Module Final Copy

ECLECTIC APPROACHES IN TEACHING GRADE 9 STUDENTS USING TEACHER CREATED AND ADAPTED INSTRUCTIONAL MATERIALS

Roy A. Discutido Edralyn Dizon Kristine Tominaga Aileen G. Mediavillo Sheryn H. Lozano Charina Bernadette Lim RATIONALE

RATIONALE This module is prepared to cater the heterogeneous group of students in grade 9 level. Whereas, after the evaluation of the teacher practitioner in the group, they found out the following: the existing LM (learners’ material) module contain activities that are not suitable the topical knowledge and interest of the students, it has also links that cannot be found in the web, it assumes the mastery of the students in topic or subject matter which is the contrary of the real classroom scenario, some activities require too much time which can consume the entire recitation day. The group opted to prepare instructional materials suitable to the needs of the learners. The module covers the first two weeks of the the school year in the first quarter. Through this module, the group believes that they could help the students learn better as well as the teachers to teach better or at ease.

To ensure the appropriateness of the instructional materials, the group prepare evaluation tool. The criteria and indicators in the evaluation tool are patterned from the discussion in the subject Construction, Adaptation, and Evaluation of Instructional materials and are adapted from the guidelines and processes for LRMDS assessment and evaluation. This insure that the creation and adaptation they made are guided by the principles learned in the subject without going beyond what is prescribed by the Department of Education or simply the administration.

LESSON

LESSON 1

RECOGNIZING ROLES IN LIFE N

YOUR JOURNEY You, like others, have important roles to play that make you interested in shaping yourself to become a healthy and developed young adult. Learning how to recognize and to perform your roles effectively is a good indicator that you’re a responsible individual using even your past experiences to make a difference in your life. This can enhance your understanding of the world. Somehow you have to continue finding out just what it is that fits you. So whatever it is that you do with significance, willingly and graciously, you have to prove to yourself and to others that you can excel. Try your best. Concentrate on ways to perform well. You’ll surely feel better if you do. In this lesson, you will find a poem, 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.

YOUR OBJECTIVES Charting the course of your journey in this lesson, you are expected to: •

share prior knowledge about the topic

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process information mentioned in the text you have heard

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perform tasks by following instructions

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infer thoughts, feelings, and intentions in the material to view

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analyze literature as a means of discovering the self

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point out the distinguishing features of a poem

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use capitalization and punctuations correctly

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 ours. 5. I have the sound of sea.

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

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The first one to give the correct answer wins.

TASK 2 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.

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Look closely at the picture.

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What do you think the drawing wants/ intends you to believe? What details of drawing tell you about recognizing roles in life? How does the picture make you feel about recognizing roles in life? What are your different roles in life?

TASK 3 My Featured Author

William Shakespeare (1564-1616) Listen and watch carefully as your teacher plays a short video clip about the life of William Shakespeare. Be ready to answer the following questions: – Who is William Shakespeare? – What are his contributions in English literature? –Why was he called “The Greatest Playwright of All Time?” TASK 4 Increase Your Word Power! One way to increase your vocabulary is through looking for their definitions and using them in meaningful sentences. Match the words and phrase at the top to their definitions. a. d. g. j.

creeping lean puking shrunk shank 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

b. e. h. k.

players pard sans bubble reputation

c. f. i. l.

hose capon saws whining

complaining, expressing disappointment fat from eating good chicken leopard without looking good by doing pointless things stocking vomiting moving slowly and quietly proverbs smaller legs actors thin and healthy

YOUR TEXT

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

Listen to your teacher read the poem.

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As you listen to your teacher read the poem, visualize in your mind the different roles in life that the poem describes.

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After your teacher has finished reading the poem, it is your turn to read it, but this time with background music so that it will be easier for you to create a mental picture of what you are reading. 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 merely players; They have their exits and entrances, And one man in his time plays many parts

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

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Sighing like furnace, with a woeful ballad Made to his mistress’ eyebrow. Then a soldier Full of strange oaths, and bearded like the pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation

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Even in the cannon’s mouth. And then the justice, In fair round belly with good capon lined, With eyes severe and beard of formal cut, Full of wise saws and modern instances; And so he plays his part. The sixth age shifts

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Into the lean and slippered pantaloon, 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

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And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything.

TASK 5 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.

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Reflect on and discuss with a partner each of the following questions. 1. What comprises the seven ages of man or stages in life according to the poem? 2. What is compared to the “stage” on the first two lines? How are the two related? 3. Describe the school boy’s attitude towards school. How do you feel about these pictures of childhood? 4. According to the speaker or “persona” in the poem, what physical and mental changes take place as man riches the sixth and seventh stages? 5. How does the poem make you feel about the importance of recognizing and performing your roles in life?

TASK 6 My Interpretations Analyze the illustration to describe each stage of man according to the poem by supplying the needed information in the chart below.

