English topic is poem
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Module-for-the-second-quarter-2020-2021.docx
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MODULE FOR GRADE 9 ENGLISH
Anglo-American Literature: POETRY
(Second Quarter)
Asst. Prof. MARILYN P. ACABO
Subject Teacher
( Grade 9 English • Anglo-American Literature • Second Quarter )
Table of Contents Lesson 1 Poetry 4 What is Poetry? Forms Sound Patterns Imagery Theme Symbolism Activities Lesson 2 Figurative Language 17 Types of Figures of Speech Activities Lesson 3 Poem: The Seven Ages of Man 26 Activities Final Task: Collage Lesson 4 Poem: Desiderata……………………………………………………………….32 Activities Final Task: Poem Interpretation Lesson 5 Performance Task: Composition of poems and an E-Portfolio of the Poems…………………………………………………………………………....36 Name Poem Cinquain Shape Poem Limerick Haiku Free Verse Poem Final Task: E-Portfolio of the poems composed
( Grade 9 English • Anglo-American Literature • Second Quarter )
Welcome to the Second Quarter of this school year. This quarter, lessons focus on concepts about poetry--- its elements, features, forms, sound patterns, etc. You will read poems and learn to appreciate them. You will also explore the possibility of creating your own poems as you integrate your knowledge and skills learned in this quarter. The enhancement of your communication and literary skills are on top of all of these.
Objectives:
At the end of the first quarter, you should be able to:
1. Gain knowledge about poetry and itsfeatures;
2. Perform tasks by following instructions;
3. Appreciate poems meaningfully; and
4. Create own poems.
( Grade 9 English • Anglo-American Literature • Second Quarter )
Lesson 1: Poetry
(Two weeks lesson)
Introduction
The first lesson of the second quarter will focus on concepts about poetry----its features, sound patterns, imagery, theme, and symbolism. In this lesson you will need to keen with sounds as you study on the rhyme and rhyme scheme, rhythm and meter of lines of poems. You will also enhance the use of your senses by giving appropriate sensory details.
So, let’s dive in…
Objectives
After the lesson, you should be able to acquire knowledge and analyze the importance of poetry and its different elements. You should be able to do the following:
1. Note the various forms of poetry and its features;
2. Differentiate rhyme from rhyme scheme;
3. Give the rhythm and meter of the lines in a poem; and
4. Analyze the imagery of the sensory detail given.
Try this!
A. My favorites!
In the following boxes, identify the following:
( My favorite poem ( I dentify the title and the author) Title: Italian Sonnet Author: James DeFord )
( My favorite Line/s in the poem (Identify the line/s and reason /s that made it your favorite) Line/s: May be something more, could be less Reason/s: Because we think sometimes more is good but turns out to be lesser compared to its value ) ( What kind of poem is it? (Identify whether it’s narrative, lyric, or dramatic?) Lyric )
Read and Ponder
What is POETRY?
A literary composition in verse form having a regular rhyme, rhythm, and meter and divided into stanzas
STANZA
a series of lines grouped together and separated by an empty line from other stanzas; it is the equivalent of a paragraph in an essay
One way to identify a stanza is to count the number of lines. Thus,
couplet – a stanza with two lines
tercet – a stanza with three lines
quatrain – a stanza with four lines
cinquain – a stanza with five lines
sestet – a stanza with six lines; sometimes it's called a sexain
septet – a stanza with seven lines
octave- a stanza with eight lines
FORM
a poem may or may not have specific number of lines, rhyme schemes and/or metrical pattern, but it can still be labeled according to its form or style. There are three common types of poems according to form:
1. NARRATIVE POETRY
· a poem that tells a story; its structure resembles the plot line of a story [i.e. the introduction of conflict and characters, rising action, climax and the denouement]
Example of a Narrative Poetry:
Ballad poems also tell a story, like epic poems do. However, ballad poetry is often based on a legend or a folk tale. Ballad poems may take the form of songs and may contain a moral or a lesson.
The Mermaid
(Unknown author)
Oh the ocean waves may roll,
And the stormy winds may blow,
While we poor sailors go skipping aloft
And the land lubbers lay down below, below, below
And the land lubbers lay down below.
2. LYRIC POETRY
· Any poem with one speaker (not necessarily the poet) who expresses strong thought and feelings. The poem reflects the ardent personalmoods and emotions of the author. Most poems, especially modern ones, are lyric poems.
Example of a Narrative Poetry:
The poems of William Shakespeare provide excellent types of poetry examples for sonnets.
Sonnet 116
by Shakespeare
Let me not to the marriage of true minds
Admit impediments.
Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove:
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wandering bark,
Whose worth's unknown, although his height be taken.
Love's not
Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come:
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me proved,
I never writ, nor no man ever loved.
Shakespeare was not the only source of sonnets.
3. DRAMATIC POETRY
· a poem that describes the world that surrounds the speaker;
· it uses elaborate imagery and adjectives
· while emotional, it is more outward-focused than lyric poetry, which is more personal and introspective
Some other types that are subtypes of the three were presented in the previous quarter.
SOUND PATTERNS
are sometimes collectively called sound play because they take advantage of the performative, spoken nature of poetry
is the repetition of similar sounds
Types of rhyme:
End rhyme occurs at the end of two or more lines. There are three main types of end rhyme:
· true rhyme (also called masculine) occurs exactly on one stressed syllable
Example: car, far
· feminine rhyme uses words of more than one syllable and occurs when the accented syllable rhymes
Example: buckle, knuckle
· off-rhyme or slant rhyme occurs when words sound very similar but do not correspond in sound exactly
Example: down, noon
Alternate rhyme occurs at the end of every other line
Internal rhyme occurs in the middle of a line, as in these lines from Coleridge,
"In mist or cloud, on mast or shroud" or
"Whiles all the night through fog-smoke white" ("The Ancient Mariner")
RHYME SCHEME
is defined as the pattern of rhyme
Let us look at this example of a stanza with alternate rhyme:
I saw a fairy in the wood, (a) He was dressed all in green. (b) He drew his sword while I just stood, (a) And realized I'd been seen. (b)
The rhyme scheme of the poem is abab
RHYTHM AND METER
Rhythm is the pattern of stresses in a line of verse. When you speak, you stress some syllables and leave others unstressed
Example 1:
u s u s u s u s u s
That time | of year | thou mayst | in me | behold
u s u s u s u s
Tell me | not in | mournful | numbers
Note: u stands for unstressed syllable
s stands for stressed syllable
Example 2:
u s u s u s u s u s
Was this | the face | that launched | a thou | sand ships
Meter is the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually identified by examining the type of "foot" and the number of feet.
1. Poetic Foot
is the individual rhythmical units.The traditional line of metered poetry contains a number of rhythmical units, which are called feet. In other words, any line of poetry with a systematic rhythm has a certain number of feet, and each foot has two or three syllables with a constant beat pattern
Here are the most common feet, the rhythms they represent, and an example of that rhythm:
· Anapest: duh-duh-DUH, as in but of course! (two unstressed syllables followed by a stressed syllable)
· Dactyl: DUH-duh-duh, as in honestly (one stressed syllable followed by two unstressed syllables)
· Iamb: duh-DUH, as in collapse (an iamb consists of an unstressed syllable followed by a stressed syllable)
· Trochee: DUH-duh, as in pizza (a stressed syllable followed by an unstressed syllable)
· Spondee: a foot with two stressed syllables is a spondee
2. The Number of Feet
The second part of meter is the number of feet contained in a line. To build a line of verse, poets can string together repetitions of one of these feet.
