9 Eng LM - Mod.1v1.0
9 Eng LM - Mod.1v1.0
9 Eng LM - Mod.1v1.0
A Journey through
Anglo-American Literature
English
Learner’s Material
Department of Education
Republic of the Philippines
A Journey through Anglo-American Literature – Grade 9
English - Learner’s Material
First Edition, 2014
ISBN: 978-971-9601-77-7
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trade- marks,
etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the
Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim ownership over
them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
YOUR TEXT
The Seven Ages of Man (William Shakespeare)
Task 8: Ten-minute Image Talk ���������������������������������������������������������������� 7
Task 9: For Significant Human Experience ����������������������������������������������8
Task 10: SGDW ���������������������������������������������������������������������������������������� 10
Task 11: On Using Expressions Appropriate to Situations ��������������������� 16
Task 12: On Using Capitalization and Punctuation Marks �������������������� 18
MY TREASURE ��������������������������������������������������������������������������������������������� 27
Lesson 2: Maximizing My Strength ������������������������������������������������������������29
YOUR TEXT
The Battle with Grendel (from Beowulf translated by Burton Raffel)
Task 3: Attack Those Words �������������������������������������������������������������������� 33
Task 4: Say Yes or No ������������������������������������������������������������������������������� 39
Task 5: Illustrate the Creations����������������������������������������������������������������39
Task 6: Compare and Contrast ����������������������������������������������������������������40
Task 7: Into the Hero �������������������������������������������������������������������������������40
Task 8: Epic vs. Lyric ������������������������������������������������������������������������������� 41
MY TREASURE ���������������������������������������������������������������������������������������������49
Task 14: Share Your Life’s Lessons ���������������������������������������������������������������49
YOUR TEXT
The Day of Destiny (from Morte D’ Arthur by Sir Thomas Malory)
Task 5: What’s in a Word? ����������������������������������������������������������������������� 52
Task 6: A Hero in You ������������������������������������������������������������������������������ 52
Task 7: The Mirage �����������������������������������������������������������������������������������60
Task 8: Mull Over in Groups �������������������������������������������������������������������60
Task 9: Group Activity ����������������������������������������������������������������������������� 61
Task 10: Plotting Them All ���������������������������������������������������������������������� 61
Task 11: Weigh Up! ����������������������������������������������������������������������������������� 61
Task 12: Bite the Dash ������������������������������������������������������������������������������62
Task 13: Write a Dash ������������������������������������������������������������������������������62
Task 14: Type the Hype ���������������������������������������������������������������������������� 63
Task 15: Let’s Hype! ��������������������������������������������������������������������������������� 63
MY TREASURE ��������������������������������������������������������������������������������������������� 67
YOUR TEXT
Mother to Son (Langston Hughes)
Task 6: Why Not? ������������������������������������������������������������������������������������� 72
Task 7: Be the Best You Can Be ��������������������������������������������������������������� 72
Task 8: Meaningful Life ��������������������������������������������������������������������������� 73
Task 9: Small Group Differentiated Work ���������������������������������������������� 73
Task 10: On Using Contractions ������������������������������������������������������������� 78
MY TREASURE ���������������������������������������������������������������������������������������������83
Task 17: How Are You Doing? �����������������������������������������������������������������84
MY TREASURE ���������������������������������������������������������������������������������������������98
YOUR TEXT
If (Rudyard Kipling)
Task 7: Life’s Stairway���������������������������������������������������������������������������� 104
Task 8: A Time to Project����������������������������������������������������������������������� 104
Task 9: A Golden Door ��������������������������������������������������������������������������� 105
Task 9:
10:AWhat’s
GoldenIt…?
Door ��������������������������������������������������������������������������� 105
������������������������������������������������������������������������������
Task 10: What’s It…?Game
11: Vocabulary ������������������������������������������������������������������������������
��������������������������������������������������������������������� 105
107
Task 11:
12: Vocabulary Game ��������������������������������������������������������������������� 107
SGDW���������������������������������������������������������������������������������������
Task 12: SGDW
13: On ���������������������������������������������������������������������������������������
Using Ellipsis ��������������������������������������������������������������������� 109 107
TaskDISCOVERY
YOUR 13: On UsingTASKS
Ellipsis ��������������������������������������������������������������������� 109
YOUR
TaskDISCOVERY TASKS�������������������������������������������������������������������������� 111
14: The BIG FOUR
TaskFINAL
YOUR 14: The BIG FOUR�������������������������������������������������������������������������� 111
TASKS
YOUR
TaskFINAL TASKS
15: Connect �������������������������������������������������������������������������������������113
15: Connect
Task 16: �������������������������������������������������������������������������������������113
A Working Script ����������������������������������������������������������������������113
Task 16: A Working
17: The Script
Fair Plan ����������������������������������������������������������������������113
�����������������������������������������������������������������������������114
Task 18:
17: The Fair Plan
Rehearse, �����������������������������������������������������������������������������114
Rehearse, Rehearse! ������������������������������������������������114
��������������������������������������������������������������������������������������������
viii 115
INTRODUCTION
This learner’s material is specially designed to provide you roads to cooperative, col-
laborative, and independent learning of the target themes, concepts, and competencies
that will develop your 21st century real life-based skills. It is anchored on the general
principles, goals, and objectives of the K-12 Basic Education Program for junior high school
that centers on making you to a functionally literate individual.
This learner’s material provides a variety of texts, particularly Anglo-American literary
pieces that are both relevant and meaningful to your life. It offers opportunities for you
to engage in varied, interesting, challenging, and meaningful tasks to further develop
and improve your listening, viewing, reading, speaking, writing, vocabulary, literary, and
grammar skills. The integration of literature and language skills will help deepen under-
standing of how you can enrich and enhance your life through valuing the self, other
people’s lives, and the world.
There are four modules in this learning material. Each module builds around a par-
ticular text for you to explore meaningfully through engaging yourself in a variety of
integrated, challenging, and interesting tasks.
Each module consists of several lessons wherein each lesson is comprised of the
following parts:
1. Your Journey – provides an overview of what you should understand
in the lesson. This includes clear directions and the purpose of the lesson.
2. Your Objectives – states the expectations in line with what you should
know, understand, and be able to do, produce, or perform to show there is
transfer of learning.
3. Your Initial Tasks – diagnoses and activates your prior knowledge and
prepares you for higher level tasks.
4. Your Text – presents the main reading or literary text and the activities/
tasks that will lead you to acquire knowledge, make sense,of and construct
meaning out of the information and experiences contained therein.
xxvii
5. Your Discovery Tasks – includes activities that will expand, enrich, en-
hance, and broaden your understanding of the target concepts and skills.
6. Your Final Task – presents the real life-based product or performance
task as final output for the lesson that serves as evidence of understanding or
transfer of learning of the target concepts and skills. This is an enabling task
for the main real-life based product or performance task covering the entire
module.
7. My Treasure – enables you to express your insights, learning, and reali-
zations on the lesson. This part contains prompts and other graphic organizers
that will help you sum up and synthesize what you have learned.
This learner’s material includes formal pre – and post assessments by module in
both written response and multiple-choice formats.
We hope that through this material, you will be provided with meaningful learn-
ing experiences and relevant competencies necessary for you to successfully meet the
demands of the 21st century.
xxviii
LESSON 1
YOUR JOURNEY
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 with 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, at the same time, develop your listening, speaking, reading,
writing, viewing, grammar and literary skills. Hopefully, these can be demon-
strated through a Community Services Brochure.
YOUR OBJECTIVES
Charting the course of your journey in this lesson, you are expected to:
• Read each statement closely, and search for the missing letter as suggested
by each statement.
1. I am the first letter of right.
• Put the letters together to come up with the answer to this riddle. What is it
in life that I have to perform?
You most probably have the best plans for your life at home, in school, in your
career, and family because you have roles to perform. What could these roles be?
• Form small groups of five and take turns answering these questions.
1. What kind of role in life...
a. interests you most?
b. helps put you in a happy mood?
c. do you prefer/enjoy doing? you like best?
2. What are your talents or things you can do well?
Give the reasons for your choices.
3
• Make a list of all of them in the following table.
TASK 3 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 be-
cause they have achieved something special in the field that also interests you.
• Pair up and reflect on these questions:
– Who is someone that inspires you because he/she is very effective in
performing his/her role in life?
– What are his/her qualities that led him/her to become successful in per-
forming his/her role in life?
• Recall the name of a person (you know personally or through reading or
through watching a movie) who has been successful in performing an im-
portant role in his/her life.
• List the qualities of this person that you and others share.
Qualities
Qualities
Name _________________
4
TASK 4 Effective? Partially… Ineffective?
• Interview at least five classmates and find out how they perform their roles
in life.
• Note their responses.
• Copy the chart shown below and fill it in with the entries called for.
Obviously, you are aware that life is a continuous journey. Your present plans
have something to do with your past experiences and the things you want to do
in the future. Why don’t you…
• look back at the roles you played before and zero in on the most important
one for you.
• think of how it differs from the role you are playing now.
• plot the roles you played before, what roles you are playing now, and what
you hope to play in the future.
• specify how you feel about it and how you fare in performing it.
• Look back at the ideas you listed in All for the Best phase. Find out which
of them you’ll change or add to the ones in the chart.
• Share and compare your ideas with a partner.
• Report back to the class.
5
TASK 6 Focus Questions
• List logical temporary answers to the focus questions. Answering them will
surely help you make a difference in your life. Copy the chart shown below
and fill it out with your responses.
