Myeshaena C.

Marcial BSED-English II
EDUC 107 T.T.H- 7:30-9:00 AM
Conceptualization
READING COMPREHENSION

EN9RC-IIa-3.2.7: Compare and contrast similar information presented in different texts.

The following texts are taken from the Grade 9 Learner’s Material: A Journey Through Anglo-
American Literature.

Aud Lang Syne Lyrics I Think Continually of Those Who Were Truly Great
English Version Stephen Spender

Should old acquaintance be forgot I think continually of those who were truly great. Who,
And never brought to mind? from the womb, remembered the soul’s history.
Should old acquaintance be forgot, Through corridors of light where the hours are suns;
endless and singing. Whose lovely ambition was that
And auld lang syne?
their lips, still touched with fire, should tell of the Spirit
clothed from head to foot in song, and who hoarded
For ault lang syne, my dear, from the Spring branches the desire falling across their
For auld lang syne, bodies like blossoms.
We’ll take a cup of kindness yet,
For auld lang syne. What is precious is never to forget the essential delight
of the blood drawn from ageless springs. Breaking
And surely you’ll buy your pint cup! through rocks in worlds before our earth. Never to deny
its pleasure in the morning simple light nor its grave
And surely I’ll buy mine!
evening demand for love.
And we’ll take a cup o’ kindness yet,
Never to allow gradually the traffic to smother, with
For auld lang syne. noise and fog the flowering of the spirit.

We two gave run about the slopes, Near the snow, near the sun, in the highest fields, see
And picked the daisies fine; how these names are feted by the waving grass and by
But we’ve wandered many a weary foot, the streamers of white cloud and whispers of wind in
Since auld lang syne. the listening sky. The names of those who in their lives
fought for life, who wore at their hearts the fire’s
center.
We two have paddled in the stream,
From morning sun till dine
Born of the sun they traveled a short while towards the
But seas between us broad have roared sun, and left the vivid air singed with their honor.
Since auld lang syne.

And there’s a hand my trusty friend!

And give us hand o’thine!
And we’ll take a right good-will draught,
For auld lang syne.

To compare and contrast two pieces of writing ,one should ask some of the following
questions (The Writing Center, n.d.): What do they depict? What is their tone or mood? What
were their tone? What were they created for? What themes fo they address? In doing this, one
Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division
The Writing Center. (n.d.). Comparing and contrasting. Retrieved September 25, 2019
From https://writingcenter.unc.edu/tips-and-tools/comparing-and-contrasting/
can use techniques like drawing Venn diagrams or charts, or simply write them down on
paragraph form.

Below is an exaple of contrasting and comparing similarities of the two texts:

Similarities

The two texts are dramatic poems that involve the concept of “greatness” in that Auld Lang Syne
celebrates he greatness of the people we love and I Think Continually of Those Who Were Truly
Great is one that commends the greatness of creative geniues and visionaries and heroes in
history who left a mark in the world.

Both texts use figurative language. The first text uses metaphor in the phrase “cup of kindness”
to present the idea of how drinking with old friends can bring one back to a less problematic time
of innocence and gaiety of the heart, as well as personification in “the seas between us broad
have roared”, indicating that there has been a great gap between them throughout youth and old
age. The second text is abound with personification such as “…the Spirit clothed from head to
foot in song…” which refers to a feeling of elation and inspiration.

Differences

Only the second text talks about what endures through time as can be understood in the lines,
“see how these names are feted by the waving grass,” and “…they traveled a short while towards
the sun, and left the vivid air signed with their honor.” The poem clearly states how people who
have done great will be honored and immortalized by nature itself (nature here refers to the
connection of each person to the natural order of culture and history of men). The first poem on
the other hand does not talk about what endures through time as its whole theme is recounting
memories of old friends, and memories can only be alive as long as there is someone to
remember them.

Another difference is that only Auld Lang Syne is marked with vivid imagery, such as in the lines,
“we two have paddled in the stream, from morning sun till dine” and “we two gave run about the
slopes, and picked the daisies fine”. These narrations can be easily imagined in the mind because
they are regular human actions that can be done by anyone. On the other hand, I Think
Continually of Those Who Were Truly Great makes use of several abstract imageries such as,
“the essential delight of the blood drawn from ageless springs” and “from the Spring branches the
desire falling across their bodies like blossoms”. These cannot be imagined unless treated with
poetic interpretation because human experience does not encompass these abstractions.

EN9RC-IIb-19: Get information from various print media like brochures & EN9RC-IIc-19: Get
information from various print media like pamphlets

Referring to the content of the link:

http://wwww.worldbank.org/en/news/feature/2013/09/13/infographic--the-philippine-jobs-
challenge-creating-more-and-better-jobs found in Grade 9 Learner’s Module Task 5 of Module 2,
Lesson 2, we answer the following questions:
1.) What does the information material say about the economic situation of the country?

It says that the Philippine economy is having a hard time coping with job demands.

2.) How can the generation of more jobs influence the Filipino workers?

Filipino workers no longer have to migrate to other countries to look for jobs. Poverty will
be lessened. Informality of labor will also be lessened.

3.) How should the jobs challenge be addressed?

It can be addressed if the government, the labor sector, the civil society, and the business
sector work together to create opportunities for the Filipinos.

EN9RC-IIc-19: Get information from various print media like periodicals

Read the online periodical and identify the main ideas and their supporting details.
The main idea in a paragraph is the most important idea. It is the central point that an author is
trying to get across to the reader. The supporting details describe the main idea. They make the
main idea stronger and clearer (Shimabuu, Maybeny, Kinoshita & Venzon, n.d.).

Goodbyes and Grief in Real Time

By Brian Stelter
Access in https://www.nytimes.com/2013/08/01/business/media/goodbyes-and-grief-in-real-
time.html

Main Idea- “The internet enabled him to celebrate his mother and mourn her in real time.”
Supporting Details- …”an online community was collectively grieving with him”; “The online
reactions were overwhelmingly positive; some people thanked Mr. Simon for letting them get to
know Ms. Newman and described what she had in common with their own mothers”

Main Idea- “A smattering of online comments were critical, suggesting that sharing such intimate
moments was inappropriate”
Supporting Details- “’exploiting his mother’s last days for ratings and fame,” read one article..”
“We have reached a pont in the way we think about out lives where our stories of struggle and
loss feel like they no longer belong solely to us.”

EN9RC-IId-19: Get information from various print media like and audio-video recordings
Listen to the audio recording of The Lottery from http://www.mrcoia.com/school/sound/lottery.mp3
Identify some sensory images in the story and explain how these images help make the story
realistic.

Department of Education. (n.d.). Grade 9 learner’s module: A journey through Anglo-American literature.
Pasig, Philippines: Bureau of Secondary Education, Curriculum Development Division
Imagery consists of descriptive language that can function as a way for the reader to better
imagine the world of the piece of literature and add symbolism o the work (Literarydevices.com,
n.d).
There are five types of sensory imagery:
Visual, auditory, kinesthetic, olfactory, and gustatory. Creating sensory images is a strategy
readers use to think more deeply about a text.

In the story The Lottery, here are some of the sensory imagery found:

Visual- “The morning of June 27th was clear and sunny.”

Auditory- “…there was a murmur of conversation…”

Kinesthetic- “…the fresh warmth of a full-summer day…”

EN9RC-IIf-11.1: Sense the difference between linear and non-linear texts.

The teacher will present information about how information is presented in linear and non-linear
texts. Both types of texts will be compared and contrasted by the students using Venn Diagram.
Here, the information of the texts are presented in a typical compare and contrast pattern to
maximize space.

Differences between Linear and Non-Linear Text

Linear Text
According to differencebetween.com (n.d.), linear text refers to traditional text that needs to be
read from beginning to the end. Here, the reader makes sense of the text according to
the grammatical and syntactic arrangement of the words. Moreover, this type of text has an order
or sequence; it’s typically the author of the text who decides the order of the text, or its reading
path. Generally, texts printed on paper are considered as linear texts. Novels, poems, short
stories, letters, educational texts, all those texts we read from the beginning to the end, are linear
texts. Linear text is the most common type of reading. It is the traditional method of reading we
are taught as children. However, linear text or linear reading is not always advantageous; it may
prove disadvantageous when you are in a hurry and need to find some information quickly. This
is because reading a linear text involves reading the whole text from the beginning to the end,
and it may take a considerable amount of time to find the specific information you need.