Such repetitions are named as follows:
· one foot - monometer
· two feet - dimeter
· three feet - trimester
· four feet - tetrameter
· five feet - pentameter
· six feet - hexameter
(when hexameter is in iambic rhythm, it is called an alexandrine)
Poems with an identifiable meter are therefore identified by the type of feet (e.g. iambic) and the number of feet in a line (e.g. pentameter)
Example 1:
The following line is iambic pentameter because it
(1) has five feet [pentameter], and
(2) each foot has two syllables with the stress on the second syllable [iambic]
u s u s u s u s u s
That time | of year | thou mayst | in me | behold
Here you'll notice that there are five unstressed syllables alternating with five stressed — in other words, five duh-DUHs or five of iambs. Thus, the line is Iambic Pentameter.
Example 2:
The following line is trochaic tetrameter because it
(1) has four feet [tetrameter], and
(2) each foot has two syllables with the stress on the first syllable [trochee]
s u s u s u s u
Tell me | not in | mournful | numbers
· Thus, you will hear meter identified as iambic pentameter, trochaic tetrameter, and so on.
Blank Verse
Any poetry that does have a set metrical pattern (usually iambic pentameter), but does not have a rhyme
Shakespeare frequently used unrhymed iambic pentameter in his plays; his works are an early example of blank verse.
Free Verse
Most modern poetry no longer follows strict rules of meter or rhyme, especially throughout an entire poem. Free verse, frankly, has no rules about meter or rhyme whatsoever. So, you may find it difficult to find regular iambic pentameter in a modern poem, though you might find it lines.
Examples: This is Marriage
by Marianne Moore
This institution, perhaps one should say enterprise out of respect for which one says one need not change one's mind about a thing one has believed in, requiring public promises of one's intention to fulfil a private obligation: I wonder what Adam and Eve think of it by this time, this fire-gilt steel alive with goldenness;
Little Father
by Li-Young Lee
I buried my father in my heart.
Now he grows in me, my strange son,
My little root who won’t drink milk,
Little pale foot sunk in unheard-of night,
Little clock spring newly wet
In the fire,little grape, parent to the future
Wine, a son the fruit of his own son,
Little father I ransom with my life.
WORD SOUNDS
Another type of sound play is the emphasis on individual sounds and words:
Alliteration is the repetition of initial sounds on the same line or stanza
Example: Big bad Bob bounced bravely
Assonance is the repetition of vowel sounds anywhere in the middle or end of a line or stanza
Example: Tilting at windmills
Consonance is the repetition of consonant sounds anywhere in the middle or end of a line or stanza
Example: And all the air a solemn stillness holds. (T. Gray)
Onomatopoeia are words that sound like that which they describe
Examples: Boom! Crash! Pow! Quack! Moo! Caress...
Repetition is a type of sound play that repeats the entire lines or phrases to emphasize key thematic ideas
Examples: Nobody, oh nobody can make it out here alone.
Free at last! Free at last! Thank God Almighty, we are free at last!
Love is a red, red rose.
Types of repetition:
a) of WORDS/ IDEAS/ or, IMAGES;
b) ANAPHORA is the repetition of a word or phrase at the beginning of successive lines or stanzas.
Example: Tomorrow when the sun comes out, Tomorrow when the birds sing out, Tomorrow it will come to be, Tomorrow, when you'll come to me.
c) ANADIPLOSIS is the repetition of a word or phrase at the end of one line and at the beginning of the next; or, at the end of the last line in a stanza or verse, and at the beginning of the next stanza.
Example: She will never come to this my land,
To this my land where I belong.
Parallel Structure is a form of repetition where the order of verbs and nouns is repeated; it may involve exact words, but it more importantly repeats sentence structure
Example: "I came, I saw, I conquered"
Enjambment
when the writer uses line breaks meaningfully and abruptly to either emphasize a point or to create dual meanings
uses a space to spread an idea over more than one line, either creating an alternate interpretation of the lines or drawing attention to the enjambed words. Example:
Example: Rolling through the field in the dead of winter.
IMAGERY
when the writer or speaker uses their descriptions to access the senses of the reader of listener
Sometimes this is called, using sensory details
Examples: An old lump of snow melted in the corner.
The chirping crickets filled the empty night air.
I was awoken by the pleasing scent of the bacon as it wafted down the
hallway.
THEME
this is what the poem is all about; is the central idea that the poet wants to convey
It can be a story, or a thought, or a description of something or someone; anything that the poem is about
SYMBOLISM
often poems will convey ideas and thoughts using symbols; a symbol can stand for many things at one time and leads the reader out of a systematic and structured method of looking at things.
See if you can do this
I. Rhythm and Meter
A. ( transfer - dacty l agree - dacty l mainstream - spondee engineer - spondee deserve - dacty l syllable - anapest little - dacty l begin - iamb parent - dacty l energy - anapest finally - anapest referee - anapest excellent - anapest engineer - dacty l understand - anapest get off - spondee aware - iamb complex - iamb alone - iamb unique – iamb )Identify the type of foot or rhythm of the following. Write dactyl, anapest, iamb, trochee, or spondee after each word.
B. The following line is an example of which meter? Encircle the letter of your answer.
1. The curfew tolls the knell of parting day
a. Iambic tetrameter e. trochaic pentameter
b. Iambic pentameter f. anapestic tetrameter
c. Trochaic tetrameter g. anapestic pentameter
d. Dactylic pentameter h. dactylic tetrameter
2. Workers earn it.
Spendthrifts burn it.
Rich folks spend it.
a. Iambic pentameter d. trochaic dimeter
b. Iambic dimeter e. iambic tetrameter
c. Trochaic pentameter
3. Thus I Pass by And die.
a) iambic dimeter
b) iambic tetrameter
c) iambic monometer
d) trochaic dimeter
e) trochaic monometer
C. Identify the meter of the following lines:
1. I want to eat a pizza pie – _ I/want/to/eat/a/piz/za/pie __
2. And the sound of a voice that is still – _ And-the/sound-of-a-voice/that-is-still _
3. Eenymeenyminymoe
Catch a tiger by the toe – _Ee-ny/mee-ny/mi-ny/moe/Catch-a/ti-ger/by-the/toe
4. The grizzly bear is huge and wild – _ The-grizzly-bear/is-huge-and-wild _
II. Verse Form, Rhyme Scheme
A. In the following items determine the verse form:
a. rhymed verse b. blank verse c. free verse
1. The voice of the last cricket
Across the first frost
Is one kind of good-by
It is so thin a splinter of singing.
2. Cowards die many times before their deaths.
The valiant never taste of death but once.
Of all the wonders that I yet have heard,
It seems to me most strange that men should fear.
