DAILY School EUSEBIO HIGH Grade Level Grade 11

LESSON SCHOOL
LOG Teacher CHESKA L. TELAN Learning Area 21ST CENTURY LITERATURE
FROM THE PHILIPPINES AND
THE WORLD
Teaching Date & JANUARY 23,2020 Quarter Second
Time 10:20-11:20 A.M.

I. Objectives
Study and appreciation of literary texts from the different regions written
A. Content Standards in different genres covering:
1. regions in Luzon, Visayas, Mindanao
2. major genres (poetry, fiction, drama, creative nonfiction, as well as
hyperpoetry, blogs, mobile phone Texttula, chick lit, speculative fiction,
flash fiction, etc.)

The learner will demonstrate understanding and appreciation of 21st

B. Performance Standards
Century Philippine literature from the regions through:
1. a written close analysis and critical interpretation of a literary text in
terms of form and theme, with a description of its context derived from
research; and
2. an adaptation of a text into other creative forms using multimedia.

C. Learning Competencies EN12Lit-Ie-27

7. analyze the figures of speech and other literary techniques and
devices in the text
Specific Objectives:
At the end of the 60-minute lesson, the learners should be able to:
a. define literary devices and its types
b. single out the literary devices employed in the poem and quotes;
c. apply the essence of literary devices to real-life situation;
d. point out worthwhile human values underscored in the poem and
quotes.

II. CONTENT Literary Devices

Subtopic Figure of Speech, Rhyme Scheme, Repetition

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
N/A
N/A
https://literarydevices.net/
https://examples.yourdictionary.com/figure-of-speech-examples.html
https://www.youtube.com/watch?v=PnV2EyGQ0wY
http://www.thehypertexts.com/Philppines%20Typhoon%20Haiyan

B. Other Learning Resources 21st Century Literature from the Philippines and the World by Rina Garcia
Chua p.17
Interactive Reading: Responding to and Writing about Philippine Literature

IV. PROCEDURES

A. Reviewing previous lesson or DAILY ROUTINE/PRELIMINARIES

presenting the new lesson - Opening Prayer
- CLASSROOM MANAGEMENT
- CHECKING OF ATTENDANCE

- Groupings (forming a circle)

- Reviewing previous lesson by eliciting the knowledge of the
students by enumerating the Elements of a Short Story and Plot
Structure using Freytag’s Pyramid/model

B. Establishing a purpose for Class, before we proceed with our discussion, I want you to first surpass the
 the lesson- challenge which is called “PICTION” (Pictures and Caption/Description).

Instructions:
1. Work in five (5) groups.
2. Assign a leader.
3. Using the keywords presented, describe the picture by constructing
a sentence. Then explain the sentence.

Task 1- Group 1

A good teacher is like a candle.

Task 2- Group 2

is

Love is a journey.

Task 3- Group 3

The earth is crying. Time flies.

Task 4. Group 4

The girl/woman is drowning in tears.

Task 5. Group 5
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
Discussion through activity.
Let us unlock the connection of our activity in today’s lesson. We will
discuss about Literary Devices, specifically the four common types of figure
of speech which are the Simile, Metaphor, Personification, Hyperbole and
the one sound device which is rhyme.
What are Literary Devices?
Group 1. Group 2 Group 3.
Group 4. Group 5.
Literary Devices are elements used within prose or poetry that create a
specific effect.
Food for thought…
Without them everything would be boring
Help language become infinite and exciting
Going back to the first activity.
Identify what type of literary device was used in the prior activity. Then
explain each type.
Choose among the members to present in front.
Group 1: Literary Devices Definition
1. A good teacher is like a 1. Simile
candle-
2. Metaphor
Group 2:
2. Love is a journey. 3. Personification
Group 3: 4. Hyperbole
3. The earth is crying/ Time
flies. 5. Rhyme
Group 4:
4. The girl/woman is
drowning in tears.
Group 5:
5. My mother, my friend so
dear
Throughout my life
you’re always so near.
A tender smile to guide
my way
You’re the sunshine to light my
day.
BRAINTORMING
Instructions:
 Each group will be given poem and quotes and pictures with caption
with literary devices.
 They will be given 5 minutes to read and analyze the piece assigned
to them
 They will identify the literary devices used in the piece.
 They will choose two-three representatives to present their
explanation (about their piece and literary devices being used) in
front .
Group 1. Quotation
Gorup 2. If I Were (poem)
Group 3. Piction (Picture with Capttion)
Group 4. Flashfiction poem