Non-Linear Text
Nonlinear text is the opposite of linear text. As its name suggests, it is nonlinear and non-
sequential. In other words, the readers do not have to go through the text in a sequential manner
in order to make sense of the text. This type of text has many reading paths since it’s the readers
who decide the sequence of reading, not the author of the text (differencebetween.com).
There are many definitions of the term nonlinear text. Most people consider texts with visuals or
graphs along with it as examples for nonlinear texts. Some examples include flowcharts, charts,
Literarydevices.com. (n.d.). Imagery. Retrieved August 20, 2019 from http://www.literarydevices.com/imagery/
Shimabuu, D. Maybeny, T. Kinoshita, N. & Venzon,V. n.d. Main Ideas and Supporting Details. Retrieved October16, 2019 from
https://laulima.hawaii.edu/access/content/user/vvenzon/Eportfolio/Main%20Idea%20Module%20Prototype%20Final.pdf
 and graphs (ex: pie chart, bar graphs), graphical organizers such as knowledge maps and story
maps. In fact, any text that is not read from beginning to the end falls into the category of nonlinear
text. For example, consider an encyclopedia or a telephone directory. We do not read them from
beginning to the end; we skim through them to obtain the specific information we need.
Digital texts or electronic texts are also nonlinear texts. These texts offer an array of constituents
such as mobile and immobile pictures, hyperlinks, and, sound effects. Here also, the reader can
choose his own path of reading. Here, you are creating your own path of reading. This method of
reading helps the readers to access specific information they are searching more efficiently.

EN9RC-IIg-5: Interpret information found in non-linear texts such as diagrams, maps, charts, etc

Information can be represented in many non-linear ways. The 4 main types of graphs are a bar
graph or bar chart, line graph, pie chart, and diagram (Preply.com, 2018).

Bar graphs are used to show relationships between different data series that are independent of
each other. In this case, the height or length of the bar indicates the measured value or frequency.
Below, you can see the example of a bar graph which is the most widespread visual for presenting
statistical data.

How to interpret bar graphs

Bar graphs transform the data into separate bars or columns. Generally, this type of visuals have
categories on the x-axis and the numbers on the y-axis. So, you can compare statistical data
between different groups.

The bar graphs show which category is the largest and which is the smallest one. Each group
should be independent so that the changes in one do not influence others. The bars or columns
can be drawn either vertically or horizontally, as it doesn’t make any difference.

Line graphs represent how data has changed over time. This type of charts is especially useful
when you want to demonstrate trends or numbers that are connected. For example, how sales
vary within one year. In this case, financial vocabulary will come in handy. Besides, line graphs
can show dependencies between two objects during a particular period.

How to interpret line graphs

Now, when you know how to describe bar charts, what about line graphs? This type of charts
converts information into points on a grid that is connected with a line to represent trends,
changes, or relationship between objects, numbers, dates, etc. These lines show movement over
time affected by the increase or decrease in the key factors.

To express the movement of the line, you should use appropriate verbs, adjectives, and
adverbs depending on the kind of action you need to show. For this, you should use the following
vocabulary:

Differencebetween.com. (2018). Difference between linear and non-linear text. Retrieved October 16, 2015 from
https://www.differencebetween.com/difference-between-linear-and-nonlinear-text/
Preply.com. (2018). How to describe charts, graphs, and diagrams in the presentation. Retrieved October 16, 2019 from
https://preply.com/en/blog/2018/08/17/charts-graphs-and-diagrams-in-the-presentation/
 Verbs: rise, increase, grow, go up to, climb, boom, peak, fall, decline, decrease, drop, dip, go
down, reduce, level up, remain stable, no change, remain steady, stay constant, stay, maintain
the same level, crash, collapse, plunge, plummet.

Adjectives: sharp, rapid, huge, dramatic, substantial, considerable, significant, slight, small,
minimal, massive.

Adverbs: dramatically, rapidly, hugely, massive, sharply, steeply, considerably, substantially,

significantly, slightly, minimally, markedly.

There is also a list of adverbs to describe the speed of a change: rapidly, quickly, swiftly,
suddenly, steadily, gradually, slowly.

Pie charts are designed to visualize how a whole is divided into various parts. Each segment of
the pie is a particular category within the total data set. In this way, it represents a percentage
distribution.

How to interpret pie charts

The pie chart is primarily used to illustrate how different parts make up a whole. The best way to
present your data in a pie chart is to compare the categories with each other. The following
comparison words can be used interchangeably:

 to compare
 compared to
 as opposed to
 versus
 more than
 the majority of
 only a small monitory
 greater than
 less than

EN9RC-IIi-2.15: Organize information in various ways (outlining, graphic, representations, etc.)

Outlines (study.com, n.d.)

Outlines are like the blueprint of writing, as they are the summary, or breakdown, of main and
supporting ideas The more detail provided in the outline, the easier writing will become. Just like
an architect uses the blueprint to organize the details and plans for the project they are working
on, you will use an outline the same way for your writing.

Outlines are very beneficial when it comes to organizing information for writing because they:

 Put ideas in logical order.

 Show the relationship between ideas/material/evidence.

Preply.com. (2018). How to describe charts, graphs, and diagrams in the presentation. Retrieved October 16, 2019 from
https://preply.com/en/blog/2018/08/17/charts-graphs-and-diagrams-in-the-presentation/
  Provide a summary of main ideas and supporting evidence.

Outlines provides a basic summary of the information, shows the relationship between the ideas,
and then puts them in logical order.

You can format your outline in a variety of ways, depending upon the type of work that is being
completed; however, it is always beneficial to determine the purpose of your writing before you
begin. Different types of writing require different types of information; therefore, outline templates
and formats could vary according to your overall writing goal.

In every situation, however, you should aim to do the following when creating an outline:

 List the ideas/information/evidence you would like to include in your writing.

 From that list, organize ideas/information/evidence ideas into like categories.

 Arrange those categories into main ideas, and then sub-sections for those main ideas.
 Organize information/evidence into proper sections to be used as support.
 Format information into logical order.
Graphic Organizers (inspiration.com)
A graphic organizer is a visual display that demonstrates relationships between facts, concepts
or ideas. A graphic organizer guides the learner’s thinking as they fill in and build upon a visual
map or diagram. They are also informally used as a term to describe all visual learning strategies
such as concept mapping, webbing, mind mapping, and more.

Study.com. (n.d.) Graphic organizer: types and examples. Retrieved October 16, 2019 from
https://study.com/academy/lesson/graphic-organizer-definition-types-examples.html
Types of Graphic Organizers:
Inspiration.com (n.d.). Teaching and learning with graphic organizers. Retrieved October 16, 2019 from
Webs, concept maps, mind maps and plots such as stack plots and Venn diagrams
http://www.inspiration.com/visual-learning/graphic-organizers are some of
the types of graphic organizers used in visual learning to enhance thinking skills and improve
academic performance on written papers, tests and homework assignments.
These can be used for:
 Cause and effect
 Note taking
 Comparing and contrasting concepts
 Organizing problems and solutions
 Relating information to main themes and ideas
 Organizational skills
 Vocabulary knowledge
 Sequencing

LISTENING COMPREHENSION
EN9LC-IIa-11: Shift from one listening strategy to another based on topic, purpose, and
level of difficulty of the argumentative or persuasive text.
There are three main types of listening skills according to SkillsYouNeed (n.d.)

Information listening or listening to learn is done with concentration or conscious effort to

understand a speech. When we listen to learn, we are taking in new information and facts but we
are not yet criticizing or analyzing. This listening skill is often accompanied by note-taking as a
way of recording key information.

Critical Listening or listening to evaluate and analyze is done to evaluate or scrutinize what is
being said. It is more active than information listening as it involves problem solving and making
decisions about an opinion. This listening skill allows the listener to align received information to
current knowledge and make judgment accordingly. In this type of listening skill, questions like
“what is the main argument being presented?” and “what is the speaker trying to say?” are asked.

Empathic listening or listening to understand feeling and emotion is done to attempt to

understand the feelings and emotions of the speaker. It is a way of connecting with a person
through understanding his point of view.

