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ENGLISH 9 Learning Material

9
A Journey through
Anglo-American Literature
(Learner’s Material for English)

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Department of Education
Republic of the Philippines

A Journey through Anglo-American Literature – Grade 9
Learner’s Material
First Edition, 2014
ISBN:

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, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek 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: Dr. Dina S. Ocampo
Development Team of the Learner’s Material
Consultants: Prof. Marla Papango, Dr. Edison Fermin
Authors: Liza Almonte, Adelle Chua Soliaban, Lerma Flandez, Nedia Lagustan, Henone de Paz-Langutan, Dreamrose Malayo, Liberty Mangaluz, Elenita R. Miranda,
Lito Palomar, and Grace Annette Barradas-Soriano
Reviewers: Prof. Ruth Alido, Elizabeth Meneses, Rebecca Sagot, Maricar Caberos
Language Editor: Dr. Ma. Antoinette C. Montealegre
Dr. Carla M. Pacis
Production Team: Dir. Joyce DR. Andaya, Dr. Jose D. Tuguinayo Jr., Dr. Melinda P. Rivera, Mr. Ricardo
Ador G. Dionisio, Mr. Peter Tentoco, III
Content Reviewer: Dr. Elena C. Cutiongco
Illustrators:
Layout Artists:

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address:

Telefax:

5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
(02) 634-1054 or 634-1072

E-mail Address:

imcsetd@yahoo.com

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Table of Contents
Module

1 Enhancing the Self��1

Lesson 1: Recognizing Roles in Life��2
YOUR JOURNEY�� 2
YOUR OBJECTIVES�� 2
YOUR INITIAL TASKS�� 3
Task 1 (Three-minute Letter Search Riddle Game)��3
Task 2 (All For the Best)��3
Task 3 (Inspirations)��4
Task 4 (Effective? Partially...Ineffective?)��5
Task 5 (Looking Back)��5
Task 6 (Focus Questions)��6
Task 7 (What Do I Expect/Need/Hope to Learn?)��6
YOUR TEXT
The Seven Ages of Man (William Shakespeare)
Task 8 (Ten-minutes 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
YOUR DISCOVERY TASKS
Task 13 (Involvement)�� 20
Task 14 (Give Me Eight)�� 21
YOUR FINAL TASK
Community Services Brochure��24
YOUR TREASURE��27

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Lesson 2: Maximizing My Strength��29
YOUR JOURNEY�� 29
YOUR OBJECTIVES�� 29
YOUR INITIAL TASKS�� 30
Task 1 (Hit the Hints)��
Task 2 (Say That Again)�� 31
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
YOUR DISCOVERY TASKS
Task 9 (Spot the Signals and Punctuation Marks)��42
Task 10 (Mark the Punctuations)��43
Task 11 (Introduce the Characters)��44
Task 12 (Type the Text)��45
YOUR FINAL TASK
Task 13 (Rap Meant for a Hero)�� 48
YOUR TREASURE��49
Task 14 (Share Your Life’s Lessons)��49

Lesson 3: Leaving a Legacy��50
YOUR JOURNEY�� 50
YOUR OBJECTIVES�� 50
YOUR INITIAL TASKS�� 50
Task 1 (The H.O.M.E.)�� 50

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Task 2�� 51
Task 3 (Lend Me an Ear)�� 51
Task 4 (In a Capsule)�� 51
YOUR TEXT
The Day of Destiny (from Morte D’ Arthur - 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)��62
Task 15 (Let’s Hype!)��63
YOUR DISCOVERY TASKS
Task 16 (Me-Metaphors)��63
YOUR FINAL TASKS
Task 17 (Sharing Other People’s Perspectives)��65
Task 18 (Viva Voce!)��66
YOUR TREASURE��67

Lesson 4: Coping with Challenges�� 68
YOUR JOURNEY�� 68
YOUR OBJECTIVES�� 68
YOUR INITIAL TASKS�� 69
Task 1 (Twisters)��69
Task 2 (Constant Recall)��70
Task 3 (Make a Synonym Match Challenge)��70
Task 4 (Highlighting the Focus Question)�� 71
Task 5 (What Do I Expect/Need/Hope to Learn?)�� 71 v 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
YOUR DISCOVERY TASKS
Task 11 (An Advice)��79
Task 12 (Advice Collage)��79
Task 13 (Nominee)�� 80
Task 14 (Musically Yours)�� 80
YOUR FINAL TASKS
Task 15 (Magic 8)�� 80
Task 16 (The Best Info-Ad Campaign)��81
YOUR TREASURE�� 83
Task 17 (How Are You Doing?)�� 84

Lesson 5: Living with a Purpose��85
YOUR JOURNEY�� 85
YOUR OBJECTIVES�� 85
YOUR INITIAL TASKS�� 86
Task 1 (Squeezed)�� 86
Task 2 (How Do You Look at Life?)�� 86
Task 3 (Why Not?)�� 86
Task 4 (Core Question)��87
Task 5 (Remember the Focus Question)��87
Task 6 (What Do I Expect/Need/Hope to Learn?)�� 88
YOUR TEXT
A Psalm of Life (Henry Wadsworth Longfellow)
Task 7 (My Resolve)�� 88
Task 8 (Fusion of Sounds and Sense)�� 89 vi Task 9 (Small Group Differentiated Work)�� 91
Task 10 (Like It)��93
Task 11 (Comparing and Contrasting)��94
Task 12 (On Using Quotation Marks)��94
YOUR DISCOVERY TASKS
Task 13 (Strive)��96
Task 14 (Sharing with the Persona)��96
Task 15 (Your Turn)��96
YOUR FINAL TASKS
YOUR TREASURE�� 98

Lesson 6: Celebrating Self-worth��100
YOUR JOURNEY��100
YOUR OBJECTIVES��100
YOUR INITIAL TASKS�� 101
Task 1 (Something Special Game)�� 101
Task 2 (Here and Now)�� 101
Task 3 (Dignity Delight)��102
Task 4 (Getting the Most…Out of Life)��102
Task 5 (Focus Question)��103
Task 6 (Setting Expectations)��103
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 10 (What’s It…?)��105
Task 11 (Vocabulary Game)��107
Task 12 (SGDW)��107
Task 13 (On Using Ellipsis)��109
YOUR DISCOVERY TASKS
Task 14 (The Big Four)��111 vii YOUR FINAL TASKS
Connect�� 113
A Working Script�� 113
The Fair Plan�� 114
Rehearse, Rehearse, Rehearse!�� 114
YOUR TREASURE��115

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Introduction
Welcome to trails in Grade 9 English. This learner’s material is specially designed to provide you roads to cooperative, collaborative, and independent learning of the target themes, concepts, and competencies that follow the development of your 21st century real-life based skills. This is basically anchored on the general principles, goals, and objectives of the K-12 Basic Education Program for junior high school that centers on the development of every student, like you, to be a functionally literate individual.
This learner’s material provides variety of texts, particularly Anglo-American literary pieces that are both relevant and meaningful to your life. This offers opportunities for you to engage yourself in varied, interesting, challenging, and meaningful tasks that tie together, further develop, and improve your listening, viewing, reading, speaking, writing, vocabulary, literary, and grammar skills. This integration of literature and language skills will help you demonstrate your understanding of how you can enrich and enhance your life through valuing the self, other people’s lives, and the world.
There are four modules that comprise this learning material. Each module builds around a particular text for you to explore meaningfully through engaging yourself in a variety of integrated, challenging, interesting tasks or activities.
Module 1. Enhancing the Self
Module 2. Valuing Other People and Their Circumstances
Module 3. Connecting to the World
Module 4. Unchanging Values in a Changing World
There are nine lessons for each module, wherein each lesson is comprised of seven parts:
1. Your Journey – provides an overview of what you should understand in the lesson.
This includes the clear directions and purpose of the lesson at hand.
2. Your Objectives – state the expectations in line with what you should know, understand, and be able to do, produce, and perform as evidence or transfer of learning.
3. Your Initial Tasks – diagnose and activate your prior knowledge; and prepare 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, and construct meaning out of the information and experiences contained therein.
5. Your Discovery Tasks – call for activities that expand, enrich, enhance, 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. ix 7. My Treasure - enables you to express your insights, learning, and realizations on the lesson. This part contains prompts and other graphic organizers that will help you to sum up and to 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.
Hopefully with this material, you will be provided with successful, meaningful learning experiences and relevant competencies necessary for you to meet the demands of the 21st century.