E. Developing mastery (leads to
Formative Assessment 3)
F. Finding practical
applications of concepts and
skills in daily living
G. Making generalizations and
abstractions about the lesson
H. Evaluating learning
I. Additional activities for
application or remediation
Prepared by:
Group 5. Flashfiction poem
(see attached copy)
GROUP PRESENTATION
After reading and analysing the piece, the students present in front their
interpretation of the poem and pictures and their analysis on the literary
devices being used.
GROUP ACTIVITY:
Group 1- What’s on your mind:
Think of a thing that you could use to compare the attitudes of the
Batanguenos amidst the calamity they are facing. (with Simile)
Group 2- Metamorphosis:
The world today is __________________ (with metaphor)
Describe the world filling the blank provided. What would be the world if
all human being would go hand in hand to take good care of it.
Group 3- A Letter to Humanity
Using the picture given, create a letter of what would the nature would ask
to human.
Group 4- Flashfiction: SixWordStory
Make a sixwordstory that would show your love to nature (hyperbole must
be manifested)
Group 5- Song Writers: Compose a song showing how you as a youth
could contribute to the betterment of the world/ how could you be an agent
of change in this world. (with rhyming words)
Raise the emoji that corresponds to your answer.
1.
Identify the literary device used in the following items lifted from poem
and, song and quotes.
___________1. I am a flower quickly fading
Here today and gone tomorrow
A wave tossed in the ocean
A vapor in the wind – Who Am I by Casting Crowns
___________2. Why does the sea laugh, Mother,
as it glints beneath the sun? - The Sea by Natividad Marquez
____________3. I will love you till all the seas go dry.
____________4. Your love is like the sun - Your Love
____________5. If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
Identify the literary device that is being used in the caption of this picture.
Explain what is being meant by the caption.
CHESKA L. TELAN
 ENELITA SUPANG
Checked by:

Rhythm[edit]
Poetic rhythm is the flow of words within each meter and stanza to produce a rhythmic effect while emphasising
specific parts of the poem.

 Repetition–Repetition often uses word associations to express ideas and emotions in an indirect manner,
putting emphasis on a point, confirming an idea, or describing a notion.
 Rhyme–Rhyme utilises repeating patterns to bring out rhythm or musicality in poems. It is a repetition of
similar sounds occurring in lines in a poem which gives the poem a symmetric quality

Types[edit]

 Antanaclasis is the repetition of a word or phrase to effect a different meaning.

"We must all hang together, or assuredly we shall all hang separately." (Benjamin Franklin)


Epizeuxis or palilogia is the repetition of a single word, with no other words in between. This is derived
from Greek for "fastening together". [1]

"Words, words, words." (Hamlet)

 Conduplicatio is the repetition of a word in various places throughout a paragraph.

"And the world said, 'Disarm, disclose, or face serious consequences'—and therefore, we worked with the
world, we worked to make sure that Saddam Hussein heard the message of the world." [2] (George W. Bush)


Anadiplosis is the repetition of the last word of a preceding clause. The word is used at the end of
a sentence and then used again at the beginning of the next sentence. [3]

"This, it seemed to him, was the end, the end of a world as he had known it..." (James Oliver Curwood)


Anaphora is the repetition of a word or phrase at the beginning of every clause. It comes from
the Greek phrase "carrying up or back".[4]

"We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the
streets, we shall fight in the hills. We shall never surrender!" [5] (Winston Churchill)

 Epistrophe is the repetition of a word or phrase at the end of every clause.

"that government of the people, by the people, for the people" (Abraham Lincoln)
"What lies behind us and what lies before us are tiny compared to what lies within us." [dubious  –  discuss] (Ralph
Waldo Emerson)

 Mesodiplosis is the repetition of a word or phrase at the middle of every clause.

"We are troubled on every side, yet not distressed; we are perplexed, but not in despair; persecuted, but not
forsaken; cast down, but not destroyed..." (Second Epistle to the Corinthians)


Diaphora is the repetition of a name, first to signify the person or persons it
describes, then to signify its meaning. In modern English it has become the
standard form of syntax in the example of the personal possessive pronouns
given below.[6]

"For your gods are not gods but man-made idols." (The Passion of Saints Sergius and Bacchus)

 Epanalepsis is the repetition of the initial word or words of a clause or

sentence at the end.

"The king is dead, long live the king!"

 Diacope is repetition of a word or phrase with one or two words

between each repeated phrase.

The life that I have

 Is all that I have
And the life that I have
Is yours.
The love that I have
Of the life that I have
Is yours and yours and yours.
A sleep I shall have
A rest I shall have
Yet death will be but a pause.
For the peace of my years
In the long green grass
Will be yours and yours and yours. (Leo Marks)

 Polyptoton is the repetition of a word derived from the same root in

different grammatical forms. In inflected languages, this commonly
refers to the repetition of a single word in different grammatical cases.

