Republic of the Philippines

FATHER URIOS ACADEMY, INC.

BEIS ID No. 406044
Hinatuan, Surigao del Sur

Senior High

Name: __________________________________________
Grade and Section: _____________________________
Date Received: _________________________________
Date Returned: __________________________________
WEEK 2: Day 1

ACTIVITY 1: SHOW ME WHAT YOU GOT!

Direction: List 5 literary pieces in any genre which you have already read. Write the
title, the author of the literary piece, and the gist of the story. You can write your
answers on the space provided below.

1. TITLE:
AUTHOR:
GIST:

2. TITLE:
AUTHOR:
GIST:

3. TITLE:
AUTHOR:
GIST:

4. TITLE:
AUTHOR:
GIST:

5. TITLE:
AUTHOR:
GIST:
 WEEK 2: Day 2

ACTIVITY 2: READ AND COMPREHEND!

Direction: Read and comprehend the lecture sheet below which is all about Lesson 1:
Imaginative Writing and Technical Writing. You may use dictionaries to search for words
that you find difficult to understand. You may use highlighter or any markers to highlight
significant ideas.

LET’S BEGIN!

 Imaginative writing is that which expresses the writer’s thoughts and feelings
in a creative, unique, and poetic way.

 Examples of imaginative writing are poetry, fiction such as short stories and
novels, creative nonfiction like travel writing, nature writing, sports writing,
autobiography, memoir, interviews, comics, play scripts, and hypertexts.

 While imaginative writing may be for a variety of purposes, its main purpose is to
entertain and educate. Its content is imaginative, metaphoric, and symbolic.
Its language is informal, artistic, and figurative. The vocabulary used is
evocative and is usually written for a general audience. The tone, which
refers to the mood, attitude, feelings, or emotion of the writer toward the
subject or topic, is subjective.
 Technical writing is a form of writing technical communication or
documentation in science and technology or applied science that helps
people understand a product or service.

 The main purpose of technical writing is to inform and to trigger the person
into action such as purchasing a product or service. Its purpose may also be
to instruct or to persuade, but never to entertain.

 The content is factual and straightforward. It is expressed in formal, standard,

or academic language. The write-up uses a specialized vocabulary and follows
a set of rules and conventions. It is also organized in a sequential or systematic
pattern. Often, it is detail- oriented and requires advanced knowledge in the
specific field.

 The tone of technical writing output is objective and its audience is specific uses
language to evoke either an emotional or intellectual response from the audience
or reader.

 Examples of technical writing are end user documentation like user manuals that
accompany cellular phones, personal computers, or laptops; traditional technical
writing such as legal analysis, summary of experiments for journal publications,
or articles for trade publication; and technological marketing communications
such as sales pitch about a new computer hardware or software to a new client.
It includes training manuals, operations guides, and promotional brochures.
ACTIVITY 3: COMPARE AND CONTRAST

Direction: Using the Venn diagram below, compare and contrast Imaginative Writing
and Technical Writing.

ACTIVITY 3: PARAGRAPH WRITING

Direction: In one paragraph consisting of 3-5 sentences, explain the significance of

knowing the similarities and differences of Imaginative Writing and Technical Writing in
the field of Creative Writing. Write your answer on the space provided below.

______________________________________________________________________
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 WEEK 2: Day 3

ACTIVITY: WHAT DO YOU THINK?

Direction: Read the selections below. Draw a if you think it is imaginative

writing and if it is technical writing. Explain your answer in 1-2 sentences.
Each item is worth 5 points.

Selection Heart or Star?