6
• As you explore this lesson, you can add/answer the questions and consider
how the tasks will not only help you understand the language and literary
concepts, but also help you shape your life.
YOUR TEXT
This phase will crystallize your knowledge and understanding of your target
concepts and skills through deeper exploration of the poem in focus.
Doubtlessly, you know that appreciating a poem is like appreciating a picture,
photo, illustration, or drawing.
7
• Talk about/discuss what it communicates to you.
• Use the following guide questions.
What do you think the drawing wants/intends you to believe?
Does it suggest/answer the question: What roles can I perform that
will make a difference in my life?
How closely do you think/believe the drawing matches your mental image
of recognizing and performing roles in life? Prove your point.
What details of the drawing tell you about recognizing and performing
roles in life?
How well do you think/believe the drawing/illustration fits the value of
recognizing and performing roles in life?
How does the drawing make you feel about recognizing and performing
roles in life?
Reading a poem paves the way to making meaning in life. It allows you to
share certain experiences. Oftentimes, you find and 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.
8
The Seven Ages of Man
(from As You Like It ) by William Shakespeare
9
Poetry is a personal type of writing where words flow and carry you along
the realms of beautiful thought. What really contributes to the poem’s meaning?
Doubtlessly, you know that the orchestration of sounds, story, sense, and form
brings about “life” in a poem you read. That absolutely drives you to “feel” life in it.
Some poems are full of words that are fun to say aloud. You can use your
voice to express the meaning of the words.
• In small groups of five, read aloud the poem The Seven Ages of Man.
• Decide who will be the first, second, third, fourth, and fifth readers.
• Try to make the meaning of the words come alive by using good expressions.
• Remember to produce the correct critical consonant sounds in words like:
in /s/- s, z, sh, or zh.
e.g., sooth -/s/ zoo -/z/ shoe -/sh/
• Watch out for words in the poem that have the same sounds.
• Also think back on the importance of using appropriate stress to words you’ll
read to convey meaning.
e.g., SEven PLAYers MEWling INfant PANtaloons
Ages sPECtacles obLIvion
• Remember that the parts in capital letters receive the primary stress / '/.
Stress the words properly.
• Read the poem aloud again. Use the appropriate stress and produce the
correct sounds of the letters that make up the words.
Form eight (8) small groups and perform your assigned tasks.
Remember that rhyme is part of what we mean when we say poetry is musi-
cal. When the ending sounds of words are repeated, we call it rhyme. Rhyming
words do not appear only at the end of the lines (end rhyme) in poems, but they
may appear within the line (internal rhyme).
e.g., “I think that I shall never see
A poem lovely as a tree.” [ see-tree] — end rhyme
“the crows in boughs throws endless brawls” — internal rhyme
10
Some poems rhyme; others don’t. But one thing is sure, each poem captures
moments in time, feeling, thoughts, and experiences. Though this poem is a
sample of blank verse (poetry with an unrhymed iambic pentameter lines)
that was widely used by Shakespeare, it contains internal rhyme.
• Read the poem once more and spot the words that rhyme.
• Make a list of these rhyming words and determine which are examples
of internal rhyme and end rhyme.
• Copy the table as shown below, and fill it out with the appropriate entries.
The poet uses words that suggest sounds and at the same time describe actions
being made. Onomatopoeia is a sound device used by poets to suggest actions,
movements, and meanings.
e.g., The hissing of the snake made me shoo it away.
The bubbling brook breaks.
• Read the poem aloud once more, and watch out for words that suggest
sounds of movements, actions, and meaning.
• Find examples of onomatopoeia in the poem.
• Picture each word in your mind and try to bring each image in focus.
• Use the following questions to guide you.
What does it look like?
What kind of sounds does it make?
How does it move?
11
• List them in the table shown below.
12
• List all of them and chart them on the space provided below.
From The Seven Ages of Man by William Shakespeare
Alliteration Assonance Consonance
Group 4. Imagery
13
Group 5. Word bank
One way to enrich your vocabulary is to build a Word Bank. A Word Bank
is a collection of words you can use to convey meaning clearly and effectively.
Oftentimes, entries in a word bank are encountered and learned through reading
a text.
• Read the poem silently and look out for words in the poem that fit each
description below.
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. refers to stem or branch ____________
9. produces a high sharp sound ____________
10. unhappy or sorrowful sound ____________
• Check if words you have unlocked are also found in the list of words you
made earlier.
• Add the words which are unlocked to your Word Bank.
• Copy the Chart shown below, and fill it out with your difficult words and
their meanings.
14
Groups 6 & 7. Meaningful encounter
For Group 6
1. What comprises the seven ages of man or stages in life of man according
to the poem?
2. Describe the school boy’s attitude towards school. How do you feel about
these pictures of childhood?
3. What is compared to the “stage” in the first two lines? How are the two
related?
4. In Lines 13 & 14, what is compared to “reputation”?
5. What other comparisons are used in the poem? Which are examples of
metaphor? Which are examples of simile?
6. 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?
7. Do you agree with the persona’s description of old age? Why?
8. What other acceptable descriptions of old age can you think of?
9. In the last line of the poem, the word SANS is repeated. What do you
think is the purpose of repeating it four times?
10. 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.
11. What effect does the repetition have on the description of the last stage
of man?
For Group 7
12. How are the seven ages of man described by the persona?
13. How do the roles of man differ based on the persona’s description?
15
14. Do you think the persona has a great understanding of the universal ex-
perience of man performing a role in each stage? Explain.
15. Which lines describe the roles in life that man performs?
16. Under what circumstances might it be better to be young rather than be
old or vice versa in performing roles in life?
17. How does the poem make you feel about the importance of recognizing
and performing a role in life effectively?
18. Why is it important to recognize and perform your role in life?
19. What does the poem make you realize about the importance of recognizing
and performing a role in life effectively?
20. What are the advantages and disadvantages of not recognizing and per-
forming your roles in life?
21. What would be the most effective way of performing your role in life?
A.
• Read the poem once more to answer these questions.
/ Do you agree with the persona’s description of the last age of man in
the last two lines of the poem? Why?
/ Do you agree when he says that the last stage is “second childhood
without everything?” Prove your point.
16
Remember that there are many ways of expressing agreement or dis-
agreement. There are 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.
Of course, I agree with the persona’s description of the last age of man.
No, seriously, I believe otherwise.
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.
17
8. Lucille: Should I memorize it all?
Annie: No, just listen carefully.
B. Positive Roles
• Reread the poem The Seven Ages of Man and pair up.
• Find lines that suggest man has to perform roles in life.
• Specify which lines clearly point out positive sign of performing roles in life.
Talk about which of them you agree or disagree with. Explain.
• Use words/expressions indicating your purpose.
• Share your ideas with the class.
When you read poems, you don’t pause or stop at the end of the lines, but you
watch out for commas or periods to guide you. Use punctuation marks to 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.
A. Connect
• Consider this sample informative article about punctuation.
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
18
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
19
• Discuss your answers to the following questions.
/ What have you observed as unusual in the informative article?
/ What is it all about?
/ What punctuation marks are described in the article?
/ What problems in writing and reading are caused by improper use of
capitalization and punctuation marks?
/ Are these problems encountered even in today’s world?
/ How do we solve such problems?
Since you have several impressive ideas on recognizing and performing roles
in life, you have to keep in mind that it can inspire you to practice habits of do-
ing things well. You can always consider it as a special gift for you to prove your
worth as a unique human being. Obviously, you are now ready to prove your
understanding of how these valued concepts can be realized through getting
involved in real-life tasks.
TASK 13 Involvement
• Form small groups of six and discuss the answer to the question:
What can I do to perform my role effectively?
• List the ways in which you have already contributed, are contributing,
and predict the ways in which you’ll contribute to the world in the future.
20
• Copy the chart as shown below and fill it out with entries called for.
The Contributions
I made I can make I will make
Form eight (8) small groups and choose one from the following tasks to work on.
• Form a tableau.
• Position your body to form a tableau that depicts a scene from the poem.
• Find out if the other groups can identify the scene and each person’s part
in it.
21
Group 3. Personal heroes
We all have personal heroes or idols– people who represent everything we’d
like to be. They can be people whom we know like a classmate, player, coach,
movie star, musician, singer, politician, reporter, media man, leader, etc.
• Brainstorm and make a list of people whom you admire because they
serve as positive influences on your generation.
• Choose the famous or popular ones.
• List objects you associate with each person.
• Act out silently- pantomime - a famous role model and ask other groups
to guess who he/she is.
• Use one or two objects you can associate with each role model.
22
Group 6. Dance duo
• Recall as many songs as you can about the importance of playing roles in
life.
• Choose a music that you think conveys the feeling and the meaning of or
the one that represents the poem, The Seven Ages of Man.
• Sing it and use appropriate movements that suggest the meaning of the
poem.
• Interpret your chosen lines from the poem through dance steps/movements.
• Rehearse for the dance performance.
• Present it to the class.
23
You’re doing great! How do you feel about it? Do you want to add
more proof of your understanding on the target concepts and to hone
your communication skills?
24
What is the basic structure of a brochure?
What makes the brochure interesting?
What words capture your attention?
What help/support/advantages does the brochure offer?
Planning Stage
• Conduct a meeting and plan for the preparation of the brochure where
the following points should be covered.
Assign a specific role to each member. e.g., a leader, researcher, il-
lustrator, 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: Why
are we writing/composing this brochure? Who will be interested in
reading it? Who needs it?