There are 9 active listening strategies according to Palmer (2014)

Before- Listening Strategies

1. Connect. This is thinking about what one already knows about the topic. It helps in connecting
information heard to what one already knows about the topic.
2. Predict. This is making guesses about what one may learn after listening. This helps the brain
focus on a learning goal.
3. Talk About New Words. This is done if there is a pre-selection of new vocabulary words or
terms. The listener should be marking these words and should be gathering its meaning.
During-Listening Strategies
4. Listen for answers. Listeners must turn the titles of an assigned topic to a question. Listening
to get answers will keep the mind more active and alert.
5. Take Notes. Outlining, layering, or even creating charts will help the listener to remember ideas.
6.Re-listen. When ideas are hard, a listener can backtrack or re-listen to a line to clear up
confusion.
After-listening Strategies
7. Respond. A listener must discuss what he has learned by asking questions like “what do I agree
or disagree on?” or “what parts do I like best?”
8. Summarize. To ensure that the topic has been understood, a listener must summarize to
himself the content of what he has listened to.
9. Extend. A listener needs to read and listen to other sources for additional information in order
to make the learned topic more meaningful.

Employing these listening skills and strategies will allow the listener to answer the following
questions from Task 6 of the Grade 9 Learner’s Material: A Journey Through Anglo-American
Literature:

Palmer, R. (2014). 9 listening strategies that develop active listeners. Retrieved September 25, 2019
from http://newsmanager.com/tesolc/issues/2014-06-01/3.html
SkillsYouNeed (n.d.). Types of listening. Retrieved September 25, 2019
from https://www.skillsyouneed.com/ips/listening-types.html
(These questions are based on the YouTube videos “Everybody Can Be Great, Martin Luther
King, Jr, and “Oprah Winfrey March on Washington Speech: Winfrey Asks Washington ‘How Will
the Dream Live On?’” and answers are based on the context of those videos.)

First Video
Speaker: Martin Luther King, Jr.
Topic: The definition of greatness.
Purpose: To tell people that they can be great as long as they can serve.
Audience: His congregation.
Signposts and Keywords: greatness, servant, serve, heart full of grace, soul generated by love
Main idea: Service is the true meaning of greatness.

Second Video
Speaker: Oprah Winfrey
Topic: How to keep the legacy of Martin Luther King, Jr. alive for the African-American people’s
civil and economic rights in America.
Purpose: To inspire African-American people with Martin Luther King, Jr.’s ideals.
Audience: African-American people attending the March on Washington.
Signposts and Keywords: freedom, how will the dream live on, injustice, a life of service, courage
Main Idea: Social Injustice and Inequality for the Blacks must be continually fought against
through walking the courageous path of Martin Luther King, Jr.

1.) Who was Martin Luther King Jr.?

Martin Luther King Jr. was a social-rights activist whose ideals inspired African-American
people to march for their economic and civil rights. He is also a Baptist minister who
inspired greatness by instilling to his people the importance of service through love.
2.) According to him, who has the potential to be great?
Everyone can be great as long as they have the willingness to offer their service to
humanity.
3.) How does Oprah Winfrey pay tribute to the greatness of Martin Luther King, Jr.?
Throughout her speech, she commended King’s unwavering ideals towards freedom and
justice that allowed for the oppression of the Blacks to be stopped. She quoted King’s “let
freedom reign” and “injustice anywhere is a threat to justice everywhere”. She also
recalled the progress they have made from that same march 50 years ago to where they
are at that present day.

4.) How does she persuade her audience to take the path towards greatness?
She reminds people to reaffirm their commitment to King’s ideals of freedom, justice, and
equal opportunity. She emphasizes King’s notion of greatness being attainable by
everyone so long as they can serve. She tells the audience to walk the courageous path
that King has forged.
5.) How do the Signposts and Keywords aide you in determining the main idea of the speech?
With words such as freedom, inequality, service, and greatness, we know that the
speaker/s is/are talking about fighting against oppression through helping lift up one
 another. Chunking information into smaller parts like these help the brain process the
information with more ease.
6.) How do these details aide you in comprehending the speech better?
The details aid by giving context clues as to what the speech is all about. Although the
listener has never heard about the Washington March before, he can tell that Winfrey’s
speech is indeed about it by reading into the keywords and phrases that already have
meaning in his mind.

EN9LC-IIb-11.1: Listen to get important information from argumentative/ persuasive texts.

The students will be listening for the goal, the technique, the viewpoint, the intended audience,
and the attitude of the argument and persuasive texts.

Argumentative Texts (Middlesex Community College, n.d.)

Goal of ARGUMENTATIVE WRITING: To get reader to acknowledge that your side is valid and
deserves consideration as another point of view.

General technique of argumentative writing: Offers the reader relevant reasons, credible facts,
and sufficient evidence to support that the writer has a valid and worthy perspective.

Starting point of argumentative writing: Research a topic and then align with one side.

Viewpoint used in argumentative writing: Acknowledge that opposing views exist, not only to hint
at what a fair-minded person you are, but to give you the opportunity to counter these views
tactfully in order to show why you feel that your own view is the more worthy one to hold. Writer
presents multiple perspectives, although is clearly for one side.

Audience of argumentative writing: Doesn’t need an audience to convince. The writer is content
with simply putting it out there.

Attitude of argumentative writing: Simply to get the reader to consider you have an idea worthy of
listening to. The writer is sharing a conviction, whether the audience ends up agreeing or not.

Persuasive Texts (Middlesex Community College, n.d.)

Goal of PERSUASIVE WRITING: To get reader to agree with you/your point of view on a particular
topic.

General technique of persuasive writing: Blends facts and emotion in attempt to convince the
reader that the writer is “right.”(Often relies heavily on opinion.)

Starting point of persuasive writing: Identify a topic and your side.

Viewpoint used in persuasive writing: Persuasion has a single-minded goal. It is based on a

personal conviction that a particular way of thinking is the only sensible way to think. Writer
presents one side— his side. (Persuasive writing may include ONE opposing point, it is then
quickly dismissed/refuted.)
Middlesex Community College. n.d. Argumentative vs persuasive writing. Retrieved October 16, 2019 from
https://www.middlesex.mass.edu/ace/downloads/tipsheets/persvsargu.pdf
 Audience of persuasive writing: Needs intended audience. Knowing what they think and believe,
the writer “attacks” attempting to persuade them to his side.

Attitude of persuasive writing: Persuasive writers want to gain another “vote” so they “go after”
readers more aggressively. Persuasive writing is more personal, more passionate, more
emotional.

EN9LC-IIb-2.8: Make inferences from what was said.

Inference in reading is the ability to understand the meaning of a passage of text without all the
information being spelled out (lumenlearning.com, n.d.). From context clues within a passage, the
author gives information about plot, characters, setting, time period and other elements of story
by the things he or she infers. Word choice and word order give clues about the story as it unfolds
to the reader. Readers take the clues they are given and draw conclusions based on their own
worldview and personal experiences.

The poem “The Man With The Hoe” will be used to make inferences. This is taken from Grade 9
Learners’ Module Second Quarter: Lesson 2, Reading Text 2

The Man with the Hoe

BY EDWIN MARKHAM

Bowed by the weight of centuries he leans
Upon his hoe and gazes on the ground,
The emptiness of ages in his face,
And on his back the burden of the world.
Who made him dead to rapture and despair,
A thing that grieves not and that never hopes,
Stolid and stunned, a brother to the ox?
Who loosened and let down this brutal jaw?
Whose was the hand that slanted back this
brow?
Whose breath blew out the light within this
brain?
Is this the Thing the Lord God made and gave
To have dominion over sea and land;
To trace the stars and search the heavens for
power;
To feel the passion of Eternity?
Is this the Dream He dreamed who shaped the
suns
And marked their ways upon the ancient deep?
Down all the stretch of Hell to its last gulf
There is no shape more terrible than this—
More tongued with censure of the world’s blind
greed—
More filled with signs and portents for the
soul—
More fraught with danger to the universe.
What gulfs between him and the seraphim!
Slave of the wheel of labor, what to him
Are Plato and the swing of Pleiades?
What the long reaches of the peaks of song,
The rift of dawn, the reddening of the rose?
Through this dread shape the suffering ages
look;
Time’s tragedy is in that aching stoop;
Through this dread shape humanity betrayed,
Plundered, profaned and disinherited,
Cries protest to the Judges of the World,
A protest that is also prophecy.
O masters, lords and rulers in all lands,
is this the handiwork you give to God,
This monstrous thing distorted and soul-
quenched ?
How will you ever straighten up this shape;
Touch it again with immortality;
Give back the upward looking and the light;
Rebuild in it the music and the dream;
Make right the immemorial infamies,
Perfidious wrongs, immedicable woes?
How answer his brute question in that hour
When whirlwinds of rebellion shake the world?
How will it be with kingdoms and with kings—
With those who shaped him to the thing he is—
When this dumb Terror shall reply to God
After the silence of the centuries?