The Authors and Developers

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Lesson 1

RECOGNIZING ROLES IN LIFE
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 of significance, willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to perform well. You’ll surely feel better if you do.
In this lesson, you will find a poem, an informative article, and tasks/activities that will build your understanding of the value of recognizing and performing roles in life, at the same time, develop your listening, speaking, reading, writing, viewing, grammar and literary skills. Hopefully, these can be demonstrated through a Community Services Brochure.

YOUR OBJECTIVES
Charting the course of your journey in this lesson, you are expected to:
•
•
•
•
•
•
•
•
•
•
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share prior knowledge about the topic process information mentioned in the text you have heard perform tasks by following instructions infer thoughts, feelings, and intentions in the material to view provide words or expressions appropriate for a given situation analyse literature as a means of discovering the self point out the distinguishing features of a poem determine the features of informative writing use the appropriate stress in delivering lines of poetry and prose use capitalization and punctuations correctly present a well-prepared Community Services Brochure

2

Be reminded that your expected output is a well-prepared
Community Services Brochure and the criteria for assessment will be: Focus; Content, Organization, Visuals, Clarity, and Language Mechanics.

YOUR INITIAL TASKS
Task 1 Three-minute Letter Search Riddle Game
• Read each statement closely, and search for the missing letter as suggested by each statement.
1. I am the first letter of right.

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

3. I’m in the middle of ceiling.

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

5. I have the sound of sea.

• Put the letters together to come up with the answer to this riddle. What is it in life that I have to perform?

• The first one to give the correct answer wins.
Task 2 All for the Best
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 in answering these questions.
1. What kind of role in life
a. interests you most?
b. helps put you in a happy mood?
c. 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.
Role in Life that…
Interests
me most

I prefer or enjoy doing I like best

Puts me in a happy mood Talents/
Things I can do well Reasons

• Share and compare your lists with other groups.
• Add items from others’ lists to yours.
• Keep your list for future use.
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 because they have achieved something special in the field that also interests you.
• Pair up and reflect on these questions:
– Who do you consider as a person who inspires you because he/she is very effective in performing his/her role in life?
– What do you think are his/her qualities that lead him/her to become successful in performing his/her role in life?
• Recall the name of the person (you know personally or through reading or through watching a movie) who has been successful in performing an important role in his/her life.
• List the qualities of this person that you and others share.
Qualities
Qualities
Name _________________

• Share your list with your classmates.
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 plot it with the entries called for.
Ways to Perform Life Roles
Ineffective

Partially Effective

Effective

• Share your findings with the class.
Task 5 Looking Back
Obviously, you are aware that life is a continuous journey. Your present plans have something to do with your past experiences and your plans for 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.
Role in Life that I…
Played
before

How I felt about it

Am playing now

How I feel about it

Hope/wish to play in the future

Reasons

• 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.
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Task 6 Focus Questions
Hopefully, through your understanding of the overriding and underlying concepts plus the tasks/activities you’ve been engaged in in this lesson you’ll surely be able to answer the FOCUS (BIG) Questions:
• What roles can I perform that will make a difference in my life?
• Why is it important to recognize my roles in life?
• How can I perform my roles in life effectively?
Remember these questions as you work on the phases of this lesson.
• 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.

Task 7 What Do I Expect/Need/Hope to Learn?
• Write what you expect/need/hope to learn in this lesson.
What I expect/need/hope to learn
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

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• 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.
Be reminded of these expectations as you work on the following phases of this lesson. 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.
Task 8 Ten-minute Image Talk
Although it is never stated, you as a reader/viewer can infer thoughts, feelings, and intention based on the details of information presented in the photo/picture or drawing. You can focus on the lines, angles, colors, or even on the shapes of the objects/images presented and relate them to real-life experiences for you to understand their message/meaning.
• Pair up and look closely at the drawing.

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• Talk about/discuss what it communicates to you.
• Use the following guide questions.
4 What do you think the drawing wants/intends you to believe?
4 Does it suggest/answer the question: What roles can I perform that will make a difference in my life?
4 How closely do you think/believe the drawing matches your mental image of recognizing and performing roles in life? Prove your point.
4 What details of the drawing tell you about recognizing and performing roles in life?
4 How well do you think/believe the drawing/illustration fits the value of recognizing and performing roles in life?
4 How does the picture make you feel about recognizing and performing roles in life?
• After 10 minutes, convene and share your responses.
• Find common grounds about your ideas.
Task 9 For Significant Human Experiences
Reading a poem paves the way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share something more in common with the poem’s content than you originally thought; this makes the poem meaningful. Now, find out how the poem The Seven Ages of Man from the comedy As
You Like It by William Shakespeare provides cherished pieces of information about the human condition.
• Listen to your teacher read the poem.
• As you listen to your teacher read the poem, read it silently and watch out for words which are difficult for you to understand. List them in your vocabulary notebook and have them as entries in your word bank.

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THE SEVEN AGES OF MAN
(from: As You Like It ) by William Shakespeare

All the world’s a stage,
And all the men and women are merely players;
They have their exits and entrances,
And one man in his time plays many parts
5

His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover, Sighing like furnace, with a woeful ballad

10

Made to his mistress’ eyebrow. Then a soldier
Full of strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
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Even in the cannon’s mouth. And then the justice,
In fair round belly with good caper lined,
With eyes severe and beard of formal cut,
Full of white saws and modern instances;
And so he plays his part. The sixth age shifts Into the lean and slippered pantaloons,

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With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes And whistles in his sound. Last scene of all,

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That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

9

Poetry is a personal type of writing where words flow and carry you along the realms of beautiful thought. 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.
Some poems are full of words that are fun to say aloud. You can express the meaning of the words by reading them aloud and you can use your voice to express their meaning.
• In small groups of five, read aloud the poem The Seven Ages of Man from the comedy As You Like It by William Shakespeare.
• Decide who will be the first, second, third, fourth, and fifth readers.
• Try to make the meaning of the words come alive through 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/

sure -/zh/

• 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.
Task 10 Small Group Differentiated Works (SGDW)
Form eight (8) small groups and perform your assigned tasks.
Group 1. Looking for rhymes
Remember that rhyme is part of what we mean when we say poetry is musical.
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 as lovely as a tree.” [ see-tree] — end rhyme
“the crows in boughs throws endless brawls” — internal rhyme
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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.
Rhyming Words in The Seven Ages of Man
End Rhyme

Internal Rhyme

• Share your findings with the other groups.
Group 2. The best clue
The poet uses words that suggest sounds 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 clear focus.
• Use the following questions to guide you.
4 What does it look like?
4 What kind of sounds does it make?
4 How does it move?
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• List them in the table shown below.
Onomatopoeia in The Seven Ages of Man
Sample line/ words It looks like

The sound it makes How it moves

• Share your findings with the other groups.
Group 3. Alliteration, Assonance, and Consonance (A2 & C)
Other interesting features of a poem that make it musical is the presence of sound devices like alliteration, assonance, and consonance.
Alliteration is the repetition of consonant sounds at the beginning of the words like: doubting, drearing dreams no mortal enter dared to dream before.

— Edgar Allan Poe, from The Raven

Assonance is the repetition of vowel sounds within words;
e.g. along the window sill, the lipstick stabs glittered in their steel shells.

