NAME:

COURSE:
YEAR & SECTION:
CONTACT #:
INSTRUCTOR:
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail:
bagocitycollege@yahoo.com.ph

Course Guide in ENGLISH 42

I. COURSE TITLE: ANGLO-AMERICAN LITERATURE
II. COURSE OVERVIEW
A. INTRODUCTION
This module intends and allows students to explore literary selections under Anglo-American Literature. It focuses on
the study of the American literature, with a background in English Literature. The chosen selections are simply
representative of the major periods of these two countries. Moreover, this course seeks to provide insights into the
thoughts, feelings, values, attitudes and ideals as embodied in their culture and to maintain mutual respect and
understanding.
B. COURSE LEARNING OUTCOME
This course is intended for Bachelor of Arts in English students who are expected to:
1. Articulate a comprehensive and contextualized view of English language system and development.
2. Communicate in English (both oral and written) fluently, accurately, and creatively in diverse social, cultural,
academic and professional setting.
3. Produce well written texts for various academic and professional purposes.
C. MODULES AND UNIT TOPICS
To ensure that you will demonstrate the above cited course learning outcomes at the end of the first term or prelim,
this module is divided into the following:
UNIT 1: DIFFERENT PERIODS IN ANGLO-AMERICAN LITERATURE
To make it comprehensible, the first unit is focused on the different periods in Anglo-American Literature. The first
module covers the period in Anglo Literature starting from Anglo-Saxon Period until the Contemporary Period, and the
second module covers the periods in American Literature starting from the Colonial Period until the Contemporary
Period. Take note that dates in these periods are approximations.
UNIT 2: ANGLO LITERARY WORKS FROM DIFFERENT PERIODS
Three selected literary works from different periods in Anglo Literature are focused on this unit. This is divided into
two modules. Module 1 is about the famous Anglo-Saxon literary work Beowulf (“The Wanderer”). Module 2 covers
two famous works of poetry by Christopher Marlowe: The Passionate Shepherd to His Love & Sir Walter Raleigh: The
Nymph’s Reply to The Shepherd.
III. COURSE STUDY GUIDE
This module is designed for you learners of the 21st century who are now experiencing the great shift of learning
modalities. This period of NEW NORMAL is a bigger challenge in the field of education. We do away from the traditional approach of
face-to-face learning since it is highly prohibited, thus the success of this module depends on your utmost cooperation and your
industriousness to take it seriously. Take note, this is not a spoon-feeding module if you expect it to be, this is entirely a student-
centered approach where you will be the one to hands-on and discover to learn. At the end of this, you will surely be equipped not
only of the content but more so of the skills of a responsible student. To further lead you to this, below is a list of “House Rules” for
you to follow. Be able to read it and internalize each of this. It’s high time that you need to be independent. Focus and Enjoy while
you Learn.
1. Schedule and manage your time to read and understand every part of the module. Read it over and over until you
understand the point.
2. Study how you can manage to do the activities of this module in consideration of your other modules from other courses.
Be very conscious with the study schedule. Post it on a conspicuous place so that you can always see. Do not ask about
questions that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible resources.
You may ask other family members to help you. If this will not work again, inform me first so that I can give you back for
assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on time. It will be
you.
5. Before you start doing your task read and understand the assessment tools provided. Do not settle with the low standards,
target the highest standards in doing your assigned tasks. I know you can.
6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will there is a way.
7. In answering all the assessment and evaluation activities, write legibly. It will help if you will not write your answer in the
module if you are not yet sure of your answers. You must remember that all activities in the module are academic activities
which mean that the relevant academic conventions apply. Think before you write.
A. Your answers should be composed of complete and grammatically correct sentences. Do not use abbreviation and
ACRONYMs unless these are introduced in the readings, and do not write in text-speak. Avoid writing in all caps.
B. In the self-process discussions, write appropriate and well-thought arguments and judgement. Avoid merely approving
or disapproving with what is express in the material. You need to support your inputs in the discussion from reliable
information or from empirical observation. Do not write an informed opinion.
C. Do not write lengthy answers. Stick to the point. Be clear with your main point and express it as concisely a possible.
Do not let your discussion go astray. Make use of the spaces in the module as your guide.
 D. Quote your sources, if there are, in answering all the activities.
8. Lastly, you are the learner; hence, you do the module on your own. Your family members and friends at home will support
you but the activities must be done by you.
IV. STUDY SCHEDULE

WEEK TOPIC LEARNING OUTCOMES ACTIVITIES

MODULE 1 DIFFERENT PERIODS IN ANGLO-AMERICAN
LITERATURE
UNIT 1 ANGLO (ENGLISH) LITERATURE ACTIVITY:
(Week 1) 1. Traced the background of different periods of I. Anglo Literature Word Search Puzzle
Anglo Literature through a slide presentation. II. Sequencing and Word Hunt - Anglo
2. Explained the ideas, focus or theme, and Literary Periods (They can use online
development of the different periods of sources/internet.)
Anglo Literature through a video ANALYSIS: Guide Questions to be answered
presentation. ABSTRACTION:
3. Cited the relevance of tracing back the I. What is Anglo literature?
different periods of Anglo through essay II. The different periods of Anglo Literature
writing. III. The relevance of tracing/looking back the
different periods in Anglo Literature
APPLICATION:
I. Timeline-Making (PowerPoint
Presentation/Slide Presentation)
II. Video-Making Presentation
ASSESSMENT:
I. Matching Type
II. Essay
UNIT 2 AMERICAN LITERATURE ACTIVITY:
(Week 2) 1. Traced the background of different periods of I. Word That Sounds Like
American Literature through a slide II. Sequencing and Word Hunt - American
presentation. Literary Periods (They can use online
2. Explained the ideas, focus or theme, and sources/internet.)
development of the different periods in ANALYSIS: Guide Questions to be answered
American Literature through a video ABSTRACTION:
presentation. I. What is American literature?
3. Cited the relevance of tracing back the II. The different periods of American
different periods of American Literature Literature
through essay writing. III. The relevance of tracing/looking back the
different periods in American Literature
APPLICATION:
I. Timeline-Making (PowerPoint
Presentation/Slide Presentation)
II. Video-Making Presentation
ASSESSMENT:
I. Matching Type
II. Essay
MODULE 2 ANGLO LITERARY WORKS FROM DIFFERENT PERIODS
UNIT 1 BEOWULF (“THE WANDERER”) ACTIVITY:
(Week 3-4) 4. Read and discussed the epic Beowulf through I. Motivational Activity (Questions to be
a story analysis. answered)
5. Written a literary analysis by examining the II. Beowulf’s Word Hunt (Unlocking of
literary devices used in the epic Beowulf. Difficult Terms)
6. Reflected on the values expressed in the story III. Reading the epic Beowulf
of Beowulf and relate it to their own ANALYSIS: (Story Analysis) Guide Questions to be
experience through a poetic or creative answered
acrostic. ABSTRACTION: (Realizations and Connections) Guide
Questions to be answered.
APPLICATION:
I. Literary Analysis (Focused in Literary
Devices)
II. Poetic/Creative Acrostic
ASSESSMENT:
I. Identification
II. Matching Type
III. Sequencing of Events
UNIT 2 THE PASSIONATE SHEPHERD TO HIS LOVE & THE ACTIVITY:
(Week 5) NYMPH’S REPLY TO THE SHEPHERD I. Motivational Activity
1. Read and analyzed the poems The Passionate II. Unlocking of Difficult Terms
Shepherd to His Love & The Nymph’s Reply to III. Reading of the Poems
The Shepherd through a poem analysis. ANALYSIS:
2. Identified the literary devices used in the I. Content Analysis (Guide Questions to be
 poems through literary analysis. answered)
3. Showed appreciation of the poems through II. Structural Analysis ((Guide Questions to
poetry recital. be answered)
ABSTRACTION: (Realizations and Connections) Guide
Questions to be answered.
APPLICATION:
I. Literary Analysis (Literary Devices)
II. Poem Recital (Poem Interpretation)
ASSESSMENT:
I. Identification
II. Matching Type
III. Essay