O masters, lords and rulers in all lands,

How will the Future reckon with this Man?
What is the image of the man with the hoe?

The man with the hoe is someone extremely worked-up. His spine curves inward due to
hard labor: he looks as though he is part of the dregs of humanity.

What does the bent body of the man with the hoe signify?

It signifies the working class man’s endless strive for survival through laboring every single
day of his life until he dies.

According to the poet, who is responsible for the condition or state of the man with the hoe?

As seen in the poem’s 19th line "the world's blind greed", the rich capitalists are the ones
responsible for the merciless toil of the poorer men.

EN9LC-IIc-3.12/3.14: Listen to paraphrase and summarize information from persuasive

texts.

Paraphrasing (Monash University, n.d.)

How to paraphrase

Paraphrasing means expressing information or ideas from other sources in your own words in a
similar number of words as the source text. Paraphrasing is NOT simply replacing words with
synonyms or rearranging the structure of sentences. It involves rephrasing a text substantially
while retaining the original meaning. Paraphrasing involves acknowledging the original source
with proper referencing.

1. The first step in paraphrasing is to read the original text and get a full grasp of it. You may
need to read the original text a few times and check the meaning of key words to fully
understand it.

2. While you are reading, think about the overall meaning of each paragraph or section -
don’t just focus on the individual words and sentences.

3. After each paragraph or section, put the reading aside and state it in your own words.

4. When you can do this, you are ready to write your paraphrase.

5. Finally, proofread,
Lumenlearning.com. revise and
n.d. Making inferences. editOctober
Retrieved your paraphrase
16, 2019 from as necessary.
https://courses.lumenlearning.com/developmentalreading/chapter/making-inferences/
Monash University. (n.d.). Paraphrasing, summarizing, and outlining. Retrieved October 16, 2019 from
https://www.monash.edu/rlo/research-writing-assignments/writing/paraphrasing-summarising-and-quoting
 Summarising (Monash University, n.d.)

Summarising means briefly outlining the main points of a reading in your own words without
adding your own ideas or changing the author’s meaning. Summarised information must be
accompanied by a citation.

How to summarize:

1. Similar to paraphrasing, the first step in summarising is to read the original text and get a
full grasp of it. You may need to re-read the original source a few times and look up the
meaning of key words to fully understand it.

2. When reading, ask yourself: What is the overall message? What are the key points?

3. Concentrate on the essentials and leave out details and examples.

4. Put the source aside and state its key points in your own words.

5. When you can do this, you are ready to write your summary.

6. Finally, proofread, revise and edit your summary as necessary.

EN9LC-IId-11.2: Anticipate the points that will be made based on the speaker’s purpose.

From Oprah Winfrey’s video about “How to keep the legacy of Martin Luther King, Jr. alive for the
African-American people’s civil and economic rights in America”, the students will be able to
anticipate the point of her speech by referring to the following guides from texasgateway.org, n.d.:

Based on what I know about this

Speaker Who is the speaker?
person, what can I predict?
Where is the speech taking place? Based on the speech’s location and
time, what can I predict?
Context When is the speech being given?
Based on the content of other
What are other speakers saying? speeches, what can I predict?
Who is the audience for the speech?
Based on the audience(s) of the
Audience speech, what can I predict?
What larger audience or audiences are not in the
room? Who might make up the audience(s)?

Monash University. (n.d.). Paraphrasing, summarizing, and outlining. Retrieved October 16, 2019 from
https://www.monash.edu/rlo/research-writing-assignments/writing/paraphrasing-summarising-and-quoting
Texasgateway.org. (n.d.). Identifying speaker’s position and supporting evidence. Retrieved October 16, 2019 from
https://www.texasgateway.org/resource/identifying-speaker%E2%80%99s-position-and-supporting-evidence-english-iii-listening
EN9LC-IIe-12: Make a stand based on the text listened to.
From the text Goodbyes and Grief in Real Time By Brian Stelter, the students will make a stand on
whether Scott Simon’s move of sharing with social media the death of his mother or if this is too much
revelation of one’s social life.

If they are on the side of Scott, they will present opinions surrounding the wonder of sharing your life’s
burden and challenges with the rest of the world. If they are on the side of Scott’s critics, they will present
opinions surrounding the proper balance between social life and personal life.

EN9LC-IIf-8.7: Draw conclusions based on the text listened to.

While inferences and conclusions are closely related, there is a difference. Inferences are made based
on facts within a piece of text and are typically simple without the need for deep thought. Conclusions
are more in depth than an inference and use critical thinking skills. You may be given clues throughout
a book leading you towards the solution to a conflict, but you’ll have to draw your own conclusion if the
book doesn’t come out and give you the answer directly (Brighthubeducation.org, n.d.)

EN9LC-IIg-3.13: React and share personal opinion about the ideas listened to.
Based on Task 2 of Lesson 5, Module 2 in the Grade 9 Learner’s Module, the song “Imagine” by
John Lennon will be listened to by the students. They will cite 5 lines from the story and react to
these lines.

An example of this is activity is as follows:

Imagine You may say that I'm a dreamer

John Lennon But I'm not the only one
Imagine there's no heaven I hope someday you'll join us
It's easy if you try And the world will be as one
No hell below us Imagine no possessions
Above us only sky I wonder if you can
Imagine all the people No need for greed or hunger
Living for today (ah ah ah) A brotherhood of man

Imagine there's no countries Imagine all the people

It isn't hard to do Sharing all the world
Nothing to kill or die for You may say that I'm a dreamer
And no religion, too But I'm not the only one
Imagine all the people I hope someday you'll join us
Living life in peace And the world will live as one

1.) “Imagine there’s no heaven”

If there is no heaven, our motivation to do good will not be the seeking of rewards but rather the
pure human conviction to do good to fellow men.
2.) “Imagine there’s no countries”
If countries were not so divided socially, racially, and economically, if everyone in the world lived
as though we were actually part of the same earth, the whole human species’s image of greatness
will be justified.
3.) “Imagine no possessions”

Brighthubeducation.com. (n.d.). Drawing conclusions and inferences. Retrieved October 16, 2019 from
https://www.brighthubeducation.com/lesson-plans-grades-3-5/58033-drawing-conclusions-from-reading/
 Our materialistic nature emerged from human’s tendency to be greedy. This is all heightened by
capitalism which controls most of our decisions today. We are so focused on “owning” things that
we feel as though we own the world as well.
4.) “A brotherhood of man”
We all sprung from the same ancient ancestors. We are all brothers and sisters in the eyes of
God. But instead of treating each other as such, we are dividing ourselves and trying to conquer
one another.
5.) “And the world will live as one”
If people removed the walls they build, a better world will emerge. In fact, today’s social media
is one of the catalysts of change. What once were geographically separated people can now
virtually connect with a single tap on their phone screens.

EN9LC-IIh-12.1: Analyze the content and feeling levels of utterances in persuasive texts.
An utterance's intended meaning may be the same or different at six conceptually distinct levels (. Level
0 is the speaker's literal meaning – the conventional meaning of the words as used by the speaker. Level
1 is the speaker's occasion meaning – the pragmatic, on‐record intended meaning. Level 2 is the hint
level – intended to be recognized as intended, but off‐record. Level 3 is the manipulation level – intended
to be understood by the hearer but not to appear as intended by the speaker. Level 4 is the secret or
deception level – meanings that underlie an utterance yet are not meant to be recognized. And level 5 is
the subconscious or self‐deception level ‐ meanings that underlie an utterance but are not fully known
even to the speake

Identifying the tone (mindmetaphors.com)

Tone refers to the overall feeling of a piece. Here are some useful words to help you describe
tone:

logical neutral informed passionate

rational impartial knowledgeable emotional
reasonable balanced well-read emotive
analytical objective ardent
cogent unbiased vehement

VIEWING COMPREHENSION
EN9VC-IIa-1.4: Establish connections of events and how these lead to the ending of a
material.
The text below will be used for this objective. This was taken from task 8 of Grade 9 Learner’s
Material: A Journey Through Anglo-American Literature.
Good Deed
I learned about the joy of helping others when I was in kindergarten. One of my classmates had
forgotten his snack, so he had nothing to eat during recess. Nobody wanted to share with him
because we were all very hungry and it was really his own fault that he would have to go without.
That day my mother had packed my favorite treat: a chocolate and peanut butter cup. I wanted it
all for myself, but my mother had often told me that I should share, so I broke my chocolate and
peanut butter cup in half and gave my forgetful classmate one half. He nearly fell over in surprise.
Then he smiled the biggest smile I had ever seem and I suddenly felt the greatest happiness I
had ever felt. After that, I always looked for chances to help people, because it always made them
and me feel good.