– Rita Dove, from Adolescence III

Consonance is the repetition of consonant sounds within and at the end of the words.
e.g. Some late visitor entreating entrance at

my chamber door

—E.A. Poe, from The Raven
• Read the poem again and look out for words or lines that sound like they are examples of alliteration, assonance, and consonance.
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• List all of them and chart them on the space provided below.
From The Seven Ages of Man by William Shakespeare
Alliteration
Assonance
Consonance

• Share your findings with the other groups.
Group 4. Imagery
Through the words used by the poet, as expressed by the “persona”/speaker, the vivid images, clear sounds, and exact feelings are clearly conveyed. The descriptions help in making sense of the poem.
• Read the poem silently and think of the images the words created in your mind. • Picture them in your mind and try to bring them in clear focus.
• List these words that create clear pictures in your mind.
• Share the feeling each image evokes.
• Point out the real-life experience or observation in life that each image suggests. • Copy the chart shown below and fill it out with the entries called for.
Words/Lines

Imagery in The Seven Ages of Man
Images Created
Feelings Evoked

• Share your findings with the other groups.
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Meaningful
Experience

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 these words you have unlocked are also found in your list of loaded/heavy words you made earlier.
• Add those words which are unlocked to your Word Bank.
• Copy the Chart shown below, and fill it out with your loaded/heavy/difficult words and their meanings.
New/heavy/loaded word

Meaning

• Share your findings with the other groups.

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Sentence

Groups 6 & 7. Meaningful encounter
A poem is a meaningful musical expression of significant human experiences where powerful words are used to signify the beauty and grandeur of life. These powerful words give hue to important messages.
• Read the poem silently to find its meaning.
• Reflect on and discuss the answer to each of the following questions.
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.
Does it help in the understanding of this poem’s meaning?
Find other examples of repetition in the poem. List them.
11. What effect does the word it have in the description of the last stage of man? For Group 7
12. ow are the seven ages of man described by the persona?
H
13. ow do the roles of man differ based on the persona’s description?
H
15

14. Do you think the persona has a great understanding of the universal experience of man performing a role in each stage? Explain.
15. Which lines describe the roles in life that man performs?
16. Under what circumstances may 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 acceptable/better to recognize and perform your role in life?
19. How does the poem make you think of the importance of recognizing and performing a role in life effectively?
20. What are the advantages and disadvantages of not recognizing and performing your roles in life?
21. What would be the most effective way of performing your role in life?
• Share your responses with the other groups.
Group 8. Connect to life
• Answer the following guide questions:
4 Which part makes/drives you to think of someone/something in real life? 4 What kind of roles in life are conveyed in the poem?
4 What line(s) suggest how one can be effective in performing one’s role? 4 Is the message of the poem worthwhile? Prove your point.
4 How important is the poem’s message in your life?
• Share your responses with the other groups.
Task 11 On Using Expressions Appropriate to Situations
A.
• Read the poem once more to answer these questions.
4 Do you agree with the persona’s description of the last age of man in the last two lines of the poem? Why?
4 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 you can express agreement or disagreement. 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.
e.g. Consider your possible responses to the aforementioned guide questions.

Of course, I agree with the persona’s description of the last age of man. No, seriously, I believe otherwise.
4 Which words express agreement? Disagreement?
4 Can you give other examples of agreement? disagreement?
Read these sample mini dialogues aloud and spot the presence of words/expressions indicating agreement or disagreement.
1. Angelo: You’re the only person who knows what really happened.

Malee: That’s not quite true. Sam was there, too.

2. May: Hey, that’s right. I remember he solved the problem for us.

Joe: That’s good to know. We’ll give him a call.

3. Erick: We can play the game now.

Andrei: Okay, but I’m not good at it.

4. Bam: That’s what they say!

Rom: No, seriously. I haven’t played very well at all.

5. Connie: Do come. Can you stay for lunch?

Vangie: I’m afraid not. We have to go somewhere .

6. Rina: But you have time for coffee, don’t you?

Tess: That would be nice.

7. Milette: There’s something I have to tell you.

Mila: Can’t it wait?

Milette: Not really. It’s pretty important.
17

8. Lucille: Should I forget it all?

Annie: No, just listen carefully.

9. Sonny: Okay, I guess I’m ready.

Leif: Good. Now, concentrate.

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.

Task 12 On Using Capitalization and Punctuation Marks
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.

A Short History of Punctuation by: Polly M. Robertus

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
*Hint: Try reading from right to left.
The educational reforms of Charlemagne led to the invention of lowercase letters which could be written and read much faster. Phrases and sentence endings were indicated either by ... or by a slash (/).
As time went on writers looked for more ways to clarify meaning/In medieval music notation they found a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at the end of a question? Our question mark came directly from medieval music notation.
When a long sentence broke in the middle > they put a new mark that became our semi colon and colon. The hyphen appeared as two lines (=) instead of one.
Around A.D. 1500 the indented paragraph appeared, as did the comma and period as we know them. Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time, people were commonly reading silently, and punctuation came to depend more on grammatical groups than breath groups. (Parentheses and dashes appeared with the advent of printing.)
By the end of the seventeenth century, our punctuation system was in place for the most part, though sometimes details varied. Just think, though: After only a few lessons in school—and with lots of practice reading and writing—you can boast that you’ve mastered a system that took westerners many centuries to develop.

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• Discuss your answers to the following questions.
4 What have you observed as unusual in the informative article?
4 What is it all about?
4 What punctuation marks are described in the article?
4 What problems in writing and reading are caused by improper use of capitalization and punctuation marks?
4 Are these problems applicable even in today’s world?
4 How do we solve such problems?
B. Sensible Role Plan
• Imagine yourself two to four years from now. What kind of career/role do you think you might have? Will the computer or new inventions be part of your job?
• Research for facts about it.
• Write a short informative composition highlighting your role and the invention you will use as part of your job.
• Remember to observe correct capitalization and to use correct punctuations.
• Share your informative composition with the class.
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 doing 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 this valued concepts can be realized through getting involved in real-life tasks.

YOUR DISCOVERY 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.

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• Copy the chart as shown below and fill it out with entries called for.
The Contributions

I made

I can make

I will make

• Share your ideas with your classmates.
Task 14 Give me Eight
Form eight (8) small groups and choose one from the following tasks to work on.
Group 1. Yes, it’s simple but it’s too good to miss
• 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.
Group 2. Fan letter to a role model
You look up to your parents, grandparents, teachers, relatives, or friends because they inspire you to perform roles in life effectively. You regard them as good role models who help you along the way.
• Choose an inspirational person and write a fan letter to him/her.
• Include a request for some meaningful object or symbol and for some tips of their success.
• Explain in your letter why you admire this person and why you consider him/her as your role model.
• Also mention how he/she helps you and why you want the object.
• Read your letter to your classmates.

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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.
Group 4. Leading light
Some people are born winners. They perform well in any role they have. They shine in academics, contests, extra-curricular activities, and even in sports. In real-world tasks, they do well. Maybe they were not born winners after all but they’ve learned how to become winners. What could be the secrets of success in performing their roles?
• Choose your most remembered poet or persona in your favorite poem and use him/her as your role model in life.
• Think about/write about his/her outstanding trait/quality/attitude that is worthy to follow/praise.
• Remember to explain the secrets of his/her success in performing his/ her role.
• Share your thoughts with the class.
Group 5. Poetic music video
• Choose a song (rap, pop, rock, ethnic, classical, country, religious, etc.) that expresses how one can value one’s role in life.
• Match it with your favorite poem.
• If possible, try writing/adding new words (expressing your ideas on how) to go with the music.
• Use the song as the musical background.
• Assemble illustrations or props to accompany your recording.
• If possible, videotape your presentation.
• Try singing it to the class.
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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 a performance of the poem and dance.
• Present it to the class.
Group 7. Roles and concerns
• With your groupmates, discuss how you’ll squarely come up with any of the following:
4 What recent world issues/problems can be solved if people recognize and perform their roles effectively?
4 How are our lives different or similar to people who have been successful?
• Discuss a major change in your life.
• Use the following guide questions:
4 What was difficult about playing that role?
4 How did the situation improve?
4 How would you handle the role successfully?
• Remember to share your responses/ideas with other groups.
• Set time for feedback.
Group 8. High/low points
The roles you perform in life drive you to experience high points and low points.
• What are these high points and low points you experienced? Explain.
• Make sure you share these points you experience as you perform your role in your past and present life.
• Post these high and low points in your FB or Twitter Wall or send them to your friends through e-mail.
• Invite them to give comments, suggestions, or reactions.