1. We had become very hungry; we felt that it was
necessary for us to eat in order to maintain both
our morale and our endurance. Our cabman took
us to a restaurant. When we entered it was rather
crowded, but we managed to find a table and sit
down. There followed that hiatus of which every
Negro in the United States knows the meaning. At
length, a man in charge came over and told us
without any pretense of palliation that we could
not be served. (James Weldon Johnson,
“Outcasts in Salt Lake City”)
2. The effects of a respondent’s socio-economic
background on his or her attitudes toward minority
groups were analyzed with the help of a
multivariate linear regression model. Multivariate
regression models explain variations of the
dependent variables. In this case, the models
were calculated to explain the sum indices for
each dimension, country by country. (SORA,
“Attitudes towards Minority Groups in the
European Union”)
3. The tree has entered my hands,/The sap has
ascended my arms./The tree has grown in my
breast-/Downward,/The branches grow out of me,
like arms. (Ezra Pound, “A Girl”)
4. The most common mistake when planting a
tree is digging a hole, which is either too deep or
too narrow. Too deep and the roots don’t have
access to sufficient oxygen to ensure proper
growth. Too narrow and the root structure can’t
expand sufficiently to nourish and properly anchor
the tree. (Planting a Tree @tree-planting.com)
5. If you see the sign-up form, fill out your name,
email address or phone number, password,
birthday and gender. If you don’t see the form,
click Sign Up, then fill out the form. Click Sign Up.
(www.facebook.com)
WEEK 2: Day 4

ACTIVITY: DIY TIME!

Direction: Choose between Imaginative Writing and Technical Writing. After choosing,
choose one form among all the forms of writing of the Type of Writing that you have
chosen. Example: Imaginative Writing- comics. Create/Write and Present your work on
the space provided below. Please be guided by the Criteria presented on the box.
CRITERIA RATING
Originality 20%
Use of Language 30%
Accuracy 20%
Content and Organization 30%
TOTAL 100%
 Republic of the Philippines
FATHER URIOS ACADEMY, INC.
BEIS ID No. 406044
Hinatuan, Surigao del Sur

Senior High

Name: __________________________________________
Grade and Section: _____________________________
Date Received: _________________________________
Date Returned: __________________________________
WEEK 3: Day 1

ACTIVITY 1: READ AND INTERPRET

Direction: Read and analyze the poem below and answer the questions that follow.

Edgar Allan Poe

It was many and many a year ago,

In a kingdom by the sea,
That a maiden there lived whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.

I was a child and she was a child,

In this kingdom by the sea:
But we loved with a love that was more than love--
I and my Annabel Lee;
With a love that the winged seraphs of heaven
Coveted her and me.

And this was the reason that, long ago,

In this kingdom by the sea,
A wind blew out of a cloud, chilling
My beautiful Annabel Lee;
So that her highborn kinsman came
And bore her away from me,
To shut her up in a sepulchre
In this kingdom by the sea.

The angels, not half so happy in heaven,

Went envying her and me--
Yes!--that was the reason (as all men know,
In this kingdom by the sea)
That the wind came out of the cloud by night,
Chilling and killing my Annabel Lee.

But our love it was stronger by far than the love

Of those who were older than we--
Of many far wiser than we--
And neither the angels in heaven above,
 Nor the demons down under the sea,
Can ever dissever my soul from the soul
Of the beautiful Annabel Lee:

For the moon never beams, without bringing me dreams

Of the beautiful Annabel Lee;
And the stars never rise, but I feel the bright eyes
Of the beautiful Annabel Lee;
And so, all the night-tide, I lie down by the side
Of my darling--my darling--my life and my bride,
In her sepulchre there by the sea,
In her tomb by the sounding sea.

QUESTIONS:

1. Who is the author of the poem? Cite some details about the author.
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

2. Who is the speaker in the poem? Explain your answer.

________________________________________________________________
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_______________________________________________________________

3. To whom is the speaker speaking?

________________________________________________________________
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4. What is the poem all about?

________________________________________________________________
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5. What is the over-all feeling of the poem? Explain your answer.

________________________________________________________________
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WEEK 3: Day 2

ACTIVITY 2: DISCUSSION TIME!

Direction: Read and comprehend the lecture sheet below which is all about Lesson 2:
Elements of Creative Language. You may use dictionaries to search for words that you
find difficult to understand. You may use highlighter or any markers to highlight
significant ideas.

 IMAGERY

 A figurative language used to represent objects, actions, and ideas in a

manner that appeals to the senses. It uses vivid descriptive language to
add depth to the work.