There are three parts of a paragraph (Oklahoma City Community College, n.d.):

The topic sentence states what the paragraph is going to be about. It is the controlling idea of a
paragraph as it limits the topic to one specific topic. A good formula for this part of the paragraph
is a specific subject + a specific feeling or attitude = good topic sentence.
The topic sentence for the text above is I learned about the joy of helping others when I
was in kindergarten. The subject was the narrator and the feeling or attitude was joy. By
reading this, we can already tell that the writer will relate his experience of helping
someone when he or she was in kindergarten.

The body is the main part of the paragraph which supports the topic sentence by including specific
details. All sentences in this part must have details that will explain more clearly or make the
whole text more interesting.
The writer began his narration by introducing the person whom he has helped: his
classmate who had forgotten his snack. He took this introduction further by adding an
interesting fact that will make the reader sympathize with his classmate: nobody wanted
to share with him… it was his own fault he would have to go without. The narrator then
developed his story by stating how he came to help this classmate in need: his mother
had packed his favorite snack and was reminded to always share, and so his initial selfish
reaction of wanting all the food for himself was defeated. Finally, the narrator stated the
actual event of helping: I broke my chocolate and peanut butter cup in half and gave my
forgetful classmate one half. Another interesting fact was added to elicit a feeling of joy
from the readers and that is that his classmate gave the biggest smile he, the narrator,

Mindmetaphors.com. (n.d.). Analyzing persuasive texts. Retrieved October 16, 2019 from
https://mindmetaphors.weebly.com/analysing-persuasive-texts.html
Stiles, W. (1986). Levels of intended meaning of utterances. Retrieved October 16, 2019 from
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8260.1986.tb00697.x
 narrator had ever seen, and that this made him feel the greatest happiness he had ever
felt.

The concluding sentence comes after all the details have been stated in the body of the
paragraph. This part takes the reader back to the main topic of the text.
The concluding sentence is: After that, I always looked for chances to help people,
because it always made them and me feel good. This is related to the topic sentence which also
talked about the joy of helping others, except this time it adds that the joy is not only experienced
by the beneficiary but by the benefactor as well.
EN9VC-IIb-21: Summarize the information contained in the material viewed.

For this objective we will use the video “Creating More & Better Jobs in the Philippines:
Views from the man on the street”
Accessed in the link https://www.worldbank.org/en/news/video/2013/09/13/creating-more-and-
better-jobs-in-the-philippines-views-from-the-man-on-the-street as stated in Task 8 of the Grade
9 Learner’s Module, Module 2, Lesson 2.

Summary:
To create better jobs, the government must invest in education and technology, and focus funds
in hiring those with adequate skills and training.

EN9VC-IIe-22: Agree or disagree with the ideas presented in the material viewed, and
EN9VC-IIf-23: Share personal opinion about the ideas presented in the material viewed.

From the material viewed in Task 8 above, the students will agree or disagree with the ideas
presented by the interviewees. The following ideas will be pointed out, and they will be asked to
justify their stands by sharing their own opinions.
Idea 1: Technology must be injected in farming
Stand: AGREE.
Traditional farming means hands-on work and excessive labor. If we start using
technology, we can pay farmers to operate technology rather than pay them to break
their backs working. Technology also makes work be done faster.
Idea 2: Make education free
Stand: AGREE
 With the Free Higher Education and Basic Education in the Philippines, there is now no
reason for anyone to not become successful. Financial problems before are now
eradicated and everyone has equal opportunity for a brighter future.
Idea 3: Educational degrees are not needed, only skills are needed.
Stand: DISAGREE
The government would not easily hire anyone without an educational degree. These
degrees are an assurance that optimal performance can be offered in the workplace.
Skills are important as well, but they can easily be taught and learned with time.
Education on the other hand requires precision, courage, and determination.
EN9VC-IIi-19: Judge the relevance and worth of ideas presented in the material viewed.
The material to be viewed for this objective is entitled “Life Vest Inside - Kindness Boomerang -
"One Day" from https://www.youtube.com/watch?v=nwAYpLVyeFU

The video is about kindness. A construction man’s one act of kindness triggered a series of
events wherein people helped each other in little things. The video ended when a waitress who
got a 100-dollar tip was so happy that she decided to offer the same construction man some
water. The video shows that we do not have to do grand things in order to help build a better
world—rather, we can end the tradition of indifference and work with one another to promote
kindness. It is not yet impossible nor too late to be kind.

VOCABULARY DEVELOPMENT
EN9V-IIa-27: Give the appropriate communicative styles for various situations (intimate,
casual, conversational, consultative, frozen)

Intimate Style (Philnews.ph)

 This is used in talks between two very close individuals. It is described by an
economy of words, with a high chance of nonverbal communication. Like casual,
there is also a free and easy participation of both speaker and listener.

Casual Style (Philnews.ph)

 Also known as informal style, it is usually used between, friends, or even insiders
who have things to share. In this type, there is a free and easy participation of both
speaker and listener.
Consultative Style (Philnews.ph)
 The third level of language. It is basically unplanned speech since the speaker
uses the participation and feedback of the listener. The speaker will supply
background information, while again, the listener participates continuously
Formal Style (Philnews.ph)
 This type uses formal words and expressions and is mostly seen in writing rather
than speaking. It also disallows the use of ellipsis, contractions, and qualifying
modal adverbials.
Frozen style (Philnews.ph)
  Also known as fixed speech, it is the highest form of communicative style which
is often used in respectful situations or formal ceremonies like Shakespearean
plays, weddings, funerals, and more. It uses the complex grammatical sentence
structure and vocabulary that are only known by experts in that field

EN9V-IIf-28: Determine the vocabulary or jargons expected of a communicative style.

Intimate- Mommy, Daddy, Honey, Sweetheart, Darling, Crap, later, sweet, crazy
Casual- Yeah, Sure, get by, take care, bye, hey, whoa, okay
Consultative- Please, Of course, I see
Formal- observe, therefore, obtain, elude, enter, undermine, transparent
Frozen- welcome, farewell, “as we commence”, support

LITERATURE
Philnews.net. (2019). What are the five types of speech style or communicative style. Retrieved October 16, 2019 from
EN9LT-IIb-15: Analyze literature as a means of valuing other people and their various
https://philnews.ph/2019/08/21/what-are-the-five-types-of-speech-style-or-communicative-style/

circumstances in life.
The poem “Sonnet 29” by George Santayana will be used for this objective.

SONNET 29
GEORGE SANTAYANA (1863-1952)

What riches have you that you deem me poor,

Or what large comfort that you call me sad?

Tell me what makes you so exceeding glad:

Is your earth happy or your heaven sure?

I hope for heaven, since the stars endure

And bring such tidings as our fathers had.

I know no deeper doubt to make me mad,

I need no brighter love to keep me pure.

To me the faiths of old are daily bread;

I bless their hope, I bless their will to save,

And my deep heart still meaneth what they said.

It makes me happy that the soul is brave,

And, being so much kinsman to the dead,

I walk contented to the peopled grave.

The speaker uses the poem to express his own ideas about the non-materialistic aspects of his
life: heaven, those "faiths" his elders held in high regard, and his connection to those who have
gone before him. The first four lines of the sonnet set the tone for the reflective and responsive
nature of the rest of the poem, for it seems he has been provoked not only into a verbal response,
but also into an inward consideration of what he does, indeed, value.

In this sonnet, Santayana is challenging the assumptions people make in every day life when
assigning emotions or categories to other people. The first line questions what you have that
makes you "rich". When you label someone as "poor", then such a comparison must be made
against some level of monetary value. So, what makes one person "rich" and another person
"poor"? This is the question Santayana is demanding. He is challenging the arrogance of people
labeling others according to their own bias.