Identify the key persons, clubs, organizations, centers, and the services
that will be highlighted in the brochure.
Gathering Information
• Look for the key persons, clubs, centers, and organizations in the barangay
that offer services that make a difference.
• Call or visit and interview at least three (3) people whom you consider
successful in performing their roles to learn more about their services.
25
Drafting
• Consolidate the information you have gathered, and choose what will be
used in your brochure.
• 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.
• Through speaking and writing, report the services and needs of the
organization.
26
MY TREASURE
Clearly, you’ve actively engaged in various tasks that helped you improve
your understanding of the target concepts, and at the same time, develop your
language communication and literary skills.
Your Community Services Brochure informing the public of the services
available in your community serves as a major proof/evidence of your under-
standing of concepts and skills.
To further prove your successful and exciting learning experiences it is just
but fitting that you think back and focus on the following essential points.
Keep a record of all of these and add your answers to the following questions:
1. What new and special methods have you learned about recognizing your
roles in life?
2. What approach to/attitude in life do you think can help you chart your
course in life?
6. Write at least three possible steps you can take to solve these difficulties.
27
New and special way Attitude in life How will it help me
28
LESSON 2
MAXIMIZING MY STRENGTH
YOUR JOURNEY
“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.”
- Hellen 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.
This week’s lesson will unfold one’s greatness and heroic acts which will lead
you to discover your hidden potentials and develop skills for the realization of
the world’s ultimate goal – positive transformation.
YOUR OBJECTIVES
Following the track of your journey, you are to be guided by the following objectives:
• 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 patterns 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
29
YOUR INITIAL TASKS
Let’s begin the lesson by working on the first two activities to guide you in your
journey throughout the lesson.
A. Study the following photos. Do you know the characters in the photos? In
your group, list down the traits common to the characters in the photos.
30
TASK 2 Say that Again
A. Listen as your teacher plays a recorded song three times. Write down at least
three lines from the song that captured your attention. Once you’ve written
them, work with a partner and discuss how you understood each line.
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.
Original Paraphrased
“Happiness can be found, even in the There is happiness even during the most
darkest of times, if one only remembers challenging times and we only need to
to turn on the light.” look at the bright side.
Harry Potter and the Prisoner of
Azkaban
Quote by Albus Dumbledore
31
“To the glistening eastern sea, I give
you Queen Lucy the Valiant. To the
great western woods, King Edmund
Presenting the kings and queens of Nar-
the Just. To the radiant southern sun,
nia: Queen Lucy the Valiant, King Ed-
Queen Susan the Gentle. And to the
mund the Just, Queen Susan the Gentle,
clear northern skies, I give you King
and King Peter the Magnificent. They
Peter the Magnificent. Once a king
will forever be Kings and Queens of
or queen of Narnia, always a king or
Narnia and may their wisdom be with
queen of Narnia. May your wisdom
us until the end of the world.
grace us until the stars rain down from
the heavens.”
Chronicles of Narnia
Quote by Aslan
In the common tongue it reads, “One There is one ring to rule, to find, to
Ring to Rule Them All. One Ring to Find bring, and to bind all evil.
Them. One Ring to Bring Them All and
In The Darkness Bind Them.”
C. With the tips and examples given to you on paraphrasing, be ready to listen
to another recorded song, write down two lines from it which you like the
most, and paraphrase them.
Lines from the Song Your Paraphrase
1.
2.
32
YOUR TEXT
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.
Form groups of four. Explain the Kennings in this tic-tac-toe board. Choose
three Kennings in a row to explain. You must all do those in the center.
TIC-TAC-TOE
1 2 3
sin-stained demon
4 5 6
swan road
As you read the poem, list down more examples of Kennings or word deri-
vations from Beowulf to add to your vocabulary list.
______________________________________________________
______________________________________________________
______________________________________________________
33
Read the epic poem Beowulf which deals with war and adventure. It is said
to be the greatest poem ever written in a modern European language four cen-
turies before the Norman Conquest. Beowulf shows an interplay of Christian
and pagan beliefs. 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.
34
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 Grendel’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,
35
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.
9 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
36
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.
10 And then, in the morning, crowds surrounded
Herot, warriors coming to that hall
37
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!) . . .
38
TASK 4 Say Yes or No
Write Yes or No to the given statement. Be sure to support your answer with
details from the text.
1. Grendel was a greedy monster. _______
2. He was considered the foul enemy of God. _______
3. Beowulf and Grendel had enormous strength. _______
4. The weapons of the warriors could easily kill the monster. _______
5. Grendel was afraid of Hrothgar. _______
6. Grendel swallowed his victims. _______
7. The Danes were not allowed to celebrate the defeat of Grendel. _______
8. Grendel was able to escape from Beowulf’s hands. _______
9. Hrothgar gave Beowulf gifts. _______
10. Beowulf was considered the hero of Heorot. _______
Based on the poem, how do you imagine the entities in the poem? Describe each
based on what is said in the text and based on how you imagined each. Write
your answers in your notebook.
Hrothgar
Grendel
Beowulf
39
TASK 6 Compare and Contrast
Fill out the Venn Diagram to show the similarities and differences of Beowulf
and Grendel.
After getting to know the two major characters, Beowulf and Grendel, get to
understand the poem better by answering the questions that follow.
40
6. If you were one of the Geats, what would you tell or give Beowulf? Why?
7. Who among our present superheroes would you liken Beowulf to? Why?
10. Give at least three reasons why you like or not like the epic poem Beowulf.
You have learned that there are different types of poetry. All the World’s a Stage
is an example of lyric poetry while Beowulf is an epic poem. After reading the
two poems, what are the similarities and differences of the two types of poetry?
Lyric
Epic
41
Answer these questions in your journal:
2. Name other examples of lyric or epic poetry that you have learned in your
previous lessons.
3. Which among the stories or poems you’ve learned do you like most and why?
A. Scan the poem Beowulf. List down the sequence signals you can spot. Illus-
trate how these words are used in the selection by filling out the grid below.
42
TASK 10 Mark the Punctuations
Below are stanzas from Beowulf. Take note of the punctuation marks used in
the stanzas and be ready to answer questions about them.
43
Answer these questions to know more about punctuation marks.
2. What is the meaning conveyed when these punctuation marks are used?
_____________________________________________________
A. Using the sequence signals, punctuation marks you learned, and the descrip-
tions from your Venn diagram, write a information exchanges in the balloon
to introduce Beowulf and Grendel using the cartoon strips below.
44
B. While you take turns introducing Beowulf and Grendel, have you noticed the
way you speak and deliver your lines? What are your suggestions in effectively
delivering lines of poems?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
C. Let’s try those tips on correct stress, intonation and juncture in reading
Beowulf. Each group will take turns reading specific stanzas from Beowulf.
A. In your previous lessons you learned about the different text types. Let’s see
how well you remember them. Identify the text type of the following articles
as journalistic, informative, or literary.
45
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 prob-
lem solving, how to eliminate conflict and get the job done.
Episodic is fine for work. We want day-by-day not confron-
tational trauma—even if it would lead to life-changing rev-
elation. But drama exaggerates conflict, pushes situations to
their extreme, and leads us to a big turning point.
http://lehmaninfo.wordpress.com/sample-business-liter-
ary-articles/
http://www.paper-articles.com/
46
From Beowulf
Write your ideas about the features and tips in the thought balloon.
47
X
YOUR FINAL TASKS
A. Write meaningful sentences about a hero in your life. Include the sequence
signals you have learned such as colons and semi-colons. You may go back to
the introduction you wrote and presented in your previous activity. Be sure
to use the right descriptive words and some examples of Kennings in your
paragraph.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
48
YOUR TREASURE
A. List down your strengths and how you intend to use them in the table below.
Do this in your journal.
B. Write the things you value the most from the week’s discussion. Or, you might
want to illustrate your most important learning from this week’s lesson.
49
LESSON 3
LEAVING A LEGACY
N
YOUR JOURNEY
A life well lived cannot be easily forgotten. Not when you have left a mark
so noteworthy that enables people to make a difference not only in their lives
but more so in the lives of others. How would you like to be remembered? What
legacy would you like to leave behind?
This lesson will allow you to learn how the legacies of the past shaped the
way you are now and how your legacy could dictate the future of others.
YOUR OBJECTIVES
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
• use hyphens and dashes correctly
Watch as the camera tracks the lives of the youths like you. How would you rise
to the challenges presented? What do you think motivated them to do this video?
50
Harmony of Man and Environment (H.O.M.E.) Launching 2009
Listen as the video runs for the second time. Take note of the ideas presented
below and indicate whether you agree or disagree with them.
TASK 4 In a Capsule
As you have viewed the video twice, summarize its contents using appropriate
sequence signals.
51
YOUR TEXT
Match the words in Column A with their correct meaning in Column B. Be ready
to use the words in sentences. Write your answers on your notebook.
Column A Column B
52
Meanwhile, Mordred senses his chance. With Arthur away in France, he leads a rebellion
in England, claiming the throne and trying to seize Guinevere as his queen. She flees to the
Tower of London. Arthur, returning to defend his crown, battles Mordred for the first time at
Dover, where Gawain is fatally wounded. Before his death, Gawain writes a letter to Lancelot
ending their feud and asking Lancelot to return to England to help Arthur. After a second,
inconclusive battle with Mordred’s forces, Arthur regroups his men and moves westward…
And quickly King Arthur moved himself with his army along the coastline
westward, toward Salisbury. And there was a day assigned betwixt King Arthur
and Sir Mordred that they should not meet upon a field beside Salisbury and
not far from the coast. And this day so assigned as Monday after Trinity Sunday
(the eighth Sunday after Easter), whereof King Arthur was passing glad that he
might be avenged upon Sir Mordred.