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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?

YOUR FINAL TASK
As evidence of your understanding and learning the target concepts and enhancing the target skills, you have to try your hand on your major output for this lesson– making a Community Services Brochure. The criteria for assessment will be: Focus, Content, Organization, Supports, Visuals, Clarity, and
Language Mechanics. You will do this by groups.
• Form five big groups and perform your assigned tasks.
Here are some ideas for the preparation and presentation of a Community
Services Brochure. Look them over before you plunge into it. Keep these points in mind as you go through the process.
You probably know of clubs, organizations, centers, or even key persons offering services in your barangay/community. Consider them as those who have performed extraordinary roles in life.
• Scout for and present sample brochures.
• Bear in mind that a brochure like a letter, report, speech, review, instruction pamphlet, and any other form of informative writing presents factual information and details.
• Discuss the answer to the following questions:
4 What is the brochure all about?
4 What do you think is the purpose of this brochure?
4 Who do you think is the target audience of this brochure?
4 What are the information or basic features contained in the brochure?
4 Is the information based on facts?
4 How is the basic information presented in the brochure?
4 Which of the following methods (description, enumeration, comparison/contrast, or exemplification) were used in the presentation of the information? 24

4 What is the basic structure of a brochure?
4 What makes the brochure interesting?
4 What words capture your attention?
4 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.
4 Assign a specific role to each member. e.g., a leader, researcher, illustrator, compiler, layout artist, writer, interviewer, editor, concept artist, presenter.
4 Clarify the functions of each member.
4 Clarify the main requirements for the brochure which are the topic, purpose, and audience.
4 Identify the topic for the brochure.
4 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?
4 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.
•

Prepare questions and put them in a logical order.

• Call or visit and interview at least three (3) people whom you consider successful in performing their roles to learn more about their services.
• Make a list of their accomplishments/achievements and specialization.
• Find out what they consider important to their success.
• Collect photos, drawings, illustrations, or videos (if possible) showing ordinary people making a difference by performing their roles in life willingly and graciously.

25

Drafting
• Consolidate the information you have gathered, and choose the ones you will use in your brochure.
• Use few, simple, short, catchy but meaningful sentences.
• Think of the order you will use to organize the factual information.
• Point out the help, support, and benefits the organization, club, or key persons receive as well as the specialization or services they offer.
• Explain the significance of the services to the target readers.
• Through speaking and writing, report the services and needs of the organization.
• Use photos and charts in the presentation.
Writing and Presenting
• Ask other schoolmates to read and evaluate your brochure.
• Ask for comments and suggestions.
• Look over the first draft and rewrite it.
• Polish your draft incorporating the suggestions made by your evaluators.
• Do the finishing touches and present your Community Services Brochure.
•

Consider and be guided by the following criteria:
4 Focus and Content
4 Organization
4 Supports
4 Visuals
4 Clarity
4 Language Mechanics

• Check your progress.

26

YOUR TREASURE
Clearly, you’ve actively engaged in various tasks that helped you improve your understanding of the target concepts, 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 understanding of concepts and skills.
To further prove your successful and exciting learning experiences that you obviously enjoyed learning, it is just but fitting that you think back and focus on the following essential points.
Which task/activity have 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 new and special way about recognizing your roles in life have you learned? 2. What approach to/attitude in life do you think can help you chart your course in life?
3. How will it help you to become a better person?
4. What did you find most difficult in this lesson?
5. What will you do to do away with these difficulties?
6. Write at least three possible ways/steps you can adopt to solve these difficulties. 7. What do you hope to strengthen in the next lesson/s?

27

• Complete the chart as shown with entries called for.
New and special way

I enjoyed

Attitude in life

Part of the lesson that are helpful I consider provideways to get most away with difficult the most difficult 28

How will it help me

I hope/ expect to improve/ strengthen in the next lesson I would like to work further on

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.
Task 1 Hit the Hints
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 photo collage. Write your answers in your notebook:

B. Answer the following questions to get to know our characters better.
1. Who among the characters do you like most? Why?
__________________________________________________
2. Do you have what it takes to be like any of them? Why do you say so?
_________________________________________________
3. Based on their characteristics and intentions, what name could be associated with them?
_________________________________________________
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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.
Lines from the Song

What do those lines mean to you?

Rewriting lines from songs, poems, stories, and other articles is one way of paraphrasing. Paraphrasing is often defined as putting into your own words texts that are originally from the author. It will make us own our ideas as inspired by other people’s work and will keep us from plagiarizing others’ works.

Here are examples of paraphrasing taken from Harry Potter, Chronicles of
Narnia, and The Lord of the Rings.
Original
“Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.”
Harry Potter and the Prisoner of Azkaban
Quote by Albus Dumbledore

Paraphrased
There is happiness even during the most challenging times and we only need to look at the bright side.

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“To the glistening eastern sea, I give you Queen Lucy the Valiant. To the great western woods, King Edmund the Just. To the radiant southern sun,
Queen Susan the Gentle. And to the clear northern skies, I give you King
Peter the Magnificent. Once a king or queen of Narnia, always a king or queen of Narnia. May your wisdom grace us until the stars rain down from the heavens.”

Presenting the kings and queens of Narnia:
Queen Lucy the Valiant, King Edmund the
Just, Queen Susan the Gentle, and King Peter the Magnificent. They will forever be Kings and Queens of Narnia and may their wisdom be with us until the end of the world.

Chronicles of Narnia
Quote by Aslan
There is one ring to rule, to find, to bring, and to bind all evil.

In the common tongue it reads, “One
Ring to Rule Them All. One Ring to Find
Them. One Ring to Bring Them All and
In The Darkness Bind Them.”
The Lord of the Rings
Quote by Gandalf

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.

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YOUR TEXT

Task 3 Attack Those Words
Beowulf is admired for the richness of its poetry. About a third of the words in
Beowulf are words known as Kennings. Kennings combine two words to create an evocative and imaginative alternative word.
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

battle-sweat

evil-doer

horrible hermit

slaughter-dew

life-evil

devil from hell

4

5

sin-stained demon
6

battle-dress

dragon-slayer

ring giver

mail-shirt

war trooper’s leader

gold giver

fighting-gear
7

chief of the strangers
8

9

wave floater

light of battle

whale road

swirling surf

whale’s way swan road

As you read the poem, list down more examples of Kennings or word derivations 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 centuries 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.

THE BATTLE WITH GRENDEL from Beowulf translated by Burton Raffel
Epic 4

Out from the marsh, from the foot of misty
Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill Anyone he could trap on this trip to high Herot.
He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar’s
Home before, knew the way—

395

400

405

But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch

And rushed angrily over the threshold.
He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall

Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot

410

34

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,

415

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

420

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

425

—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;

430

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

445

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

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

455

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;

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. 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

460

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

475

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

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 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

480

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. 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

490

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 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

500

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

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

510

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

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

520

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 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

530

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.

_______

Task 5 Illustrate the Creations
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.
Entities

Description from the Text

Heorot
Hrothgar
Grendel
Beowulf

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Your Own Description

Task 6 Compare and Contrast
Fill out the Venn Diagram to show the similarities and differences of Beowulf and Grendel.

Task 7 Into the Hero…
After getting to know the two major characters, Beowulf and Grendel, get to know the poem better by answering the questions that follow.
1. Why did Beowulf go to Heorot?
2. Did he achieve his goal? Prove your point.
3. What happened to Grendel after the fight?
4. What did King Hrothgar do to Beowulf?
5. How did this part of the epic poem Beowulf end?

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?
8. What strengths did Beowulf put to use in this epic poem?
9. What are your strengths? How do you use them?
10. Give at least three reasons why you like or not like the epic poem Beowulf.
Task 8 Epic vs. Lyric
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

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Answer these questions in your journal:
1. Which type of poetry did you enjoy reading more?
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?

YOUR DISCOVERY TASKS

Task 9 Spot the Signals and Punctuation Marks
A. Scan the poem Beowulf. List down the sequence signals you can spot. Illustrate how these words are used in the selection by filling out the grid below.
Sequence Signals

e.g., then

Function in the Sentence

To show additional action/s or follow–up disposition

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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.