V. EVALUATION
To pass this course, you must:
1. Read all readings in the modules and answer the pre-assessment and self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each module.
4. Submit the final project required.
5. Accomplish the mid-term and final evaluation

A. Formative Assessment
You must answer all pre-assessment and self-assessment activities. Your score here will not be part of your mid-term or
final grade: but they will be part of the completion requirement of the course. Thus, you are expected to complete the pre-
assessment and self-assessment activities. These activities will help you determine if you need to study more or to advance
to the next module.
 You can answer the pre-assessment and self-assessment within the scheduled time for each unit. Scheduling your
work time is important.
 In accomplishing the pre-assessment and self-assessment activities you can ask the help of your parents, siblings,
and friends.
B. Summative Assessment
1. Quizzes and Examination.
There will be two quizzes and two term examination to be given for this course.
2. Evaluation Activities.
Answer all activities in the evaluation part of each unit. These will be part of your midterm and final
grades. These will help you to be prepared for the quiz after each module.
C. Final Projects.
The final projects you will be submitting are the following: (Prelim)
 Anglo Literature – Timeline of the Literary Periods through Slide Presentation and Video Presentation about
each period’s focus
 American Literature - Timeline of the Literary Periods through Slide Presentation and Video Presentation about
each period’s focus
 Beowulf – Literary Analysis and Poetic/Creative Acrostic
 The Passionate Shepherd To His Love & The Nymph’s Reply To The Shepherd – Literary Analysis and a video of
Poetry Recital/Interpretation
VI. TECHNOLOGICAL TOOLS
For you to be able to accomplish the activities, you will need the following software Application, MS Word, MS PowerPoint.
These applications are found in your desktop or laptop and you do not need internet connection to use them. You may also access
the google classroom prepared for your class and try to participate in the discussion if the condition will allow it. At some point you
will be needing an internet connection to access the links provided in the various drills and exercises and in submission of
assessments.
VII. CONTACT INFORMATION OF THE FACILITATOR
You can contact me through my email address (maricarbalboa85@gmail.com) or Facebook account Mi Kay or mobile #
09773289681. Only matters regarding the lesson will be entertained.
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

UNIT 1 IN ANGLO-AMERICAN LITERATURE

AB ENGLISH 4
MODULE 1

TOPIC: DIFFERENT PERIODS OF ANGLO (ENGLISH) LITERATURE

Intended Learning Outcome: At the end of this module, the student must have:
7. Traced the background of different periods of Anglo Literature through a slide presentation.
8. Explained the ideas, focus or theme, and development of the different periods of Anglo Literature through a video
presentation.
9. Cited the relevance of tracing back the different periods of Anglo Literature through essay writing.

I. INTRODUCTION
Anglo is a prefix indicating a relation to the Angles, England, the English people, or the English language, such as in the term
Anglo-Saxon language. It is often used alone, somewhat loosely, to refer to people of British Isles descent in the Americas, New
Zealand and Australia.
In this module, you will trace the different periods of Anglo Literature. The periods in literature are named for rulers,
historical events, intellectual or political or religious movements, or artistic styles. Most literary periods have multiple names and
some of these names are debated. Take note again that dates may vary from other sources.

II. ACTIVITY
A. Word That Sounds Like & Anglo Literature Word Search Puzzle
Guess the word/s using the clue given. The clue may not exactly sound like the actual word but it sounds similarly to the
correct word. Write the correct word/s beside the clue. Then, search and encircle your answer in the puzzle. Challenge
yourself to do this activity without searching online for answers. After doing this task proceed to answer the guide
questions for Activity A in Analysis.

CLUES IN HORIZONTAL PATTERN: CLUES IN VERTICAL PATTERN:

1. MOW THERE ‘N - 6. ANNE GLOW -
2. MAY DULL IN GLEES - 7. ROW MAN TICK -
3. LETTER ARRAY PEER YOU’D - 8. PAUSE MOTHER ‘N -
4. OWLED IN GLEES - 9. VICTOR YAWN -
5. KNEE YOU CLASS SEEK KHAL - 10. IN GLEES REIGN EYE SONS -

W O L D E N G L I S H E N G L A N D E
T E M O N G R C H I V A L R I C L S I
O T E S G R A V I T Y A R E P H O N G
M N O B L E N O M A D N A L O U N O H
E L T M I D D L E E N G L I S H D W S
A I N Y S W E E T C O L E Z T R O A T
R M O D H E U R I E S O T A M C N R H
M O D E R N R N C L E R G B O H E S E
E I G N E O W U L T U D O E D R U S E
L G R E N D E L E I W I R T E U R O P
T E D W A R D L R C H R O H R O S E S
O L T E I G H T K I N G R A N E V E R
N E O N S I G N O R M N O D Y L A T E
E R O I S M O V I E A D M E R E R S T
O T C L A S S I C A L R A E A S O N S
F R I E N D S C H A S N N G M R A I N
O E D U C A N T E R S A T M P E R E S
U L I T E R A R Y P E R I O D S T E L
R I A N I N E I O M E M C M E R S E T
E L L E H G T A M E R E I S I C A L I
E V E N T H X N E O C L A S S I C A L
I N G J A M E S H E N R V I C T O R Y
 B. Anglo Literary Periods: Sequencing and Word Hunt
Arrange the literary periods of Anglo Literature from Activity A to its correct sequence, from past to recent. You may use
online sources now for this activity. Simply complete the table below. Indicate only the most important details like famous
works, writers and focus/theme in literature of each major period and sub-period. Lastly, there are two items from Activity
A that are not part of the major periods. (Once you’re done with Activity B, proceed to the guide questions for Activity B in
Analysis again.)