STAGE STAGE (SHAKESPEARE’S (YOUR OWN WORDS) WORDS) 1. The infant The baby 2. The school boy 3. The lover

DESCRIPTION (SHAKESPEARE’S WORDS) Mewling and puking in his nurse’s arm Creeping like a snail

DESCRIPTION (YOUR OWN WORDS) Crying and being sick in his nurse’s arm

4. The soldier 5. The justice 6. Old man 7. Second childishness TASK 7 Group Differentiated Tasks Form five (5) groups and perform your assigned tasks. Group 1 Yes it’s simple but it’s 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.  Choose an inspirational person and write a fan letter for him/her.  Ask for some tips to be successful.  Explain in your letter why you admire this person and why you consider him/her as your role model. Group 3 Dance Duo  Choose a music that you think conveys the feeling and the meaning of the Seven Ages of Man.  Interpret your chosen lines from the poem through dance steps/movements.

Group 4 Poetic Music Video  Choose a song that expresses how one can value his or her roles in life.  Use the song as the musical background.  If possible, video tape your presentation. Group 5 High/ low points  What are the high points and low points you experienced while performing your roles in life?  Post these high and low points not only on the board but also on your FB or Twitter walls or send them to your friends through email.

 Invite them to give comments, suggestions, or reactions.

YOUR DISCOVERY TASKS TASK 8 My Realizations Now it’s time to think about everything that you have learned from the previous tasks that you have done. Get your notebook and answer these questions in 2-3 sentences:  What is the message of the poem “The Seven Ages of Man”? TASK 8 My Realizations  How do you connect theeverything poem withthat the you importance of Now it’s time to think about have learned from performing one’s role in life? TASK 9 Involvement 

What can I do to perform my roles effectively? Copy the chart as shown below and fill it out with entries called for.

I made…

The Contributions I can make…

I will make…

Task 10: Alliteration, Assonance, Consonance & Imagery A. Your Initial Task Tongue Twister Direction: Recite the tongue twisters below as fast as you can with clear pronunciation. 1. Peter Piper picked a peck of pickled peppers; A peck of pickled peppers Peter Piper picked; If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? 2. How much wood could Chuck Woods' woodchuck chuck, if Chuck Woods' woodchuck could and would chuck wood? If Chuck Woods' woodchuck could and would chuck wood, how much wood could and would Chuck Woods' woodchuck chuck? Chuck Woods' woodchuck would chuck, he would, as much as he could, and chuck as much wood as any woodchuck would, if a woodchuck could and would chuck wood. 3. Six sick hicks nick six slick bricks with picks and sticks. Focus Questions 1. 2. 3.

What have you noticed to the sounds of each line? What are being repeated? What do we call these repetitions?

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Why do we use in a poem?

Other interesting features of a poem that make it musical is the presence of sound devices like alliteration, assonance, and consonance and imagery. ALLITERATION  The repetition of beginning consonant sounds in neighboring words Example: She sells sea shells down by the sea shore cd 1 track 1

play the video clip for more examples

Let’s Practice Find the alliteration in “Sweetness, Always” “Verses of pastry which melt into milk and sugar in the mouth.” ASSONANCE  The repetition of vowel sounds in neighboring words Example: Ted and Katie went to see a tree being planted on the first day of spring. cd 1 track 2

play the video clip for more examples

Let’s Practice: Find the Assonance in this quote from “The Flea” “Oh stay, three lives in one flea spare, Where we almost, nay more than married are.” • Note: No matter where the similar sounds are found, as long as they are a repetition of the same vowel sound, they count! CONSONANCE  Close repetition of the same consonant sounds, preceded by different vowel sounds Note: At the end of lines of poetry, this produces half-rhyme. Example: Flash and flesh. Breed and bread. Let’s Practice • Find the Consonance in Our Homemade Limerick. “Sometimes, I wish I could wash, My reds with my whites, Josh. In a flash they’d be done, If I washed them as one, But a pink they would be make as they swish swash, swish swash. IMAGERY  It relates to your FIVE SENSES  When appropriate, imagery makes it appear as though you are in the story, experiencing what the characters are experiencing.

Task 11: Identify whether the sentence is used with ALLITERATION, ASSONANCE OR CONSONANCE 1. 2. 3. 4. 5.

Beowulf bode in the burg. "He is all pine, and I apple orchard." Started at the stillness. And its look rude, unbending, lusty, made me think of myself. Through the windows-through doors-burst like a ruthless force... (s sounds

Task 12: Imagery helps in making sense of the poem  Read the poem “The Seven Ages of Man 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 feelings that each evokes  Point out the real-life experience or observation in life that each image suggests.  Copy the chart below and fill it out with the entries called for. Imagery in The Seven Ages of Man Words/Lines

Images Created

Feelings Evoked

Meaningful Experience

Task 13: Direction: Listen to the song “Kanlungan by Noel Cabangun” 1. What does the song want to convey? 2. How will you compare this song from the poem “The Seven Ages of Man” 3. What makes this song colorful and unique Task 14: Meaningful encounter 

Group 1: Answer the following questions using ALLITERATION in a form a 5liner story. 1. What comprises the seven ages of man or stages in life of man according to the poem, ”The Seven Ages of Man” 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? 