He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch,
And rushed angrily over the threshold.
He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome Light.

The infamous killer fought
For his freedom, wanting no flesh but retreat, Desiring nothing but escape; his claws Had been caught, he was trapped.

The battle was over, Beowulf
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
Combat the Danes laughed with delight.

The water was bloody, steaming and boiling In horrible pounding waves, heat
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.

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Answer these questions to know more about punctuation marks.
1. What punctuation marks are highlighted in the given stanzas?
_____________________________________________________
2. What is the meaning conveyed when these punctuation marks are used?
_____________________________________________________
3. When do we use them?
_____________________________________________________
Task 11 Introduce the Characters
A. Using the sequence signals, punctuation marks you learned, and the descriptions from your Venn diagram, write a speech balloon to introduce Beowulf and Grendel using the cartoon strips below.

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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.
Task 12 Type the Text
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.
Articles
So the thing to do when working on a motorcycle, as in any other task, is to cultivate the peace of mind which does not separate one’s self from one’s surroundings. When that is done successfully then everything else follows naturally.
Peace of mind produces right values, right values produce right thoughts. Right thoughts produce right actions and right actions produce work which will be a material reflection for others to see of the serenity at the center of it all. —Robert M. Pirsig, Zen and the Art of Motorcycle Maintenance

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Type of Text

With an artistic drama, we empathize with one or more of its characters, but there’s also a distance between us and their situation—a safety valve that allows us to express a range of emotions, but also to say, “It’s only a movie,” “It’s only a play,” “It’s only a novel.” Work is based upon problem solving, how to eliminate conflict and get the job done. Episodic is fine for work. We want day-by-day not confrontational trauma—even if it would lead to life-changing revelation.
But drama exaggerates conflict, pushes situations to their extreme, and leads us to a big turning point.
In a poem entitled Four Great Poets, Robert Francis puts his finger on the heart of Frost’s greatness: “His head carved out of granite O / His hair wayward drifts of snow / He worshipped the great God of Flow / By holding on and letting go.” Here’s an example from part of one of Frost’s lesser known pieces, For Once, Then, Something. In the first half he says friends rebuke him for looking into a well and seeing only himself, reflected in the water godlike in a wreath of ferns and cloud puffs. It’s a criticism that could be aimed at any writer, but what is as interesting as the meaning of
Frost’s reply is this sense of movement that carries the reader forward to the climatic end. http://lehmaninfo.wordpress.com/sample-business-literary-articles/ DHAKA: Hosts Bangladesh will meet Pakistan in the opening match of the four-nation Asia Cup cricket tournament starting in Dhaka in March, an official said on Monday.
Old rivals Pakistan and India will meet in a mouth-watering clash on March 18. The Sher-e-Bangla National stadium will host all the matches, including the inaugural tie on March
12 and the final on March 22, Asian Cricket Council chief executive Syed Ashraful Huq said. “All teams including India and Pakistan have confirmed their participation,” he said.
India won the last edition of the tournament in Dambulla in
Sri Lanka in June 2010. http://www.paper-articles.com/ 46

From Beowulf And then, in the morning, crowds surrounded Herot, warriors coming to that hall
520 From faraway lands, princes and leaders Of men hurrying to behold the monster’s Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake Where he’d dragged his corpselike way, doomed And already weary of his vanishing life. The water was bloody, steaming and boiling In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling Surf had covered his death, hidden Deep in murky darkness his miserable End, as hell opened to receive him. Then old and young rejoiced, turned back
535 From that happy pilgrimage, mounted their hard hooved Horses, high-spirited stallions, and rode them Slowly toward Heorot again, retelling Beowulf’s bravery as they jogged along.

B. Based on your answers, what do you think are the:
• features of a literary text; and
• tips in reading literary texts.
Write your ideas about the features and tips in the thought balloon.

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YOUR FINAL TASKS

Task 13 Rap Meant for a Hero
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. __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
B. Go back to your previous activity, Task 11 entitled, “Introduce the Characters.”
Present your output to the class by rapping.
Be guided by the tips on doing the rap as follows:

1. Make sure there’s rhyme in the material you will rap. Rhyme matters in rap as in any poetic form.
2. Perform rap in time to a beat
3. Don’t say anything that will offend people.
4. Craft your own style.
5. Have fun while rapping.
6. Practice. Practice. Practice.

C. It’s your chance to rap now.

Your school’s dramatic guild is in search of a rapper who will introduce the lead character/hero through a rap. You’ve been asked to try out for the part.
You will render a one-minute rap about the hero in your life in front of your class with your English teacher and class adviser. Be reminded of the rhyme, rhythm, and beat when you do the rap.

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YOUR Treasure

Task 14 Share Your Life’s Lessons
A. List down your strengths and how you intend to use them in the table below.
Do this in your journal.
My Strengths

I will use them to…

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.

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Lesson 3

LEAVING A LEGACY

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

YOUR INITIAL TASKS
Task 1 The Harmony of Man and Environment (H.O.M.E.)
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?
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Harmony of Man and Environment (H.O.M.E.) Launching 2009

Task 2
Look at the picture. What could be the cause of this phenomenon?

Task 3 Lend Me an Ear…
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.

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YOUR TEXT
Task 5 What’s in a Word?
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

1. betwixt (ME)

a. to signify ; to indicate

2. holden

b. that is to say; namely

(ME)

3. betokens (ME)

c. between

4. tomorn (ME)

d. to think of; to expect; to hope

5. weened (OE)

e. Jesus

6. Jesu

f. tomorrow

(LL)

Task 6 A Hero in You!
What does it take to be a great man?

The Day of Destiny from Morte D’Arthur by Sir Thomas Malory
Sir Thomas Malory’s Morte D’Arthur is the most complete single version of the tales of
King Arthur and his court that has been written in English.
“The Day of Destiny,” an excerpt from this work, describes the end of King Arthur’s reign and the dissolution of the order which he, along with his Knights of the Round Table, has established. This end grows out of the corruption within the royal court itself. Arthur’s illegitimate son Mordred knows of the secret love affair between Arthur’s wife, Queen Guinevere, and his best friend, Sir Lancelot. One night Mordred leads a band of knights to Guinevere’s chamber, where they find the Queen with Lancelot.
Although he is reluctant, Arthur feels obligated to obey the law of the land and burn his wife at the stake. However, at the last minute Lancelot rescues her, killing two knights who are guarding her. Lancelot subsequently flees to a castle in France and Arthur forgives Guinevere.
Sir Gawain, the brother of the dead knights, demands vengeance on Lancelot. His hatred forces
Arthur to lead his men on an attack against Lancelot’s French fortress. In the ensuing battles
Lancelot seriously wounds Gawain but refuses to kill him.

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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…

A

nd 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.
So upon Trinity Sunday at night King Arthur dreamed a wonderful dream, and in his dream it seemed to him that he saw upon a platform a chair, and the chair was fast to a wheel, and thereupon sat King Arthur in the richest cloth of gold that might be made. And the King thought there was under him, far from him, and hideous deep black water, and therein was all manner of serpents, and worms, and wild beasts, foul and horrible. And suddenly the King thought that the wheel turned upside down, and he fell among the serpents, and every beast took him by a limb. And then the King cried as he lay in his bed, “Help, Help!”
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
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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

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Modred in like wise.
And never since was there never seen a more dolefuller battle in no Christian 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

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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 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, him 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.”

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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 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.
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“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 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
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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 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 ladies 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:
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Hic iacet Arthurus, Rex
Quondam, Rexque futurus
(Here lies Arthur, who was once king and king will be again)
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

Task 8 Mull Over in Groups!
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.

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6. How do images or word pictures help you experience a scene in the excerpt
The Day of Destiny?
Task 9 Group Activity
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. Task 10 Plotting Them All
Examine how the three (3) articles were written using the following criteria:
Criteria

UNESCO sends experts to
Tubbataha Reefs

How to Maintain
Cultural Identity

The Courage that My
Mother Had

Purpose
Format
Features
Language Use

Task 11 Weigh Up!
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.”