Anglo Literary Periods

Major Periods Details Sub-periods Details

1.

2.

3.1

3.2
3.

3.3

3.4

4.1

4. 4.2

4.3

5.

6.

7.

8.

III. ANALYSIS
Once you’re done with the activities, answer the questions below. Explain your answers on the space provided. Make sure your
answers are concise and direct to the point.
Guide Questions for Activity A:
1. Among the words you were able to guess in Activity A, which of those are not considered as literary periods of Anglo
literature?

2. Among the words you’ve guessed in Activity A, which of those belong to the literary periods of Anglo literature?

(After answering the questions 1 and 2, proceed to Activity B.)

Guide Questions for Activity B:
3. What have you noticed with the names of the literary periods of Anglo Literature?

4. What type of literature was developed in the earliest period of Anglo Literature?
 5. Who were the famous writers during the second period of Anglo Literature?

6. What are the four sub-periods of the third major period of Anglo Literature? Give the reason behind the names of these
sub-periods.

7. What is the reason why the fourth major period is also being called as Age of Reason?

8. Describe the literature and focus of writing during the fifth major period of Anglo Literature?

9. In the fifth major period, Gothic literature was also born. Describe the characteristics of the said type of literature?

10. During the sixth period of Anglo Literature, Charles Darwin’s theory on the evolution of man made a great impact on
philosophy and religion. Describe the literature’s focus during this period.

11. What type of literary genres is developed on the seventh major period and who are the famous writers during that time?

12. Describe the literature of the last major period of Anglo Literature.

IV. ABSTRACTION
Write your answers on the space provided. Make sure your answers are concise and direct to the point.
1. Based on the activity and questions you’ve answered in analysis, what do we mean by literary period/s?

2. Why do you think some periods are name after a ruler, significant events, intellectual/philosophical/religious movements or
artistic styles?

3. What is Anglo Literature and why is it called ANGLO?

4. What are the different periods of Anglo Literature?

5. As literature student, why do you think it’s necessary for us to look back in these periods and understand each period’s
focus?

V. APPLICATION
A. Timeline-Making (PowerPoint Presentation/Slide Presentation) Create a timeline through a slide presentation tracing the
different literary periods of Anglo Literature and make sure to indicate the relevant works, writers and focus or theme of
each period. You need to send the soft copy of your slide presentation in my messenger account or email address.

Your slide presentation will be rated using this rubric below.

INDICATOR 4 3 2 1
Background, Text- Font Choice & Formatting
Content Accuracy
Spelling and Grammar
Use of Graphics
Effectiveness
TOTAL 20
 B. Video-Making Presentation
Create a video presentation with you acting as a time-traveler while explaining the ideas, focus or theme of each period. It
should be done in chronological order (past to recent). Be resourceful and creative in making this video at home. You need
to utilize your PowerPoint/Slide Presentation in this video. Make sure that the video length should only be three to five
minutes. Lastly, post this in your Facebook account and simply mention my FB name in the comment section.

Your video will be rated using this rubric below:

Indicator 5 4 3 2 1
Organization of the Content
Delivery and Mastery
Effectiveness in Utilizing the Slide Presentation
Creativity (Graphical Design and Originality)
Total Score 20

VI. ASSESSMENT
Test I. Matching Type
Direction: Match the descriptions, focus or famous literary masterpieces in Column A to their corresponding major and sub-literary
periods in Anglo Literature in Column B. Write your answer on the space provided.

Column A Column B Answer

1. During this period, Gothic literature was born. A. Old English 1.
2. During this period, is marked by the restoration of the monarchy and the B. Middle English 2.
triumph of reason and tolerance over religious and political passion.
3. An age of English Literature that coincides with the reign of Elizabeth I. C. English Renaissance 3.
4. Charles Darwin’s theory of evolution had an impact on philosophy and religion D. Neo-Classical Period 4.
during this period.
5. Famous literary masterpieces of this period are The Canterbury Tales of E. Romantic Period 5.
Geoffrey Chaucer and Sir Gawain and the Green Knight.
6. This literary period blends literary genres and styles and attempts to break free F. Victorian Period 6.
of modernist forms.
7. A period which encompasses literature in Anglo-Saxon Period. G. Modern Period 7.
8. A literary period consists of four subsets: the Elizabethan Age, the Jacobean H. Elizabethan Period 8.
Age, the Caroline Age, and the Commonwealth Period.
9. Authors of this period have experiment with subject matter, form, and style and I. Postmodern Period 9.
have produced achievements in all literary genres.
10. A period which is also known as the Age of Reason. J. Age of Sensibility 10.
K. Restoration
L. Augustan Age

Test II. Essay Writing (Utilize the back portion of this page for your essay.)
Direction: Write a 3-point essay (it has introduction, body and conclusion) with the topic given.

What is the relevance of tracing back the different periods of Anglo Literature
and understanding the theme and focus of each period?

Your essay will be rated using the rubric below.

Indicator 5 4 3 2 1
Relevance/Significance Cited
Explanation
Organization of Ideas, Grammar and Spelling)
Total 15
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

UNIT 1 IN ANGLO-AMERICAN LITERATURE

AB ENGLISH 4
MODULE 2

TOPIC: DIFFERENT PERIODS OF AMERICAN LITERATURE

Intended Learning Outcome: At the end of this module, the student must have:
10. Traced the background of different periods of American Literature through a slide presentation.
11. Explained the ideas, focus or theme, and development of the different periods in American Literature through a video
presentation.
12. Cited the relevance of tracing back the different periods of American Literature through essay writing.

I. INTRODUCTION
In the first module, Anglo or English Literature had been introduced and the richness of its literary background. In this
second module, this is focused on the background of American Literature which on the earliest part had been influenced by British
people who travelled to the New Worlds. Later on, American writers developed their own unique style in writing or in expressing
themselves in literature.
Just like in Anglo Literature, American literary periods may vary in dates and names. Some sources indicate the overlapping
of years in some sub-periods within a major period. Therefore, dates in literary periods are approximations. The most important
thing is we have to look back on these periods to see its progress and richness.

II. ACTIVITY
A. Word That Sounds Like (Warm-up Activity)
Guess the word/s using the clue given. The clue/s may not exactly sound like the actual word/s but it sounds similarly to the correct
word. Write the correct word/s on the space provided.

