LESSON 3: PLAYING WITH WORDS

INTRODUCTION

This lesson will teach you about novels and wordplay in literature. This lesson will
also shed light on how you can get information through scanning. Technical definition and
adverbs of affirmation will be tackled as well. At the same time, this lesson will teach you
about preparing a bibliography. Observing correct stance and behavior and establishing eye
contact when delivering a speech will also be dealt with. Lastly, this lesson will educate you
on how you can evaluate a listening material in terms of accuracy, validity, adequacy, and
relevance and and how you can detect bias and prejudice in a viewing material.
How to join the VSMART?

 Install VSMART application or visit the website :

school.vsmart.ph
 Log in your given username and password
 Go to your scheduled lesson

OBJECTIVES:
Literature:
 Explain how the elements specific to a genre contribute to the theme of a particular
literary selection. (EN10LT-IIe-2.2; EN10LT-IIf-2.2)
 Express appreciation for sensory images used. (EN10LT-IIc-2.2.1)
 Determine tone, mood, technique, and purpose of the author. (EN10LT-IIe-2.2.3;
EN10LT-IIf-2.2.3)
Read:
 Scan for needed information. (EN10SS-IId-1.5.2)
Write:
 Give technical and operational definitions. (EN10V-IIe-13.9; EN10V-IIf-13.9)
 Use words and expressions that affirm or negate. (EN10G-IIe-28; EN10G-IIf-28)
 Acknowledge citations by preparing a bibliography. (EN10SS-IId-1.6.3)
Listen:
 Evaluate listening texts in terms of accuracy, validity, adequacy, and relevance.
(EN10LC-IId-3.15)
Speak:
 Observe the correct stance and proper stage behavior as deemed necessary.
(EN10OL-IIe-3.8; EN10OL-IIf-3.8)
 Establish eye contact. (EN10OL-IIe-2.6.2; EN10OL-IIf-2.6.2)
View:
 Detect bias and prejudice in the material viewed. (EN10VC-IId-26; EN10VC-IIe-26;
EN10VC-IIf-26)

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MODULE 1: APPRECIATING WORLDPLAY

What is a novel?
 Literary genres have specific elements that contribute to the theme of a particular
reading selection under it. For this lecture, we will explore the
third genre featured in this quarter—novel.
Novel
 A novel is a lengthy work of prose comprised of narrative fiction revolving around a
single main plot developed in several chapters. Its length distinguishes it from a short
story and a novella, which are relatively shorter than a novel. However, being a work
of fiction, it shares the same elements with a short story, namely setting, characters,
plot, point of view, conflict, and theme.
In particular, Don Quixote is a prime example of the principle of intertextuality. As
you read this novel, you will find several references to romantic texts and other works
previous to it. Moreover, the work is also considered a satire as it uses humor to
critique the notions of chivalry
popular during the medieval ages.
o fluttering and dancing in the breeze

Activity: Don Quixote

Of what standards should a knight measure up to in contrast to other members of society
in the medieval times?

Read an excerpt from Don Quixote. Then, answer the questions that follow.
https://www.coreknowledge.org/wp-content/uploads/2017/02/CKHG-G5-U4-Excerpts-
3.pdf

1) Give background about Don Quixote from paragraph 1.

2) How did Don Quixote’s passion for reading books on chivalry affect his day-to-day life?

3) Explain how the excerpt below sets expectations for the succeeding events in the novel:
“. . . it (books of chivalry) so possessed his mind that the whole fabric of invention and
fancy he read of was true, that to him no history in the world had more reality ¡n it.”

4) Explain the significance of the changes Don Quixote made in the names of those
involved in his playing knight.

5) In Paragraph 4, what tone did the author use in commenting on Don Quixote? Is this
tone effective or not? Why?
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 6) How would the farm girl react once she finds out that Don Quixote
plans to have her as his maiden?

7) To what extent can Don Quixote be considered as crazy?

8) What problems will Don Quixote likely encounter as he embarks on

his make-believe adventures?

9) If Don Quixote were a real person in contemporary times, what would be his battle cry
or motto? Why do you say so?

10) In what ways does Don Quixote achieve its purpose to satirize the popular notions
of chivalry or knighthood?