 Creates mental pictures in the reader as he/she reads the text.

 Examples of Imagery:

o Taste: The familiar tang of his grandmother's cranberry sauce

reminded him of his youth.
o Sound: The concert was so loud that her ears rang for days
afterward.
o Sight: The sunset was the most gorgeous they'd ever seen; the
clouds were edged with pink and gold.

 FIGURES OF SPEECH

 A figure of speech is a word or phrase that possesses a separate meaning

from its literal definition.
 A figure of speech or rhetorical figure is an intentional deviation from
ordinary language, chosen to produce a rhetorical effect.

 FIGURES OF SPEECH
 Simile
 Metaphor
 Onomatopoeia
 Personification
 Apostrophe
 Hyperbole
 Alliteration
  Synecdoche
 Metonymy
 Oxymoron
 Paradox
 SIMILE- a stated comparison (formed with “like” or “as”) between two
fundamentally dissimilar things that have certain qualities in common.

Example:
Does it dry up like a raisin in the sun?
Or fester like a sore- And then run?
Does it stink like rotten meat
Or crust and sugar over-
Like a syrupy sweet?

 METAPHOR- an implied comparison between two unlike things that have

something in common.

Example:
Hope is the thing with feathers-
That perches in the soul-
And sings the tune without the words-
And never stops at all.
In this example taken from Emily Dickinson’s “Hope is the Thing with
Feathers”, the thing “Hope” is being directly compared to feathers. The author did
not use “like” or “as” to compare qualities of the two objects.

 ONOMATOPOEIA- is the use of words that imitate sounds associated

with objects or actions.

Example:
How they tinkle, tinkle, tinkle, in the icy air of night!
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells, bells-
From the jingling and the tinkling of the bells.
- Edgar Allan Poe, “Bells”
In this example, the author uses the sounds of the bell in order to present
the idea of bells in the poem.

 PERSONIFICATION- endows human qualities or abilities to inanimate

objects or abstractions.

Example:
Ah, William, we’re weary of weather,
said the sunflowers, shining with dew.
Our travelling habits have tired us.
Can you give us a room with a view?
 - William Blake, “Two Sunflowers
Move in the Yellow Room”
In this example, the sunflowers are given the human ability to speak.

 APOSTROPHE- addressing an absent person or thing that is an abstract,

inanimate, or inexistent character.

Example:
Death be not proud, though some have called thee
Mighty and dreadful, for, thou art not soe,
For, those, whom thou think’st thou dost overthrow.
Die not, poore death, nor yet canst thou kill me.
-John Donne, “Death Be not Proud”

In this example, death which is an abstract things is the addressee.

 HYPERBOLE- the use of exaggeration for the purpose of emphasis or

exaggerated effect.

EXAMPLE:
 I've told you to clean your room a million times!
 It was so cold, I saw polar bears wearing hats and jackets.
 I am so hungry I could eat a horse.
 I have a million things to do today.

 ALLITERATION- an initial consonant sound is repeated.

EXAMPLE:
When I see birches bend from left and right….
I like to think some boy’s been swinging them.
- Robert Frost, “Birches”
In this example, the consonant sound b is repeated in the verse:
birches bend and boy’s been.

 SYNECDOCHE- a part is used to represent a whole.

EXAMPLE:
The western wave was all a-flame.
The day was well was nigh done!
Almost upon the western wave
Rested the broad bright Sun.
- Samuel Taylor Coleridge, “the Rime
of the Ancient Mariner”
In this example, the wave is part of the ocean. The wave refers to
the whole ocean.
  METONYMY- one word or phrase is substituted for another with which it’s
closely associated to or when something is described indirectly by
referring to things around it.
EXAMPLE:
Friends, Romans, countrymen, lend me your ears.
- William Shakespeare, “Juliue
Caesar” Act I
In this example, the word ear represents or is used to substitute for
close attention.

 OXYMORON- a figure of speech where incongruous or contradictory

terms appear side by side.
EXAMPLE:
 This is another fine mess you have got us into.
 There is a real love hate relationship developing between the two
of them.
 Suddenly the room filled with a deafening silence.
 The comedian was seriously funny.