CON TEMPT POOR ARRAY PEER YOU’D – ______________________________________

CO-LOAN YA’LL PEER YOU’D – ______________________________________

UH MARE CAN MOW THEIR NEST PEER YOU’D – ______________________________________

REY BOW LOTION ARRAY EDGE – ______________________________________

NACHOO RAW LEASE TICK PEER YOU’D – ______________________________________

ERR LAY NASHO NULL PEER YOU’D – ______________________________________

RHEA LEASE TICK PEER YOU’D – ______________________________________

ROW MAN TICK PEER YOU’D – ______________________________________

B. American Literary Periods: Sequencing & Word Hunt (Activity Proper)

Arrange the major literary periods of American Literature from Activity A to its correct sequence, from past to recent. You may use
online sources for this activity. Search using the key words given and indicate only the most important details like famous works,
writers and focus/theme in literature of each major period and sub-period. Simply complete the table below.

AMERICAN LITERARY PERIOD

MAJOR PERIODS DETAILS SUB-PERIODS/CLASSES DETAILS

1.

2.

3.
 4.

5.

6.

7.1

7. 7.2

7.3

8.

III. ANALYSIS
Once you’re done with the activities, answer the questions below. Explain your answers on the space provided. Make sure your
answers are concise and direct to the point.
Guide Questions:
13. Describe the writings that were developed in the earliest literary period of American Literature.

14. What are some of the greatest documents in American history that were written during the second literary period in
American literature?

15. What was the major break in literature that happened in the third American literary period?

16. Describe the progress in literature during the fourth American literary period and the famous writers who emerged in this
period.

17. What major form of literature was produced in this era and what did it represent about life?

18. Describe the literary writing in the sixth major American literary period.

19. The seventh major literary period of American literature had sub-periods which overlapped in dates. What are these sub-
periods and its famous writers who emerged that time?

20. Describe last major literary period of American literature and the two literary movements that emerged in the late 1950s.

IV. ABSTRACTION
Write your answers on the space provided. Make sure your answers are concise and direct to the point.
6. Based on the activity and questions you’ve answered in analysis, explain what is American Literature?
 7. What are the different literary periods in American literature (from past to recent)?

8. What do you think is influence or contribution of British/English Pilgrims/Puritans to American Literature in the early two
periods?

9. Realistic fiction is similar to naturalistic writing. But how are these two different from each other when it comes to the
depiction of life?

10. As literature student, why do you think it’s necessary for us to look back in these periods and understand each period’s
focus?

V. APPLICATION
C. Timeline-Making (PowerPoint Presentation/Slide Presentation) Create a timeline through a slide presentation tracing the
different literary periods of American Literature and make sure to indicate the relevant works, writers and focus or theme
of each period. You need to send the soft copy of your slide presentation in my messenger account or email address.

Tips in making an effective slide presentation:

 Plan! What is the purpose of your presentation? Who are the audience? What are the ideas or information to
include? Use the acronym KISS (Keep It Short and Simple).
 Design! Keep it simple. Limit bullet points and text. Limit transitions and animations. Use high-quality
graphics/pictures/photos/videos/audios. Choose your fonts well and use color well.
 Lastly, cite your sources!

Your slide presentation will be rated using this rubric below.

INDICATOR 4 3 2 1
Background, Text- Font Choice & Formatting
Content Accuracy
Spelling and Grammar
Use Of Graphics
Effectiveness
TOTAL 20

D. Video-Making Presentation
Create a video presentation acting as a time-traveler while explaining the ideas, focus or theme of each period. It should be
done in chronological order (past to recent). Be resourceful and creative in making this video at home. You need to utilize
your PowerPoint/Slide Presentation in this video. Make sure that the video length should only be three to five minutes.
Lastly, post this in your Facebook account and simply mention my FB name in the comment section.

Tips in making a good video presentation:

 Plan on what you need to do.
 Practice! Practice! Practice!
 Delivery – Starts strong! Remember, first impressions are powerful. Make good eye contact to the camera
(assuming your audience). It helps to build connection. Wear something that is appropriate to the presentation.
Always be polite! Lastly, be confident!

Your video will be rated using this rubric below:

Indicator 5 4 3 2 1
Organization of the Content
Delivery and Mastery
Effectiveness in Utilizing the Slide Presentation
Creativity (Graphical Design and Originality)
Total Score 20
VI. ASSESSMENT
Test I. Matching Type
Direction: Match the descriptions, focus or famous literary masterpieces in Column A to their corresponding major and sub-literary
periods in American Literature in Column B. Write your answer on the space provided.

Column A Column B Answer

1. During this period, some of the greatest documents of American history were A. Naturalistic Period 1.
authored: Thomas Paine authored Common Sense, Thomas Jefferson wrote The
Declaration of Independence, Alexander Hamilton, James Madison, and John Jay
wrote The Federalist Papers, and the Constitution of the United State was drafted
and was ratified.
2. During this period, writings try to present subjects with scientific objectivity, B. The Beat Movement 2.
and are often frank, crude, and tragic.
3. The Great Depression marks the end of this literary period, and writers such as C. The Early National 3.
William Faulkner, John Steinbeck, and Eugene O’Neill dealt with the social and Period
political issues of the time in their literary works.
4. The writings of this time centered on religious, practical, or historical themes. D. Romantic Period 4.

5. The major form of literature produced in this era was realistic fiction, which E. Revolutionary Age 5.
aims to represent life as it really is and make the reader believe that the
characters actually might exist and the situations might actually happen.
6. A sub-period in American literature that gave birth to “gospel music” and the F. The Jazz Age 6.
sample literary masterpieces of that time were poetry, short stories and novels of
Hurston and Langston Hughes.
7. A period in American literature wherein two literary movements emerged, G. The Colonial Period 7.
namely the Beat Movement and the Counterculture.
8. In this period, American Literature saw the beginnings of literature that could H. The American 8.
be truly identified as “American", and the writers of this new American literature Modernist Period
wrote in the English style, but the settings, themes, and characters were
authentically American.
9. During the 1950s, a vigorous anti‐establishment and anti‐traditional literary I. Realistic Period 9.
movement emerged with its main writers Allen Ginsberg and Jack Kerouac.
10. A period which is also known as the American Renaissance or the Age of J. The Harlem 10.
Transcendentalism. Renaissance
K. Counterculture
L. Contemporary Period

Test II. Essay Writing (You may utilize the back portion of this page for your essay if the space below is not enough.)
Direction: Write a 3-point essay (it has introduction, body and conclusion) with the topic given.

What is the relevance of tracing back the different periods of American Literature
and understanding the theme and focus of each period?

Your essay will be rated using the rubric below.