"Diamond me no diamonds, prize me no prizes" (Alfred, Lord Tennyson, Lancelot and Elaine)

A rhyme scheme is the pattern of rhymes at the end of each line of a poem or song. It is usually referred to by
using letters to indicate which lines rhyme; lines designated with the same letter all rhyme with each other.
An example of the ABAB rhyming scheme, from "To Anthea, who may Command him Anything", by Robert Herrick:
Bid me to weep, and I will weep A

While I have eyes to see B

And having none, yet I will keep A

A heart to weep for thee B

Notation and examples[edit]

Notation used below:

 ABAB – Four-line stanza, first and third lines rhyme at the end, second and fourth lines rhyme at the end.
 AB AB – Two two-line stanzas, with the first lines rhyming at the end and the second lines rhyming at the
end.
 AB,AB – Single two-line stanza, with the two lines having both a single internal rhyme and a conventional
rhyme at the end.
 aBaB – Two different possible meanings for a four-line stanza:
o First and third lines rhyme at the end, second and fourth lines are repeated verbatim.
o First and third lines have a feminine rhyme and the second and fourth lines have a masculine rhyme.

 A1abA2 A1abA2 – Two stanzas, where the first lines of both stanzas are exactly the same, and the last lines of
both stanzas are the same. The second lines of the two stanzas are different, but rhyme at the end with the first
and last lines. (In other words, all the "A" and "a" lines rhyme with each other, but not with the "b" lines.)

Notable rhyme schemes:


Traditional rhyme: ABAB CDCD EFEF GHGH...

Ballade: Three stanzas of ABABBCBC followed by BCBC

Boy Named Sue: AABCC(B, or infrequently D)

Chant royal: Five stanzas of ababccddedE followed by either ddedE or ccddedE (capital letters represent
lines repeated verbatim)

Sestuplo-Nel-Quintetto: Any quantity of stanzas of AA,BCCB, occasionally followed by either a repeating
pattern of BCCB, or AA, plainly.

Cinquain: ABABB[citation needed]

Clerihew: AABB

Couplet: AA, but usually occurs as AA BB CC DD ...

Enclosed rhyme (or enclosing rhyme): ABBA

Canopus:[1] ABABCBC – (this example is also an acrostic poem).[2]

"Fire and Ice" stanza: ABAABCBCB as used in Robert Frost's poem "Fire and Ice"

Keatsian Ode: ABABCDECDE used in Keats' Ode on Indolence, Ode on a Grecian Urn, and Ode to a
Nightingale.

Limerick: AABBA

Monorhyme: AAAAA... an identical rhyme on every line, common in Latin and Arabic

Onegin stanzas: aBaBccDDeFFeGG with the lowercase letters representing feminine rhymes and the
uppercase representing masculine rhymes, written in iambic tetrameter

Ottava rima: ABABABCC

A quatrains is any four-line stanza or poem. There are 15 possible rhyme sequences for a four-line poem;
common rhyme schemes for these include AAAA, AABB, ABAB, ABBA, and ABCB. [citation needed]

"The Raven" stanza: ABCBBB, or AA,B,CC,CB,B,B when accounting for internal rhyme, as used by Edgar
Allan Poe in his poem "The Raven"

Rhyme royal: ABABBCC

The Road Not Taken stanza: ABAAB as used in Robert Frost's poem The Road Not Taken, and in Glæde
over Danmark by Poul Martin Møller).[3]

Rondeau: ABaAabAB (capital letters represent lines repeated verbatim)

Rondelet: AbAabbA (capital letters represent lines repeated verbatim)

Rubaiyat: AABA

Scottish stanza: AAABAB, as used by Robert Burns in works such as "To a Mouse"

Sestina: ABCDEF FAEBDC CFDABE ECBFAD DEACFB BDFECA, the seventh stanza is a tercet where
line 1 has A in it but ends with D, line 2 has B in it but ends with E, line 3 has C in it but ends with F

Simple 4-line: ABCB

Sonnet, 14 lines:
o 4 + 4 + 3 + 3 lines:
 Petrarchan sonnet: ABBA ABBA CDE CDE or ABBA ABBA CDC DCD
 Crybin sonnet: ABBA CDDC EFG EFG
o 4 + 4 + 4 + 2 lines
 Shakespearean sonnet: ABAB CDCD EFEF GG
 Spenserian sonnet: ABAB BCBC CDCD EE

Spenserian stanza: ABABBCBCC, where the last line is an alexandrine line

Stopping by Woods on a Snowy Evening form: AABA BBCB CCDC DDDD, a modified Ruba'i stanza used
by Robert Frost for the eponymous poem

Tanaga: traditional Tagalog tanaga is AAAA

A tristich or tercet is any three-line stanza or poem; common rhyme schemes for these are AAA (triplet) and
ABA (enclosed tercet). The only other possibilities for three-line poems are AAB, ABB, and ABC. Multiple
tercets can be combined into longer poems, as in the terza rima form.