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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.
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 audience.
3. Oil, steel, and wheat–these are the sinews of industrialization.
4. My foot is on my native heath…–Sir Walter Scott
5. Your question-it was your question, wasn’t it, Mr. Jones?–just can’t be answered. Task 13 Write a Dash
Punctuate the sentences below with a dash (–).
1. I am under the impression that she has no instruction at all and doesn’t need any. 2. Strauss favors as does Sotto voce, the Administration is early admission of
Russia to the International Monetary Fund.
3. To feed, clothe, and find shelter for the needy these are real achievements.
4. The motion was then tabled that is, removed indefinitely from consideration.
5. If we don’t succeed and the critics say we won’t then the whole projects is in jeopardy. Task 14 Type the Hype

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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
Task 15 Let’s Hype!
Punctuate the words/phrases below with a hyphen.
1.
co-opted
2.

good for nothing

3.

She has gray green eyes

4.

pre and post adolescent trauma

5.

forty five

YOUR DISCOVERY TASK
Task 16 Me-Metaphors
Task 16.1 One with Others
• Do you consider the Tubbataha Reefs as nature’s legacy to mankind? What connections do you share with Tubbataha Reefs?
_____________________________________________________
_____________________________________________________
____________________________________________________
____________________________________________________
• Do you consider cultural heritage as your forefathers’ legacy? What is your

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role in the preservation of culture in the country?
_____________________________________________________
_____________________________________________________
____________________________________________________
____________________________________________________
• What is your mother’s greatest legacy? Do you consider this legacy worthy of passing on to your children?
_____________________________________________________
_____________________________________________________
____________________________________________________
____________________________________________________
Task 16.2 My Legacies
What would your legacy be? Accomplish the chart below.

My legacy to
Mother Earth

_______________________________________
_______________________________________
_______________________________________
_______________________________________

My legacy to my people _______________________________________
_______________________________________
_______________________________________
_______________________________________

My legacy to my family _______________________________________
_______________________________________
_______________________________________
_______________________________________

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YOUR FINAL TASK

The local government is planning to convert your town’s rice fields into an industrial park. One of the bridges with historical value will be demolished.
Most of the residents disagree with this plan, some agree, and a few remain undecided. If you were in the shoes of each of the people enumerated below, what would you say about the plan?
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.
Task 17 Sharing Other People’s Perspectives (SHOPP)
Municipal Engineer _______________________________________
Business Man ____________________________________________
Teacher ________________________________________________
Vendor ________________________________________________
Street Sweeper ___________________________________________
Student ________________________________________________
Mother ________________________________________________
Historian _______________________________________________

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Rubrics:
Criteria
Completeness

5 points
All blanks were filled in.

3 points
Only 5-7 blanks were filled in.

1 point
Only 1–4 blanks were filled in.

Stand point

All responses strongly expressed agreement or disagreement.

Only 5-7 responses strongly expressed agreement or disagreement.

Only 1–4 responses strongly expressed agreement or disagreement.

Form

All responses used capitalization, punctuations, and interjection correctly.

Only 5-7 responses used capitalization, punctuations, and interjection correctly.

Only 1–4 responses used capitalization, punctuations, and interjection correctly.

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
Pitch

Juncture

Stress

3
Student’s pitch does not change the meaning of the word/phrase. Student pauses in all periods and commas. Student emphasizes all words and syllables correctly.

Intonation

Student observes all possible intonation patterns correctly.

Rate of Speech

Student reads at an average speed.

2
Student’s pitch changes the meaning of at least two
(2) words/phrases.
Student pauses in at least two (2 ) periods or commas.
Student emphasizes at least two (2) words or syllables correctly. Student observes at least two (2) possible intonation patterns correctly.
Student reads at a speed just enough to be understood.
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1
Student’s pitch changes the meaning of all the words/ phrases. Student pauses in one (1) period or comma. Student emphasizes one (1) word or syllable correctly.
Student observes one (1) possible intonation pattern correctly. Student reads very fast and incomprehensible.

Volume

Projection

Student applies the correct volume in reading. Student reads the text loudly and clearly. Student applies only two (2) correct volumes in reading.
Student reads some text loudly and clearly. Student applies only one (1) correct volume in reading.
Student‘s reading is not loud and clear.

YOUR 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

My journey through this lesson enabled me to learn
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________________
It made me realize that
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________________
I therefore commit to
_____________________________________________________
_____________________________________________________
_____________________________________________________
______________________________________________________

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Lesson 4

COPING WITH CHALLENGES
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 courageously. They are parts of the games you have to play to make your life better. It is always in your hands for you to start making the most out of these challenges. This lesson begins with learning to cope with challenges to enhance yourself.
Further on, you’ll confirm that you read poems not only for the exploration of target concepts, but also for enjoyment and for the help it gives you to 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

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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.
Since your direction is clear, you are now ready for –

YOUR INITIAL TASKS
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.

Questions I have about coping with challenges

• 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.
Challenges being met by students
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

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• 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.
Task 2 Constant Recall
One challenge you need to face is how 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.
Task 3 Make a Synonym Match Challenge
• 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
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6. _ ARROW _ LENDER
7. _ LIMB _ SCENT
8. _ TUMBLE _ RIP
9. _ INDICATE _ LEAR
10. _ WELLING _ BODE
• Use these pairs in your own sentences.
Task 4 Highlighting the Focus Question
Remember the FOCUS QUESTION:
How do I cope with challenges in life?
• List logical temporary answers to the focus question.
• Share your list with your classmates.

Task 5 What Do I Expect, Need, and Hope to learn?
Write your targets on what you expect, need, and hope to learn in this lesson.

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Be reminded of these expectations as you work on the following phases of this lesson.

YOUR TEXT
Task 6 Why Not?
• Pair up and reflect on the following quotations.

1. “Don’t let challenges stop you to take your best future.”
- Anonymous
2. “When virtue is in presence, all subordinate powers sleep.”

• Take turns in answering these questions.
✔✔ What does each of the quotations suggest?
✔✔ Do you agree with what each quotation suggests? Why? Why not?
✔✔ What does it take to face life’s challenges?
• Share your findings with the rest of the class.
Task 7 Be the Best You Can Be
• Work with a partner and look closely at this picture.
• Talk about how the picture illustrates the same meaning being conveyed in the quotations. Relate the two.

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✔✔ How closely do you think the drawing matches your mental image of coping with challenges? Prove your point.
• Share your findings with the rest of the class.
Task 8 Meaningful Life
Reflect on these questions:
✔✔ To what can you compare life?
✔✔ Do words have the power to help a person get through hard/difficult times?
• Find out how a poem written by Langston Hughes will help you achieve insights 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.
Task 9 Small Group Differentiated Work
• Work in ten (10) small groups.
• With your groupmates, read the poem aloud and perform your assigned task.
Group 1. Words, words, words
• 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 a story.
Group 2. Meaningful significant experience
When you read a poem, you get to know the experience of other people. This gives you a better perspective on your relationship with others and how you’ll react to challenges in life.