Indicator 5 4 3 2 1
Relevance/Significance Cited
Explanation
Organization of Ideas, Grammar and Spelling
Total 15
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

UNIT 2 IN ANGLO-AMERICAN LITERATURE

AB ENGLISH 4
MODULE 1

TOPIC: BEOWULF
Intended Learning Outcome: At the end of this module, the student must have:
13. Read and discussed the epic Beowulf through a story analysis.
14. Written a literary analysis by examining the literary devices used in the epic Beowulf.
15. Reflected on the values expressed in the story of Beowulf and relate it to their own experience through a poetic or creative
acrostic.

I. INTRODUCTION
Beowulf is the mythical and literary record of a formative stage of English civilization; it is also an epic of the heroic sources
of English culture. The module one in this unit covers the epic poem Beowulf. Its origin is mysterious and even the author is
unknown. Whether it was originally written or oral is not known. The poem, filled with biblical allusions to the Old Testament, is also
influenced by Germanic oral tradition and Old Norse myth and legend. In the story, Beowulf represents the Geats (a member of a
Scandinavian people of southern Sweden) and that Hrothgar represents the Danes (native or inhabitant of Denmark or from Danish
descent).
The story of Beowulf, like those other oral epics, depicted familiar situations like audiences who crowded around the
harpist-bards in the communal halls at night, stories of monsters and of god-fashioned weapons, of descents to the underworld and
of fights with dragons, of the hero's quest and of a community threatened by the power.

II. ACTIVITY
A. Motivational Activity
Direction: Answer the following question below. Make your answers concise and direct to the point. Write your answers at the back
of this page.
1. What is a hero? Explain your definition and give examples.
2. What is courage? How would most people today define courage?
3. What qualities do you believe a good leader should possess? What can you say about leadership in our society?
4. What does it mean to be loyal? Tell about a time you were loyal or someone was loyal to you.
5. Why is reputation important? What factors influence a person’s reputation?

B. Beowulf’s Word Hunt (Unlocking of Difficult Terms)

Direction: Search the following words given below for their meaning. You may use your dictionary apps or search online. Write the
meaning beside it after the (-) hyphen symbol.

mast - sentinels - ale -

gabled - omens - sinews -
mead - vexed - scabbard -
gorge - linden - hoard -
fiend - shroud - epic -

C. Beowulf Story (Reading Task)

Direction: Read the epic Beowulf and answer the questions prepared in Analysis. You can read the summarized translation but it
would be best to read the actual epic poem or its English translation by Burton Raffel. You may use the link below, but you may still
use other translations.

Link: https://www.bpi.edu/ourpages/auto/2017/9/13/42764661/beowulf__raffel_translation_.pdf

III. ANALYSIS
Once you’re done with the activities, answer the questions below. Explain your answers on the space provided. Make sure your
answers are concise and direct to the point. Write your answers at the back of the second and third page.

Guide Questions (Story Analysis – Who, What, Where, When, & Why)
21. Who are the characters in the epic Beowulf?
22. Describe Herot.
23. Describe Grendel’s lair. How does it compare to Herot?
24. What is the implication of Grendel being descended from Cain?
25. Why does Grendel attack Herot?
26. What had Herot symbolized before the coming of Grendel? After?
27. Why does Unferth bring up Beowulf’s swimming match with Brecca? How does Beowulf respond?
 28. What is Welthow’s role in Herot? What does the narrator praise her for?
29. Describe the battle between Beowulf and Grendel.
30. Why does Grendel’s mother attack Herot?
31. Describe the lake.
32. How does Beowulf defeat Grendel’s mother?
33. What does Beowulf do before he swims back to land after defeating Grendel’s mother?
34. How and when Beowulf becomes king of the Geats?
35. What is the reason of the dragon’s anger?
36. Why does Beowulf want to fight the dragon alone?
37. What do Beowulf’s followers do when they realize he’s losing? What does Wiglaf do?
38. What request does Beowulf make at the end after the dragon has been killed?
39. How is Beowulf killed?
40. Summarize Beowulf’s last words to Wiglaf.

IV. ABSTRACTION
Write your answers on the space provided. Make sure your answers are concise and direct to the point. Write your answers at the
back of the last or fourth page.

Guide Questions (Realizations and Connections)

1. Why are their ancestors so important to the warriors in Beowulf?
2. Identify and explain the Viking/Scandinavian elements in the poem.
3. Identify and explain the Christian influences on the poem.
4. Explain the role of women in Beowulf’s world.
5. Explain the code of loyalty in Beowulf. How is the society structured?
6. What is important to the warriors in Beowulf? What qualities did they feel a good king should possess?
7. Discuss the battle between good and evil in the poem. Who represents good? Who represents evil?
8. Is Beowulf a hero? Why/why not?
9. Discuss the role of reputation in Beowulf. Cite examples from the text.
10. What attitudes and actions lead to Beowulf’s downfall? Defend your answer with examples.

V. APPLICATION
A. Literary Analysis
Direction: Prepare a literary analysis focusing on the different literary devices used in the epic Beowulf. The format below is your
guide to examine the text. Your output should be typewritten with paper size – letter, margin – normal, spacing – single spacing, and
with font style and size – Verdana 11. You only need to send the soft copy of your literary analysis in my messenger account or
email address.

Your final output for the literary analysis will be rated using the rubric below:
Indicator 5 4 3 2 1
Follows Correct Formatting
All Parts Accomplished
Well-explained and Organized Answers
Grammar & Spelling
Total 20

A Literary Analysis of Beowulf

Part I: Literary Devices’ Definition

A. What are Literary Devices?
B. List of Literary Devices Used in Beowulf and Their Meaning
1. Alliteration
2. Allusion
3. Aphorism
4. Epithet
5. Foreshadowing
6. Kenning
7. Understatement

Part II: Literary Analysis Questions for Beowulf

1. The Beowulf poet begins his epic three generations prior to the time of the events of the main plot line. What do you think
is the authors purpose of beginning it this way and what does he indicate as important to the Anglo-Saxon culture?
Indicator 3 2 1
Purpose Indicated
Explanation
Grammar and Spelling
Total 5
 2. List two examples of alliteration found in the lines of Beowulf and discuss its effect (aural imagery).
Indicator 3 2 1
Examples Indicated
Explanation of its effect
Grammar and Spelling
Total 5

3. In Beowulf’s speech at the beginning of this chapter, identify and copy one statement that could be considered an aphorism
and explain its meaning.
Indicator 3 2 1
Correct Example Indicated
Explanation of the meaning
Grammar and Spelling
Total 5

4. There are biblical allusions found int the text. Indicate two biblical allusions and which parts in the story. What Bible story
do they conjure and why?
Indicator 3 2 1
Correct Allusions Indicated
Explanation
Grammar and Spelling
Total 5