Triplet: AAA, often repeating such as: AAA BBB CCC DDD...

Terza rima: ABA BCB CDC ..., ending on YZY Z; YZY ZZ; or YZY ZYZ

Villanelle: A1bA2 abA1 abA2 abA1 abA2 abA1A2, where A1 and A2 are lines repeated exactly which rhyme with
the "a" lines

In hip-hop music[edit]
Hip-hop music and rapping's rhyme schemes include traditional schemes such as couplets, as well as forms specific
to the genre,[4] which are broken down extensively in the books How to Rap and Book of Rhymes. Rhyme schemes
used in hip-hop music include


Couplets[5]

Single-liners[6]

Multi-liners[7]

Combinations of schemes[8]

Whole verse[9]

Meaning[edit]
The use of figurative language as a poetic device function to convey the poet's intended meaning in various ways.
  Allusion–A brief reference to a person, character, historical event, work of art, and Biblical or mythological
situation.
 Analogy–Drawing a comparison or inference between two situations to convey the poet's message more
effectively. Example: The plumbing took a maze of turns where even water got lost.
 Metaphor–Metaphors are used in poetry to explain and elucidate emotions, feelings, relationships, and other
elements that are better described using evocative language. Poets also use metaphor as a way of explaining
or referring to something in a brief but effective way.
 Symbol–An object, event, animal, or person to which we have attached meaning and significance.
 Symbolism–Symbolism in poetry is using an object or action that suggests something beyond its literal
meaning. Symbolism means to imbue objects with a certain meaning that is different from their original meaning
or function. It is a representative of other aspects, concepts or traits than those visible in literal translation.
Other literary devices, such as metaphor, allegory, and allusion, aid in the development of symbolism.
 Hyperbole–An outrageous exaggeration used for effect. Example: He weighs a ton.
 Irony–A contradictory statement or situation used to expose a reality contrary to what appears to be true.
 Imagery–Not simply a visual representation, in poetry it sustains or comprises figures of speech such as the
following: " My heart opens like a cactus flower ". In this simile from Stevie Smith’s ‘Le Désert de l’Amour’
(1938), the image of a cactus flower imbues the poem with layers of conceptual as well as visual weight.
 Oxymoron–A combination of two words that appear to contradict each other.
 Paradox–A statement in which a contradiction may reveal an unexpected truth.
 Personification–Attributing human characteristics to an inanimate object, animal, or abstract idea.
Example: The days crept by slowly, sorrowfully.
 Pun–A play on word in which words with totally different meanings have similar or identical sounds.

Find Me!
G1- What is the song all about?

- What is the song all about?

- What can you say about the
words that were used in
the song?
-
- Have you notice some
comparisons present in the
poem?
- How about the structure of
the song?
Describe the line

I will let you sing the song “Your Love” by Alamid- a famous Filipino Rock band. Listen carefully and understand
the lyrics of the song by studying its structure and language because later on I’m going to ask you some
questions about that.

Your Love
Verse
You're the one that never lets me sleep
To my mind, down to my soul you touch my lips
You're the one that I can't wait to see
With you here by my side I'm in ecstasy

Pre-Chorus
I am all alone without you
My days are dark without a glimpse of you
But now that you came into my life
I feel complete
The flowers bloom, my morning shines
And I can see

Chorus
Your love is like the sun
That lights up my whole world
I feel the warmth inside
Your love is like the river
That flows down through my veins
I feel the chill inside

Verse
Every time I hear our music play
Reminds me of the things that we've been through
In my mind I can't believe it's true
But in my heart the reality is you

Pre Chorus
I am all alone without you
My days are dark without the glimpse of you
But now that you came into my life
I feel complete
The flowers bloom, my morning shines
And I can see

Chrous
Your love is like the sun
That lights up my whole world
I feel the warmth inside
Your love is like the river
That flows down through my veins
I feel the chill inside

My mother, my friend so dear

Throughout my life you’re always so near.
A tender smile to guide my way
You’re the sunshine to light my day.