Group 2: Compose a short song that relates to the physical and mental changes takes place as a man reaches the sixth and seventh ages from the poem ,” The Seven of Man” using ASSONANCE.

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Group 3: Make a slogan based from the given picture using CONSONANCE.

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Group 4: Answer any from given guide questions .Prove your point using FLIPTOP BATTLE See sample of fliptop battle through this link: https://www.youtube.com/watch?v=c-lyej6DA1Y

1. 2. 3. 4. 5.

Is there a part from the poem which reminds you of someone in real life? What kind of roles in life ae conveyed in the poem? What line(s) suggest how one can be effective in performing one’s role? Is the message of the poem, The Seven Ages of man” worthwhile? How important is the poem’s message in your life?

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Group 5: Compose a short poem about the current Philippine social issues that affects human role in life.

TASK 15: On Using Capitalization and Punctuation Marks Clarity of expressions in poetry or prose composition exists if the sentences are appropriately punctuated and the words are properly capitalized. B. Using Capitalization Capital Word Search Read each sentence. Decide which word should be capitalized. Underline it, then find it in the word search puzzle. Words can go across or down. 1. She visited taytay. 5. Come to my house on saturday. 2. the girl shopped at Taytay night market. 6. leave the book on the desk. 3. charina saw a red dress 7. She likes emily. 4. Her birth month is july. 8. adobo is her favorite viand. A

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Discuss your answers to the following questions.    

What are the words we usually capitalize? In writing and reading, what are the problems caused by improper use of capitalization? Are these problems encountered even in today’s world? How do we solve such problems?

Capitalization  

The writing of a word with its first letter in uppercase and the remaining letters in lowercase. We use capital letters to refer to a particular/specific name of person, place, or thing.

Capitalization Rules: Here are the words that need a capital: M- Months and days of the year I- letter “I” when you’re talking about yourself N- Names of people, streets, places, countries, names of organizations T- Titles, opening or closing a letter, historical events, eras, or documents S- Starts of sentences and starting word in each line of poetry Form four (4) small groups, and choose one from the following tasks to work on. For Group 1 (The Writers) Rewrite the paragraph then write which words are to be capitalized. Be ready to present your answer in the class. legend of taytay maybe you’re wondering where “taytay” derived its name. why not “Naynay”? or something else. However, according to its legend, the word taytay come from the word “tatay” (father), it could also relate to a word padre (priest) or tata (uncle). This can also be linked to the oldest church of the municipality-saint john the baptist parish. There are also some people said that there is a tagaytay tree grew in abundance in the town. It is claimed that the name of taytay was the transformation of the word tagaytay. However, the so called tagaytay trees are nowhere to be found nowadays. nevertheless, according to research taytay got its name from the word “tai-tai” which meant bridge to the aetas wandering in the hills of taytay in those days. Taytay served as a bridge of the missionaries to reach the heights of antipolo. For Group 2 (The Brainiacs) Answer the following riddles then encircle the words used in the following sentences that need to be capitalized and incorrectly capitalized. Rewrite the sentences then be ready to present your answer in the class. 1. pedro hides but you Can still see his head.

2. Not a Priest, not a king but wears different kinds of Clothes. 3. here comes Kaka, walking with an open leg. 4. My cow in manila, You can hear his moo. 5. Adam’s hair, you can’t Count. For Group 3 (The Singers) Compose a rap song (follow the beat that your teacher will be giving) that expresses the rules in capitalization. If possible, try writing/adding new words (expressing your ideas on how) to go with the music. Make sure to write the lyrics correctly by following the rules in capitalization. Sing it in front of the class. For Group 4 (Actor and Actress)

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Write a short skit about the picture. Make sure to write the dialogue correctly by following the rules in capitalization. Perform it in front of the class. B. Using 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. • Consider this sample informative article about punctuation. Rewrite the paragraph by using correct punctuation and correct capitalization. A Short History of Punctuation by Polly M. Robertus EARLYGREEKSHAD HARDLYANYPUNCTUATION FONOITCERIDEHTDEGNAHCNEVEDNA* THEIRWRITINGATTHEENDOFEACHLINELATER GNITIRWFOYAWAOTDEGNAHCYEHT* THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED WHEREANEWPARAGRAPHBEGANBYUNDERLINING THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE

THEREADERSSHOULDTAKEBREATH: THE . ROMANS . MADE . WRITING . MUCH . EASIER . TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS . AND . BY . MOVING . THE . FIRST . LETTER . OF. A . PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY . ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS . THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS: INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS EVENTUALLY WORDS WERESEPARATED AGAIN AND NEW SENTENCES BEGAN WITH A LARGER LETTER *Hint: Try reading from right to left