What is wordplay?
 Wordplay is the use of literary devices that zoom in the reader’s attention on the
humorous effect created through word choice. In the first chapter of Don Quixote,
four examples of wordplay can be seen—pun, oxymoron, alliteration, and irony.
Pun
A pun is a play on words in which double meaning is created using words with a similar
pronunciation but different spelling and meaning:
 Seven days of prayer makes one weak.
(“Weak” sounds like “week, “as in a seven-day week.)
 Knight-errant (from Don Quixote)
(“Knight-errant” refers to a knight but may also suggest Don Quixote’s erratic
behavior)
Oxymoron
An oxymoron is a combination of two contrasting words to create new meaning:
 Deafening silence
(Something deafening is something loud; it is ironic that such a word is
used to describe silence)
 Reasonable conjectures (from Don Quixote)
(Conjectures are guesses; in Don Quixote, these cannot be reasonable since little is
known about the protagonist)

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Alliteration
Alliteration happens when words having the same beginning sound are put
together or aligned:
 Busy as a bee
(“Busy” and “bee” begin with the /be-I sound)
 Complicated conceits (from Don Quixote)
(“Complicated” and “conceit” begin with the /k/ sound)

Irony
Lastly, irony refers to the sarcastic use of words or phrases; an ironic phrase conveys a
meaning opposite to the apparent meaning:
 Greeting someone who flunked an exam, Good job!”
(A praise is given for a failure)
 Age of this gentleman of ours is bordering on fifty (from Don Quixote)
(Sarcastic since knights are much younger)

Activity: All about the Word play

Identify whether each of the examples below is a pun, an oxymoron, an alliteration, or an
irony, and then describe its intended effect on readers.

1) . . . in the matter of valour he was not a whit behind him . . .

2) … from sunset to sunrise, and his days from dawn to dark. . .

3) . . . a brave figure in his own homespun . . .

4) That the above named gentleman whenever he was at leisure (which

was mostly all the year round) . . .

5) . . . it so possessed his mind that the whole fabric of invention and

fancy he read of was true, that to him no history in the world had more reality in it . . .

6) . . . it so possessed his mind that the whole fabric of invention and fancy he read of
was true, that to him no history in the world had more reality in it…

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MODULE 2: SCANNING TO DETERMINE SPECIFIC TOPIC MEANING AND
INFORMATION
How do you get information through scanning?
 Reading a text may be done at varying speeds and depth levels. This results in
different extents of understanding that text, and as such each speed and depth level
is best used for particular purposes. For example, skimming is the fastest, shallowest
reading of a text intended only to draw out a general impression of the text’s content
and structure. It would certainly not be appropriate for gaining a full understanding
of the text, but serves its own specified purpose well.

Scanning is the next level after skimming. While still much faster than a deep study-
reading of the text, scanning is slower than skimming because its own purpose requires a
particular focus.
Scanning mainly involves sweeping through the text quickly until a particular term or
detail you have in mind is found. Scanning may follow skimming in the reading process, or
may take place on its own. It is important to remember the following things when scanning:

1) Keep in mind what you are looking for. If your mind is focused on the term or detail,
your eyes will typically follow suit and focus on it more than the surrounding words.
2) Anticipate the part of the text that the term or detail is likely to appear
in—with other facts, as part of a graphic organizer, grouped with other
numerical data, and so on. Similarly, note that the number of times you will need to
scan will depend on the length and structure of the text itself. This is where
skimming before scanning comes in handy.
3) When you find the term or detail, read the containing sentence carefully. This will
you determine that you have indeed found it properly

Activity: Scan It!

Scan the given informational text and answer the questions.
1) When and where was François Rabelais born?

2) What fair stirred Rabelais’ imagination, enough to be mentioned in “Gargantua”?

3) What subjects did Rabelais study in the monasteries?

4) In what year did he become a physician at Hotel- Dieu in Lyons?

5) What pen name did Rabelais use to publish “Pantagruel”?

6) What was the name of the lead character in “Pantagruel”?

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7) What character did Rabelais take from a booklet that was sold in Lyons?

8) What book did King Francis I of France give a license to print? How is it
related to the other two?