And then knights, squires, and yeomen awaked the King, and then he was so
amazed that he knew not where he was. And then so he awaked until it was night
day, and then he fell on slumbering again, not sleeping nor thoroughly waking.
So it seemed to the King that there came Sir Gawain unto him with a number
of fair ladies with him. So when King Arthur saw him, he said, “Welcome, my
sister’s son. I weened ye had been dead. And now I see thee on – live, much am
I beholden unto Almighty Jesu. Ah, fair nephew and my sister’s son, what been
these ladies that hither be come with you?”
“Sir,” said Sir Gawain, “all these be ladies for whom I have fought for when I
was man living. And all these are those that I did battle for in righteous quarrels,
and God had given them that grace, at their great prayer, because I did battle
for them for their right, that they should bring me hither unto you . Thus much
had given leave God, for to warn you of your death. If you fight tomorrow with
Sir Modred, as ye both have assigned, doubt ye not ye must be slain, and the
most party of your people on both parties. And for the great grace and goodness
53
that Almighty Jesu had unto you, and for pity of you and many more other good
men there shall be slain, God had sent me to you of his special grace to give you
warning that in no wise ye do battle as tomorn, but that ye take a treaty fora
month from today. And you make generous offers , so that tomorn ye put in a
delay. For within a month shall come Sir Lancelot with all his noble knights and
rescue you worshipfully and slay Sir Modred and all that ever will hold with him.
Then, Sir Gawain and all the ladies vanished. And anon the King called upon
his knights, squires, and yeomen, and charged them quickly to fetch his noble
lords and wise bishops unto him. And when they were come the King told them
of his dream, that Sir Gawain had told him and warned him that, and he fought
on the morn, he should be slain. Then the King commanded Sir Lucan the Butler
and his brother Sir Bedivere the Bold, with two bishops with them, and charged
them in any wise to take a treaty for a month from today with Sir Modred. “And
spare not: proffer him lands and goods as much as ye think reasonable.”
So then they departed and came to Sir Modred where he had a grim host
of a hundred thousand, and there they entreated Sir Modred long time. And
at the last Sir Modred was agreed for to have Cornwall and Kent by King
Arthur’s days, and after that, all England, after the days of King Arthur.
Then they ageed that King Arthur and Sir Modred should meet betwixt both
their hosts, and each of them should bring fourteen persons. And so they came
with this word unto Arthur. Then said he, “I am glad that this is done,” so he
went into the field.
And when King Arthur should depart, he warned all his host that, and they
see any sword drawn, “Look ye come on fiercely and slay that traitor Sir Modred,
for I in no wise trust him.” In like wise Sir Modred warned his host that “ And
ye see any manner of sword drawn, look that ye come on fiercely, and so slay
all that ever before you standeth, for in no wise I will not trust for this treaty .”
And in the same wise said Sir Modred unto his host, “For I know well my father
will be avanged upon me.”
And so they met as their arrangement was and were agreed and accorded
thoroughly. And wine was fetched and they drank together. Right so came and
adder out of a little heathbush, and it stung a knight in the foot. And so when
the knight felt him so stung, he looked down and saw the adder. And anon he
drew his sword to slay the adder, and thought none other harm. And when the
host on both parties saw that sword drawn, then they blew beams, horns, and
shouted grimly. And so both hosts dressed them together. And King Arthur took
his horse and said, “Alas, this unhappy day!” and so rode to his party, and Sir
Modred in like wise.
And never since was there never seen a more dolefuller battle in no Christian
54
land, for there was but rushing and riding, lunging and striking; and many a
deadly stroke. But ever King Arthur rode throughout the battalion of Sir Modred
many times and did full nobly, as a noble should do, and at all times he fainted
never. And Sir Modred did his devoir that day and put himself in great peril.
And thus they fought all the long day, and never stopped till the noble knights
were laid to the cold earth. And ever they fought still it was near night, and then
was there a hundred thousand laid dead upon the down. Then was King Arthur
wild with rage out of measure when he saw his people so slain from him. And
so he looked about him and could see no more of all his host, and good knights
left no more on – live, but two knights: the t’one was Sir Lucan the Butler and
the other his brother Sir Bedivere. And yet they were full sore wounded.
“Jesu, mercy,” said the King, “where are all my noble knights become? Alas
that ever I should see this doleful day! For now,” said King Arthur. “I am come to
mine end. But would to God.” Said he , “that I wist now where were that traitor
Sir Modred that has caused all this mischief.”
Then King Arthur looked about and was ware where stood Sir Modred leaning
upon his sword among a great heap of dead men.
“Now give me my spear,” said King Arthur unto Sir Lucan. “For yonder I have
espied the traitor that all this woe hath wrought.”
“Sir, let him be,” said Sir Lucan, “for he is unhappy. And if ye pass this unhappy
day ye shall be right well revenged upon him. And, good lord, remember ye of
your night’s dream, and what the spirit of Sir Gawain told you tonight, and yet
God of his great goodness had preserved you hitherto. And for God’s sake, my
lord, leave off by this, for, blessed be God, ye have won the field: for yet we been
here three on – live, and with Sir Modred is not one on – live. And therefore if
ye leave off now, this wicked day of destiny is past.”
“Now, befall me death, tide me life,” said the King, “now I see him yonder
alone, he shall never escape mine hands. For at a better avail shall I never have
him.”
“God speed you well!” said Sir Bedivere.
Then the King got his spear in both his hands and ran toward his Modred,
crying and saying, “ Traitor. Now is thy deathday come!”
And when Sir Modred saw King Arthur, he ran until him with his sword
drawn in his hand, and there King Arthur smote Sir Modred under the shield,
with a thrust of his spear, throughout the body more than a fathom. And when
Sir Modred felt that he had his death’s wound, he thrust himself with the might
that he had up to hand guard of King Arthur’s spear, and right so he smote his
55
father King Arthur with his sword holden in both his hands, upon the side of
the head, that the sword pierced the helmet and the casting of the brain. And
therewith Sir Modred dashed down stark dead to the earth.
And noble King Arthur fell in a swough to the earth, and there he swooned
oftentimes, and Sir Lucan and Sir Bedivere oftentimes heaved him up. And so,
weakly betwixt them, they led him to a little chapel not far from the seaside, and
when the King was there, he thought him reasonably eased. Then heard they
people cry in the field. “Now go thou, Sir Lucan,” said the King, “and let me know
what betokens that noise in the field.”
So Sir Lucan departed, for he was grievously wounded in many places. And
so as he walked he saw and harkened by the moonlight how that pillagers and
robbers were come into the field to pill and to rob many a full noble knight of
brooches and bracelets and of many a good ring and many a rich jewel. And who
that were not dead all out there they slew them for their harness and their riches.
When Sir Lucan understood this work, he came to the King as soon as he might
and told him all what he had heard and seen. “Therefore by my advice,” said Sir
Lucan, “it is best that we bring you to some town.”
“I would it were so,” said the King, “but I may not stand, my head works so.
Ah, Sir Lancelot,” said King Arthur, “this day have I sore missed thee. And alas
that ever I was against thee, for now have I my death, whereof Sir Gawain me
warned in my dream.”
Then Sir Lucan took up the King the t’one side and Sir Bedivere the other
party; and in the lifting Sir Lucan fell in a swoon that part of his guts fell out
of his body, and therewith the noble knight’s heart burst. And when the King
56
awoke he beheld Sir Lucan how he lay foaming at the mouth and part of his guts
lay at his feet.
“Alas,” said the King, “this is to me a full heavy sight to see this noble duke so
die for my sake, for he would have helped me that had more need of help than
I. Alas that he would not complain him for his heart was so set to help me. Now
Jesu have mercy upon his soul.”
Then Sir Bedivere wept for the death of his brother.
“Now leave this morning and weeping, gentle knight,” said the King, “for all
this will not avail me. For wit thou well, and I might live myself, the death of Sir
Lucan would grieve me evermore. But my time passeth on fast,” said the King.
“Therefore,” said King Arthur unto Sir Bedivere, “take thou here Excalibur
my good sword and go with it to 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.”
“My lord,” said Bedivere, “ your commandment shall be done, and I shall
quickly bring your sword again.”
So, Sir Bedevere departed. And by the way he beheld that noble sword, that
the hilt and hand guard was all precious stones. And then he said to himself, “If
I throw this rich sword in the water, thereof shall never come good, but harm
and loss.” And then Sir Bedivere hid Excalibur under a tree. And so, as soon as
he might, he came again unto the King and said he had been at the water and
had thrown the sword into the water.
“What did you see there?” said the King.
“Sir,” he said, “I saw nothing but waves and winds.”
“That is untruly said of you,” said the King. “And therefore you go quickly
again and do my commandment: as you are to me loved and dear, spare not,
but throw it in.”
Then Sir Bedeivere returned again and took the sword in his hand. And yet
he thought sin and shame to throw away that noble sword. And so again he hid
the sword and returned again and told the King, that he had been at the water
and done his commandment.
“What did you see there?” said the King.
“Sir,” he said, “I saw nothing but waters lap and waves grow.”