5. List at least three kennings used in the text and the words it referred to.
Indicator 3 2 1
Correct Kennings Indicated
Correct Words/Meaning
Total 5

6. The use of “That mighty protector of men” to name Beowulf is what is called an epithet. How might that particular epithet
be a contradiction to the Christian doctrine touted throughout the epic? List at least two examples of epithets found in the
story.
Indicator 3 2 1
Correct Epithets Cited from the Story
Explanation
Grammar and Spelling
Total 5

7. When Beowulf was battling with Grendel, and the author states that Beowulf knew “the fiend was no use / To anyone in
Denmark.” This is an understatement. Explain its meaning and effect.
Indicator 3 2 1
Explanation of the given Understatement
Explanation of its Effect
Grammar and Spelling
Total 5

8. Provide one example of foreshadowing from the epic. Then, explain what it makes the reader anticipate.
Indicator 3 2 1
Correct Example of Foreshadowing Indicated
Explanation of what it makes reader anticipate
Grammar and Spelling
Total 5

B. Poetic/Creative Acrostic
Beowulf’s story also expresses different values in life. Reflect on these values like loyalty, generosity or kindness, courage, bravery,
and many more. Recall past or present experiences that made an impact in your life because of these values. It might be an
experience that you had no other choice but to be courageous and faced it all alone, despite all the odds that awaited. It might be an
experience on how you dealt with someone who promised loyalty but, in the end, broke your trust. Or it might be an experience
with someone who saved your day out of kindness.

Direction: Create a poetic/creative acrostic that relates your experience/s and in which you were able to learn or it made an impact
in your life because of the values expressed in the epic Beowulf. You are free to create a title of your acrostic but the lines must
begin with the letters of BEOWULF. (See the example format below.) Write this in a short size bond paper. Be creative. Then, take a
picture of it and post it in our GC in messenger.
B-
E-
O-
W-
U-
 L-
F-

Your poetic/creative acrostic will be rated using the rubric below.

Indicator 5 4 3 2 1
Experience(s) and Value(s) Indicated
Poetic Effect (Rhyme Scheme and Figurative Language)
Creativity (Uniqueness and Originality)
Total 15

VI. ASSESSMENT
Test I. Identification
Direction: Read the description and identify the name of the character or places in the epic Beowulf.
1. The chief of a tribe called Brondings and a friend of Beowulf. 1. ____________
2. He is the he King of Danes and the builder of Herot. 2. ____________
3. A Geat warrior and the only one to help him in his final fight with the dragon. 3. ____________
4. A man-eating monster who lives at the bottom of a foul mere, or mountain lake and attacks the hall. 4. ____________
5. His sword is called Hrunting and is used by Beowulf in a later battle. 5. ____________
6. She is the wife of Hrothgar and queen of the Danes. 6. ____________
7. The golden guest-hall or mead-hall where the Danes held celebration. 7. ____________
8. The place or kingdom where Beowulf comes from. 8. ____________
9. He is Beowulf's feudal lord, as well as his uncle. 9. ____________
10. He is the father of Beowulf and a friend to Hrothgar. 10. ___________

Test II. Matching Type

Direction: Match the definition/meaning in Column A to its corresponding word/term in Column B. Write the letter of the correct
answer on the space provided.
Column A Column B Answer
1. A term which means a hidden or carefully guarded supply or accumulation of valuables. A. alliteration 1.
2. A thing which is used to as a sheath for a sword B. kenning 2.
3. In medieval times, this is a guard or a person that stands to watch. C. mead 3.
4. A word which means a sign or premonition. D. ale 4.
5. A term which means to eat greedily. E. scabbard 5.
6. A literary device which is a metaphorical compound word or phrase used especially in Old F. hoard 6.
English and Old Norse poetry.
7. A term which means a fermented drink made from honey. G. epic 7.
8. A long, narrative poem written in an elevated style which celebrates the deeds of a H. gorges 8.
legendary hero or god.
9. A literary device which is the repetition of similar sounds, especially the initial consonant I. sentinels 9.
sound of a word or of a stressed syllable.
10. An alcoholic beverage brewed especially by rapid fermentation from an infusion of malt J. omen 10.
with addition of hops.
K. moors

III. Sequencing of Events

Direction: Arrange the events in the story of Beowulf by writing the numbers from 1 to 10 on the space provided.

1. He fights with Grendel’s mother and finds out she is impervious to weapons, but in the heat of battle, 1. _____
he finds a magic sword hanging on the wall and kills Grendel’s mother with it.
2. Beowulf entrusts his kingdom to Wiglaf and after he dies they build him a pyre. 2. _____
3. Herot is constructed, and Grendel attacks it. 3. _____
4. Beowulf sets out to fight the dragon alone and he is fatally wounded. 4. _____
5. Beowulf hears of the troubles at Herot and decides to help Hrothgar. 5. _____
6. Beowulf fights Grendel bare-handed and he tears Grendel’s arm off at the shoulder and hangs it from 6. _____
the rafters.
7. Beowulf returns to his land and becomes king of the Geats. 7. _____
8. Grendel’s mother comes to Herot to avenge Grendel. 8. _____
9. A thief rouses a sleeping dragon by taking a gem-studded cup. 9. _____
10. Beowulf and his own men to the bloody lake, the abode of Grendel and his mother. 10. ____
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

UNIT 2 IN ANGLO-AMERICAN LITERATURE

AB ENGLISH 4
MODULE 2

TOPIC: THE PASSIONATE SHEPHERD TO HIS LOVE & THE NYMPH’S REPLY TO THE SHEPHERD
Intended Learning Outcome: At the end of this module, the student must have:
1. Read and analyzed the poems, The Passionate Shepherd to His Love & The Nymph’s Reply to The Shepherd,
through poem analysis.
2. Identified the literary devices used in the poems through literary analysis.
3. Showed appreciation of the poems through poetry recital (poem interpretation).

I. INTRODUCTION
This module is intended for the two pastoral poems of Christopher Marlowe’s The Passionate Shepherd to His Love and Sir
Walter Raleigh’s The Nymph's Reply to the Shepherd. You might have encountered this during your secondary years or you might
have just read it somewhere because these two are popular.
These poems were written during the English Renaissance, one of the major literary periods of Anglo/English Literature. To
be specific this was during Elizabethan Period, a sub-period during the English Renaissance. Christopher Marlowe’s The Passionate
Shepherd to His Love was written first and Sir Walter Raleigh’s The Nymph's Reply to the Shepherd was the response to the
aforementioned. These two are specifically chosen because of its poetic quality and human values that young people, like you, could
relate.

