONS SUMMARY
1. What have you learned from the poem If?
2. What approach to life do you think the poet

intended to show and share in the poem?
3. What new and special way does the poem

give you of enhancing yourself that can be
celebrated?
4. How will it help you to become a better

person?


ON USING ELLIPSIS
Ellipsis (...) is also a part of everyday conversation. It’s normal that one speaker may cut off
what he/she is saying, another speaker may trail off, or his/her train of thought may wander. The use of
ellipsis makes the conversation natural and realistic even in poems.
Look at the statements below. What is common to these expressions?
1. Share your talents...

2. Aaaahhh...you’re interested
3. Yippeee...We can help.
The ellipsis are punctuation marks that are used to show that something has not been expressed.
It usually indicates any of the following:
 Words that have been left out of a quotation.
 Words that are being thought of instead of spoken.
 A series that continues beyond the items mentioned.
 Time passes or action occurs in a narration.
Mark It Right!
DIRECTIONS: Choose the blank space that marks the best place to insert ellipsis points. Rewrite
the corrected statement on the space provided for.
1. “The intellect, seeker of absolute truth___or the heart lover of___absolute good___we awake
___” ―Ralph Waldo Emerson
2. “Time is a test of___trouble but___not a remedy___” ―Emily Dickinson
3. Time never assuage___an actual suffering strengthens___as sinews do with age___”

―Emily Dickinson
4. “Yet if we could scorn, hate and___pride and fear:___If we were things born not to shed a
tear___” ―Percy Bysshe Shelley
5. “Rise in the spiritual rock___flow through our deed and___make them pure___.”
―Alfred Lord Tennyson

THE SPEECH CHOIR PRESENTATION

Your major task for the first quarter is a speech choir presentation. Here are some grand ideas
for an impressive performance on stage. Look them over and keep these points in mind as you go
through the process.
A. Connect
From the poems you have explored in class, choose one that
interests the majority of the group members;

is most like;
you feel a close connection with;
you want to read; and
you enjoy reading in public
B. A Working Script
Have a copy of the poem and use it as a working script. A working script is were you will
underline/highlight the parts you find most dramatic like words, phrases, images, sounds, and
rhythm;
mark the parts where you’ll go slowly, speak up or pause;
make notes describing the speaker/persona and characters and consider his/her
 age
 feeling expressed in the poem (Is there a change in his/her feeling as the poem goes
on?)
clarify the tone (thoughtful, tender, serious, sarcastic, sad, happy..) you’ll convey; and
decide
 whether the poem should be read by: 1) alternating lines; 2) several voices; 3) single
voice; or 4) combination
 how you will use your voice to convey your tone; and
 what single impression you want your audience to get from your reading.
C. The Fair Plan
Understand the text thoroughly before you memorize it.

Plan your movements
 Specify the posture and the movements that will be used including the entrance and
exit.
 Act out some parts especially the key parts of the poem.
Decide on and be creative in your choice of props, costumes, scenery, sound effects, or other
forms of musical background
D. Rehearse, Rehearse, Rehearse!
Practice reading aloud.

Read according to punctuation.
Don’t come to a full pause but read on to the next line to complete the thought.
Read with expression. Change the tone of your voice to add meaning to the word.
Use the tone of your voice, eye movement, facial experssions and minimal gestures to
emphasize key words and phrases.
Read aloud into the tape recorder and listen to it to note accuracy and expression.
As you rehearse, you must be open for comments and suggestions for improving your
performance.
Have eye contact with your audience.


THE SPEECH CHOIR

You will be graded following rubric:
RUBRIC FOR SPEECH CHOIR
Expert Proficient Developing