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• 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

Group 3. Salient points
• Discover the answers to these questions.
✔✔ What is the poem about?
✔✔ The poem is divided into three parts. Which lines of the poem talk about hardships? Responses to hardships? Mother’s advice to keep?
Use the following table for your responses.
Hardships

Responses to hardships

Mother’s advice to keep

✔✔ Which is the most interesting phrase in the poem? Why?
✔✔ Which part makes you think of someone in true to life experience?
✔✔ What do you think is the most probable purpose of the writer in writing this poem?
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• Share your findings with the class.
Group 4. Message for you
• With your groupmates, discuss the answers to the following questions:
✔✔ What poetic devices are used in the poem?
✔✔ Which one helps clarify the message more?
✔✔ Which part do you like best? Why?
✔✔ What do you think might have motivated the mother to advise her son?
✔✔ Is the message of the poem worthwhile? Prove your point.
✔✔ How important is the poem’s message in your life?
✔✔ What have you learned from it?
• Share your findings with the class.
Group 5.Qualities and attitudes displayed (Q&A)
• What approach to life do you think the persona intended to show in the poem? Make a list of them. Plot them in the chart.
Persona’s
Attitude
Good

Mixture
Not Good

Good

Not Good

✔✔ 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.
Group 6. More challenges
• 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

• Share your findings with the class.
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Lines or phrases as supports Group 7. A key to…
The speaker’s/persona’s attitude towards the subject can be gleaned from the quality of the language the poet used. This is called the tone which can either be formal or informal, serious or light. In most cases, tone is suggested by the quality of the language used by the poet.
• Choose from the list the tone used by the speaker/persona. approving calm mysterious hostile

admiring critical fearing mocking polite angry confused triumphant sorrowful happy

playful persuasive defeated doubtful serious envious cynical forgiving light mimic anxious afraid hopeful defiant inspiring • Note the words that reflect the poet’s or speaker’s attitude toward the subject. • Select a single word (adjective) to identify the speaker’s tone.
• Explain

Word Choices
PERSONA

✔✔ how the tone changes in the poem’s last part
✔✔ the effect of the change
✔✔ the way the poet uses tone to emphasize the importance of coping with challenges to enhance one’s self.
• Report back to class.
Group 8. Extended metaphor
An extended metaphor is a feature of a lyric poem that presents comparison over several lines throughout the poem. Remember that a lyric poem is a highly musical verse of the observations and feelings of a single speaker.

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• 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

• Describe what the image of the crystal stairway suggests.
Crystal stairway’s image

What it suggests

• Share your findings with the class.
Group 9. Drawing conclusions
• 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.
Group 10. Types of poetry
• Think back and recall the three (3) types of poetry.
✔✔ How do they differ?
✔✔ Which of them:
➢➢ tells a story?
➢➢ expresses vivid thoughts and feelings?
➢➢ uses dramatic technique like speaker, conflict, and story?

• Mother to Son can be categorized under what type?

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• Recall the other poems you’ve explored in class and decide to what type each belongs.
•

Share your ideas with the class.

Task 10 On Using Contractions
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.

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• Each player tells and spells the contraction aloud, then uses it in a sentence.
• 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 interesting) meet and have a meal together.
• Imagine how each one shares their 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.

YOUR DISCOVERY TASKS
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.

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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 dtermination

• 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 communication skills?

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.
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➢➢ 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.
Task 16 The Best Info-Ad Campaign
• Imagine that you are a famous or influential person who is committed to promote ways to cope with challenges through using all forms of media; you could also imagine that you are a government official who will help in the promotion and information drive to educate and help teenagers in coping with challenges.
A. Setting Up
•

Set up a special meeting for you to brainstorm, discuss, and decide on the following:
✔✔ Objectives
✔✔ Different Committees

Programs you need to produce your major tasks

✔✔ Activities
✔✔ Plans

(an Info-Ad/Advocacy Campaign on using positive ways to cope with challenges )

1. Plan the concept, features, and modes of presenting the Info–Ad.
2. Prepare the script, technological aids, musical background, and materials needed. 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.
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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 emotions 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?

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✔ 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 your 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.

YOUR 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.

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Task 17 How are you doing?
• Think back on the activities, tasks you’ve finished, and concepts you’ve learned.
•

Reflect on and answer the following questions:
1. What is it that you found most enjoyable and most difficult in this lesson?
2. How do you plan to do away with these difficulties?
3. Write at least three (3) possible ways or steps you can adopt for you to solve these difficulties.
4. What skills do you hope to improve or strengthen in the next lessons?

•

Plot your responses in your Learning Log.

My Learning Log
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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Lesson 5

LIVING WITH A PURPOSE
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: Enhancing 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
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.

YOUR INITIAL TASKS
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.
Task 2 How Do You Look at Life?
• Read the following quotations.
“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?
Task 3 Why Not?
• Listen to the song Where Are You Going To.
• Reflect and share answers to these questions:
✓ What emotion does this song evoke? Explain.
✓ How does the song’s message relate to your life?
✓ What is the best way to live life according to the song?
✓ Do you believe in the importance of personal achievement on earth and look to one another as well as God for inspiration?
✓ What do I already know about living with a purpose?
✓ What do I want to know more about living with a purpose?

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Task 4 Core Question
• 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.

Questions I have about living with a purpose

• Share your ideas with others.
• Come up with a focus question and check it against this one:
How can I have a purpose driven life?

Task 5 Remember the Focus Question
❖ List logical temporary answers to the focus question.

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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.
What I expect, need, or hope to learn
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

You are now ready for the next phase of the lesson.

YOUR TEXT
Task 7 My Resolve
• Pair up and look closely on the following picture.

• Take turns in answering these questions.
✓ Who do you remember and what situation in life do you remember as you look at the drawing?
✓ What general observation in life is suggested in the drawing?
✓ How closely do you think the drawing matches your mental image of living a life with purpose? Prove your point.

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✓ 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.

At this point, you should try–
Task 8 Fusions of Sounds and Sense
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.
Focus on the context of the poem. Try this.
• Make a list of words, phrases, and lines that convey sound, feeling, and meaning. 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.
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

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Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow
Finds us farther than to-day.
Art is long, and Time is fleeting,
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world’s broad field of battle,
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
Trust no Future, howe’er pleasant!
Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!
Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;
Footprints, that perhaps another,
Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.
Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.

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Task 9 Small Group Differentiated Work
• Work in six (6) small groups.
• With your groupmates, read the poem aloud, and perform your assigned task. Group 1.The opposites
Look for words in the poem which are opposite in meaning to each of the following.
1. Open

=

-------------

6. Cheerful

=

-------------

2. Harmony =

-------------

7. Moves

=

-------------

3. Ridiculous =

-------------

8. Insincere

=

-------------

4. Uncertain =

-------------

9. Loud

=

-------------

5. Built

------------- 10. Permanent =

=

-------------

Group 2
• Discuss your answers to the following questions.
✓ What according to the poem is our “destined end” or purpose?
✓ Is the poem morally uplifting and sentimental? Prove your point.
✓ How can one be a man according to Longfellow?
✓ What conditions are suggested by the persona/ speaker in order for anyone to become a man? Recite lines that illustrate each condition.
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.

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Group 4
• Which of the lines suggests:
✓ People should continue to appreciate life on earth as very important and real ✓ A time to act is NOW, to make spiritual, moral, and intellectual marks in this world
✓ People not to waste the short time that they have
✓ Act as heroes amidst the earth’s strife
✓ Work toward personal achievement
• Report back to class.
Group 5. I believe
• Share your answers to the following questions:
✓ Do you believe that Longfellow has a strong view of life?
✓ How does Longfellow’s view of life compare with your own view?
✓ Point out the lines in the poem that
➣ show Longfellow has a strong and optimistic view of life
➣ you think young people might or might not agree with.
Philosophy in Life

Longfellow’s view

My view

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Results

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
What I like about
Title of the poem
Its subject
The poem’s mysteriousness
The way the words appear on the page
The mood the poem puts you in

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What it makes you remember
What it makes you think about ( theme or general truth in life)

•

Share your findings with the class.

Task 11 Comparing and Contrasting
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
The mood / tone
Theme or general truth observed in life

Task 12 On Using Quotation Marks
A.
Remember that even in poems, especially in dramatic or narrative poems, quotation marks (“ ”) are used to enclose the exact words of the speaker/persona.
Consider these lines from the poems:

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1.

They say, “Time assuages.” from: Verse 13 by Emily Dickinson

2.

He met a pilgrim shadow“Shadow,” said he,
“where it can beThis 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 sentences?
✓ What are enclosed in quotation marks?
✓ How do the uses of the quotation marks in verse no.1 differ from verse no.2? ✓ When do we use a set of single quotation marks (‘ ’)?
✓ What are the other uses of quotation marks?
• 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.

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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 conversation or dialogue. • Use quotation marks in your dialogue.