3. They head the list
Of bad to bet on,
But I insist
They're worse to get on.
B. For the following items, determine the rhyme scheme:
a. = a b a b b. = a a b b c. = a b c d d. = a b b a e. none of these
4. The year's at the spring
And day's at the morning.
Morning's at seven.
The hillside is dew-pearled
5. Poor Jesse had a wife to mourn all her life.
The children they were brave.
But the dirty little coward that shot Mister Howard
Has laid Jesse James in his grave.
6. The hills, the meadows, and the lakes
Enchant not for their own sweet sakes.
They cannot know, they cannot care
To know that they are thought so fair.
7. Noting my step to miss
Nothing in my way,
I have known no day
In all my life like this.
III. Sound Patterns
Identify the sound patterns of each of the following lines. Write alliteration, assonance, consonance, repetition, or onomatopoeia on the space before the line.
_________1. Grandfather’s clock hangs on the wall
It has gone tick-tock, tick-tock since I was small
_________2. But we loved with a love that was more than love
_________3. The steamboat is a slow poke.
_________4. Of the forest’ ferny floor
_________5. And screams like a storm at sea
_________6. And the Raven never flitting still is sitting, still is sitting
On the pallid bust of Pallas just outside my chamber door.
_________7. So, will go no more a-roving
_________8. The weary, wayworn wanderer bore
_________9. And the stars never rise but I feel the bright eyes
_________10. Tlot-tlot, tlot-tlot! The horsehoofs ringing clear
_________11. Peter Piper picked a peck of pickled pepper
IV. Imagery
Which of the given phrases doe NOT appeal to the same sense as that of boldfaced phrase?
1. Continuous as the stars that shine
a. Moon’s wet silver pool
b. Sapphires gleaming brightly
c. Pine-scented grass
d. Flickering fireflies
2. The gurgle of the water in the fountain
a. The patter of little feet
b. The full blast of moonlight
c. The melody of rain
d. The squeak of spinning wheels
3. Gentle swaying of the bamboo
a. Rain pouring down from the roof
b. Candlelight flickering and casting shadows
c. Curls of smoke rising lazily from the chimney
d. The widespread glow of sunset
4. Chocolate, ice cream, and apple pie
a. Many sweet thoughts and sugared suppositions
b. Tang of salt spray
c. Green mangoes and bagoong
d. Ice cold orange juice, newly mixed
5. The baby’s breath was warm on my face
a. Dampness of the ground
b. A nipping breeze blew from the sea
c. Smoke which stung her eyes
d. Warm and eloquent speech
6. Perfume, roses, and baking bread
a. Burning flesh filling the air
b. Smoke of their cooking
c. Apple blossoms filled the air
d. Barbeque and roast a-roasting
7. Amusement rippling beneath her tones
a. The horses neighing in the far-off hills
b. The robins chirping in the chinaberry tree
c. The papers screaming disaster
d. The truck groaning as it labors up the serpentine trail
8. Wet grass between my toes
a. The gentle and healing peace of the place
b. The scorching flame
c. The piercing rays of the noonday sun
d. Light wind upon my face
9. Leaves glimmering in the heat haze
a. a host of golden daffodils
b. fields streaked with long bars of sand
c. the plumed sierras of lofty pines
d. the lambent tolling of the bells
( Grade 9 English • Anglo-American Literature • Second Quarter )
Lesson 2: Figurative Language
(One-week lesson)
Introduction
Welcome to another week! Lesson for this week will focus on the figurative division of language. Figurative language is used in literature and creative writing which uses words not only in their literal meaning but with certain emotional coloring adding effectiveness to your speech and giving clearness, force, and beauty to your ideas and expression.
Thus, let us be figurative this time…
Objectives
After the lesson, you should be able to acquire knowledge and analyze the importance of the use of figurative language. You should be able to do the following:
1. Note the different types of figures of speech;
2. Give own examples for each type of figures of speech; and
3. Give the correct interpretation of the given examples of figurative expression; and
4. Translate and interpret original Filipino proverbs or quotations.
Try this!
Have you observed how poets and other writers use figurative language in their works? Look at this poem and answer the questions.
( Metaphor Morning is a new sheet of paper for you to write on. Whatever you want to say, all day, until night folds it up and files it away. The bright words and the dark words are gone until dawn and a new day to write on. -Eve Merriam )QUESTIONS:
1. What is the title of the poem?
Metaphor
Does it ring a bell to you?
Yes, Metaphor is commonly used when describing a person with similar characteristics.
What is a metaphor?
A metaphor is a figure of speech that makes a direct comparison between two different entities but do share a common characteristic.
2. To what does the author compare morning?
The author compares it with a new sheet of paper
Is the comparison appropriate? Explain.
Yes, like a new sheet of paper we record all the things we do in a day until the night we finish it and get a new sheet of paper to start the following day
3. To what other things can you compare morning?
We can compare it with the birds as they sing in the day and like a pearl as it shines brightest during the day.
Think Ahead!
Metaphor as you might have known, is one of the figures of speech commonly used by writers. Writers use figures of speech or figurative language to give color and imagination to ordinary words. These are literary devices used by writers to paint word pictures.
Read and Ponder
A Figures of Speech is any use of words in a sense different from their literal definition for the purpose of producing clearness, force, and beauty of expression.
Types of Figures of Speech
A. Based on Likeness
1. SIMILE is a stated comparison between unlike things that have one quality in common on
which the comparison is based. This comparison is usually indicated by like or as.
Example: Your tongue is as sharp as a knife.
The baker’s head resembled a cement-mixer.
Liza’s hands are soft like cotton.
2. METAPHOR is an implied comparison between things essentially different but having one
quality incommon on which the comparison is built; is like a simile but does not use as or like
Example: Jose is a lion when he is angry.
Character is a diamond that scratches every stone.
Thy word is a key unto my heart.
3. PERSONIFICATION is giving human attributes to inanimate or non-living things. They are
made tothink, speak and act the way human beings do.
Example: The stars were asleep while the winds howled.
The tree lifts its branches to pray.
The sea waves sobbed with sorrow.
4. APOSTROPHE is a figure of speech in which the dead are addressed as if they are living; the
absent as if present, and inanimate objects and abstract ideas as if they are persons
Example: Rizal! See the fair hope of the Fatherland.
Sing, Heavenly Muse!
Courage, my Soul!
B. Based on Other Relations
5. ALLUSION is a figure of speech in which, for historical effect, a reference is made to some
familiar fact in history, literature, or religion.
Example: The young medical worker has the patience of Job.
If I were Midas, I would ask nothing else but such golden days asthese.
6. HYPERBOLE is an exaggerated statement made for effect.
Example: The star player of our basketball team is taller than the hills.
The tumult reached the stars.
I’d die a thousand deaths for you.
7. SYNECDOCHE is a figure of speech in which a part of something or someone is used to
represent the whole thing, idea or the whole person or the whole designates the part.
Example: All hands on deck.
The sail approaches the pier.
Fifty sails entered the harbor.
8. METONYMY is a figure of speech in which a single word is substituted for a related word or
phrase.
Example: I read Shakespeare.