II. ACTIVITY
A. Motivational Activity
Direction: Answer the following question below. Make your answers concise and direct to the point. (Write your answers at the
back of this page.)
6. Have you been in loved? How will you express your feelings to the one you love?
7. How do you react to the person who declares his/her love for you, yet you don’t share the same feeling to him/her?
8. How will you convince the person you love that what you feel is true or genuine?
9. Compare the kind of courtship our previous generations had to the present time.
10. Describe the way of life in rural area or the countryside.

B. Word Hunt (Unlocking of Difficult Terms)

Direction: Search the following words given below for their meaning. You may use your dictionary apps or search online. Write the
meaning beside it after the (-) hyphen symbol.

steepy - madrigals - posies -

kirtle - myrtle - amber -
studs - swains - shepherd –
nymph - Philomel - wanton -
wayward - reckoning - gall -

C. Reading Task: The Passionate Shepherd to His Love & the Nymph’s Reply to the Shepherd
Direction: Read the poems below and answer the questions prepared in Analysis.

The Passionate Shepherd to His Love The Nymph's Reply to the Shepherd
By: Christopher Marlowe By: Sir Walter Raleigh

Come live with me and be my love, If all the world and love were young,
And we will all the pleasures prove And truth in every shepherd's tongue,
That valleys, groves, hills, and fields, These pretty pleasures might me move
Woods, or steepy mountain yields To live with thee and be thy love.

And we will sit upon the rocks, Time drives the flocks from field to fold,
Seeing the shepherds feed their flocks, When rivers rage and rocks grow cold;
By shallow rivers to whose falls And Philomel becometh dumb;
Melodious birds sing madrigals. The rest complain of cares to come.

And I will make thee beds of roses The flowers do fade, and wanton fields
And a thousand fragrant posies, To wayward winter reckoning yields;
A cap of flowers, and a kirtle A honey tongue, a heart of gall,
Embroidered all with leaves of myrtle; Is fancy's spring, but sorrow's fall.
 A gown made of the finest wool
Which from our pretty lambs we pull;
Fair lined slippers for the cold
With buckles of the purest gold;
A belt of straw and ivy buds,
With coral clasps and amber studs;
And if these pleasures may thee move,
Come live with me and be my love.
The shepherds' swains shall dance and sing
For thy delight each May morning:
If these delights thy mind may move,
Then live with me and be my love.
III. ANALYSIS
Once you’re done with the activities, answer the questions below. Explain your answers on the space provided. Make sure your
answers are concise and direct to the point. (Write your answers at the back of the second and third page.)
A. Content Analysis
Guide Questions for The Passionate Shepherd to His Love:
1. Who is the speaker/narrator in the poem?
2. To whom is the speaker talking to or addressing this
poem based on the content of the poem?
3. What is the speaker doing in the poem?
4. What are the things that the speaker promises to
whom the poem is addressed?
5. What is the value/worth the things the speaker has
promised? Are these temporal or lasting?
6. Describe the place and the way of life to where the
speaker wants to bring or live with the person he
loves. How does the speaker envision living in that
place?
7. Is the speaker realistic or idealistic? Why?
8. What do the following lines in the poem imply?
a. “Come live with me and be my love,
And we will all the pleasures prove"
b. “By shallow rivers to whose falls
Melodious birds sing madrigals.”
c. “And I will make thee beds of roses
And a thousand fragrant posies,”
d. “The shepherds' swains shall dance and sing
For thy delight each May morning:
If these delights thy mind may move,
Then live with me and be my love”
9. Based on the content of the poem, how does the
speaker view life? How about the speaker’s view of
love?
10. Is the speaker promising love or just temporal
pleasures? Why?
B. Structural Analysis
Guide Questions for The Passionate Shepherd to His Love:
1. How many lines does the poem have? How are the
lines being group together?
2. How many lines are there in a group?
3. What do you notice on the end of each line?
Describe the sound of the last syllable of each line?
Does the sound at the end of the lines follow a
certain pattern?
4. Read these lines from the poem. Read the
underlined syllables with stressed in your tone or
volume of your voice. Then, write your observation
with the rhythm of sounds.
The shepherds' swains shall dance and sing
Thy gowns, thy shoes, thy bed of roses,
Thy cap, thy kirtle, and thy posies,
Soon break, soon wither, soon forgotten,
In folly ripe, in reason rotten.
Thy belt of straw and ivy buds,
Thy coral clasps and amber studs,
All these in me no means can move
To come to thee and be thy love.
But could youth last and love still breed,
Had joys no date nor age no need,
Then these delights my mind might move
To live with thee and be thy love.
Guide Questions for The Nymph's Reply to the Shepherd:
1. Who is the speaker/narrator in the poem?
2. To whom is the speaker talking to or addressing
this poem based on the content of the poem?
3. What is the speaker doing in the poem?
4. What are the things that the speaker refuses to
accept from whom this poem is addressed?
5. Why does the speaker refuse all those things that
have been promised?
6. How does the speaker envision living in the place
where her suitor wants to live with her? Describe
the place based on the speaker’s point of view in
the poem.
7. Is the speaker realistic or idealistic? Why?
8. What do these lines in the poem imply?
a. “If all the world and love were young,
And truth in every shepherd's tongue,”
b. “And Philomel becometh dumb;
The rest complain of cares to come.”
c. “The flowers do fade, and wanton fields
To wayward winter reckoning yields”
d. “But could youth last and love still breed,
Had joys no date nor age no need,
Then these delights my mind might move
To live with thee and be thy love.”
9. Based on the content of the poem, how does the
speaker view life? How about the speaker’s view of
love?
10. Is the speaker seeking for love or just temporal
pleasures? Why?
Guide Questions for The Nymph's Reply to the Shepherd:
1. How many lines does the poem have? How are the
lines being grouped together?
2. How many lines are there in a group?
3. What do you notice on the end of each line?
Describe the sound of the last syllable of each line?
Does the sound at the end of the lines follow a
certain pattern?
4. Read these lines from the poem. Read the
underlined syllables with stressed in your tone or
volume of your voice. Then, write your observation
with the rhythm of sounds.
But could youth last and love still breed,
 For thy delight each May morning: Had joys no date nor age no need,
If these delights thy mind may move, Then these delights my mind might move
Then live with me and be my love. To live with thee and be thy love.

5. Using the same example in number 4, how many 5. Using the same example in number 4, how many
syllables are there in each line? How many stressed syllables are there in each line? How many stressed
and unstressed syllables in each line? and unstressed syllables in each line?

IV. ABSTRACTION
Write your answers on the space provided. Make sure your answers are concise and direct to the point. (Write your answers at the
back of the fourth and fifth page.)