CRITERIA Multiplier Total
3 2 1
Delivery Lines are spoken at 3-5 errors in phrasing, 6-10 errors in phrasing, 10
(phrasing, appropriate times, proper pausing, stress and pausing, stress and
pausing, phrasing, stress and intonation intonation
intonation, intonation
stress)
Voice (quality, Voice is impressive (varied Only 75% of the Only 50% of the audience 10
projection, pace, pitch, emotion) and audience can hear can hear
volume, pitch, can be heard by everyone
and tone) in the audience
Facial Facial expressions match 75% of the cast employ 50% of the cast employ 5
expression the mood and tone of the proper facial expression proper facial expression
poem
Eye contact Eye contact is made with 75% of the cast makes Only 50% of the cast 3
fellow actors and audience eye contact makes eye contact
Gestures Gestures are used to Only 75% of the Only 50% of the gestures 2
emphasize emotions gestures emphasize emphasize emotions
emotions
Choreography Movement are used to Movement is not very Lacks choreography 5
(movement) convey emotions of the coordinated, sometimes
poem there is blocking
Costume & Costumes and props are 75% of the costumes 50% of the costumes and 2
Props related to concept; custom- and props are related to props are related to the
made for the production concept concept
Background Background music and Background music Little or No background 2
music and sound effects are related to music
sounds the concept
Mastery Poem is internalized 75% of the cast Only 50% of the cast 2
evidenced by memorization, internalized the poem internalized the poem
interpretation & expression
of lines
Posted video Posted video of speech 5
online* choir online
Timeliness* Submitted working script at Submitted working script Submitted working script 5
least two days before a day before deadline on deadline date
deadline date date
GRAND TOTAL /50
TEACHER’S COMMENTS/REMARKS
*Bonus points

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INTRODUCTION

ISOBEL PERREGGIE JEBELEM H. CAMPOMANES

EXPECTED PERFORMANCE TASKS

LESSON EXPECTED OUTPUT

1 Recognizing Roles in Life Community Services Brochure

 Share prior knowledge about a text topic (EN9RC-Ia-b-16);

 Process information mentioned in the text listened to (EN9LC-Ia-8);

 Infer thoughts, feelings, and intentions in the material viewed (EN9VC-Ia-3.8);

 Provide words or expressions appropriate for a given situation (EN9V-Ia-b-1);

 Analyze literature as a means of discovering the self (EN9LT-Ia-i-14);

Writing and Composition

Oral Language and Fluency

 Use normal and inverted word order in creative writing (EN9G-Ia-i-17);

 perform tasks by following instructions (EN9LC-Ia-3.6)

LETTER SEARCH RIDDLE GAME

1. I am the first letter of right.

2. You’ll find me in boar but not in bear.

3. I’m in the middle of ceiling.

4. You’ll find me in ore but not in our.

5. I have the sound of the sea.

What is it in life that I have to perform?

English 9 (A Journey Through Anglo‐American Literature) Page 1

2. Write at least 10 qualities of this person in the boxes provided for.

English 9 (A Journey Through Anglo‐American Literature) Page 2

English 9 (A Journey Through Anglo‐American Literature) Page 3

Summarize your thoughts inside this note:

FOR SIGNIFICANT HUMAN EXPERIENCES

THE SEVEN AGES OF MAN

All the world’s a stage,

English 9 (A Journey Through Anglo‐American Literature) Page 4

SMALL GROUP DIFFERENTIATED WORKS (SGDW)

Task 1.6a. Reading It the Right Way (Group 1)

Pronouncing the letter <s> as /z/ or /iz/

English 9 (A Journey Through Anglo‐American Literature) Page 5

A Short Lecture in Pronunciation: Stress

1. It can change/affect the meaning of a sentence.

1. Stress the first syllable of:

a Most two-syllable nouns

Example: CLImate KNOWledge PROgress PREsent

a Most two-syllable adjectives

Example: FLIPpant SPAcious HANDsome

2. Stress the last syllable of:

a Most two-syllable verbs

Example: reCORD preSENT inCREASE adMIT anNOUNCE

beGIN arRANGE imPRESS deCIDE ofFEND

3. Usually stress the second last syllable of

a Words ending in –TION, -SION, -CIAN

Example: eduCAtion intuItion concenTRAtion demonsTRAtion

perMISsion obSESsion muSIcian techNIcian

a Words ending in –IC

Example: ecoNOmic rea-LIS-tic staTEgic meCHAnic geoGRA-phic

draMAtic pessiMIStic acaDEmic poEtic eLECtric

4. Usually stress the last syllable of

a Words ending in –EE or -OO

Example: kangarOO employEE guarantEE degrEE shampOO

Exception: comMIT-tee COF-fee

English 9 (A Journey Through Anglo‐American Literature) Page 6

NAME/GROUP: SECTION: DATE:

Task 1.6b. Reading It the Right Way (Group 2)

Stress and Intonation

B. Using the Appropriate Stress to Convey Meaning

1. 18. 24.

2. 19. 25.

English 9 (A Journey Through Anglo‐American Literature) Page 7