Malacanang will make an announcement
C. Based on Sentence Construction
9. IRONY is a figure of speech in which one thing is said when the opposite is meant.
Example: What a brilliant remark that was, it made no sense!
How kind of you to stand me up!
I just love to lose a fight!
10. OXYMORON or paradox is a figure of speech employing the juxtaposition (playing side by
side) of two normally contradicting words.
Example: The father insists that inflicting physical punishment to his child is a cruel kindness.
The sound of silence is deafening.
11. CLIMAX is a figure of speech in which the intensity of the thought and emotion gradually
increases with each successive group of words or phrases. The series of thoughts or statements are arranged in the order of increasing importance.
Example: He sacrificed his business, his home and his honor for political gain.
12. ANTICLIMAX is a figure of speech in which the climactic order is revered--- i.e. the
arrangement is in the order of decreasing importance. This figure of speech is often used in humorous writings.
Example: He lost his wife, his household goods, and his dog in one full swoop.
D. Based on Sound Patterns
13. ALLITERATION is the recurrence of the initial consonant sound at the beginning of words
close together
Example: Hear the loud alarm bells
Brazen bells!
What a tale of terror now
their turbulencytells.
· Edgar Allan Poe, The Bells
14. ASSONANCE refers to the recurrence, in words close together, of the same vowel sound.
Example: I was leaving home when my folks were growing old.
15. ONOMATOPOEIA is the use of word which sounds like it means.
Example: The buzzing of the bees disturbed me.
The children were startled by the boom of the thunder
See if you can do this
I. Fill in the blank with a correct answer.
( a )“Writing is like firing a gun.”
1. ( d ) ( c )Writing is compared to ____________________.
2. A gun must have __________ and a person who writes must have __________.
(a) ideas (b) writing materials (c) bullets (d) inspiration
3. ( b )The figure of speech used is a ____________________.
( c ) ( a ) “A man’s manners are a mirror in which he shows himself to others.”
1. ( b )The figure of speech compares _____________ and _____________.
2. The passage means that ____________________.
(a) A man has manners (c) A man sees himself in a mirror.
( d )(b) A man’s actions reveal his nature. (d) A man should be careful of what his mirror reveals
3. The passage is an example of a ________________.
( Her face ) ( shriveled red apple )“Her face was all puckers and creases- like a shriveled red apple.”
1. ( Old )The two things compared are ____________________ and ____________________.
2. ( Shriveled )“Puckers and creases” tells us that the woman referred to is ____________________.
3. ( creases )What word tells us that the apple is not fresh? ____________________
4. Similarity is expressed by the word ____________________.
( Diamond ) ( Character )“Character is a diamond that scratches every item.”
1. ( Character ) ( Diamond )The statement compares _______________ and ________________.
2. ( imprint )They are alike because the ____________ makes marks on objects and ______________ leaves a mark on other men.
3. The word scratches means ____________________.
“Is this the face that launched a thousand ships
And burnt the topless towers of Ilium?”(Christopher Marlowe)
1. Whose face is referred to? (Clue: Homer’s epic, Iliad) ______________
2. How could it have launched a thousand ships? ______________
3. What figure of speech is used here? ______________
“A sail rose out of the sea.”
1. A sail is part of a ______________.
2. In this quotation, sail stands for ______________.
3. What does the quotation mean? ______________
4. The figure of speech used is ______________.
II. Read each item carefully. The word alliteration and assonance is found before each number. Underline the sound effect indicated.
Example: Alliteration a. Hear the sledges with the bells, silver bells!
Assonance b. What a world of merriment their melody fortells!
Assonance 1. The family that prays together stays together.
Alliteration 3. He was troubled with a deep, dark, dank, desperate secret.
Alliteration 3. The student who slouches in his seat slowly slips into sleep.
III. Underline the onomatopoeic word/words used in the following quotations. Then write the object and the sound it makes in the blanks provided.
With a whoosh of rockets and the thud of mortars the attack began.
1. Object: ____________________ Sound: ____________________
2. Object: ____________________ Sound: ____________________
Bullets whizzed or ripped the air and cut into the tree trunks; our gun locks clicked.
1. Object: ____________________ Sounds: ____________________
2. Object: ____________________ Sound: ____________________
IV. Read the following sentences. Write A if the sentence tells plainly what happened without the use of figurative language. Write B if a simile is used and C if other figures of speech is used.
1. _______ Time made him gray.
_______ His hair turned gray when he grew older.
_______ His hair, like a black cloud of smoke, slowly turned gray.
2. _______ Like a snake shedding its skin, the old cracked ceiling shed its paint.
_______ The old cracked ceiling shed its skin of paint.
_______ The paint fell from the old cracked ceiling.
V. Give the figure of speech used in each of the following lines. Write your answer after each line. Choose from the word pool below. You may use a figure of speech more than once.
1. How sweet the moonlight sleeps upon the bank!
2. Poignant memories are bittersweet.
3. After a mile run, Harry felt like a wet cornflake.
4. It was a painful pleasure to see her go.
5. How good of you to refuse to help us.
6. Life is an empty cup, an uncarpeted stairs.
7. I’m so hungry, I could eat you alive.
8. I’ll speak in a monstrous little voice
9. You’re like a star in the sky.
10. The tick-tack of the clock awakened melody.
11. The stars guide lost travelers.
12. His gaping jaw could hold a flock of the King’s fattest sheep.
13. The poor woman has ten hungry mouths to feed.
14. We study Shakespeare today.
15. Variety is a spice of life.
16. O wind, if winter comes, can spring be far behind.
17. When a man is rich and successful, people climb sycamore trees to see him.
18. Ambition, you have been a cruel master. I will serve you no longer.
19. My heart will be a lovely cup.
20. O, Youth! How quickly you have gone…
( personification oxymoron metaphor onomatopoeia metonymy hyperbole irony simile apostrophe synecdoche )
VI. Encircle the letter of the meaning that best interprets the underlined expression.
1. Stand still you ever-moving spheres of heaven.
a. satellites b. planets c. clouds
2. After millions of years, men set new moons to turn around the earth.
a. heavenly bodies b. rocket ships c. man-made satellites
3. For the last time my feet will not touch the steps and my hands will be folded on my breast in a final stillness.
a. death b. long illness c. great immobility
4. If you take the long path with me now, I shall interpret it that we are to part no more.
a. wedding b. walk c. journey
5. For new, new and ever new, the golden bud within the blue.
a. early morning sun b. noonday sun c. afternoon sun
6. From the cradle to the grave is but a day.
a. The baby died one day after it was born.
b. The distance between the cradle and the grave is only one day’s walk.
c. Life is short.
7. Before the sun rises, you see the glimmer of its rays.
a. Dawn comes before sunrise.
b. Our future is foreshadowed by our present inclinations.
c. If you see a chance take it so that you will be successful.
8. The silence is deafening.
a. Silence can cause deafness.
b. The deaf can’t hear anything.
c. The silence is so deep that nothing can be heard.
9. “Love’s not Time’s fool.”
a. The passage of time does not make love fade.
b. Time cannot fool love.
c. The passage of time does not make love seem foolish.