 PARADOX- a statement that appears to contradict itself.

EXAMPLE:
 Save money by spending it.
 If I know one thing, it's that I know nothing.
 This is the beginning of the end.
 Deep down, you're really shallow.
 I'm a compulsive liar.

WEEK 3: Day 3

Activity 3: WRITE YOUR OWN!

Direction: After studying the lecture sheet about figures of speech, construct your own
examples for each figure of speech and explain in 1-2 sentence to justify your example.
Please be guided by the table below.

FIGURES OF EXAMPLES EXPLANATION

SPEECH
Simile

Metaphor

Onomatopoeia

Personification
Apostrophe

Hyperbole

Alliteration

Synecdoche

Metonymy

Oxymoron

Paradox

WEEK 3: Day 4
Activity 4: POEM MAKING

Direction: Write your own poem which talks about the world’s current situation whether
in health, politics, social media, etc. Your poem must consist of 3 stanzas. Integrate the
use of different figures of speech. Write your poem on the space provided below. You
will be rated according to the following criteria.

CRITERIA RATING
Originality 20%
Content/Message 30%
Use of Language/Use of Figures of 50%
Speech
Total 100%
 Republic of the Philippines
FATHER URIOS ACADEMY, INC.
BEIS ID No. 406044
Hinatuan, Surigao del Sur

Senior High

Name: __________________________________________
Grade and Section: _____________________________
Date Received: _________________________________
Date Returned: __________________________________
WEEK 4: Day 1

Activity 1: Close Reading

Direction: Read the poem below and answer the questions that follow.

ESCAPE AT BEDTIME
(From a Child’s Garden of Vessels)
By: Robert Louis Stevenson

The lights from the parlour and kitchen shone out

Through the blinds and the windows and bars;
And high overhead and all moving about,
There were thousands of millions of stars.

There ne’er were such thousands of leaves on a tree,

Nor of people in church or the Park,
As the crowds of the stars that looked down upon me,
And that glittered and winked in the dark.

The Dog, and the Plough, and the Hunter, and all,
And the star of the sailor, and Mars,
These shown in the sky, and the pail by the wall
Would be half full of water and stars.
They saw me at last, and they chased me with cries,
And they soon had me packed into bed;
But the glory kept shining and bright in my eyes,
And the stars going round in my head.

QUESTIONS:

1. Write the words that stand out in the poem.

2. Why do the words stand out? (Are they vivid words? Are they unusual or ordinary
words? Do they contrast ideas?)

3. How do these words influence our perception of the narrator and of the events in
the poem? Do they evoke emotion? What particular emotion did the words
evoke?

4. Are there any words with more than one meaning? Why do you think the author
used language this way?

5. Can you point out the imagery and figures of speech present in this work? Are
they used appropriately? Why do you think so?
WEEK 4: Day 2

Activity 1: Read and Comprehend

Direction: Read and comprehend the lecture sheet below which is all about Lesson 3:
Elements of Creative Writing. You may use dictionaries to search for words that you find
difficult to understand. You may use highlighter or any markers to highlight significant
ideas.

DICTION

 The choice of words used by the writers.

 Good writing makes good use of diction.
 The words should be right and accurate, appropriate to the context in which they
were used, and comprehensible to the intended audience. Otherwise, a message
may be perceived differently or erroneously from the intended message.

Poetry has a unique diction such as the use of imagery, figures of speech, and
rhyming words, among others. The sense of musicality that you notice in each line of
verse is called rhyme, which most poetry have. End rhyme and perfect rhyme are in the
sample poem. As the term suggests, end rhyme is the presence of the rhyming words
sound exactly the same.

Look at the following examples of word choices:

“I prize thy love more than whole mines of gold,

Or all the riches that the East doth hold.”
-Anne Bradstreet, “To My Dear and Loving Husband)

The use of antiquated words such as “thy” instead of “your” and “doth” instead of
“do” gives the poem a formal diction. These antiquated words are considered grand,
elevated, and sophisticated language.