The educational reforms of Charlemagne led to the invention of lowercase letters which could be written and read much faster. Phrases and sentence endings were indicated either by ... or by a slash (/). As time went on writers looked for more ways to clarify meaning/In medieval music notation they found a way to indicate how a voice should rise or fall at the end of a sentence or phrase. Can you hear your voice rise at the end of a question? Our question mark came directly from medieval music notation. When a long sentence broke in the middle > they put a new mark that became our semi colon and colon. The hyphen appeared as two lines (=) instead of one. Around A.D. 1500 the indented paragraph appeared, as did the comma and period as we know them. Printers of the Renaissance invented new marks like the exclamation points and quotation marks. By that time, people were commonly reading silently, and punctuation came to depend more on grammatical groups than breath groups. (Parentheses and dashes appeared with the advent of printing.) By the end of the seventeenth century, our punctuation system was in place for the most part, though sometimes details varied. Just think, though: After only a few lessons in school—and with lots of practice reading and writing—you can boast that you’ve mastered a system that took westerners many centuries to develop. Punctuation Punctuation marks are essential when you are writing. They show the reader where sentences start and finish and if they are used properly they make your writing easy to understand. This section gives practical guidance on how to use commas, semicolons, and other types of punctuation correctly, so that your writing will always be clear and effective. Kinds of Punctuation Mark 1. The Period (.)  Use a period at the end of a declarative sentence.  It may also be used for most imperative sentences.  Use a period after a letter or a number in an outline or list  Use period after abbreviations, titles and initials. 2. The Question Mark (?)  Use a question mark after an interrogative sentence. It may also be used for some imperative sentences.

3. The Comma (,)  Use a comma to separate words, phrases, or clauses in a series.  Use a comma to separate the words Yes and No in a short response  Use a comma in quoted statements.  Use a comma between the day of the month and the year when writing dates.  Use a comma after the salutation and the complimentary close of a letter. 4. The Semicolon (;)  Use the semicolon to connect two independent clause not joined by a coordinating conjunction but which are closely related in thought.  Use a semicolon to connect clauses that contains commas.  Use a semicolon to separate items with commas. 5. The Apostrophe (‘)  Use an apostrophe to form the possessive of a noun.  Use an apostrophe for contractions  Use an apostrophe to form the plural numbers, letters, and words. Form five (5) small groups, and choose one from the following tasks to work on. Be ready to present your answer in class. For Group no 1 (Comma Detectives) Punctuation is missing from the sentences below. Determine what is missing and add the missing punctuation to each sentence. 1. Go past the white church turn left walk to the end of the street and you will see my house. 2. The teacher will send you to the office the principal will talk to you about the incident and he will call your parents. 3. Science topics we’ll be studying this year include cells earth systems and the hydrologic cycle. 4. Tom started writing his test two hours ago and he completed it by noon. 5. Sara wanted to play with her friends yet the idea of completing her homework seemed more appropriate. For Group no. 2 (Semicolon or Comma Choosers) Determine whether the clauses need to be joined with commas or semicolons. Put the proper punctuation on the blank. 1. The artist preferred to paint in oils ____ he did not like water colors. 2. Even when the house looks clean ____ there is usually a bunch of dirt swept under the rug. 3. I'm going to leave early today ____ unless the boss comes back from the meeting. 4. The computer can perform many calculations at once ____ however, it cannot reason at all. 5. In the first place, it was snowing too hard to see the road ____ in the second place, we had no chains. For Group no. 3 (Apostrophes Placers) Put in the appropriate apostrophes. 1. My dogs been so sick lately and Im wondering if hes ever going to get better. 2. Weve been having lots of fun in science classes. 3. Whys the dog eating from the cats dish? 4. Its time to wash the players uniforms. 5. My 2 cousins I-pods are so awesome! For Group no. 4 (Question Mark or Period Analyzers) Determine whether the sentence is a statement or question. Write the proper punctuation mark at the end of each sentence.

1. How are you ______ 2. She is beautiful _____ 3. What time is it _____ 4. Please close the door ______ 5. He is a kind man _______

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

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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 use appropriate punctuation marks in writing descriptive paragraphs use appropriate intonation in a sentence convey a message to a hero through a rap

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. Directions: Study the following photos. Do you know the characters in the photos? List the down the traits common to the characters in the photos? Write your answers in your notebook?