“Ah, traitor unto me and untrue,” said King Arthur, “now you have betrayed
me twice. Who would have weened that you have been to me so loved and dear,
and you are named a noble knight, and would betray me for the riches of this
57
sword. But now go again lightly, for you long tarrying put me in great jeopardy
of my life, for I have taken cold. And but if you do now as I bid you, if ever I may
see you I shall slay you with my own hands, for you would for my rich sword
see me dead”.
Then Sir Bedivere departed and went to the sword and lightly took it up, and
so he went to the water’s side; and there he bound the girdle about the hilts,
and threw the sword as far into the water as he might. And there came an arm
and a hand above the water and took it and clutched it , and shook it thrice and
brandished; and then vanished away the hand with the sword into the water. So
Sir Bedivere came again to the King and told him what he saw.
“Alas,” said the King, “help me hence, for I dread me I have tarried overlong.”
Then Sir Bedivere took the King upon his back and so went with him to that
water’s side, even closer, by the bank floated a little barge with many fair ladies
in it; and among them all was a queen; and all they had black hoods, and all they
wept and shrieked when they saw King Arthur.
“Now put me into that barge,” said the King; and so he did softly. And there
received him three ladies with great mourning, and so they set them down. And
in one of their laps King Arthur laid his head, and then the queen said, “Ah, my
dear brother, why have ye tarried so long from me? Alas, this wound on your
head had caught over much cold.” And anon they rowed fromward the land, and
Sir Bedivere beheld all the ladies go forward him.”
Then Sir Bedivere cried and said, “Ah, my lord Arthur, what shall become of
me, now you go from me and leave me here alone among my enemies?”
“Comfort yourself,” said the King, “and do as well as you may, for in me is no
trust in. For I must into the legendary valley to heal me of my grievous wound.
And if you hear nevermore of me, pray for my soul.”
For ever the queen and ladies wept and shrieked, that it was pity to hear.
And as soon as Sir Bedivere had lost sight of the barge he wept and wailed, and
so took the forest and went all that night.
And in the morning he was ware, betwixt two bare woods, of a chapel and a
hermitage. Then was Sir Bedivere glad, and thither he went, and when he came
into the chapel he saw where lay a hermit groveling on all fours, close thereby a
tomb was new dug. When the hermit saw Sir Bedivere he knew him well, for he
was but little before Bishop of Canterbury, that Sir Modred put to flight.
“Sir,” said Sir Bedivere, “what man is there here interred that you pray so
fast for?”
“Fair son,” said the hermit. “I wot not verily but by guessing. But this same
58
night, at midnight, here came a number of ladies and brought here a dead corpse
and prayed me to inter him. And here they offered a hundred tapers, and gave
me a thousand gold coins.”
“Alas,” said Sir Bedivere,” that was my lord King Arthur, which laid here
buried in this chapel.”
Then Sir Bedivere swooned, and when he awoke he prayed the hermit that
he might abide with him still, there to live with fasting and prayers:
“For from hence will I never go,” said Sir Bedivere,” by my
will, but all the days of my life here to pray for my lord Arthur.”
“Sir, you are welcome to me,” said the hermit, “for I know you better than you
think that I do: for you are Sir Bedivere the Bold, and the full noble duke Sir
Lucan the Butler was your brother.”
Then Sir Bedivere told the hermit all as you have heard before, and so he
stayed with the hermit that was beforehand Bishop of Canterbury. And there Sir
Bedivere put upon him poor clothes, and served the hermit full lowly in fasting
and in prayers.
Thus of Arthur I find no more written in books that been authorized, neither
more of the very certainty of his death heard I nor read, but thus was he led away
in a ship wherein were three queens; that one was King Arthur’s sister, Queen
Morgan le Fay, the other was the Queen of North Galis, and the third was the
Queen of the Waste Lands.
Now more of the death of King Arthur could I never find, but that these la-
dies brought him to his grave, and such one was interred there which the hermit
bare witness that was once Bishop of Canterbury. But yet the hermit knew not
in certain that he was verily the body of King Arthur; for this tale Sir Bedivere,
a knight of the Table Round, made it to be written.
Yet some men say in many parts of England that King Arthur is not dead,
but carried by the will of our Lord Jesu into another place; and men say that he
shall come again, and he shall win the Holy Cross. Yet I will not say that it shall
be so, but rather I would say: here in this world he changed his life. And many
men say that there is written upon the tomb this:
(Here lies Arthur, who was once king and king will be again)
59
TASK 7 The Mirage
Writers paint word pictures or images that appeal to our senses of sight,
sound, smell, taste, and touch in poetry and in prose composition. Look for the
images that you have located in the text. Copy the chart below on your notebook
and write down the details in the appropriate column.
Sight Sound Smell Taste Touch
1.
2.
3.
4.
5
Discuss and answer the questions below in groups. Write your answer on
one whole sheet of paper.
1. How would you describe King Arthur as a king? Locate a part in the story
that will support your answer.
2. What hope is given to people in his tomb saying Arthur is the “once king and
king that will be”?
3. Why do you think some men say in many parts of England that King Arthur
is not dead, but carried by the will of our Lord Jesus into another place; and
that he shall come again, and he shall win the Holy Cross?
4. What great deed did King Arthur achieve as he lived his life? What was his
greatest legacy?
5. What pattern is used to develop the idea of the text? Point out the sequence
signals or connectors in the text.
6. How do images or word pictures help you experience a scene in the excerpt
The Day of Destiny?
You will be grouped by your teacher into three (3). Each group will be given
an article to read in 10 minutes. Once done reading, listen to your teacher’s
further instructions.
60
TASK 10 Plotting Them All
Examine how the three (3) articles were written using the following criteria:
Criteria UNESCO sends How to Maintain The Courage that My
experts to Cultural Identity Mother Had
Tubbataha Reefs
Purpose
Format
Features
Language Use
Examine the following examples of texts. Indicate the type of reading text
they are.
1. Men in great places are thrice servants:
servants of the sovereign or state,
servants of fame, and servants of business “Of Great Place”
2. NASA is proposing another space project. The agency’s budget request,
announced today, included a plan to send another person to the moon.
3. Those that have tenacity will not quit when confronted by obstacles or when
failing. In a game or in life, tenacity wants to win, and tenacity lives by the
credo, “Failure is not an option.”
4. Three passions (simple but overwhelmingly strong) have governed my life:
the longing for love, the search for knowledge, and the unbearable pity for
the suffering of mankind.
5. Director Steven Spielberg launched a Germany-wide contest Sunday designed
to promote tolerance through students’ intercultural interaction.
6. If you can dream – and not make your dreams your master;
7. An earthquake is a shaking or rolling movement of great masses of rocks on
the earth’s uppermost layer or crust.
61
TASK 12 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 au-
dience.
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.
The words below are punctuated with a hyphen (-). Study the words carefully.
1. anti-inflationary
2. over-the-counter
3. a come-as-you-are party
4. a six- or eight-cylinder engine
5. the ruling-passion of his life
6. one hundred thirty-eight
7. a two-thirds majority of the vote
8. pages 40-98
9. the New York-Paris flight
62
TASK 15 Let’s Hype!
63
TASK 16.2 My Legacies
________________________________
My legacy to ________________________________
Mother Earth ________________________________
________________________________
________________________________
My legacy to my ________________________________
people ________________________________
________________________________
________________________________
My legacy to my ________________________________
family ________________________________
________________________________
X
YOUR FINAL TASK
64
Remember that you are to perform a choral recitation at the end of the quarter.
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.
Teacher ________________________________________________
Vendor ________________________________________________
Student ________________________________________________
Mother ________________________________________________
Historian _______________________________________________
Rubrics:
Stand point All responses Only 5-7 responses Only 1–4 responses
strongly expressed strongly expressed strongly expressed
agreement or dis- agreement or dis- agreement or dis-
agreement. agreement. agreement.
Form All responses used Only 5-7 responses Only 1–4 responses
capitalization, used capitalization, used capitalization,
punctuations, punctuations, punctuations,
and interjection and interjection and interjection
correctly. correctly. correctly.
65
TASK 18 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.
Rubrics:
Features 3 2 1
Pitch Student’s pitch Student’s pitch Student’s pitch
does not change changes the mean- changes the mean-
the meaning of the ing of at least two ing of all the words/
word/phrase. (2) words/phrases. phrases.
Juncture Student pauses Student pauses in at Student pauses in
in all periods and least two (2 ) peri- one (1) period or
commas. ods or commas. comma.
Stress Student emphasizes Student emphasiz- Student emphasiz-
all words and sylla- es at least two (2) es one (1) word or
bles correctly. words or syllables syllable correctly.
correctly.
Intonation Student observes all Student observes at Student observes
possible intonation least two (2) pos- one (1) possible
patterns correctly. sible intonation pat- intonation pattern
terns correctly. correctly.
Rate of Student reads at an Student reads at a Student reads very
Speech average speed. speed just enough fast and incompre-
to be understood. hensible.
Volume Student applies the Student applies only Student applies only
correct volume in two (2) correct vol- one (1) correct vol-
reading. umes in reading. ume in reading.
Projection Student reads the Student reads some Student‘s reading is
text loudly and text loudly and not loud and clear.
clearly. clearly.
66
MY TREASURE
“We learn much from the past to understand the present. We shape and live
the present to send a message to the future – a LEGACY – which could be a key
to understanding the SELF”
My journey through this lesson enabled me to learn...