The persona in this sonnet is a simple man who is content with life that is not lived in luxury. The
main essence of this sonnet is to for the readers to appreciate happiness and satisfaction beyond
material things, and to not see the unprivileged people as “lesser” people.

EN9LT-IIa-15.1: Identify the distinguishing features of notable Anglo-American sonnets, dramatic

poetry, vignettes, and short stories.
The following features are from McGill School of Computer Science, (n.d.)
Heroism
The Old English poetry which has received the most attention deals with the Germanic heroic
past. The longest (3,182 lines), and most important, is Beowulf, which appears in the damaged
Nowell Codex. The story is biographical and sets the tone for much of the rest of Old English
poetry. It has achieved national epic status, on the same level as the Iliad, and is of interest to
historians, anthropologists, literary critics, and students the world over.
Beyond Beowulf, other heroic poems exist. Two heroic poems have survived in fragments: The
Fight at Finnsburh, a retelling of one of the battle scenes in Beowulf (although this relation
to Beowulf is much debated), and Waldere, a version of the events of the life of Walter of
Aquitaine. Two other poems mention heroic figures: Widsith is believed to be very old in parts,
 dating back to events in the 4th century concerning Eormanric and the Goths, and contains a
catalogue of names and places associated with valiant deeds.

Simile and Metaphor

Anglo-Saxon poetry is marked by its rare use of simile. This is a particular feature of Anglo-
American verse style, and is a consequence of both its structure and the rapidity with which
images are deployed, to be unable to effectively support the expanded simile. As an example of
this, the epic Beowulf contains at best only five similes, and these are of the short variety. This
can be contrasted sharply with the strong and extensive dependence that Anglo-American poetry
has upon metaphor, particularly that afforded by the use of kennings.

Elaboration

It is also a feature of the fast-paced dramatic style of Anglo-Saxon poetry that it is not prone, in
the way that, say, Celtic literature of the period was, to overly elaborate decoration. Where
typically a Celtic poet of the time might use 3 or 4 similes to make a point, typically an Anglo-
Saxon poet might reference a kenning, before moving swiftly on.

Christianity
One of the earliest Old English texts in prose is the Martyrology, information about saints and
martyrs according to their anniversaries and feasts in the church calendar. There are many Old
English translations of many parts of the Bible. Aelfric translated the first six books of the Bible
(the Hexateuch). There is a translation of the Gospels. The most popular was the Gospel of
Nicodemus, others included "..the Gospel of Pseudo-Matthew, Vindicta salvatoris, Vision of Saint
Paul and the Apocalypse of Thomas".
EN9LT-II-0-14.2: Explain how the elements specific to a selection build its theme and
EN9LT-IIc-2.2: Explain how the elements specific to a genre contribute to the theme of a particular
literary selection.
From literaturenotesforyou.weebly.com: (n.d.)
Plot- The sequence of incidents or events through which an author constructs a story. *The plot
is not merely the action itself, but the way the author arranges the action toward a specific end
(structure).
Characterization- Analyzing characterization is more difficult than describing plot; human nature
is infinitely complex, variable and ambiguous. It is much easier to describe what a person has
done instead of who a person is. •In commercial fiction, characters are often two-dimensional,
Literaturenotesforyou.weebly.com. (n.d.). Introduction to prose. Retrieved October 19, 2019 from https://literaturenotesforyou.weebly.com/elements-of-
prose.html

McGill School of Computer Science. (n.d.). Anglo-saxon literature. Retrieved October 16, 2019 from
https://www.cs.mcgill.ca/~rwest/wikispeedia/wpcd/wp/a/Anglo-Saxon_literature.htm
and act as vehicles to carry out the plot. The protagonist must be easily identified with and
fundamentally decent, if he has vices they are of the more ‘innocent’ type, the kind the reader
would not mind having.
Setting- The setting of a story is its overall context- where, when and in what circumstance the
story occurs.
 Setting as Place- The physical environment where the story takes place. The description
of the environment often points towards its importance.
 Setting as Time- Includes time in all of its dimensions. To determine the importance,
ask, “what was going on at that time?”
 Setting as Cultural Context- Setting also involves the social circumstances of the time
and place. Consider historical events and social and political issues of the time
Point of View- it is simply who is telling the story. *To determine POV ask, “who is
telling the story”, and “how much do they know?”
Style- is the manner in which an author uses words, constructs sentences,
incorporates non-literal expressions, and handles rhythm, timing, and tone. •When
asked to discuss style, you are being asked to describe how or explain why the words,
sentences, and imaginative comparisons are effective in terms of what is being created.
Theme- The theme of a piece of fiction is its controlling idea or its central insight. It is the
unifying generalization about life stated or implied by the story.
While theme is central to a story, it is not the whole purpose. The function of a literary writer
is not to state a theme by to show and describe it.
The plot, characters, point of view, an style are all interrelated—together they make the theme.

EN9LT-IIf-2.2.3: Determine tone, mood, technique, and purpose of the author.

Tone- is the attitude of the narrator or viewpoint of the character toward story events and other
characters (Tagsip, 2015).
Mood- The overall feeling or atmosphere created by a work of literature. It is reader-centered,
and is influenced by the setting (Tagsip, 2015).
A list of moods (atmosphere)
 Alarming  Cool
 Brooding  Dark
 Buoyant  Fantastical
 Comical  Hopeful
 Confining  Light
  Melancholy  Sexy
 Ominous  Spooky
 Oppressive  Suspenseful
 Relaxed  Warm

Purpose- (Tagsip, 2015)

1. Writing to Entertain

The primary purpose of texts that are written to entertain is to amuse readers. This does not mean that
the text must be happy; the text could be a tragedy, but the main reason for writing the text is to amuse
readers.

2. Writing to Inform

The primary purpose of texts that are written to inform is to enlighten the reader or provide the reader
with information about a topic.

3. Writing to Persuade

In a text that is written to persuade, the author’s primary purpose is to compel readers to take action,
convince them of an idea through argument, or to reaffirm their existing beliefs.

Technique- The author’s technique is a technique in which an individual author uses in his writing. It
varies from author to author and depends upon one’s syntax, word choice, and tone (Tagsip, 2015)

EN9LT-IIh-2.3: Draw similarities and differences of the featured selections in relation to the theme.
One method of achieving this objective is through making two columns
with Similarities and Differences at the top of each column. (enotes.com, n.d.)

As the student rereads, he/she completes the columns, making notes on where the ideas are in
the stories. When finished, the student can reread what is put down and decide which ideas can
be supported with details from the stories. Or a Venn diagram can be made. In the part where
the circles overlap, the student can write the similarities; the outer parts are for the differences.
 Having completed the list or Venn diagram, the student should decide which points to
use. When writing, it is better to discuss both stories point by point rather than writing
about one, then the other story. On the rough draft, write the thesis that includes the
Tagsip, E. (2015).
themeMood,the
technique,
storiesand purpose
share.of the author. Retrieved October 16, 2019 from https://prezi.com/kobpkvtdrmgu/mood-technique-
and-purpose-of-the-author/
 e.g. In both "story A" and "story B," the young protagonists come to realize that there is much to
be learned from older persons. (What they learn and how they learn it can be compared,
contrasted)
 The student will want to start with the strongest comparisons and differences and discuss
them. The student should include passages from the stories as supporting details for any
points made. (Proof)
 The use of connecting words that show comparison or contrast is essential to a unified
essay.
 The student ends the essay with a summation of the main points and a restatement of
the theme.

EN9LT-IIi-3: Explain how a selection may be influenced by culture, history, environment, or other
factors.
The religious ideas, moral values, language, and gender norms and other variables under a writer’s culture
will affect his ideals on his texts (study.com, n.d.) An author often writes from what he or she knows. To
understand fully why an author takes the position he or she does, or sets a play where he or she does, it is
important to know where he/she came from. Truths from their societal time may not be reflective of our current
time.

WRITING AND COMPOSITION

EN9WC-IIa-10: Distinguish the features present in poetry and in prose.

Features of Prose (enotes.com, n.d.):

1. Prose does not conform to poetic measures. In prose, the line is not treated as a single unit. Prose
can be organized into paragraphs with no set or pre-determined line length.