10. We are not sure of sorrow,
And joy was never sure.
a. Life is full of joy and sorrow.
b. Joy and sorrow don’t last.
c. There is nothing certain in life.
( Perseverance gratitude courtesy Industry Patriotism punctuality honesty Health Friendliness thrift cheerfulness bravery Helpfulness patience charity cleanliness contentment humility )VII. Quotations and proverbs are replete with figurative language. Writers use them, too, to add imagery and vitality in their prose or poetry. Write the character trait that each quotation/proverb tells about. Choose your answer from the words in the box.
___________1. The workers are the saviors of society.
___________2. It is more blessed to give than to receive.
___________3. He who receives a good turn should never forget it; he who does one should never
remember it.
___________4. A truthful is a rare gem.
___________5. I only regret that I have only one life to give to my country.
___________6. He who will not stoop for a pin will never be worth a pound.
___________7. Enjoy your life without comparing it with that of another.
___________8. He who sings frightens away his ills.
___________9. Light is the task when many shares the toil.
___________10. He who will not economize will have to agonize.
VIII. Think of five (5) original Filipino proverbs. Translate them to English and give an interpretation of each.
Example: Aanhin pa ang damo kung patayna ang kabayo.
Translation: Of what good is the grass if the horse is dead.
Interpretation: This proverb often pertains to help or relief that came too late.
1. Proverb #1:
Translation:
Interpretation:
2. Proverb #1:
Translation:
Interpretation:
3. Proverb #1:
Translation:
Interpretation:
4. Proverb #1:
Translation:
Interpretation:
5. Proverb #1:
Translation:
Interpretation:
( Grade 9 English • Anglo-American Literature • Second Quarter )
Lesson 3 Poem: The Seven Ages of Man
from the comedy “AS YOU LIKE IT”
by William Shakespeare
(One-week lesson)
Introduction
This week, you will crystallize your knowledge and understanding of the target concepts and skills through deeper exploration of a poem in focus.Remember thatreading a poem paves the way to making meaning in life. It allows you to share certain experiences. Oftentimes, you find you share something in common to that experience that makes the poem meaningful. This is when you think back and recall a time when you have much in common with the same experience than what you originally thought. The poem speaks to you as you explore human condition. Thus, let us get motivated with a poem…
Objectives
After reading the poem, you should be able to cherish pieces of information about your roles in life. You should be able to do the following:
1. Point out the distinguishing features of the poem read;
2. Show appreciation of the meaning and message of the poem; and
3. Create a collage depicting the importance of roles on life.
Think Ahead!
Considerably, you are aware that poetry is a personal type of writing where words flow and carry you along the realms of beautiful thought. What really contribute to the poem’s meaning? Doubtlessly, you know that the orchestration of sounds, story, sense and form brings about “life” in a poem you read. That absolutely drives you to “feel” life in it.
Some poems are full of words that are fun to say aloud. You can express the meaning of the words by reading them aloud and you can use your voice to express their meaning.
Read and Ponder
Read the poem aloud and try to make the meaning of the words come alive through using good expressions. Watch out for words in the poem that have the same sounds. Think back also on the importance of using appropriate stress to words you’ll read to convey meaning.
( 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 His acts being seven ages. At first the infant, Mewling and puking in the nurse's arms; Then, the whining schoolboy with his satchel And shining morning face, creeping like snail Unwillingly to school. And then the lover, 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 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 Into the lean and slippered pantaloons, With spectacles on nose, and pouch on side, His youthful hose well sav'd , a world too wide, For his shrunk shank, and his big manly voice, Turning again towards childish treble, pipes 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. )
See if you can do this
Task 1 Looking for Rhymes
Make a list of rhyming words and determine which are examples of internal rhyme and end rhyme. Fill out the table with the appropriate entries.
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Rhyming Words |
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End Rhyme |
Internal Rhyme |
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Task 2 The Best Clue
The poet uses words that suggest sounds at the same time describe actions being made. He used, a sound device use by poets to suggest actions, movements and meanings. Find examples of onomatopoeia in the poem and list them in the table shown below.
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ONOMATOPOEIA |
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Sample line/words |
What does it look? like |
What kind of sound does it make? |
How does it move? |
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Task 3 Alliteration, Assonance, and Consonance
Look for words or lines in the poem that sound like they are examples of alliteration, assonance, and consonance. List all of them and chart them on the table below.
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Alliteration |
Assonance |
Consonance |
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Task 4 Imagery
The poem conveyed vivid images, clear sounds, and exact feelings through the words used by the poet, as expressed by the persona/speaker. List these words that create clear pictures in your mind. Point out the rea life experience or observation in life that each image suggests. Then, fill the table below with the entries called for.
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Imagery |
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Words/lines |
Images created |
Feelings evoked |
Meaningful experience |
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Task 5 Vocabulary Development
Look for words in the poem that fit each description below.
1. a fat chicken ________________________
2. crying ________________________
3. promises or pledges to accomplish ________________________
4. display unconsciousness or nothingness ________________________
5. throwing up or vomiting due to sickness ________________________
6. a school bag ________________________
7. refers to stem or branch ________________________
8. produces a high sharp sound ________________________
9. unhappy or sorrowful sound ________________________
Task 6 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 message. Thus, reflect and answer each of the following questions:
1. What comprise the seven ages of man or stages in life of man according to the poem?
2. What describe the schoolboy’s attitude toward school? How do you feel about these pictures of childhood?
3. What is compared to the” stage” in the first two lines? How are the two related?
4. In Line 13 & 14, what is compared to “reputation’?
5. What other comparison are used in the poem? Which are examples of metaphor? Which are examples of simile?
6. According to the speaker or “persona” in the poem, what physical and mental changes take place as a man reaches the sixth and seven ages?
7. Do you agree with the persona’s description of old age? Why?
8. What other acceptable descriptions of old age can you think of?
9. In the last line of the poem, the word SANS is repeated. What do you think is the purpose of repeating it four times?
10. Repetition is a central part of poetry that adds to the enjoyment of a poem. Words, phrases or lines are repeated to serve a purpose. Poets often make sure their words stay in the reader’s mind.
Does it help in the understanding of this poem’s meaning?
Find other examples of REPETITION in the poem. List them.
11. What effect does the word it have in the description of the last stage of man?
12. How are the seven ages of man described by the persona?
13. How do the roles of man differ based on the persona’s description?
14. Do you think the persona has a great understanding of the universal experience of man performing a role in each stage? Explain.
15. Which lines describe the roles in life that man performs?
16. Under what circumstances it may be better to be young rather than be old, or vice versa, in performing roles in life?
17. How does the poem make you feel about the importance of recognizing and performing a role in life effectively?
18. Why is it acceptable/ better to recognize and perform your role in life?
19. What are the advantages and disadvantages of not recognizing and performing your roles in life?
20. What would be the most effective way of performing your role in life?
FINAL TASK
Make a collage of pictures that depict the importance of playing roles in life. Collage shall be place on a short bond paper. On another sheet of paper, give a brief description of your collage. You will be graded on the following criteria: content, clarity, and creativity. You are given two days to accomplish this task.