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? 4. YOUR TEXT

Task 2 Featured Author  The History Behind Beowulf The author of Beowulf is a mystery, as most poets of the Anglo-Saxon period are. He might have been a court poet, or a monastic poet. Depending on the Christian interpretation of the poem, it could be either. The date that Beowulf was conceived is uncertain, but can be narrowed down, depending on where it was created. It was definitely composed after Hygelac's death in 521AD, and most likely after 580AD, because that is the assumed date of Beowulf's death. 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. 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. 1. Battle-sweat Slaughter-dew

2. Evil-doer Life-evil

4. Battle-dress Mail-shirt Fighting gear 7. Wave floater Swirling surf

5. Dragin-slayer War trooper’s leader Chief of the strangers 8. Light of battle

Examples of Kennings Kenning Light-of-battle Fighting-gear, battle-gear

3. Horrible hermit Devil from hell Sin-stained demon 6. Ring giver Gold giver 9. Whale road Whale’s way Swan road

Meaning Sword Body armor

Battle-sweat

Blood

Life would have ended [...] under wide earth

Would have died

Hilt

Handle

Mere

Lake, pond, swamp

As you read the poem, list down more examples of Kennings or word derivations from Beowulf to add to your vocabulary list. ____________________________________________________________ ____________________________________________________________ _______________________________________ ____________________________________________________________ ____________________________________________________________ _______________________________________ An Epic Hero • Beowulf is ancient England’s hero, perfect example of an epic hero. • An epic is a long narrative poem that relates great deeds of a larger-than-life hero who embodies the values of a particular society. • Epic Heroes undertake quests to achieve something of tremendous value to themselves or their society. • Beowulf is a story about a hero from the misty reaches of the British past, a hero who faces violence, horror, and even death to save a people in mortal danger. • The epic’s events took place many centuries ago, but this story still speaks to people today, perhaps because so many of us are in need of a rescuer, a hero.

Task 4 Connect to Life Directions: 10 MINUTE TASK: In your groups, by row, take a moment to discuss contemporary heroes (real or fictitious). What qualities make a hero today? On your white boards (or paper), make a list of the qualities you believe make up today’s heroes. Groups: • Please share your lists with the class. Class: • What characteristics/qualities seem to be most prevalent? • Why do you think this is so? • What does our “heroes’ lists” tell us about our society? What do we value? • Just as our heroes’ lists reveal something about our society and what we value, so do other “hero” stories from all different centuries, countries, and cultures. •

As we read Beowulf, please pay attention to what qualities the hero possesses. What does he do? What does he say? How does he act? How do others respond to him?

Beowulf : Story Background As the epic begins, we are introduced to King Hrothgar, a revered and successful leader who has ruled the Danes for many years. He has recently built the mead hall Herot to

commemorate his many victories. As Hrothgar’s men celebrate and enjoy life in Herot, however, a monster called Grendel lurks in the swamps nearby, seething with resentment and hatred for humans. Eventually Grendel attacks Herot and mercilessly kills thirty of Hrothgar’s men. This marks the beginning of Grendel’s reign of terror over the Danes, which lasts for twelve years. Rescue finally comes in the form of a great warrior named Beowulf who hails from the land of the Geats (Sweden). Beowulf hears of Hrothgar’s troubles and decides to journey to Denmark with some of his strongest men to do battle with Grendel. He meets with Hrothgar and boasts of his numerous past achievements, which qualify him to challenge Grendel. Beowulf then announces that he will fight the monster that night without weapons. A celebratory feast ensues. As it ends, Beowulf and his men take the place of Hrothgar’s followers and lie down to sleep in Herot. Beowulf, however, is wakeful, eager to meet his enemy. He is not kept waiting long . . . As we read Beowulf, please pay attention to what qualities the hero possesses. What does he do? What does he say? How does he act? How do others respond to him? Task 5 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. Listen to the text: Hero by Mariah Carey Ines 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 Task 6 Let’s Go Deeper Read the epic poem on page 34-38 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 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. Out from the marsh, from the foot of misty Hills and bogs, bearing God’s hatred, Grendel came, hoping to kill 1. What details are wehegiven this that Grendel? 395 Anyone could in trap on section this trip to highcharacterize Herot.

2. 3. 4. 5.

What do you think “bearing God’s hatred” reveals about Grendel? Why does he leave his marsh? Who does he wish to kill? What do all of these details tell you about Grendel?

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Grendel is an evil creature, either hated by God or who hates God. He wants to kill anyone he can, which means there is no purpose for the killing other than to cause death, destruction, and despair. He moved quickly through the cloudy night, . Up from his swampland, sliding silently Toward that gold-shining hall

1. What is revealed about Grendel that he can “move quickly through a cloudy night”? 2. Identify the alliteration in this section. 3. What sound effect does the repetition (alliteration) of the “s” make? What does it sound like? 4. What allusion is the author making by using this descriptive alliterative detail? 5. How does this detail connect with “bearing God’s hatred”? He had visited Hrothgar’s Home before, knew the way— 400 But never, before nor after that night, Found Herot defended so firmly, his reception So harsh.