“Because I could not stop for Death-

He kindly stopped for me-“
- Emily Dickinson, “Because I could
Not Stop for Death”
 The words “kindly” and “stopped” are simple vocabulary and used here in their
ordinary definitions. The use of these words effects a casual and conversational diction
rather than a formal one. Thus, the work projects an approachable and comforting tone.

SYNTAX

 How the words are arranged in a sentence or line. The usual syntax is, of course,
subject-verb. However, an unusual order of words in a sentence, including
repetition of words, may be used to convey different tones, moods, themes, or
emphases of the literary work.

EXAMPLES:

1. “Go out I cannot, nor can I stay in,

Becalmed mid carpet, breathless, on the road,
To nowhere and the road has petered out.”
-PJ Kavanagh, “Beyond Decoration”

To write the first line of verse in its ordinary order, we can say, “I cannot go out or
stay in” with emphasis on the doer of the action or the subject “I”. By reversing the word
order, the author seems to emphasize the word “cannot.” Notice the difference as you
read the sentences in different word orders.

2. “Rejoice for those around you who transform into the Force. Mourn them, do not.
Miss them, do not. Attachment leads to jealousy. The shadow of greed, that is.”
-Yoda, “Star Wars”
Notice that in this example, instead of writing “Do not mourn them” and “Do not
miss them” the writer reverse the order of the words to create another tone.

3. “What light from yonder window breaks?”

- William Shakespeare, “Romeo and
Juliet”
Look at the expression: “What light breaks from yonder window?” word order is
reversed with the verb at the end of the sentence. Is the work more creative this way?
The interplay between diction and syntax makes a sentence or verse longer or
shorter. Just like diction and syntax themselves, this interplay between them affects
tone, mood, theme, or emphasis of the literary work.

THEME

 Theme is the topic or central idea, which is universal in nature. It is an underlying

truth. It may be what the reader thinks the story is about or what the work says
about a given subject.
  Rarely is the theme conveyed directly. Most often, the reader figures out the
theme by analyzing all the elements of the work such as imagery, figures of
speech, tone, mood, diction, syntax, characters, setting, or the events in the story
or plot. It maybe one word such as love or truth, or a universal statement such as
“Love conquers all odds.” Or “The truth sets one free.”

WEEK 4: Day 3

Activity 2: What Should be it?

Direction: Read the selections below and in 3-5 sentences, answer the question that
follows. Each item is equivalent to 10 points.

1. Excerpt from The Memoirs of Sherlock Holmes by Sir Arthur Conan Doyle

Scenario: (Sherlock is talking to Watson, a close friend)

It seemed to me that a careful examination of the room and the lawn might
possibly reveal some traces of this mysterious individual. You know my
methods, Watson. There was not one of them which I did not apply to the
inquiry. And it ended by my discovering traces, but very different ones
from those which I had expected.

Question: Are formal words and sentence structure used here?

Answer:
2. A Prayer for my Daughter by W.B. Yeats

Once more the storm is howling, and half hid

Under this cradle-hood and coverlid
My child sleeps on. There is no obstacle
But Gregory’s wood and one bare hill
Whereby the haystack- and roof leveling wind,
Bred on the Atlantic, can be stayed;
And for an hour I have walked and prayed
Because of the great gloom that is in my mind.

Question: What words stand out? Do these words evoke positive or negative
feelings? What feelings are these?
Answer:
WEEK 4: Day 4

Activity 3: WHAT DO YOU THINK?

Direction: Using the Graphic Organizer Template below, present the significance and
role of the Elements of Creative Writing in crafting literary pieces for the writer and
reader’s part.

IMPORTANCE OF ELEMENTS OF CREATIVE WRITING

FOR THE FOR THE

WRITER READERS
 Republic of the Philippines
FATHER URIOS ACADEMY, INC.
BEIS ID No. 406044
Hinatuan, Surigao del Sur

Senior High

Name: __________________________________________
Grade and Section: _____________________________

Date Received: _________________________________

Date Returned: __________________________________
WEEK 5: Day 1

Activity 1: ANALYZE AND SCRUTINIZE

Direction: Read the poem and analyze what the poem means. It should be noted that
this is a sonnet, which follows a specific structure. Observe what this structure is by
looking at the number of lines, the syllable count, and the rhyme scheme.