Collage shall be captured and be sent to this email address: [email protected]
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( Grade 9 English • Anglo-American Literature • Second Quarter )
Lesson 4: Desiderata
By Max Ehrman
Introduction
To explore more about the feature of a poetry, let us tackle wonderful prose poem. What makes a poem interesting and meaningful are the lessons that we can get from it. The poem that you are about to read was written in about 1927 and is a didactic poem written by the poet to his daughter. It contains practical advice for day to day life, moral and religious philosophy, and ethics. Let us find out more about this poem…
Objectives
After reading the poem, you should be able to do the following:
1. Point out the distinguishing features of the poem read;
2. Show appreciation of the meaning and message of the poem; and
3. Draw an interpretation of the chosen lines that are found most meaningful or relevant.
Think Ahead!
Before you read the poem, answer the following questions:
1. What do you want in life? Think of five things you desire to have. Why do you want those things?
2. What can you do to live a happy life?
3. Can your own attitude affect your degree of happiness?
4. What everyday things can make you unhappy?
Read and Ponder
About the Author
Marx Ehrman was born on September 26, 1972 in Terre Haute, Indiana to a German immigrant. His mother encouraged him to read extensively. He studied English at De Pauw University and went to Harvard to study law and philosophy. He returned to his hometown and served as a deputy state’s attorney. At age 40, he decided to be full time in literature.
Read the poem aloud and do the analysis of it afterwards.
( DESIDER A TA By Max Ehrman 1 Go placidly amid the noise and haste, and remember what peace there may be in silence. As far as possible without surrender be on good terms with all persons. Speak your truth quietly and clearly; and listen to others, even the dull and the ignorant; they too have their story. 2 Avoid loud and aggressive persons, they are vexations to the spirit. If you compare yourself with others, you may become vain and bitter; for always there will be greater and lesser persons than yourself. Enjoy your achievements as well as your plans. 3 Keep interested in your own career, however humble; it is a real possession in the changing fortunes of time. Exercise caution in your business affairs; for the world is full of trickery. But let this not blind you to what virtue there is; many persons strive for high ideals; and everywhere life is full of heroism. 4 Be yourself. Especially, do not feign affection. Neither be cynical about love; for in the face of all aridity and disenchantment it is as perennial as the grass. )
( 5 Take kindly the counsel of the years, gracefully surrendering the things of youth. Nurture strength of spirit to shield you in sudden misfortune. But do not distress yourself with dark imaginings. Many fears are born of fatigue and loneliness. Beyond a wholesome discipline, be gentle with yourself. 6 You are a child of the universe, no less than the trees and the stars; you have a right to be here. And whether or not it is clear to you, no doubt the universe is unfolding as it should. 7 Therefore be at peace with God, whatever you conceive Him to be, and whatever your labors and aspirations, in the noisy confusion of life keep peace with your soul. 8 With all its sham, drudgery, and broken dreams, it is still a beautiful world. Be cheerful. Strive to be happy. )
See if you can do this
Task: Poem Analysis
Answer the following items:
1. What does the word ‘Desiderata’ mean?
2. The poem encapsulates some timeless truths which you can revisit to better understand and appreciate your life.
Give the meaning of the following:
a. Be on good terms with all persons
b. Avoid loud and aggressive persons; they are vexations to the spirit.
c. Keep interested in your own career, however humble.
d. Do not feign affection. - Take kindly the counsel of the years.
e. Many fears are born of fatigue and loneliness.
f. Strive to be happy.
What do the following lines mean?Give a situation related to teach.
a. Listen to others, even to the dull and ignorant; they too have their story.
b. If you compare yourself with others, you may become vain or bitter.
c. Enjoy your achievements as well as your plans.
d. Many persons strive for high ideals, and everywhere life is full of heroism.
e. Take kindly the counsel of the years, gracefully surrendering the things of youth.
f. Do not distress yourself with dark imaginings.
g. With all its sham, drudgery and broken dreams, it is still a beautiful world.
3. What is the message of the poem?
4. In the poem, you can find different pieces of advice. Put them in the right order of appearance and identify the lines where they appear.
_____ Overcome insecurities
_____ Be passionate in your career
_____ Life is always wonderful
_____ We learn as we grow
_____ Be compassionate
_____ Keep a peaceful heart
_____ Be genuine
5. …it is as perennial as the grass.
a. What figurative language is used in the line?
b. In the context of the poem, what does perennial mean?
6. Why is the poem an example of a prose poem?
7. Look for the lines that show the following trait:
a. Encouraging
b. Fair
c. Optimistic
d. Peace-loving
e. Humble
f. Open-minded
g. Suspicious
FINAL TASK
Which of the lines in the poem do you like the most? I want you to do an interpretation of the lines which you find most meaningful through a drawing. Your drawing can be done manually or digitally. Below your drawing, give one or two sentences that will explain your interpretation. You will be given three days to accomplish the task that means, it should be passed the day before the next lesson. Your work shall be graded on the following criteria: content, interpretation of the lines, and creativity. Capture your work and send it to me through this e-mail address: [email protected]
( Grade 9 English • Anglo-American Literature • Second Quarter )
Performance Task: Composition of Poems and an E-Portfolio of the Poems
(Three weeks lesson)
Introduction
The last few weeks of your second quarter shall be assigned for the preparation of your final performance task. You will need to apply the knowledge you gained and the skills you developed to be able to do the task. Since the second quarter lessons focused on poetry, you will have to finally explore the world of being a poet. You will create your own poems based on the given guidelines. Finally, you will have to create an e-portfolio that would compile all your created works.
So, let’s get through the guidelines…
Objectives
After three weeks, the students should be able to do the following:
1. Use knowledge and skills to create various poems on particular topics;
2. Create an e-portfolio as a compilation of the created poems; and
3. Appreciate the importance and beauty of poetry in their lives.
Read and Ponder
NAME POEM
A name poem is also termed as an acrostic poem; however, a name poem specifically uses the letters of a name of a person. Each line starts with the letters in the name.
While a name verse poem can be as simple as using an adjective to describe a person that begins with each letter of that person's name, these poems can also be far more beautiful works of art.
Example #1 Nicky
By Marie Hughes
Nicky is a Nurse
It’s her chosen career
Children or old folks
Kindness in abundance
Year after year
Example #2
Alexis seems quite shy and somewhat frail,
Leaning, like a tree averse to light,
Evasively away from her delight.
X-rays, though, reveal a sylvan sprite,
Intense as a bright bird behind her veil,
Singing to the moon throughout the night.
Example #3
Taylor likes each sentiment to be
Appropriate to its own time and place.
Years may roll like waves across her shore,
Leaving none of what there was before,
Obliterating every sign of grace.
Reason not, says Taylor, with the sea
Example #4
From Edgar Allan Poe...
Elizabeth it is in vain you say
"Love not" — thou sayest it in so sweet a way:
In vain those words from thee or L. E. L.
Zantippe's talents had enforced so well:
Ah! if that language from thy heart arise,
Breathe it less gently forth — and veil thine eyes.