2. Prose does not have a specific rhythm or meter. Although prose can often be very rhythmic, there
are no set rules for metrical structure as in some forms of poetry.

3. Prose does not rhyme or use a pattern of rhyme.

4. Prose can be:

Narrative: writing which tells a story (can be fiction or non-fiction); usually told in chronological
order; has characters; follows the basic plot-line - exposition, rising action, climax, falling action.

Expository: gives basic information; used often in speeches and essays; does not tell a story or
argue.

Enotes.com. (n.d.). How can I compare and contrast themes from two different stories. Retrieved October 16, 2019 from
https://www.enotes.com/homework-help/how-can-compare-contrast-themes-from-two-different-476624
 Descriptive: describes something in detail, again without telling a story or arguing a point; used
most often in combination with another mode of writing, but alone is often found in scientific or
medical reports.

Persuasive: argues a point (or two sides of a question); gives evidence in favor or against.

Features of Poetry (learn.lexonic.net, n.d.):

STANZAS: Stanzas are a series of lines grouped together and separated by an empty line from other
stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to count the
number of lines. Thus:

 couplet (2 lines)
 tercet (3 lines)
 quatrain (4 lines)
 cinquain (5 lines)
 sestet (6 lines) (sometimes it's called a sexain)
 septet (7 lines)
 octave (8 lines)

FORM: A poem may or may not have a specific number of lines, rhyme scheme and/or metrical pattern,
but it can still be labeled according to its form or style. Here are the three most common types of
poems according to form:

1. Lyric Poetry: It is any poem with one speaker (not necessarily the poet) who expresses strong
thoughts and feelings. Most poems, especially modern ones, are lyric poems.

2. Narrative Poem: It is a poem that tells a story; its structure resembles the plot line of a story
[i.e. the introduction of conflict and characters, rising action, climax and the denouement].

3. Descriptive Poem: It is a poem that describes the world that surrounds the speaker. It uses
elaborate imagery and adjectives. While emotional, it is more "outward-focused" than lyric poetry,
which is more personal and introspective.

RHYME- Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is the end
rhyme, which occurs at the end of two or more lines. It is usually identified with lower case letters, and a
new letter is used to identify each new end sound.

Meter: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually identified
by examining the type of "foot" and the number of feet.

EN9WC-IIf-9: Compose forms of literary writing and EN9WC-IIh-9.3: Use literary devices and
techniques to craft short prose forms.

Commonly, the term Literary Devices refers to the typical structures used by writers in their works to
convey his or her message(s) in a simple manner to his or her readers. When employed properly, the
different literary devices help readers to appreciate, interpret and analyze a literary wor (literary
devices.net)

Two Kinds of Literary Devices

Learn.lexonic.net. (n.d.). Elements of poetry. Retrieved October 16, 2019 from https://learn.lexiconic.net/elementsofpoetry.htm

Literarydevices.net. (n.d.). What are literary devices. Retrieved Ovtober 16, 2019 from https://literarydevices.net/literary-devices/
 Literary Devices have two aspects. They can be treated as either Literary Elements or Literary
Techniques. It will be convenient to define them separately.

Literary Elements have an inherent existence in literary piece and are extensively employed by writers
to develop a literary piece e.g. plot, setting, narrative structure, characters, mood, theme, moral etc.
Writers simply cannot create his desired work without including Literary Elements in a thoroughly
professional manner.

Literary Techniques, on the contrary, are structures usually a word s or phrases in literary texts that
writers employ to achieve not merely artistic ends but also readers a greater understanding and
appreciation of their literary works. Examples are: metaphor, simile, alliteration, hyperbole, allegory etc.
In contrast to Literary Elements, Literary Techniques are not unavoidable aspect of literary works.

To have a better understanding of Literary Devices, it is useful to look at their definition and examples:

Common Literary Elements

1. Plot: It is the logical sequence of events that develops a story.

2. Setting: It refers to the time and place in which a story takes place.
3. Protagonist: It is the main character of story, novel or a play e.g. Hamlet in the play Hamlet
4. Antagonist: It is the character in conflict with the Protagonist e.g. Claudius in the play Hamlet
5. Narrator: A person who tells the story.
6. Narrative method: The manner in which a narrative is presented comprising plot and setting.
7. Dialogue: Where characters of a narrative speak to one another.
8. Conflict. It is n issue in a narrative around which the whole story revolves.
9. Mood: A general atmosphere of a narrative.
10. Theme: It is central idea or concept of a story.

Common Literary Techniques

1. Imagery: It is the use of figurative language to create visual representations of actions, objects and
ideas in our mind in such a way that they appeal to our physical senses. For example:

 The room was dark and gloomy. -The words “dark” and “gloomy” are visual images.
 The river was roaring in the mountains. – The word “roaring” appeals to our sense of hearing.

2. Simile and Metaphor: Both compare two distinct objects and draws similarity between them. The
difference is that Simile uses “as” or “like” and Metaphor does not. For example:

 “My love is like a red red rose” (Simile)

 He is an old fox very cunning. (Metaphor)

3. Hyperbole: It is deliberate exaggeration of actions and ideas for the sake of emphasis. For example:

 Your bag weighs a ton!

 I have got a million issues to look after!

4. Personification: It gives a thing, an idea or an animal human qualities. For example:

 The flowers are dancing beside the lake.

 Have you see my new car? She is a real beauty!
Literarydevices.net. (n.d.). What are literary devices. Retrieved Ovtober 16, 2019 from https://literarydevices.net/literary-devices/
 5. Alliteration: It refers to the same consonant sounds in words coming together. For example:

 Better butter always makes the batter better.

 She sells seashells at seashore.

6. Allegory: It is a literary technique in which an abstract idea is given a form of characters, actions or
events. For example:

 “Animal Farm”, written by George Orwell, is an example allegory using the actions of animals on
a farm to represent the overthrow of the last of the Russian Tsar Nicholas II and the Communist
Revolution of Russia before WW II. In addition, the actions of the animals on the farm are used
to expose the greed and corruption of the Revolution.

7. Irony: It is use of the words in such a way in which the intended meaning is completely opposite to
their literal meaning. For example:

 The bread is soft as a stone.

 So nice of you to break my new PSP!

EN9WC-IIf-9.2: Identify types and features of short prose.

Taken from writersrelief.com (2013)

 Short story- A short story is a work of fictional prose. Its characters may be loosely based on
real-life people, and its plot may be inspired by a real-life event; but overall more of the story is
“made-up” than real. Sometimes, the story can be completely made-up. Short stories may be
literary, or they may conform to genre standards (i.e., a romance short story, a science-fiction
short story, a horror story, etc.). A short story is a work that the writer holds to be fiction (i.e.,
historical fiction based on real events, or a story that is entirely fiction).
 Personal essay- Though factual, the personal essay, sometimes called a narrative essay, can
feel like a short story, with “characters” and a plot arc. A personal essay is a short work of
nonfiction that is not academic (that is, not a dissertation or scholarly exploration of criticism, etc.).
 In a personal essay, the writer recounts his or her personal experiences or opinions. In an
academic essay, the writer’s personal journey does not typically play a large part in the narrative
(or plot line).Sometimes the purpose of a personal essay is simply to entertain. Some personal
essays may have a meditative or even dogmatic feel; a personal essay may illustrate a writer’s
experiences in order to make an argument for the writer’s opinion. Some personal essays may
cite other texts (like books, stories, or poems), but the focus of the citation is not to make an
academic point. Rather, emphasis is on the writer’s emotional journey and insight.

 Commentary- The personal essay form and commentary may sometimes overlap, but it may be
helpful to make some distinctions. A commentary is often very short (a few hundred words) and
more journalistic in tone than a personal essay. It fits nicely as a column in a newspaper or on
a personal blog. The writing can be more newsy than literary.
 Some very short nonfiction pieces may be better suited to newspapers than to literary journals;
however, literary magazines have been known to publish commentary-esque pieces that have a
literary bent.

Writersrelief.com. (2013). Short prose genres. Retrieved October 16, 2019 from https://writersrelief.com/2013/11/18/short-prose-genres-
defining-essay-short-story-commentary-memoir-and-mixed-genre/
  Memoir- Memoir generally refers to longer works of nonfiction, written from the perspective of the
author. Memoir does not generally refer to short personal essays. If you’re writing a short piece
based on your real-life experiences, editors of literary journals will identify this as a personal
essay. If you’re writing a book about an experience, it’s a memoir. A collection of interrelated
personal essays may constitute a memoir.