9) Name three writers influenced by Rabelais’ work.

10) Who introduced a term that would describe works like Rabelais’, which used
“laughter, parody and ‘grotesque realism’ as a weapon against official culture and
totalitarian order”? What is the term?

Franços Rabelais

French Renaissance writer, a Franciscan monk, humanist, and physician, whose comic
novels Gargantua and Pantagruel are among the most hilarious classics of world literature. François
Rabelais’ heroes are rude but funny giants traveling in a world full of greed, stupidity, violence, and
grotesque jokes. The true target of his satire was the feudal and the ecclesiastical powers, and the
world of the learned. Rabelais’ books were banned by the Catholic Church and later placed on the
Index Librorum Prohibitorum (the Index of Forbidden Books). François Rabelais was born in 1484 (or
1483, 1490, 1495) near the town of Chinon in western France. His father Antoine Rabelais owned
vineyards there.
According to some sources he was a lawyer, according to others an apothecary or inn-keeper.
Little is known about Rabelais’ youth and time at the Abbaye de Seuillé, where he was sent. He was
a novice at the Convent of La Baumette, where the brothers de Bellay may have been among his
fellow students. He became a member of the Franciscan convent at Fontenay-le Comte, in Lower
Poitou, and by 1521 he had taken holy orders.
At the fair of Fontenay-le-Comte, Rabelais heard stories which stirred his imagination, and
he later wrote in Gargantua: “He went to see the jugglers, tumblers, mountebanks, and
quacksalvers, and considered their cunning, their shifts, their somersaults and smooth tongue,
especially of those of Chauny in Picardy, who are naturally great praters, and brave givers of fibs, in
matter of green apes.” After the ecclesiastical authorities of the Sorbonne started to confiscate Greek
books, Rabelais petitioned Pope Clement VII. He received permission to leave the Franciscan order
and join the Benedictines.
In the monasteries Rabelais had studied Greek, Latin, law, astronomy, and ancient Greek medical
texts, which had been ignored for centuries. He left the Abbaye de Maillezais without permission and
started to study medicine, possibly with the Benedictines in their Hôtel Saint-Denis in Paris, and
then in Montpellier. In 1530 he became bachelor of medicine.
At Montpellier Rabelais lectured on the ancient physicians, Hippocrates and Galen. He made
public dissections of human bodies and was a specialist in the new disease, syphilis, and hysteria.
Rabelais also invented devices for the treatment of hernia and fractured bones and published his
own editions of Hippocrates’ Aphorisms and Galen’s Ars parva. In 1532 he was a physician at Hôtel-
Dieu, a general hospital in Lyons. Pantagruel (1532) was published under the pen name Alcofribas
Nasier—an anagram of Rabelais’s real name. It dealt with the early years of Pantagruel, the son of
Gargantua, and introduced the cunning rogue Panurge an Everyman, who became Pantagruel’s
companion. Multifaceted Panurge is a sum of hodgepodge parts: a total coward, a rogue, a rebel, a
joyful fellow; his reactions to the world are not governed by reasoning but childish emotions. Panurge
is a stock type character, but his source is thought to be possibly the Macaronaci Opus, burlesque
poems written by Teofilo Folengo, a monk of the twelfth century. Often he serves as a spokesman for
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Rabelais’s philosophical and theoloqical battles, which he waged against the Sorbonne and the
Catholic Church. Rabelais took the character of Gargantua from a booklet, which was sold in Lyons,
and depicted the adventures of a giant famous in oral folk tradition. The city was at that time the
cultural center of France and famous for its international book trade. It was claimed that at one
Lyons fair more copies of the booklet were sold than Bibles in nine years. Pantagruel was followed
by Gargantua (1534). The books were highly successful, but condemned by the Parliament and the
Sorbonne, which included them on its list of censored books.
In Lyon Rabelais fathered a son, Théodule, who died at the age of two. He went to Rome as
physician to his friend and patron Bishop Jean du Bellay. Du Bellay was the bishop of Paris, who
was later appointed cardinal. In Rome Rabelais made archeological and botanical studies. During
the following years he visited the city several times. In 1536 he entered the monastery of Saint Maur-
les-Fossés. The pope allowed him to practise medicine and in 1537 Rabelais received his doctor’s
degree. He lectured on medicine and in 1539 he served as the medical advisor of Guillaume du
Bellay in Turin. King Francis I of France (1494—1547) gave a license to print the third book of the
Gargantua-Pantagruel senes, Le Tiers Livre des faicts et dicts héroïques du bon Pantagruel (1546),
which was dedicated to Margaret of Navarre, the King’s sister. At Court the party in favor of
toleration was strong. Marguerite of Navarre and Jean and Guillaume de Bellay had been willing to
help those who had trouble with religious authorities, and the King supported moderate policies. He
had also tried to defend Erasmus (1466—1536), the famous humanist and scholar, against the
attacks of theologians. In Gargantua, Rabelais gave his support to the humanist ideal of King Francis
I. Le Tiers Livre (The Third Book) appeared under Rabelais’ own name, and again condemned in
spite of the royal licence. Panurge wonders if he should marry, and starts with Pantagruel a voyage
to the Oracle of the Holy Bottle for an answer. The king had been Rabelais’ protector, but as the
king’s health was declining, Rabelais fled to Metz, where for a while he practised medicine. Although
French booksellers were not able to publish “heretical” works, they went on selling and printing
books by Rabelais and other writers simply dropping their addresses from the title page. In
Pantagruel, Rabelais wrote: “Printing likewise is now in use, so elegant and so correct that better
cannot be imagined, although it was found out but in my time by divine inspiration, as by a
diabolical suggestion on the other side was the invention of ordnance.” Rabelais’ work influenced a
long line of writers from Cervantes, Swift, and Laurence Sterne to James Joyce and Céline. With
Cervantes he shared the same satirical view of the romances of chivalry. Balzac once said:
“Hundreds of absurd stories have been made up about the author of Pantagruel, one of the finest
books in French literature. Rabelais, a sober man who drank nothing but water, is thought of as a
lover of food and drink and a confirmed tippler.” The author himself placed his books in the long line
of heroic narratives, starting from Homer and Virgil.
In Rabelais and His World (1968), the Russian theorist of literature, Mikhail M. Bakhtin (1895
—1975) introduced the term carnivalesque to describe those forms of unofficial culture that use
laughter, parody, and “grotesque realism” as a weapon against official culture and totalitarian order.
Erich Auerbach wrote in Mimesis (1946) that the revolutionary thing about Rabelais’ way of thinking
“is not his opposition to Christianity, but the freedom of vision, feeling and thought which his
perpetual playing with things produces, and which invites the reader to dealdirectly with the world
and its wealth of phenomena. from http:j/wviw.kirjasto.sci.fi!rabela.htm