Endymion, recollect, when Luna tried
To cure his love — was cured of all beside —
His folly — pride — and passion — for he died.
Example #5
In Lewis Carroll's Through the Looking-Glass , the final chapter "A Boat, Beneath A Sunny Sky" is an acrostic of the real Alice's name: Alice Pleasance Liddell.
A boat, beneath a sunny sky Lingering onward dreamily In an evening of July - Children three that nestle near, Eager eye and willing ear, Pleased a simple tale to hear - Long has paled that sunny sky: Echoes fade and memories die: Autumn frosts have slain July.
Still she haunts me, phantomwise, Alice moving under skies Never seen by waking eyes. Children yet, the tale to hear, Eager eye and willing ear, Lovingly shall nestle near. In a Wonderland they lie, Dreaming as the days go by, Dreaming as the summers die: Ever drifting down the stream - Lingering in the golden gleam - Life, what is it but a dream?
CINQUAIN
A cinquain is a five-line poem that do not rhyme. There are many different variations of cinquain including American Cinquains, didactic cinquains, reverse cinquains, butterfly cinquains and crown cinquains.
Cinquains are particularly vivid in their imagery and are meant to convey a certain mood or emotion.
Cinquains are invented by Adelaide Crapsey---an American poet who took her inspiration from Japanese haiku and tanka. A collection of poems, titled Verse, was published in 1915 and included 28 cinquains.
Cinquians are classified according to:
1. CLASSIC CINQUAIN or the AMERICAN CINQUIAN FORM
A. Stresses Per Line
Line one has a one stress, which was usually iambic meter with the first syllable unstressed
and the second stressed.
Line two has two stresses.
Line three has three stresses.
Line four has four stresses.
Line five has one stress.
B. Syllables Per Line
Following the invention of the classic cinquain, Crapsey made changes to the form and included a certain number of syllables per line.
Line one - two syllables
Line two - four syllables
Line three - six syllables
Line four - eight syllables
Line five - two syllables
Even though iambic feet were typically used in these cinquains, it was not a requirement of the structure.
EXAMPLES:
Because Adelaide Crapsey created the cinquain as a poetic form , the best example of a classic cinquain is a poem that she wrote titled “Snow” (source: http://www.cinquain.org)
Look up…
From bleakening hills
Blows down the light, first breath
Of wintry wind…look up, and scent
The snow!
Baseball
Bat cracks against
The pitch, sending it out
Over the back fence, I did it!
Homerun
Threat
Stormclouds, casting shadows over weary soldiers, threaten to cry heavy buckets of tears
Winter
The kiss of death
That downs the autumn leaves
To burn in crimson flames beneath
The ice
· The classic traditional cinquain is based either on the number of stresses per line or on a syllable count
2. POPULAR FORM
A. Didactic Cinquain
Popular because of its simplicity; Instead of incorporating stress and syllables, it uses words.
The first line - one word (the title of the poem)
The second line - two words (adjectives that describe the title)
The third line - three words (tell the reader more about the subject of the poem or
shows action); words are gerunds that end with “ing.”
The fourth line - four words (show emotions about the subject of the poem and may
be individual words or a phrase)
The fifth line - one word (synonym of the title or is very similar to it)
( Watermelon Juicy, sweet Dripping, slurping, smacking So messy to eat Yummy Snow Lovely, white Falling, dancing, drifting Covering everything it touches Blanket )EXAMPLES:
B. Cinquain Form 2
This form is just slightly different from the first form in that the fourth line is a complete sentence and may have more than four words.
The first line - one word
The second line - two adjectives
The third line - three words ending in “ing”
The fourth line - has four or more words that make a complete sentence
The fifth line - one word.
EXAMPLES:
( Acrobats Star Flexible, amusing Hot, radiant Flipping, twirling, jumping shining, burning, exploding They make me laugh It gives life to everything Performers Sun )
· The modern cinquain is based on a word count of words of a certain type.
SHAPE POEM
A shape poem is a poem that describes an object and is written in the shape of that object. It is sometimes called concrete poem or calligram, too.
Is a poetry whose visual appearance matches the topic of the poem. The words form shapes which illustrate the poem’s subject as a picture, as well as through their literal meaning.
As the name implies, shape poetry has to do with the physical form of the words on the paper. While the words, writing style and literary devices all impact the meaning of the poem, the physical shape that the poem takes is also of significance. Cobining content and form helps to create one powerful effect in the field of poetry.
History
This type of poetry has been used for thousands of years, since the ancient Greeks began to enhance the meanings of their poetry by arranging their characters in visually pleasing ways back in the 3rd and 2nd Centuries BC.
A famous example is “The Mouse’sTale ” from Lewis Carroll’s Alice’s Adventures in Wonderland. The shape of the poem is a pun on the word tale/tail, as the words follow a long wiggling line getting smaller and smaller and ending in a point.
The name “Concrete Poetry,” however, is from the 1950’s, when a group of Brazilian poets called the Noigandres held an international exhibition of their work, and then developed a “manifesto” to define the style.
The manifesto states that concrete poetry ‘communicates its own structure: structure = content’
There are 2 main ways that this can be achieved…
OUTLINE POEMS
A common way to make the visual structure reflect the subject of the poem is to fill an outline shape that relates to the topic of the poem, in the same way that Carroll’s poem fits the outline of a mouse’s tail.
DRAWING POEMS
Another way to make concrete poetry is to use the lines of words to make the lines of a drawing.
This time, the subject doesn’t have to be an object, but it does have to be something you can draw an illustration of using ‘stick’ figures.
Examples:
A poem about growing:
Examples:
LIMERICK
Limerick is a very structured poem, usually humorous and composed of five lines (a cinquain), in an aabba rhyming pattern;
It is usually a nonsense verse which often concerns something ridiculous and it is usually a narrative poem based upon a short and often ribald anecdote. The first line usually ends with a person’s name or the name of a place.
Counting the syllables:
FIRST LINE - 9 syllables
SECOND line - 9 syllables
THIRD line - 5 syllables
FOURTH line - 5 syllables
FIFTH line - 9 syllables
The third and fourth lines are slightly indented -- that is, they are indented by three letters
According to its rhythm:
Beat must be anapestic (duh duh DUH)
Line 1 – 3 feet (duh DUHduhduhDUHduhduh DUH)
Line 2 – 3 feet (duh DUHduhduhDUHduhduh DUH)
Line 3 – 2 feet (duh DUHduhduh DUH)
Line 4 – 2 feet (duh DUHduhduh DUH)
Line 5 – 3 feet (duh DUHduhduhDUHduhduh DUH)
Examples:
There WAS a young FELlow named HALL
Who FELL in the SPRING in the FALL
‘twould have BEEN a sad THING
had he DIED in the SPRING,
but he DIDn’t--- he DIED in the FALL
A puppy whose hair was so flowing, There really was no means of knowing Which end was his head, Once stopped me and said, "Please, sir, am I coming or going?"
There once was a very sad daddy,
Whose golf game was going quite badly.
He looked left and right---
No ball was in sight.
I think he needed a caddy.
There was a young girl on a tower
Who looked just as fresh as a flower.