Guide Questions for The Passionate Shepherd to His Love: Guide Questions for The Nymph's Reply to the Shepherd:
A. Poem’s Content A. Poem’s Content
1. The poem, The Passionate Shepherd to His Love, is an 1. The poem, The Nymph's Reply to the Shepherd, is
example of pastoral literature. Based on the qualities an example of pastoral literature. Based on the
and the setting of poem, what do we mean by qualities and the setting of poem, what do we
pastoral literature? mean by pastoral literature?
2. Shepherds who lived during the Elizabethan Period 2. Nymphs were figures in Greek mythology as minor
didn’t have an easy life. Why do you think the author deities and long-lived or immortal. What is the
used flowery language to obscure the difficulty of situational irony about the nymph in this poem
rural life? based on speaker’s point of view?
3. What does the shepherd symbolize? 3. What does the nymph symbolize?
4. Compared the speaker of poem and the men in the 4. Compared the speaker of poem and the women in
present generation. the present generation.
5. What is the message being conveyed/implied by the 5. What is the message being conveyed/implied by
poem about: the poem about:
a. Love and Passion a. Love and Passion
b. Youth b. Youth
c. Pleasure c. Pleasure
d. Innocence d. Innocence
e. Rural life e. Rural life

B. Poem’s Structure
1. What do we call to grouping of lines in poetry?
2. What do we call if verse/stanza of a poem is group by 4 lines together?
3. Both poems rhyme at the end and it follows a certain pattern and in poetry, what is it called? What is the rhyme
pattern followed by both poems?
4. Both poems follow a certain rhythm where in the first syllable is unstressed and followed by a stressed syllable what
is it called in poem measurement?
5. What is the measurement of both poems?

V. APPLICATION
A. Literary Analysis
Direction: Prepare a literary analysis focusing on the different literary devices used in the poems , The Passionate Shepherd to His
Love & the Nymph’s Reply to the Shepherd. The format below is your guide to examine the text. Your output should be typewritten
with paper size – letter, margin – normal, spacing – single spacing, and with font style and size – Verdana 11. You only need to send
the soft copy of your literary analysis in my messenger account or email address.

Each literary analysis of the poems will be rated using the rubric below.

Indicator 5 4 3 2 1
Follows Correct Formatting
All Parts Accomplished
Well-explained and Organized Answers
Grammar & Spelling
Total 20

A Literary Analysis of The Passionate Shepherd to His Love

(a sample format)
I. Summary of Each Stanza
Direction: Summarize each stanza of the poem using your own words.
Each summary per verse/stanza will be rated using this rubric below.

Indicator 3 2 1
Summary Indicates the Correct Content
Organization of Ideas/Grammar/Spelling
Total 5
 II. Poetic/Literary Devices Used
Direction: Identify the eight (8) literary devices used in the poem and indicate its meaning/definition.

The rubric below will be used in rating this part of the task.

Indicator 8 7 6 5 4 3 2 1
Correct Identification of Literary Devices
Correct Definition/Meaning Indicated
Total 15

III. Literary Devices in The Passionate Shepherd to His Love

Direction: Indicate which part of the poem the literary device is found and explain how is it used and the possible
effect/impact to its reader.

Each item will be rated using the rubric below.

Indicator 2 1
Explanation of How It Is Used in the Poem
Explanation of the Impact to Readers
Correct Part of the Poem Indicated
Total 5

B. Poetry Recital (Poem Interpretation)

We give life or interpret poetry if we relate or understand it aside from its poetic quality like the rhyming sounds and the use of
figurative language.

Direction: Interpret and perform a poetry recital of the poems The Passionate Shepherd to His Love & the Nymph’s Reply to the
Shepherd. Try to reflect on the side or character of the shepherd and the nymph, and give life to the poems using these characters.
Be creative and poetic as you can. Take a video of your performance at home and post it in your FB account. Just mention my FB
name in a comment.

Your poetry recital/performance will be rated using the rubric below.

Indicator 5 4 3 2 1
Pauses, Pacing and Clarity
Pronunciation
Tone of Voice
Eye Contact
Mastery and Delivery
Facial Expression and Body Movements/Gestures
Costume/Props
Total 35

VI. ASSESSMENT

Test I. Identification
Direction: Identify the poetic elements and literary device being described. Write your answer on the space provided.
1. A literary device wherein writers use symbols to signify ideas and qualities, giving them 1. __________________
symbolic meanings different from the literal meanings.
2. A literary device that is used to exaggerate a statement for the sake of emphasis. 2. __________________
3. What do you call to the pattern of sounds at the end of lines of the poem’s stanzas? 3. __________________
4. A type of literature which focuses on the rural themes: nature, farm work, and living on 4. __________________
the country side.
5. What do you call to a four-lined stanza in poetry? 5. __________________
6. A literary device wherein writers use an implied or indirect reference to a person, event, or 6. __________________
thing or to a part of another text.
7. A literary device wherein the speaker of the poem praises another person, usually a woman, 7. __________________
by singling out different parts of her body.
8. A literary device that is used by poets to repeat words or lines to give emphasis or it gives a 8. __________________
musical quality.
9. A poetic device wherein poets use the repetition of vowel sounds in the same line. 9. __________________
10. A literary device used by writers to make the readers perceive things involving their five senses. 10. _________________
Test II. Matching Type
Direction: Match the examples of literary devices used in the poems, The Passionate Shepherd to His Love & the Nymph’s Reply to
the Shepherd in Column A to its literary device term in Column B. Write the letter of the correct answer on the space provided.

Column A Column B Answer

1. “These pretty pleasures might me move”
A. imagery 1.
“The shepherds' swains shall dance and sing”

2. “And I will make thee beds of roses B. assonance 2.

And a thousand fragrant posies”

3. “Come live with me and be my love” C. alliteration 3.

4. “And we will sit upon the rocks”

“Seeing the shepherds feed their flocks” D. repetition 4.

“And a thousand fragrant posies”

5. “If all the world and love were young” E. symbolism 5.

F. hyperbole
G. allusion

Test III. Essay

Direction: Write a short essay about the topic given.
1. Indeed, beauty, youth, and pleasure will fade or perish, but they said that true love endures everything until the end. So,
could it be that the real reason of the Nymph to refuse the offer of the Shepherd because she doesn’t love him and the rest
are just mere excuses? Explain your answer if you agree or disagree and support your answer.

Indicator 5 4 3 2 1
Explanation/Justification
Organization of Ideas
Language Mechanics (Sentence Structure, Grammar and Spelling)
Total 10

2. In the poem The Passionate Shepherd to His Love, what kind of relationship does the Shepherd wants from his love? Why
do you say so? Explain and justified your answers based on the content of the poem.

Indicator 5 4 3 2 1
Explanation/Justification
Organization of Ideas
Language Mechanics (Sentence Structure, Grammar and Spelling)
Total 10