MODULE 3: PREPARING AN BIBLIOGRPAHY

What is the difference between a conceptual definition and a technical definition?
 A conceptual definition refers to the universally agreed upon meaning of a word. For
instance, the concept of like (gusto in Filipino) means showing preference or favor
toward something, and this is its universally understood meaning. A word, however,
may also be used in another way within a discipline or field. This is what we call
jargon, which necessitates a technical definition. Let us refer to the word like as a
case in point. While we can universally define like as an expression of favor or
preference, like in social media platforms may differ a bit in that to like something is
to click the like button attached to a post. In this sense, like is used not simply as an
expression of preference but a gauge of popularity (i.e., the number of “likes”) or
approval.
Activity: Defining Moment
State our universal understanding of the terms listed below as well as the manner they are
used in the world of social media and/or information technology.

1) COOKIE

2) WALL

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3) WEB

4) VIRUS

5) SHARE

What are adverbs of affirmation?

 Adverbs of affirmation are used to denote certainty or emphasize action.
Examples of these are certainly, absolutely, definitely, precisely, positively, and
surely. Below are examples of sentences using adverbs of affirmation:
o Jason will surely attend the upcoming class reunion.
o That idea will definitively revolutionize the publishing industry.
o “There are no moral absolutes,” said my friend. [replied, “Are you absolutely
sure?”

Activity: You Complete Me

Complete each sentence with an appropriate adverb of affirmation.