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________________
67
LESSON 4
YOUR JOURNEY
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 coura-
geously. 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 under
stand 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?
YOUR OBJECTIVES
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 ideas 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
68
Be reminded that your expected output will be an Advocacy
Campaign on Using Positive Ways to Cope with Challenges,
and the criteria for assessment will be: focus, content, visuals,
clarity of purpose, and language convention.
TASK 1 Twisters
• Interview three of your classmates as to the questions you have about coping
with challenges.
• Write at least three (3) questions (in line with coping with challenges) you
hope to answer later.
• Work with your peers and reflect on this: What do you consider as your
challenges in life?
• Make a list of at least ten (10) challenges experienced by students like you.
• Copy the chart as shown, and fill it up with the entries called for.
69
• Rank them in their order of difficulty. Rank 1 the most challenging and 10 as
the least challenging.
• Ask them to decide what the most effective method of coping with challenges
is.
• Rank them in their order of effectiveness. Rank 1 the most effective and 10
as the least effective.
• Share your findings with the class.
One challenge you need to face is to find ways to unfold and show appreciation
for the meaning of a poem.
• Work in groups of five and think back on the salient points, aspects, and
elements of poetry to be given attention to in unfolding its meaning.
• Clarify the WHAT, WHY, and HOW of these aspects.
• Point out which of these elements (subject, theme, poetic devices, sounds,
tone, significant experience), you have yet
✔ to touch on
✔ to explore
✔ to understand
✔ to master
• Emphasize which ones you need to give more attention to.
• Report your findings in class.
• Fill each blank with a single letter to form these pairs of words into
synonyms. Example : __ACTUAL __RUE
FACTUAL TRUE
1. _ COLD _ HIDE
2. _ EARNING _ RAVING
3. _ ALLY _ CORE
4. _ AVER _ ALTER
5. _ ROUND _ OIL
70
6. _ ARROW _ LENDER
7. _ LIMB _ SCENT
8. _ TUMBLE _ RIP
9. _ INDICATE _ LEAR
10. _ WELLING _ BODE
• Use these pairs in your own sentences.
Write your targets on what you expect, need, and hope to learn in this lesson.
71
Be reminded of these expectations as you work on the follow-
ing phases of this lesson.
YOUR TEXT
72
✔ How closely do you think the drawing matches your mental image of
coping with challenges? Prove your point.
• Find out how a poem written by Langston Hughes will help you achieve in-
sights about difficult times.
• Listen to your teacher read the poem Mother to Son by Langston Hughes.
It’s high time for you to focus on the context of the poem. Try this.
• With your groupmates, read the poem aloud and perform your assigned task.
• As you read the poem, list the words that you find difficult.
• Use a dictionary to find the synonyms and antonyms of each word.
• Share your findings with the class.
Discover how the details in the poem help make a story.
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.
73
• Answer the following guide questions
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?
• Copy the illustration of the stairs as shown and fill it up with entries called
for.
6
5
4
3
2
1
74
Group 4 Message for you
✔ What new and special way does the poem give you?
✔ How will it help you to become a better person?
• Share your findings with the class.
• Talk about how the speaker/persona feels about the challenges in life.
• Explain her reactions to such challenges.
• Point out the lines or phrases that shed light on these.
• Use a table like the one shown below for your responses.
Persona’s feeling Reason Lines or phrases as supports
75
Group 7 A key to…
• Note the words that reflect the poet’s or speaker’s attitude toward the
subject.
Word Choices
PERSONA
76
• Notice how the speaker or the persona makes many comparisons from
the first to the end line of the poem. Make a list of these comparisons.
Life Compared to
• Discuss which illustrates the persona’s state of mind at the end of the
poem.
• Make a list of the choices offered to her.
• Consider the choice she made. What can you conclude as to the kind of
choice she made?
• Find evidence to support your conclusion.
• Share your ideas with the class.
77
• Recall the other poems you’ve explored in class and decide to what type
each belongs.
• Share your ideas with the class.
A. Find a partner and mull on how 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’er as seasons change with God in control keep us standin’.”
• Pay attention to the two underlined words.
✔ What do they have in common?
✔ What punctuation mark is used in each of them?
✔ What term do we use to identify the expressions that use apostrophe
in place of omitted letter/s?
✔ Why do some poets use this form of expression?
• Reread the poem, Mother to Son by Langston Hughes and look for samples
of poetic contractions (contractions used in a poem to suggest a different
culture, language use, etc.).
• State the effect of these contractions to the tone and message of the poem.
B. To use or not to use…
In five (5) minutes, correct each error in the use of contraction and possessive
pronoun.
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. Its too late for you to go they’re.
5. They’re here to stay and its about time too.
C. Contractions Game
• Form three (3) groups and play this game.
• Write each of these verbs in the index cards or slips of paper. ( will, could,
is, have, do, does, did, can, are, was, etc.), and place the cards or slips of
paper in a pile.
• Take turns in turning each verb into a contraction with the word NOT.
78
• Each player tells and spells the contraction aloud, then uses it in a sen-
tence.
• Players get 5 points for each correct and complete answer.
• Consider the group with the most number of points as the winner.
D. Try It Out
• Imagine two personas, poets (from the two poems you like or find inter-
esting) meet and have a meal together.
• Imagine how each one shares his/her thoughts on how to face challenges
in life.
• Make up few lines of dialogue showing their sharing of ideas.
• Remember to use contractions.
Keep in mind these discoveries, new ideas, and new developments you have
as you continue on the next phase. This clearly shows that you are ready
to do some practical application as an extension of your understanding of
the key concepts. Using your communication and literary skills learned, try
the following.
TASK 11 An Advice
• Discuss how to work with a student who has been disappointed to the
point of disillusionment because of a problem.
• What advice would you offer adults who work with young people
like this disillusioned adolescent.
• Prepare a brief oral report about it.
• Share your ideas with others.
• Give comments and suggestions.
TASK 12 Advice Collage
• Create a collage based on your chosen lines or images from the poem.
• Create photos or drawings that illustrate the message you want to convey.
• Design the layout of your collage.
• Use the internet and other forms of technology to enhance your collage.
79
TASK 13 Nominee
• Imagine that an international agency is going to give a Medal of Honor
Award to anyone who is able to inspire a lot of people through his/her
poem.
• Write a letter to the head of the agency and nominate your favorite poet
for the award.
• Remember to highlight the reasons for your choice.
• Read your letter in class.
TASK 14 Musically Yours
• 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 courage determination
• Play the tape or sing the song.
• Talk about its connection to the poem.
You’re doing great! How do you like it? Do you want to add more proof
of your understanding of the target concepts and to hone your communi-
cation skills?
X
YOUR FINAL TASK
Obviously, you’re all set to try this next phase of the lesson that will show
you how you can present an Info-Advocacy Campaign on Using Positive
Ways to Cope with Challenges. The criteria for assessment will be: Focus,
Content, Visuals, Clarity of purpose, and Language convention.
TASK 15 Magic 8
• Work in groups of five and find out how familiar you are with these MAGIC
8 ways.
✔ See hardships as challenges rather than insurmountable obstacles.
✔ Focus on the positive rather than the negative effects.
✔ Take comfort in the love and support of the family.
✔ Look for and take comfort in small pleasures.
✔ Develop a greater sense of pride or accomplishment from the
challenges or decision made.
80
✔ Offer opportunities to all who can provide solutions.
✔ Increase tolerance under extreme conditions.
✔ Act and think like what you do makes a difference.
• Point out which of them you already have experienced as you faced the
challenges of everyday life and as the basis for self-improvement.
• Jot down your thoughts about how your experiences have given you a
second chance for self-enhancement.
• Share your thoughts with your peers, groupmates, and others.
B. Gathering Information
1. Research and gather information about the topic for the ad.
2. Create a questionnaire designed to gather information you may need about
the qualities and features of an ad campaign that would attract people.
3. Ask and answer questions on how they will present the ad.
4. Interview groupmates on the specific topic for the Info-Ad you want to
work on.
81
5. Arrive at a group consensus and rank them.
6. Decide on and choose the most preferred topic by the majority.
7. Use note cards for gathered information.
8. Share findings with the group.
C. Radio Script
1. Prepare a radio script highlighting your chosen magic ways from Magic
8 activity.
2. Focus on the important issues confronting teenagers today.
3. Choose the best ads that present the concerns of the majority in
the groups.
4. Analyze the structure, format, contents, style, and strategies used in
the ads.
5. Choose members of the group who will form the cast, including the
narrator and the leading character.
6. Rehearse, polish, record, and share your radio script with the class.
7. Set time for feedback.
D. Music/Jingle
1. Find and choose contemporary songs that reveal some of the same emo-
tions conveyed in the radio script.
2. Share the songs with your classmates.
3. Talk about how it relates to the message of the radio script.
4. Record the background music and sound effects that you might use.
5. Put together, relate, and use the musical recordings and the radio script
ready for the rehearsals.
6. Rehearse and shoot for the Info-Ad.
7. Conduct peer checking.
8. Present, review, edit, and polish the Info-Ad based on the comments and
suggestions made by your peers.
9. Answer the following questions:
✔ Are there other changes they want to make on your Info-Ad?
✔ Is there anything included that you would like to remove?
82
✔ Is there any information/idea that you need to add?
✔ Are there other changes they thought could have been made?
✔ Is there anything included that they would have taken out?
✔ Is there any information that they would have elaborated on?