1. Grendel has been easily terrorizing Herot for 12 years, what is different about this time? 2. How are the details “visited” and “his reception” an example of verbal irony? He journeyed, forever joyless, Straight to the door, then snapped it open, Tore its iron fasteners with a touch, 405 And rushed angrily over the threshold. He strode quickly across the inlaid Floor, snarling and fierce: His eyes Gleamed indetails the darkness, burned gruesomeabout Grendel’s strength? 1. What characterization are given in with thisapassage Light. about him? What does it reveal

2. What characterization details are given about Grendel’s mannerisms, mood, and attitude? What do these details suggest about him? Then he stopped, seeing the hall 410 Crowded with sleeping warriors, stuffed With rows of young soldiers resting together. And his heart laughed, he relished the sight, Intended to tear the life from those bodies By morning; the monster’s mind was hot 415 With the thought of food and the feasting his belly Would soon know. But fate, that night, intended Grendel to gnaw the broken bones Of his last human supper. Floor, snarling details and fierce: eyes in this passage about Grendel? What does 1. What characterization areHis given Gleamed in the darkness, burned with a gruesome it reveal about him? Light. 2. Where does the author use foreshadowing in this section? 3. What does the foreshadowing reveal about Grendel’s fate? 4. What is the personification in this section? 5. What is the significance of “fate”? What does that suggest about Beowulf?

Human Eyes were watching his evil steps, 420 Waiting to see his swift hard claws. Grendel snatched at the first Geat He came to, ripped him apart, cut His body to bits with powerful jaws, Drank the blood from his veins, and bolted 425 Him down, hands and feet; death And Grendel’s great teeth came together, Snapping life shut. Floor, snarling and fierce: His eyes Gleamed in the darkness, burned with a gruesome Light.

1. What do the characterization details in this passage tell you about Grendel’s size and strength? 2. Who are the “Human Eyes” watching him? Then he stepped to another Still body, clutched at Beowulf with his claws, Grasped at a strong-hearted wakeful sleeper —And was instantly seized himself, claws Bent back as Beowulf leaned up on one arm.

430

1. The term “wakeful sleeper” is both a kenning and an oxymoron. .

A kenning is a metaphorical phrase or compound word used to name a person, place, thing, or event indirectly (i.e. “whale road” to describe the sea). In this kenning, Beowulf is described as the “wakeful sleeper.” An oxymoron is a figure of speech that combines apparently contradictory or incongruous ideas (i.e. “wise fool” or “loud silence”). How is “wakeful sleeper” an oxymoron?

435

That shepherd of evil, guardian of crime, Knew at once that nowhere on earth Had he met a man whose hands were harder; 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.

1. Identify the kennings in this section. . 2. What does Grendel immediately notice is different about this attack? 3. How does Grendel react? 4. How do these details characterize Grendel? What would you say about him? Knowing what you know about Grendel already, and how he has been attacking Herot for 12 years, what do these details reveal about Beowulf?

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

1. 2. 3. 4.

Identify the kennings in this section. Why doesn’t Beowulf simply let Grendel leave? What does Grendel want? Do you feel sorry for Grendel? Why or why not?

450

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The high hall rang, its roof boards swayed, 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.

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1. How is the battle between Beowulf and Grendel described?

Suddenly 465 The sounds changed, the Danes started In new terror, cowering in their beds as the terrible Screams of the Almighty’s enemy sang In the darkness, the horrible shrieks of pain And defeat, the tears torn out of Grendel’s 470 Taut throat, hell’s captive caught in the arms Of him who of all the men on earth Was the strongest.

1. What transition does the author use to increase the tension of the battle? 2. Identify the kennings in this section.

NOTE: “The Almighty’s enemy” refers to God’s enemy. Earlier in the epic, Grendel’s origin is explained: He is the offspring of one of the descendants of Cain, who killed his brother, Abel, and became the first murderer. Cain was eternally punished by God and, according to legend, fathered all evil beings that plague humankind: monsters, demons, and evil spirits. In what ways is this battle between Grendel and Beowulf really a battle between good and evil? Knowing these allusions to Grendel, what is the allusion to Beowulf? Who/what does he represent?

475

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.

1. How do the details in this section affirm the values of the Anglo Saxon culture? Their courage Was great but all wasted: They could hack at Grendel 480 From every side, trying to open A path for his evil soul, but their points Could not hurt him, the sharpest and hardest iron Could not scratch at his skin, for that sin-stained demon Had bewitched all men’s weapons, laid spells 485 That blunted every mortal man’s blade. And yet his time had come, his days Were over, his death near; down To hell he would go, swept groaning and helpless To the waiting hands of still worse fiends.

1. Why can’t the men harm Grendel? 2. How is this selection an indication that both paganism and Christianity have influences in this story? Now he discovered—once the afflictor Of men, tormentor of their days—what it meant To feud with Almighty God: Grendel Saw that his strength was deserting him, his claws Bound fast, Higlac’s brave follower tearing at 495 His hands. The monster’s hatred rose higher, But his power had gone. He twisted in pain, And the bleeding sinews deep in his shoulder Snapped, muscle and bone split And broke.