SONNET 18
By: William Shakespeare

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

QUESTIONS: Answer the following questions.

1. What made it difficult for you to understand the poem?

2. How does the format of the sonnet, particularly the restrictions on lines, affect the
way it is read?
3. Is the rhyme scheme and the syllable count important to the poem? If yes, how
so? If no, why?

4. Why do you think Shakespeare used this particular meter (iambic pentameter) in
his sonnets and in his plays?
WEEK 5: Day 2-3

Activity 2: Read and Comprehend

Direction: Read and comprehend the lecture sheet below which is all about Lesson 4:
Poetry: Analysis Through Form. You may use dictionaries to search for words that you
find difficult to understand. You may use highlighter or any markers to highlight
significant ideas.

There are several kinds of poetry. Below are some examples. Focus on their structure.

 JAPANESE HAIKU
 short poem with three lines and a syllable count 5-7-5
 contains elements such as kigo (seasonal reference) and an ikireji
(“cutting word” placed between juxtaposed imagery)
 The haiku first emerged in Japanese literature during the 17th century, as
a terse reaction to elaborate poetic traditions, though it did not become
known by the name haiku until the 19th century.

Example:

“The Old Pond” by Matsuo Bashō

An old silent pond- 5

A frog jumps into the pond—7
Splash! Silence again.-5

This traditional example comes from Matsuo Bashō, one of the four great
masters of Haiku. Historically, haikus are a derivative of the Japanese Hokku.
Hokkus are collaborative poems which follow the 5/7/5 rule. They are meant to
comment on the season or surroundings of the authors and create some sort of
contrasting imagery separated by a kireji or “cutting word” (like “Splash!”).
 ENGLISH HAIKU
 Similar to a Japanese haiku, but is less restrictive with regard to the
syllable count (due to the language)
 Does not necessarily have the same features as a Japanese haiku.

 FILIPINO HAIKU
 Even less restrictive in form as the English haiku, and written in Filipino

EXAMPLE:

Bayan kong mahal

Buhay ay ibibigay
Iyan ay tunay
 HAIBUN
 Comparable to the essence of a travel journal
 Haibun combines prose and poetry; the prose serves to vivdly describe
the location or scene, while the poetry is meant to capture the atmosphere
or “feeling” associated with the scene

EXAMPLE: Kindly search on the internet “The Narrow Road to the Interior by
Matsuo Basho (1644-1694)”. Analyze the literature and take note of the
characteristics of haibun that are being projected.

 TANKA
 Japanese short poem (generally known as waka) with five lines following a
syllable count of 5-7-5-7-7.
 Often called as a “short song”

EXAMPLE:

#1
A cool wind blows in
With a blanket of silence.
Straining to listen
For those first few drops of rain,
The storm begins in earnest.

#2
Subtle hints of spring
In the wet bark of the tree
Dew dripping from leaves
Then runs down the russet trunk
Pools round the roots and is drunk
 ENGLISH/SHAKESPEAREAN SONNET
 Fourteen lines, conventionally follows iambic pentameter, with a rhyme
scheme of a-b-a-b-c-d-c-d-e-f-e-f-g-g.
EXAMPLE:

Sonnet 106

When in the chronicle of wasted time-a

I see descriptions of the fairest wights,-b
And beauty making beautiful old rhyme-a
In praise of ladies dead, and lovely knights,-b
Then, in the blazon of sweet beauty’s best,-c
Of hand, of foot, of lip, of eye, of brow,-d
I see their antique pen would have express’d-c
Even such a beauty as you master now.-d
So all their praises are but prophecies-e
Of this our time, all you prefiguring;-f
And, for they look’d but with divining eyes,-e
They had not skill enough your worth to sing:-f
For we, which now behold these present days,-g
Had eyes to wonder, but lack tongues to praise.-g

 SESTINA
 Six verses with six lines, each following an alternating end-word pattern
EXAMPLE:

Altaforte
By: Ezra Pound

I
Damn it all! all this our South stinks peace.
You whoreson dog, Papiols, come! Let’s to music!
I have no life save when the swords clash.
But ah! when I see the standards gold, vair, purple, opposing
And the broad fields beneath them turn crimson,
Then howl I my heart nigh mad with rejoicing.