10. Make the necessary changes and modifications.
E. Presentation
1. Use appropriate technology aids in the oral presentation of your Info-Ad.
2. Present your Info-Ad/Advocacy Campaign on Using Positive Ways to
Cope with Challenges
3. Post it in your Facebook wall, Twitter, or blog.
4. Invite the public especially your friends to share their comments and
suggestions through FB, Twitter wall, or e-mail.
5. Assess the Info-Ad/ Advocacy Campaign on Using Positive Ways to Cope
with Challenges based on the following criteria: Focus, Content, Purpose,
Organization and Development, Relevance, Clarity, Style, Impact, and
ICT integration.
MY TREASURE
You’ve learned that in your life’s journey, simple or complicated changes keep
coming. These changes bring a lot of trials or challenges. Sometimes they bring
happiness, at times depression. Just the same, you have to cherish these changes
that bring challenges because they push you either up or down. Hence, you must
react positively by looking for ways to make your life better if not the best.
83
TASK 17 How are you doing?
• Think back on the activities, tasks you’ve finished, and concepts you’ve learned.
My Learning Log
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
84
LESSON 5
YOUR JOURNEY
Most probably by this time, you can see for yourself why there are changes
you are experiencing that are best for you and how they will make you feel
great after all. Your physical, social, emotional, and moral changes may lead to
your personal strengths and weaknesses. The BIG Question: How can I have
a purpose driven life? This will serve as the gravitational core of the ideas
you’ll share.
The discussion you’ll engage in in this lesson will naturally tie together the
information carried in the varied activities supporting the overall theme: En-
hancing the Self. The elements of the poem you’ll revisit and explore more fully
gravitate around the sub-theme living with a purpose.
YOUR OBJECTIVES
Going through the process of discovering the answers to the BIG question, you
are expected to:
• show appreciation for the significant human experiences highlighted and
shared during the discussion or presentation
• 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
• write a script for a poetry reading
• use the appropriate and effective speech conventions in poetry reading
85
It is expected that in this lesson, you are to demonstrate how your language
communication and literary skills can be continuously developed as you
explore the chosen poem highlighting the importance of living with a
purpose.
Be reminded that your expected output will be a poetry reading, and the
criteria for assessment will be: Delivery, Voice, Gestures, Facial Expression,
and Eye Contact.
TASK 1 Squeezed
Are you fond of listening to music? Listening to music is the same as looking
closely at an illustration just as it is like reading a poem to unfold its meaning.
What problem do you have in unfolding the meaning of a poem?
What will you do to improve in this area?
Remember these questions as you work on the phases of this lesson.
“To be what we are, and to become what we are capable of becoming is the
only end of life.” – Robert Louis Stevenson
“Life is a big sea full of many fish. I let down my nets and pull.” – Langston
Hughes
• Compare them and look for what they have in common.
• Do you agree with what each suggests? Why?
86
✓ Do you believe in the importance of personal achievement on earth and
look to one another as well as God for inspiration?
• Pair up and take turns in asking questions you have about how to live with
a purpose.
• Write at least three (3) questions (in line with living with a purpose) you hope
to answer later.
• Share your ideas with others.
87
TASK 6 What do I Expect, Need, or Hope to Learn?
Write your targets on what you expect, need, or hope to learn in this lesson.
You are now ready for the next phase of the lesson.
YOUR TEXT
TASK 7 My Resolve
88
✓ What is your overall impression of this drawing?
✓ How does the picture make you feel?
✓ What other visuals can you think of to illustrate living with a purpose?
Prove your point.
• Share your findings with the rest of the class.
What really contribute to the poem’s meaning? Doubtlessly, you know that
the orchestration of sounds, story, sense, and form brings about “life” in a poem
you read. That absolutely drives you to “feel” life in it. Through the words used
by the poet, as expressed by the persona/speaker, the vivid images, clear sounds,
and exact feelings are clearly conveyed.
Now, do you really care to find out how you can live a purpose driven life? To
find out, listen to your teacher read the poem as you read it silently.
A Psalm of Life
by Henry Wadsworth Longfellow
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.
89
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Finds us farther than to-day.
90
TASK 9 Small Group Differentiated Work
Look for words in the poem which are opposite in meaning to each of the following.
1. Open = ------------- 6. Cheerful = -------------
2. Harmony = ------------- 7. Moves = -------------
3. Ridiculous = ------------- 8. Insincere = -------------
4. Uncertain = ------------- 9. Loud = -------------
5. Built = ------------- 10. Permanent = -------------
Group 2
Group 3
Think about
✓ what the speaker says life is not.
✓ the command “Act, act in the living present.”
✓ the last four lines of the poem.
✓ the quotation you choose as closest to your philosophy in life.
✓ why the poem is an inspirational one.
✓ how the poem celebrates the gift of life.
91
Group 4
Group 5 I believe
Philosophy in Life
Longfellow’s view My view Results
92
Group 6
What are the values expressed in the poem? Do the people of today still share
the values expressed in the Psalm of Life? Prove it.
TASK 10 Like It
Discuss with three or four of your classmates what you like about the
following:
a. the poem
b. its subject
c. the poem’s mysteriousness
d. the way the words appear on the page
e. the mood the poem puts you in
f. what it makes you remember
g. what it makes you think about
93
What it makes you remem-
ber
Finding similarities and recognizing differences can help you understand your
reaction to different persons and information you listened to.
• Work in small groups of four.
• Recall another poem you explored in class that you found interesting.
• Compare it with A Psalm of Life by Henry Wadsworth Longfellow.
• Choose the basic categories such as: subject, the mood/tone, and viewpoint
on general truth in life.
• Compare the specific points that are similar enough to enable you to draw
effective comparison.
• Plot your answers in the chart below.
Poem # 1 Poem # 2
Title of the poem
Subject
94
1.
They say, “Time assuages.”
from: Verse 13 by Emily Dickinson
2.
He met a pilgrim shadow-
“Shadow,” said he,
“where it can be-
This land of El Dorado?”
from: El Dorado by Edgar Allan Poe
• With three or four of your classmates, discuss your answers to the following
questions:
✓ 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 sen-
tences?
✓ 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?
• Report back to class and share your findings.
B. Quote Me
• Recall your most liked or interesting lines (at least three) from the poems
explored in class.
• Imagine the persona/poet is personally talking to you.
• Report directly what the persona/poet is saying by writing these lines
using quotation marks.
95
C. You Said It
• With a partner, create a brief conversation you would have about how to
have a purpose driven life.
• Create a discussion between the poet/persona and you about it.
• Act out a conversation and present a written copy of the dialogue.
• Use quotation marks in your dialogue.
TASK 1 Strive
• Pair up and share ideas and thoughts on how a poem can help young people
who are having trouble.
• Report back to class.
• Imagine you are a poet receiving the Medal of Honor Award for the inspira-
tional poem you shared.
• Write a speech about how grateful you are for the award.
• Explain why you came up with the masterpiece.
• Deliver the speech.
• Use correct phrasing, pausing, voice projection, facial expression, eye contact
96
and gestures.
• Talk about
✓ how you may apply the advice given by Longfellow in the poem.
✓ what might your life be like if you were prevented from pursuing your
dreams or goals.
✓ which personal qualities are needed to hold on to dreams in the face of
adversity.
• Report back to class.
One good way to show your appreciation of the poem you read and ex-
plored 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.
It is clear that your final output is poetry reading. When you get ready for it
keep in mind the following points:
• Your first job is to find a poem you feel a connection with and you want to
enjoy reading in public.
• Think about your purpose; that is, your desire to share the “feeling” and the
“experience” of the poem.
• Second, review the text to check the difficult and unfamiliar words.
• Third, make a working script where you need to have the copy of the poem.
✓ Identify the speaker and what he/she is trying to say.
✓ Point out the tone of voice to be used.
✓ Note where his/her tone might change to slow, fast, soft, or loud.
• When you read, do not come to a full pause but read on to the next line to
complete the thought.
• Plan and rehearse.
97
✓ Memorize and understand the text.
✓ Plan your movements.
• Consider these criteria as you read the poem aloud:
✓ Voice (quality, projection, volume, pitch)
✓ Delivery (phrasing, pausing, intonation, stress)
✓ Facial expression, gestures, eye contact
• Practice reading aloud.
• Read according to punctuation. Break down the parts into subject and its
meaning.
• Read groups of words for meaning rather than reading single words.
• Change the tone of your voice to add meaning to the work.
• Be guided by the criteria: Delivery, Voice, Gestures, and Facial expressions.
• Read the poem to the class.
MY TREASURE
In this lesson, you obviously enjoyed learning. Think back on the activities,
tasks you’ve just finished, concepts you’ve learned. Reflect on and answer these
questions.
1. What is it you found most enjoyable? Most difficult in this lesson?
2. What would you do to do away with these difficulties?
3. Write at least three (3) possible ways you can adopt to solve these difficulties.
4. What do you hope to strengthen in the next lesson/s?
98
Name: __________________ Grade/ Section ___________
99
LESSON 6
CELEBRATING SELF-WORTH
N
YOUR JOURNEY
This lesson marks the first major stop of your itineraries in Grade 9 English.
Here, you’ll demonstrate your understanding of all the important self-concepts
alongside the essential literary concepts and language communication skills
needed for you to celebrate your self-worth as you positively raise your self-es-
teem. This is made possible through a speech choir presentation as evidence of
your understanding.