YOUR DISCOVERY TASKS
To expand your experiences on the message of the poem, you need to do the following: Task 13 Strive
• Pair up and share ideas and thoughts on how a poem can help young people who are having trouble.
• Report back to class.
Task 14 Sharing with the Persona
• Work in groups of five, imagine you meet the persona.
• Share which of the persona’s
✓ insights you would like to discuss with him/her
✓ experiences made him/her change his/her mind and strengthened his/ her resolve about something or see something about himself/herself and others in a new light.
• Report back to class.
Task 15 Your Turn
• Imagine you are a poet receiving the Medal of Honor Award for the inspirational 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.
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• Use correct phrasing, pausing, voice projection, facial expression, eye contact 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.
Do you want to add more proof of your understanding on how to live a purpose driven life?

YOUR FINAL TASK
One good way to show your appreciation of the poem you read and explored is through giving justice when reading it orally. You surely can prove your understanding of the poem’s message through oral reading. This is when you communicate the private, personal, unique experience of the poet/ persona to your audience.
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.

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✓ 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.
Congratulations! How do you feel about it? Amazing, is it not?

YOUR 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?

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• Complete the chart as shown with entries called for.

Name: __________________

Grade/ Section ___________

Quarter ____ Lesson __________________
Part of the lesson that I consider
Most enjoyable

Ways to get away with the most difficult

Most difficult

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Hope/expect to improve/ strengthen in the next lesson

Lesson 6

CELEBRATING SELF-WORTH
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-esteem. 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 enhancement.
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 communication 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 Expressions, and Choreography.

YOUR INITIAL TASKS
Task 1 Something Special Game
• Form two big groups.
• With your groupmates
4 recall the poems you’ve explored in class.
4 select lines that you found special, something new, or that affect your attitude in life for you to become a better person.
4 write these chosen lines from the poems on slips of paper and drop them in the designated special box
• Draw lots on which group will be the first to read the chosen lines and share your ideas about them.
• Recall and use everything you learned about enhancing yourself from the lessons from week 1 to 8.
• Take turns in sharing insights.
• For three (3) minutes, share your insights.
• Allot five (5) points for each sharing.
• The first group to come up with the most number of points wins.
Task 2 Here and Now
• Reflect on the recent issues that we need to attend to.
• Decide which of them can be solved through your understanding of the concepts revealed in the previous lessons. Which of these concepts do you need more to help solve these problems?

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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.
Task 4 Getting the Most Out of Life
• Form a threesome and take a good look at this picture.

• Talk about what it communicates to you.
• Use the following guide questions.
4 Does the drawing answer the question: What does it take to get the most out of life?
4 What general truth in life comes to your mind as you see this picture?
4 How closely do you think the drawings match your mental image of celebrating self-worth? Prove your point.
4 What details of the picture suggest the importance of attaining self-worth?

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4 How well do you think the drawings fit the value of celebrating self-worth?
4 What is your overall impression of this drawing?
4 How does the picture make you feel about self-worth?
4 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.
Task 5 Focus Question
Remember the focus question: How can I attain self-worth?
• List logical temporary answers to the focus question.

Task 6 Setting Expectations
Answer this question: What do I expect or need or hope to learn?
• Write your targets on what you expect or need or hope to learn in this lesson.
What I expect/need/hope to learn
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
You are now ready for the next phase of the lesson.
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YOUR TEXT
Whatever direction you take in life, you need to follow certain guide posts to reach your destination.
Task 7 Life’s Stairway
• 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 family’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.
Task 8 A Time to Project
• 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.
I think the poem If by Rudyard Kipling would be about _______________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_________________________

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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.
“React positively to life by looking for ways to make your life better if not the best.”

• Share your findings with the rest of the class.
Task 10 What’s it?
• 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

If you can keep your head when all about you
Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;
If you can dream--and not make dreams your master;
If you can think--and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken

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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;
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;
If you can talk with crowds and keep your virtue,
Or walk with kings--nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run-Yours is the Earth and everything that’s in it,
And--which is more--you’ll be a Man, my son!

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.

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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.
Task 12 Small Group Differentiated Works (SGDW)
Group 1. Gearing up!
• Read the poem once more to find its meaning.
• Remember that the poem is divided into four parts. Find out how each part suggests something or someone in real life.
• Pick out lines that clearly suggest such.
• Complete the following table with entries called for.
Part of the poem

What it suggests

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Words, phrases, or lines that clearly suggest

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.
1. Overcome challenges and obstacles in life; don’t let them beat you. 2. Follow your dreams and set your goals.
3. Be realistic.
4. Continue, keep going; don’t stop even if there are many challenges in your way.
5. We are all equal and no one is above anyone else.
6. Do not waste time. Use every minute of your time wisely.
7. Be true to oneself.
8. Understand people who think differently from you and provoke you to do evil actions.
9. Always do what is right and just.
10. Know the value of self-worth without being too proud of your own qualities.
11. Do what is best.
12. Have hope in life even if life is hard.
13. Don’t give up.

• Discuss by specifying which part, stanza, or lines clearly point out each positive sign.
• Talk about which of them you agree or disagree with. Explain.
• Share your ideas with the class.
Group 3. Firming up the value of self-worth
• Answer the following guide questions:
4 Which part makes you think of someone or something in real life?
4 What kind of roadmap in life is conveyed in the poem?
4 How can one be a man according to R. Kipling?
4 What conditions are stated in each stanza?
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4 Is the message of the poem worthwhile? Prove your point.
4 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:
4 What have you learned from it?
4 What approach to life do you think the poet intended to show and share in the poem?
4 What new and special way does the poem give you of enhancing yourself that can be celebrated?
4 How will it help you to become a better person?
Task 13 On Using Ellipsis
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.

Are you going to join our Speech and Drama Club?

Experience challenges
Share your talents …
Be a part of our group.

Aaaahhhh … you’re interested
Yippeee … We can help. Pls. Contact Anne at 0916...

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• 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.

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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...

YOUR DISCOVERY TASKS
Task 14 The Big Four
• 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. Group 1. An advice poem
• Write a poem that offers advice to a friend, relative, classmate, schoolmate, or someone else.
• Use these words and phrases in any order.
4 Remember

4 Forget

4 Do

4 Do not

4 Seek

4 Watch out for

• Remember to use rhyme, rhythm, repetition, and imagery in your poem.
• Present your poem to other groups or to the class.
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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.
Group 3. Look up the hero
• Choose your most remembered poet/persona in your favorite poem and use him/her as your role model in life.
• Write about his/her outstanding trait or attitude that is worthy to follow or praise.
• Remember the lines conveying such trait or attitude and use them as possible words of wisdom.
• Share your thoughts with the class.
Group 4. Musical beat
• Choose a song (rap, pop, rock, ethnic, classical, country, religious, etc.).
• Match it with your favorite poem.
• Try writing new words (expressing your ideas on how to celebrate self-worth) to go with the music.
• Use rhymes, repetition, imagery, figures of speech, and rhythm.
• Try singing it to class.
You’ve finished the enabling activities at this point. Think about, look over, and then consolidate what you’ve learned on the major and sub-concepts, literary and language communication skills. How do you like them? Does it feel right to you? What will you do next?

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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. C. The Fair Plan
• Understand the text thoroughly before you memorize it.
• Plan your movements.
4 Specify the posture and the movements that will be used including the entrance and exit.
4 Act out some parts especially the key parts of the poem.
• Decide on and be creative in your choice of props, costumes, scenery, sound effects, or other forms of musical background.
D. Rehearse, Rehearse, Rehearse!
• Practice reading aloud.
• Read according to punctuation.
• Break down long sentences into subject and their meaning.
• Read group of words for meaning rather than reading single words.
• Don’t come to a full pause but read on to the next line to complete the thought. • Read with expression. (Change the tone of your voice to add meaning to the word.)
• Use the tone of your voice, eye movement, facial expressions and minimal gestures to emphasize key words and phrases.
• Read aloud into the tape recorder and listen to it to note accuracy and expression. • 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.

114

• 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.

YOUR 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.

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4. What do you hope to strengthen in the next lesson/s?
• Complete the chart as shown with entries called for.
I enjoyable I find helpful Part of the lesson that
I consider suggests ways to get most away with difficult the most difficult 116

I hope/ expect to improve/ strengthen in the next lesson I would like to work further on

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