II
In hot summer have I great rejoicing
When the tempests kill the earth’s foul peace,
And the light’nings from black heav’n flash crimson,
And the fierce thunders roar me their music
And the winds shriek through the clouds mad, opposing,
And through all the riven skies God’s swords clash.
 VILLANELLE
 Nineteen-line poem of five tercets and a quatrain; the poem has two
refrains and two rhyme patterns repeated throughout, involving the
alternate repetition of the first and third lines of the first tercets.
EXAMPLE:

DO NOT GO GENTLE INTO THAT GOOD NIGHT

By: Dylan Thomas

Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage against the dying of the light. Though wise men at their end know
dark is right,
Because their words had forked no lightning they
Do not go gentle into that good night. Good men, the last wave by, crying how
bright
Their frail deeds might have danced in a green bay,
Rage, rage against the dying of the light. Wild men who caught and sang the sun
in flight,
And learn, too late, they grieved it on its way,
Do not go gentle into that good night. Grave men, near death, who see with
blinding sight
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light. And you, my father, there on the sad
height,
Curse, bless, me now with your fierce tears, I pray.
Do not go gentle into that good night.
Rage, rage against the dying of the light.

 TANAGA
 Filipino poetic form of four lines with seven syllables each all of which
rhyme together.
EXAMPLE:

Ang hating-gabing kulay

Tulad ng aking buhay
Kailan magkakatunay
Ang pag-ibig na tunay?

Ikaw lang, walang iba

Ikaw lang nakikita
Ng aking mata, Sinta
At sana’y maniwala

 AWIT
 Another Filipino poetic form; emphasizes narrative greatly
Activity 3: SUMMARIZING TIME!

Direction: Fill out the table below with corresponding answers to each column.

KIND OF POETRY DEFINITION/CHARACTERISTICS

WEEK 5: Day 4

Activity 4: WHAT HAVE YOU LEARNED?

Direction: Answer the following questions below comprehensively. Each item is worth 5
points.

1. Is it possible to break the form and still call it that same form (i.e., in the case of
haiku, from the original Japanese to the English and Filipino counterparts)?

2. Which form do you think is the hardest to write? Why? Which form looks the
easier to write?

3. Choose one kind of poetry and write your own example.

 Republic of the Philippines
FATHER URIOS ACADEMY, INC.
BEIS ID No. 406044
Hinatuan, Surigao del Sur

Senior High

Name: __________________________________________
Grade and Section: _____________________________
Date Received: _________________________________
Date Returned: __________________________________
WEEK 6: Day 1

Activity 1: Read and Comprehend

Direction: Read and comprehend the lecture sheet below which is all about Lesson 5:
Content of Poetry. You may use dictionaries to search for words that you find difficult to
understand. You may use highlighter or any markers to highlight significant ideas.

CONTEXT
 Refers to the author’s knowledge of the topic of the poem. When the author
knows much about the topic, he/she is able to write well about it.
 the background, environment, setting, framework, or surroundings of events or
occurrences
 circumstances forming a background of an event, idea or statement, in such a
way as to enable readers to understand the narrative or a literary piece. It is
necessary in writing to provide information, new concepts, and words to develop
thoughts.

TONE
 Refers to the author’s attitude toward the subject.
 Tone may be serious, enthusiastic, formal, objective, dramatic, and humorous,
among others.

SYMBOLS
 Used to represent something else i.e. idea, belief, etc.
 Through symbols, the author is able to go beyond the literal meaning of a text
and present ideas figuratively. For example, a “blooming flower” may mean
something that is constantly growing or unveiling itself beautifully.
THEME

 The general or central idea of the poem.