Her hair was like silk,
Her skin smooth as milk,
But her breath made the strongest knight cower.
There was a young lady of Lynn,
Who was uncommonly thin
That when she essayed
To drink lemonade
She slipped through the straw and fell in.
There once was a wonderful star
Who thought she would go very far
Until she fell down
And looked like a clown
She knew she would never go far.
The was an old man from Peru,
who dreamed he was eating his show.
He woke in the night,
With a terrible fright,
and find out that it was quite true.
There once was a fellow named Tim
whose dad never taught him to swim
He fell of a dock
And sank like a rock
and that was the end of him.
HAIKU POEM
Just as we capture a special moment in our lives, haiku poetry captures a moment in time, creating and sharing the joy, the wonder, and the perhaps profound emotional experience that exists within that moment.
Haiku is a Japanese poem and is usually composed of seventeen (17) syllables in three short lines. The origins of haiku poems can be traced back as far as the 9th century. It is written in this pattern:
Line 1 contains five syllables
Line 2 contains seven syllables
Line 3 has five syllables
A haiku is usually written in present tense, with a pause at the end of the first or second line, and it normally doesn't rhyme. In Japanese, the pause is shown with a kireji word, or a type of Japanese word traditionally used in poetry to signify a pause for the sake of a formal or refined ending or a separation of semi-independent thoughts.
In English, the pause may be shown with a dash or an ellipsis, since there are no English translations for kireji words. Because of the fundamental differences between the character-based Japanese and the letter-based English languages, the syllable count rarely survives the translation
A haiku is considered to be more than a type of poem; it is a way of looking at the physical world and seeing something deeper, like the very nature of existence. It should leave the reader with a strong feeling or impression.
TRADITIONAL HAIKU
( Matsuo Basho (1644-1694) c onsidered as the greatest haiku poet An old silent pond --- Autumn moonlight- A frog jumps into the pond, a worm digs silently splash! Silence again. into the chestnut. In the twilight rain these brilliant-hued hibiscus - A lovely sunset. YosaBuson (1716-1784) a haiku master poet and painter A summer river being crossed In the moonlight, how pleasing The color and scent of the wisteria with sandals in my hands! Seems far away. Light of the moon Moves west, flowers' shadows Creep eastward. Kobayashi Issa (1763-1828) a renowned haiku poet O snail Everything I touch Climb Mount Fuji, with tenderness, alas, But slowly, slowly! pricks like a bramble. Trusting the Buddha, good and bad, I bid farewell To the departing year. )There were four master haiku poets from Japan known as “the Great Four.” Their works are still the model for traditional haiku writing today.
( Masaoka Shiki (1867-1902) credited with reviving the haiku and developing its modern format I want to sleep After killing Swat the flies a spider, how lonely I feel Softly, please. In the cold of night. For love and for hate A mountain village I swat a fly and offer it under the piled-up snow to an ant. the sound of water. Night, and once again, A lighting flash: The while I wait for you, cold wind between the forest trees Turns into rain. I have seen water. The summer river: Although there is a bridge, my horse Goes through the water NatsumeSoseki (1867-1916) A famed novelist and contemporary of Shiki, who also wrote haiku; was a widely respected novelist who also had many fairy tales and haiku published. The lamp once out plum flower temple: Cool stars enter voices rise The window frame ! From the foothills The crow has flown away: swaying in the evening sun, a leafless tree. )
MODERN HAIKU
Many modern western poets do not subscribe to the 5-7-5 pattern. The Academy of American Poets recognizes this evolution, but maintains that several core principles remain woven into the tapestry of modern haiku.
That is, a haiku still focuses on one brief moment in time, employs provocative, colorful imagery, and provides a sudden moment of illumination.
( ground squirrel balancing its tomato on the garden fence - Don Eulert Nightfall, Too dark to read the page Too cold. - Jack Kerouac Just friends: he watches my gauze dress blowing on the line. - Alexis Rotella little boy sings on a terrace, eyes aglow. Ridge spills upward. - Robert Yehling meteor shower a gentle wave wets our sandals - Michael Dylan Welch From across the lake Past the black winter trees Faint sounds of a flute. --Richard Wright )Examples of 20th-century haiku poems:
See if you can do this
Creating my own Poems
The lectures and examples given in the module should be read carefully to be able to write the poems.Each poem that you will be writing is equivalent to 10 points. You will be creating ten poems equivalent to 100 points. Finally, all your poems shall be placed in the e-portfolio where you will have to digitally design each poem with graphics, pictures, or drawings that will call for a creativity and imagination of your task. The e-portfolio will be given 50 points. Play with words and enjoy!
Your poems shall be graded on the following criteria:
Theme-based
creativity/style and originality
Coherence of form and structure
(harmony of words, presentation)
Clarity of imagery and language
Your e-portfolio shall be graded on the following criteria:
Creativity
Clarity of Expression and Uniqueness of Concept
Visual Appeal
Poem #1Name Poem
Guidelines
1. You need to choose a name to be used in the poem. The person’s name could be the name whom you wish to dedicate your poem with.
2. Your name poem must rhyme and must have the rhyme scheme aabb.
3. Your name poem should be at least quatrain and at most octave. That means, you will choose a name with a least four letters (e.g. Andy) or at most eight letters (e.g. Gheramae)
4. You need to follow a fixed metrical.
Poem #2 and #3Cinquain
Guidelines
1. You will be writing two cinquain poems: one cinquain following the classic form and another cinquain using popular form
2. Your topic should be anything you can think of.
3. You poems can be rhymed or unrhymed.
Poem #4 and #5Shape Poem
Guidelines:
1. You will be writing two shape poems: one outline poem and one drawing poem
2. Choose an object to be the subject of your poem. You may use that topic for both types of shape poem, or you may have different topic for different types.
3. In writing the lines of the poem along the lines of your drawing, remember that we normally read from left to right, and from top to bottom.
4. Simple is best, so stick to between 3-6 lines.
5. You poems can be rhymed or unrhymed.
6. Use at least one type of figurative language in the poem.
7. You may use sensory details to describe your object.
Poem #6 and 7 Limerick
Guidelines:
1. You will create two limerick poems of any topic.
2. Remembering one of the characteristics of a limerick, your poems should be humorous or funny.
3. Remember also that it uses a fixed rhyme scheme. So, your limerick should follow the aabba pattern.
Poem #8 and 9 Haiku
Guidelines:
1. You will create two haiku poems.
2. Whether your poems are following the traditional or the modern one, it should have seventeen syllables of 5-7-5 pattern
3. Your topic should particularly focus on nature.
4. Colorful imagery should be applied by using sensory details.
Poem #10 Free Verse Poem
Guidelines:
1. Think of any topic that is related to resolving problems or issues of current events (e.g. academe, health, environment, etc)
2. Remember that a free verse can consist of many lines as the writer wants. For your poem, have at least 7 lines and at most 14 lines.
3. Your poem can be rhymed or unrhymed.
Your e-portfolio shall be sent to me before the scheduled quarter exam and be sent through this e-mail address: [email protected]
-------This is the end of the Second Quarter Lessons. You are now ready for the Third Quarte
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