This lesson is drawn from the baseline celebrating self-worth. In this lesson,
you will be able to explore some important concepts leading to self enhance-
ment. Hopefully, through your understanding of the overriding and underlying
concepts plus the activities you’ll be engaged in in this lesson you’ll surely be
able to answer the BIG Questions: How can I attain self-worth? What does it
take to get the most out of life?
In totality, you’ll prove that reading poems can really help uplift your sense
of self-worth. Parallel to this, taking active control of all the language commu-
nication skills you’ve learned in this quarter marks your understanding of the
lessons. Hopefully, this can be demonstrated through a very impressive speech
choir presentation.
YOUR OBJECTIVES
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
• prove 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
100
Be reminded that your expected output is a very impressive
speech choir presentation, and the criteria for assessment will
be: Delivery, Voice, Audience Impact, Gestures, Facial Expres-
sions, and Choreography.
101
Task 3 Dignity Delight
• What do you do to celebrate self-worth? You buy what you want, take a trip
to the mall, stroll in the park or seashore, or hang out with your friends doing
things you like to do.
• Draw a picture of the ways you celebrate your self-worth.
• Use creative ways to show them in your drawing.
• Work with a group of your classmates and compare your ideas about the
way you celebrate your self-worth. How closely do you think these drawings
match your mental image of celebrating self-worth? Prove your point.
• Share your group’s ideas with the whole class.
102
/ How well do you think the drawings fit the value of celebrating self-worth?
/ What is your overall impression of this drawing?
/ How does the picture make you feel about self-worth?
/ What other visuals can you think of to illustrate your sense of self-worth?
Prove your point.
• After ten minutes, convene and keep a record of these findings (in line with
celebrating self-worth).
• Share your findings with the class.
• Find common ground about your ideas.
• Write your targets on what you expect or need or hope to learn in this lesson.
You are now ready for the next phase of the lesson.
103
YOUR TEXT
Whatever direction you take in life, you need to follow certain guide posts to
reach your destination.
• Draw and label a stairway, road, or path that reflects your life or your family’s
struggles.
• Use the following questions to guide you.
4 Are there twists and turns in your life? How will you present them?
4 What are they?
4 Are all the steps of the same height? Why or why not?
4 Is part of this stairway, road, or path in the past, present, or future?
4 How are the parts different?
4 Which part in the past, present, or future represents your or your fam-
ily’s self-worth and which are the parts you celebrated or would like to
celebrate?
• Write a short description of what you drew.
• Share your work with the class.
• Read and focus your attention on the title of the poem If by Rudyard Kipling.
• To illustrate the importance of celebrating self-worth, the poem If provides
cherished pieces of information which are clearly conveyed.
• Express your thoughts and views on what the subject of the poem would be.
104
Task 9 A Golden Door
• Form a small group of three and take turns in sharing your thoughts, feelings,
and experiences that relate to the following quotation.
• Find out how the poem If written by Rudyard Kipling will help you achieve
more insights on how to make life better if not the best.
• As you listen to your teacher read the poem If, read it silently and watch out
for words which are difficult for you to understand.
If
by Rudyard Kipling
105
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build ‘em up with wornout tools;
By now, you have developed a variety of strategies to help you figure out the
meaning of unfamiliar words.
When you find hints to 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 all the more.
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 that often signal definition or restatement.
106
Task 11 Vocabulary Game
• Form two (2) big groups.
• Go over your list and find out which of them are clearly described by the
following definitions.
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 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.”
• Take turns in identifying each of these words in a minute.
• Each correct answer will be given a corresponding point.
• The group to come up with the most number of points wins.
107
Group 2 Always Do the Positive
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.
• Discuss by specifying which part, stanza, or lines clearly point out each pos-
itive sign.
• Talk about which of them you agree or disagree with. Explain.
• Share your ideas with the class.
108
/ Is the message of the poem worthwhile? Prove your point.
/ How important is the poem’s message in your life?
Group 4 Summarizing
• Think back on what you usually do to summarize points in a text you read or
ideas you listened to. Giving the summary 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. As you summarize
you restate the main ideas and the most important details in a few words and
sentences.
• Use the following questions as your guide:
/ What have you learned from it?
/ What approach to life do you think the poet intended to show and share
in the poem?
/ What new and special way does the poem give you of enhancing yourself
that can be celebrated?
/ How will it help you to become a better person?
A. 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 closely at the following Info-Ad.
Experience challenges
Share your talents …
Be a part of our group.
Aaaahhhh … you’re interested
Yippeee … We can help. Pls. Contact Anne at 0916...
109
• What is the ad all about?
• What is common to these expressions?
1. Share your talents …
2. Aaaahhhh … you’re interested
3. Yippeee … We can help.
• What name do we give these punctuation marks?
Remember that 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.
A. Mark it Right!
Choose the blank that marks the best place to insert ellipsis points.
1. “The intellect, seeker of absolute truth____or the heart lover of____
absolute good ____we awake ____” by Ralph Waldo Emerson
2. “Time is a test of _______trouble but _____not a remedy ____”
by Emily Dickinson
3. Time never assuage_____ an actual suffering strengthens _____as
sinews do with age ______” by Emily Dickinson
4. “Yet if we could scorn, hate and ____pride and fear: ____If we were
things born not to shed a tear____” by Percy Bysshe Shelley
5. “Rise in the spiritual rock ___ flow through our deed and ___ make them
pure____ “ by Alfred Lord Tennyson
B. Insights
• Share your insights on your most liked poem by writing them down. Illustrate
at least two (2) of the ellipsis rules in your work.
• Find a partner and exchange papers.
• Comment on each other’s work.
110
C. Best of Roundup
• Talk about your family, your friend, your classmate, and yourself.
• List special abilities that you, your family, and your peers have as well as the
reasons why you feel great because of them.
• Present a write up of this sharing.
• Remember to use ellipsis whenever necessary.
D. Ellipsis Patrol
• Find a stack of old newspapers and magazines. Scout for and choose articles
of your interest.
• Look for and encircle all the ellipsis used in the articles.
• Discover who in the class can find the most number of articles with ellipsis.
At this stage, you should have several impressive ideas on why you need to
celebrate self-worth. Eventually, you are ready to prove your understanding of
how this valued concept can be realized through getting involved in real-life
tasks like that you’ll activate on...
• Form four (4) big groups and choose one from the following tasks to work on.
• With your groupmates, discuss how you’ll squarely come up
with any of the following.
111
Group 2 Advice Column
• Read advice columns from newspapers, magazines, or comics.
• Look at print, billboards, email ads, posts on FB or Twitter, listen to the radio,
or watch TV talk shows or TV commercials that persuade people to do or not
to do something in order to celebrate self-worth.
• Look for advice for those who have problems with their self-worth.
• Collect them.
• Exchange your collection with your groupmates.
• Note the words you read or hear and images that you see. How do the ads
persuade you?
• Find out if humor is used in the ads.
• Watch out for what these pieces of advice have in common.
• Report your findings to other groups.
112
X
YOUR FINAL TASK
Finally, you are ready to try your hand at your major task for the first quarter:
a speech choir presentation. Have you ever wanted to be on stage while
you’re with a group reciting a poem? Here’s your chance.
Luckily, you will perform with your classmates, in a speech choir presentation.
Remember, you have everything you need to come up with a very impressive
performance. For you to make it as best as you can, you must undergo a process.
Here are some grand ideas for the performance of your speech
choir presentation. Look them over before you plunge into it. Keep
these points in mind as you go through the process.
A. Connect
• Form three big groups.
• From the poems you have explored in class, choose one that...
4 interests the majority of the group members;
4 is most liked;
4 you feel a close connection with;
4 you want to read; and
4 you enjoy reading in public.
• Decide which poem is the best for speech choir presentation.
B. A Working Script
Have a copy of the poem and use it as a working script where you’ll...
4 underline the parts you find most dramatic like words, phrases, images,
sounds, and rhythm.
4 mark the parts where you’ll go slowly, speak up, or pause.
4 do not end with a line but with a punctuation mark.
4 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?)
4 clarify the tone (thoughtful, tender, serious, sarcastic, sad, happy) you’ll
convey.
113
4 decide
• whether the poem should be read by:
—alternating lines
—several voices or single voice
• how you will use your voice to convey your tone and
• what single impression you want your audience to get from your
reading.
114
• Read aloud and share feedback with a partner first then with the rest
of the group.
• As you rehearse, you must be open for comments and suggestions for
improving your performance.
• Have eye contact with your audience.
• Consider and be guided by the following criteria in your speech choir
presentation.
4 Delivery (phrasing, pausing, intonation, stress)
4 Voice (quality, projection, volume, pitch, and tone)
4 Facial expression, eye contact, gestures
4 Choreography (movement)
4 Costumes, props, background music, and sounds
• Check your progress.
MY TREASURE
For your first quarter final appraisal, it is safe to integrate and weigh the concepts
you’ve learned and the skills you’ve developed in the course of the first quarter.
Again, it is timely for you to think back, reflect, and focus on the following
essential points that you
• enjoyed
• found helpful
• would like to work on further
Keep a record of all of these and add your answers to the following questions.
1. What did you find most difficult in this lesson?
2. What would you do to overcome these difficulties?
3. Write at least (3) three possible ways that you can adopt to solve them.
115
4. What do you hope to strengthen in the next lesson/s?
• Complete the chart as shown with entries called for.
Part of the lesson that I /found/considered…
enjoyable helpful most suggests hope/ would like
difficult ways to expect to to work
get away improve/ further on
with the strengthen
most diffi- in the next
cult lesson
116