 The theme must be written in a complete sentence.
 Example of Theme from the play “Romeo and Juliet”: Love is blind. Love
conquers all.

MOTIFS

 Recurring words, phrases, or clauses

 Can help establish the theme of the poem by giving the reader a clue on what the
poem is about.
 Unlike themes, which are messages, statements, or ideas, motifs are details
whose repetition adds to the work's larger meaning; multiple and varying motifs
can take place within one work and across longer collections.

WEEK 6: Day 2

Activity 2: Read and Learn

Direction: Jose P. Rizal, A Filipino nationalist and polymath, wrote a lot of stories and
poems which have stood the test of decades.

Research on the biography of Jose P. Rizal. Then, complete the time line below by
filling in the boxes with important or striking events in Rizal’s life that might have
influenced his works.
WEEK 6: Day 3

Activity 3: Poem Time!

Direction: Rizal is also known for his poems, most of which he wrote while studying in a
university in Manila. Read and analyze the following poem of his and answer the
questions that follow.

Education Gives Luster to Motherland

By: Jose P. Rizal

Wise education, vital breath

Inspires an enchanting virtue;
She puts the Country in the lofty seat
Of endless glory, of dazzling glow,
And just as the gentle aura's puff
Do brighten the perfumed flower's hue:
So education with a wise, guiding hand,
A benefactress, exalts the human band.

Man's placid repose and earthly life

To education he dedicates
Because of her, art and science are born
Man; and as from the high mount above
The pure rivulet flows, undulates,
So education beyond measure
Gives the Country tranquility secure.

Where wise education raises a throne

Sprightly youth are invigorated,
Who with firm stand error they subdue
And with noble ideas are exalted;
It breaks immortality's neck,
Contemptible crime before it is halted:
It humbles barbarous nations
And it makes of savages champions.
And like the spring that nourishes
The plants, the bushes of the meads,
She goes on spilling her placid wealth,
And with kind eagerness she constantly feeds,
The river banks through which she slips,
And to beautiful nature all she concedes,
So whoever procures education wise
Until the height of honor may rise.

From her lips the waters crystalline

Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:
And to climb the heavenly ways the people
Do learn with her noble example.
 In the wretched human beings' breast
The living flame of good she lights
The hands of criminal fierce she ties,
And fill the faithful hearts with delights,
Which seeks her secrets beneficent
And in the love for the good her breast she incites,
And it's th' education noble and pure
Of human life the balsam sure.

And like a rock that rises with pride

In the middle of the turbulent waves
When hurricane and fierce Notus roar
She disregards their fury and raves,
That weary of the horror great
So frightened calmly off they stave;
Such is one by wise education steered
He holds the Country's reins unconquered.
His achievements on sapphires are engraved;
The Country pays him a thousand honors;
For in the noble breasts of her sons
Virtue transplanted luxuriant flow'rs;
And in the love of good e'er disposed
Will see the lords and governors
The noble people with loyal venture
Christian education always procure.

And like the golden sun of the morn

Whose rays resplendent shedding gold,
And like fair aurora of gold and red
She overspreads her colors bold;
Such true education proudly gives
The pleasure of virtue to young and old
And she enlightens out Motherland dear
As she offers endless glow and luster.

Answer the following questions:

1. What is the poem all about?

2. What is Rizal’s personal view toward the poem’s topic?

 3. What specific events in Rizal’s life might have influenced him in writing the
poem?

4. As a student, did this poem affect you? If not, why? If yes, in what way?

WEEK 6: Day 3

Activity 4: FILL ME OUT!

Direction: Fill out the table below with answers that correspond to each column.

Pick three lines from the poem What do you believe is Provide a one-word equivalent
the author’s personal for that personal view.
view when he wrote this
line? Why?
WEEK 6: Day 3

Activity 5: FILL ME OUT TOO!

Direction: Go back to the poem entitled “Education Gives Luster to Motherland” by

Jose P. Rizal. Identify the symbols that the author used, and point out what these
symbols could mean in the poem. Fill out the table below. You may add extra lines if
necessary.

Specific line where the symbol Name the symbol Interpretation

is used