1. What does the author imply about Beowulf when he says that Grendel “discovered . . . what it meant to feud with Almighty God”? 2. What happens here? How does Beowulf defeat Grendel? 500

505

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. He who had come to them from across the sea, Bold and strong-minded, had driven affliction Off, purged Herot clean.

510

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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 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.

1. How does this passage reflect the ideals of the Anglo-Saxon culture? 2. Why does Beowulf hang Grendel’s arm from the rafters for everyone to see?

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

525

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Great staggering tracks. They gaped with no sense Of sorrow, felt no regret for his suffering, Went tracing his bloody footprints, his beaten 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 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 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!) . . .

1. What are the people doing here? Based on this, how do you know that Beowulf will “live forever”? Task 7 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 8 Compare and Contrast Fill out the Venn Diagram to show the similarities and differences of Beowulf and Grendel.

Task 9 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

Entities Description from the Text

Your Own Description

Heorot Hrothgar Grendel Beowulf

Task 9 Into the Hero… After getting to know the two major characters, Beowulf and Grendel, get to understand 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? 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 10 USE OF INTERJECTIONS TO CONVEY MEANING In a literary text, it is considerably essential that emotions are most prevalent element which gives complete and meaningful piece to the readers. That is, a dialogue between two or more people expresses full of emotions and feelings that convey meaning through the use of interjections. An interjection is a word added to a sentence to convey an emotion or a sentiment such as surprise, disgust, joy, excitement, or enthusiasm. Interjections are often used to show a lot of emotion. Interjections usually are placed at the beginning of sentences. On most occasions, interjections fall within exclamatory sentences that contain an exclamation mark. Activity 1. Act and Feel the Interjections See the 2 different comic strips below. Choose only one among the two then, read the dialogue quietly. After reading, find a partner and try to use the same dialogue in front of the class.

Based on the activity given… 1. What were the emotions and/ or feelings had the characters in the comic strips? 2. How did you find that the characters were happy, excited, shocked, and so on? 3. What are the different words being used to show the feelings of the characters? 4. What kind of words are those? What part of speech is it? Activity 2. Guess on the Pictures Given the picture below, try to construct a dialogue using different interjections words by depending on the reactions of the persons in the picture below. Make sure of the use of appropriate punctuation marks.

Interjection is a word that expresses an emotion or feeling. Interjections are usually followed by an exclamation point or in some cases a comma. An interjection is an exclamatory word or phrase which is often added to a statement to make it sound stronger in the emotion or feeling it has to convey. In a nutshell, interjections are simply the additional words or phrases that are used in a sentence to express/ show some strong feeling or emotion (Kinds of Interjection: - joy, disgust, wonder, gratitude etc.). It is a part of speech that shows the emotion or feeling of the subject. List of Interjections There are hundreds, of interjections in the English language. Most are designed to express strong emotions, such as love, hate, surprise, happiness, anger, enthusiasm, hatred, dullness, confusion or bliss. Some interjections can express either a mild emotion, or can be expressions, such as “Excuse me.” The exclamations enlisted below are some of the popular interjections we use in English Language todayShowing surprise: Ah! Oh!

Showing pain: Ouch! Ow!

Showing amusement: Ha! Ha!

Showing disgust: Ugh! Err!

Showing lack of understanding: Eh! Really?

Showing gratitude: Goodness Gracious!

Examples of Interjections 1. Oh no! I forgot my password. 2. Shhh! Keep quiet in the library. 3. Oops! I have made such a silly mistake. 4. Wow! We are going to Pinto Art Antipolo next week. 5. Yes, I agree to what my parents say. 6. Well, the season has not changed a bit since last week. 7. Goodness Gracious! We won the match. 8. Really? Do you think her behavior is justified? 9. Oh dear! I don’t know what to do about this mess. 10. Congrats! You finally got your Master’s degree.

Examples of Interjections Ahem Eww Oh dear! Ahh Hmm Shoot! Alas! Good grief! duh! Hurrah! Jeez Bravo! Congrats! Grrr! Oops Eh Ooh-la-la Phew Help! Wow! Ouch! Rules of Interjections

Whoa Yahoo Yeah Yoo-hoo Zing Whoopee Ha! ha!

Heh! Jeepers Humph! Bingo Cheers Hallelujah Bam!