ORAL LANGUAGE AND FLUENCY

Oral Language and Fluency

EN9OL-IIb-3.7: Employ varied verbal and non-verbal strategies to create impact on the audience
while delivering lines in a Readers Theatre or in a Chamber Theatre.

Verbal Strategies (Skillsyouneed.com, n.d.)

1.) Opening Communication
In many interpersonal encounters, the first few minutes are extremely important. First impressions have
a significant impact on the success of further and future communication.
2.) Closing Communication
The way a communication is closed or ended will, at least in part, determine the way a conversation is
remembered.
Nonverbal Communication Strategies (Cherry, 2019)

1. Facial Expressions

Facial expressions are responsible for a huge proportion of nonverbal communication.1 Consider how
much information can be conveyed with a smile or a frown. The look on a person's face is often the first
thing we see, even before we hear what they have to say.

2. Gestures

Deliberate movements and signals are an important way to communicate meaning without
words. Common gestures include waving, pointing, and using fingers to indicate numeric amounts. Other
gestures are arbitrary and related to culture.

3. Paralinguistics

Paralinguistics refers to vocal communication that is separate from actual language.3 This includes
factors such as tone of voice, loudness, inflection, and pitch. Consider the powerful effect that tone of
voice can have on the meaning of a sentence. When said in a strong tone of voice, listeners might
interpret approval and enthusiasm. The same words said in a hesitant tone of voice might convey
disapproval and a lack of interest.
Cherry, K. (2019). Types of non-verbal communication. Retrieved October 16, 2019 from https://www.verywellmind.com/types-of-nonverbal-
communication-2795397
Skillsyouneed.com. (n.d.). Verbal communication skills. Retrieved October 19, 2019 from https://www.skillsyouneed.com/ips/verbal-
communication.html
4. Body Language and Posture

Posture and movement can also convey a great deal of information. Research on body language has
grown significantly since the 1970's, but popular media have focused on the over-interpretation of
defensive postures, arm-crossing, and leg-crossing, especially after publishing Julius Fast's book Body
Language.

5. Eye Gaze

The eyes play an important role in nonverbal communication and such things as looking, staring and
blinking are important nonverbal behaviors. When people encounter people or things that they like, the
rate of blinking increases and pupils dilate. Looking at another person can indicate a range of emotions
including hostility, interest, and attraction.

6. Appearance

Our choice of color, clothing, hairstyles, and other factors affecting appearance are also considered a
means of nonverbal communication.8 Research on color psychology has demonstrated that different
colors can evoke different moods. Appearance can also alter physiological reactions, judgments, and
interpretations. Just think of all the subtle judgments you quickly make about someone based on his or
her appearance. These first impressions are important

EN9F-IIc-3.11.1: Use the correct production of English sounds: vowels sounds, consonant
sounds, diphthongs, etc.
According to Meljovikj, 2019:

A vowel is a speech sound produced by humans when the breath flows out through the mouth without
being blocked by the teeth, tongue, or lips.

A diphthong is a vowel sound in which the tongue changes position to produce the sound of two vowels.

A consonant is one of the speech sounds or letters of the alphabet that is not a vowel. Consonants are
pronounced by stopping the air from flowing easily through the mouth, especially by closing the lips or
touching the teeth with the tongue.

EN9OL-IIe-5: Use the appropriate prosodic features of speech when delivering lines in a
Readers Theatre or in a Chamber Theatre.

Prosodic features (sometimes known as suprasegmental phonology) are those aspects of speech which
go beyond phonemes and deal with the auditory qualities of sound. In spoken communication, we use
and interpret these features without really thinking about them. These are the prosodic features according
to Litnotes.co.uk (n. d.):
Litnotes.co.uk. (n.d.). Prosodic features of speech. Retrieved October 16, 2019 from http://www.litnotes.co.uk/prosodicspeech.htmMeljovikj, A.
(2019). Vowels, diphthongs, and consonants. Retrieved October 16, 2019 from https://englishlab294371612.wordpress.com/2019/01/31/vowels-
diphthongs-and-consonants/
 Pause. Pause as hesitation is a non-fluency feature. However, intentional pauses are used to demarcate
units of grammatical construction, such as sentences or clauses.
Pitch. Different pitch levels, or intonation, can affect meaning. The most obvious example is the way in
which speakers raise the pitch at the end of a question, and this is indicated by a question mark in writing.
However, patterns of rise and fall can indicate such feelings as astonishment, boredom or puzzlement,
and these can be shown in writing only in a special transcription.
Stress. Stress, or emphasis, is easy to use and recognize in spoken language, but harder to describe.
A stressed word or syllable is usually preceded by a very slight pause, and is spoken at slightly increased
volume.
Volume. Apart from the slight increase in loudness to indicate stress, volume is generally used to show
emotions such as fear or anger.
Tempo. Tempo, or speed, is to some extent a matter of idiolect. Whilst its use is not wholly systematic,
it can indicate the difference between, for example, impatience and reflectiveness.

GRAMMAR AWARENESS
EN9G-IIa-19: Use adverbs in narration.
These are the types of adverbs according to Koltai, 2018:
Adverbs of Time- An adverb of time provides more information about when a verb takes place. Adverbs
of time are usually placed at the beginning or end of a sentence.
Examples of adverbs of time: never, lately, just, always, recently, during, yet, soon, sometimes,
usually, so far
Adverbs of Place- Adverbs of place illustrate where the verb is happening. It’s usually placed after the
main verb or object, or at the end of the sentence.
Examples of adverbs of place: here, there, nowhere, everywhere, out, in, above, below, inside,
outside, into
Adverbs of Manner- Adverbs of manner provide more information about how a verb is done. Adverbs
of manner are probably the most common of all adverbs. They’re easy to spot too. Most of them will end
in –ly.
Examples of adverbs of manner: neatly, slowly, quickly, sadly, calmly, politely, loudly, kindly, lazily
Adverbs of Degree- Adverbs of degree explain the level or intensity of a verb, adjective, or even another
adverb.
Example of adverbs of degree: almost, quite, nearly, too, enough, just, hardly, simply
Adverbs of Frequency- Adverbs of frequency explain how often the verb occurs. They’re often placed
directly before the main verb of a sentence.
Examples of adverbs of frequency: never, always, rarely, sometimes, normally, seldom, usually,
again
Koltai, A. (2018). Types of adverb. Retrieved October 16, 2019 from https://www.myenglishteacher.eu/blog/types-of-adverb/
 EN9G-IIe-20: Use conditionals in expressing arguments
There are four main kinds of conditionals according to Perfect-english-grammar.com (n.d.):

The Zero Conditional:

(if + present simple, ... present simple)
If you heat water to 100 degrees, it boils.

The First Conditional:

(if + present simple, ... will + infinitive)
If it rains tomorrow, we'll go to the cinema.

The Second Conditional:

(if + past simple, ... would + infinitive)
If I had a lot of money, I would travel around the world.

The Third Conditional

(if + past perfect, ... would + have + past participle)
If I had gone to bed early, I would have caught the train.

EN9G-IIh-20: Use past conditionals in expressing arguments.

The past conditional describes a past situation that never happened, or it did happen and the person
speaking is describing the possibility of something not happening in the past. This is also called the past
unreal or the past contrary-to-fact (Ecenglish.com, n.d.)

If/When

Both 'if' and 'when' are used with the Past Real Conditional. 'If' suggests that something happened less
often. 'When' suggests something happened more frequently.
If I had time off, I travelled. – I rarely had time off.
When I had time off, I travelled – I regularly had time off.

Past Unreal Conditional

The Past Unreal Conditional is used to talk about imaginary situations in the past. It is used to imagine
different outcomes due to different decisions or actions in different circumstances:
If I had gone out less, I would probably have studied more.
I would have travelled more if I had had more time.
If I had studied French at school, I would have got the job.

Ecenglish.com. (n.d.). Advance level: past conditionals real and unreal. Retrieved October 16, 2019 from
https://www.ecenglish.com/learnenglish/lessons/advanced-level-past-conditionals-real-and-unreal
Perfect-english-grammar.co. (n.d.). Conditionals. Retrieved October 16, 2019 from https://www.perfect-english-grammar.com/conditionals.html