While using interjections, we must keep in mind some very simple rules. They are as follows1. We just add an interjection as an extra factor of strength to a sentence, without making any grammatical changes. This is to ensure that the latter can stand grammatically correct on its own, even if the added interjection is removed. 2. Interjections do not always have to be at the beginning of a sentence. They can appear in the middle, at the end, or anyplace else where the subject wants to interject a feeling and emotion. 3. In some cases, an interjection can be followed by a comma instead of the exclamation mark. This usually happens when the emotion to be expressed by the interjection is milder in nature. 4. In some cases, an interjection can be followed by a question mark instead of the exclamation mark. This happens when the interjection is added to an interrogative sentence which presents a question or expects a response. 5. Interjections can find their way into fictional or artistic writing, most often in the form of Dialogue. Acitivity 3. Interjections Dice Game You will roll dice to determine which interjection and punctuation to use. Then write your own unique sentence using this combination. For more of a challenge, you are required to roll as you are writing a narrative. This will ensure that you are including interjections into your writing piece. Activity 4. Adds On! Add an interjection in the beginning of a sentence. 1. _________ I don’t know what to do. 2. _________ I am so blessed! 3. _________ our leader forgot the things-to-bring for the science subject. 4. _________ we are supposedly the winner. 5. _________ indeed it is a goose bumps! 6. _________ you caught it again. 7. _________ what a gloomy day! 8. _________ I got head ache! 9. _________ she rejected my invitation. 10. ________ finally I found her! Activity 5. Write Out Write a sentence with each given interjection. 1. Duh - ___________________________________ 2. Whooa - ________________________________ 3. Wow - _________________________________ 4. Boo - __________________________________ 5. Exactly - ________________________________ 6. Yipee - _________________________________ 7. Hey - __________________________________ 8. Gosh - _________________________________ 9. Alas - _________________________________ 10. Oh - _________________________________

LESSON 3

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 / listened to • use context clues to arrive at the meaning of words • draw similarities and differences of the featured selections in relation to the theme • perform a poetry reading / speech choir 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 / speech choir, 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? • Look at the following images.

• Analyze and classify the pictures shown. • What are the images trying to show? • What are the different roles that we serve in our society? • What is our purpose in life? TASK 3 Why Not? • Listen to the song Do You Know Where You’re 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? TASK 4 Core Question • What are your various responsibilities as individuals? (as students, as sons/daughters, etc.). • What is your purpose in life? • 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.

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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.

YOUR TEXT My Featured Poet Henry Wadsworth Longfellow was a commanding figure in the cultural life of nineteenth-century America. Born in Portland, Maine, in 1807, he became a national literary figure by the 1850s, and a worldfamous personality by the time of his death in 1882. He was a traveller, a linguist, and a romantic who identified with the great traditions of European literature and thought. At the same time, he was rooted in American life and history, which charged his imagination with untried themes and made him ambitious for success. http://www.hwlongfellow.org/works_overview.shtml

A Psalm of Life By Henry Wadsworth Longfellow What The Heart Of The Young Man Said To The Psalmist

Tell me not, in mournful numbers, Life is but an empty dream! For the soul is dead that slumbers, And things are not what they seem. Life is real! Life is earnest! And the grave is not its goal; Dust thou art, to dust returnest, Was not spoken of the soul. Not enjoyment, and not sorrow, Is our destined end or way; But to act, that each to-morrow Find us farther than to-day. Art is long, and Time is fleeting, And our hearts, though stout and brave, Still, like muffled drums, are beating Funeral marches to the grave. In the world’s broad field of battle, In the bivouac of Life, Be not like dumb, driven cattle! Be a hero in the strife! Trust no Future, howe’er pleasant! Let the dead Past bury its dead! Act,— act in the living Present! Heart within, and God o’erhead!

Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us Footprints on the sands of time; Footprints, that perhaps another, Sailing o’er life’s solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again. Let us, then, be up and doing, With a heart for any fate; Still achieving, still pursuing, Learn to labor and to wait TASK 7 Unlocking Difficult Words Read the following sentences. Using your own words, define the underlined words. Write your definition on the spaces provided. 1. 2. 3. 4. 5. 6. 7. 8. 9.

The Psalmist was given the task to write the Psalm. The pianist performed a mournful song in memory of his father. She woke up from her deep slumber; she works as a call center agent. The Monkey Eating Eagle looks in earnest at its prey. Having a crush is described as just a fleeting feeling, soon it will be gone. Her voice was muffled by the thick walls. In the bivouac of life, we are just visitors. The strife between the gangs is slowly intensifying. Apolinario Mabini was called the sublime paralytic.

That forlorn look on her face shows how lonely it is living in her

1. psalmist 2. mournful 3. slumber 4. earnest 5. fleeting 6. muffled 7. bivouac 8. strife 9. sublime 10. forlorn

TASK 8 Poetry Reading Session • Work in three (3) groups. • With your group mates, read the poem aloud. Each group will be assigned to read in front of the class 3 stanzas from the poem. TASK 9 Small Group Differentiated Work • Work in six (6) small groups. Group 1 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.

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 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. Longfellow’s view

Philosophy in Life My view

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.

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. 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?

MY TREASURE In this lesson, you obviously enjoyed learning. Think back on the activities, tasks you’ve just finished, concepts you’ve learned. Reflect on and answer these questions. 1. What is it you found most enjoyable? Most difficult in this lesson? 2. What would you do to do away with these difficulties? 3. Write at least three (3) possible ways you can adopt to solve these difficulties. 4. What do you hope to strengthen in the next lesson/s? • Complete the chart as shown with entries called for.