1) The committee will ___________ approve his thesis because of its novel contributions to
the field of psychology.
2) To avoid confusion, the organizers of the competition have ____________ set the
parameters for judging.
3) You ___________ hit the bull’s eye this time!
4) Jane has ____________ asserted her stance when she refused to sign the proposal.
5) The doctors have ___________ identified the pathogens; this is a key step to finding the
cure.

How do you prepare a bibliography?

 A bibliography, literally, is “a list of books,” although these days the word now covers
all print, digital, and other sources that have informed your own written work. This
alphabetized reference list appears at the end of your work and gathers all the
references that have also been cited within the text.
 Bibliographies differ in format depending on the subject matter of the work. The
Modern Language Association covers material written for the liberal arts and
humanities, while the American Psychological Association format is used for material
in the social sciences. For both formats, gather the following information about each
work you use as a reference:
o Title of piece
o Title of publication that the piece is located in, if applicable
o Author
o Editor (if published as part of an anthology or compilation)
o Publisher
o Publisher address, city/state
o Publication date
o Publication format (print or digital)
o Additional information such as a DOl (digital object identifier, usually for
journal articles and the like) or URL
Study the following table showing examples of bibliography entries, in both APA and MLA
formats, for certain print and online sources:

Print Sources
Provide name/s of author/s, publisher name, publisher address (state/city /country),
publication year, title of book, title of magazine/newspaper, page numbers. Encyclopedias
require edition numbers. Daily newspapers require edition (early/late) if available.
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Online Sources
Provide name/s of author/s (follow print rules for multiple authors), article titles, web page
titles, web page host / organization / owners. Provide urls (link to the material and date
accessed.

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Activity: Cite Me!
Prepare a bibliography for the following sources. For numbers 1—2, use the MLA format.
For numbers 3—4, use the APA format.
1) Source: Book
Author: Francois Villeneuve
Title: The Saints of the Enlightenment Age
Publisher: Stick Figure Press, Paris, France
Publication information: printed in 2010

2) Source: Newspaper Article

Author: Freya Uy
Title: Senior High School Student Wins Literature Prize
Newspaper: The Leyte Times, p. A6
Publication information: published 11 August 2014

3) Source: Book
Author: Paul Peters
Title: Paraponera clavata and Other Scientific Wonders
Publisher: Firehouse Printing, Pasig
Publication information: printed in 2015

4) Source: Encyclopedia
Author: Charlene Watson
Title: Bombus lapidarius (McKinnon Home Encyclopedia)
Publisher: Steinfeld & Smith, San Francisco, CA
Publication information: 6th Edition published 2018

MODULE 4: EVALUATING THE ACCURACY, VALIDITY, ADEQUACY AND RELEVANCE

OF LISTENING TEXT
How do you evaluate the accuracy, validity, adequacy, and relevance of a listening text?
 Any text designed either for reading or listening needs to go through a process of
criticalthinking. Any student or learner has to be careful in considering or accepting
any text read or listened to. The term critical does not mean being on the look for
mistakes and/or flaws nor does it mean disapproval or negative. It means the
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 application of skillful judgment as to the soundness, completeness, truth and merit
of the material used for listening.
To evaluate the accuracy of a text, do the following:
1) Check if the text has proper citation.
2) See if the text contains statements that are either very strong or too general.
3) Find out if the listening text is the same as the transcript of the text.
4) Ask “Does the listening text contain prejudices, biases, and propaganda that are not
founded or not purely based on truth?”
5) Look into the mechanics of the listening text script and see if there are discrepancies
in spelling, punctuation, and correct use of sentences.
To evaluate the validity, adequacy, and relevance of the listening text, listen to the
text or transcript of the text and ask the following:
1) Does the text enable you to understand directions?
2) Does the text provide an opportunity for you to clarify ideas or make questions?
3) Does the text make you react either positively or negatively to it?
4) Does the text allow you to apply the concepts/realizations/ideas in your own
personal context?
5) Does the listening text tackle on the issues that are timely and meaningful to the
target listeners?

Activity: Listen Well

Listen to an informational talk about language. Then, answer the questions below.
1) What is the informational talk you listened to? What is it about?

2) Do you think the listening text is accurate? Why or why not?

3) Do you think the listening text contains claims or statements that provide sources?

4) Does the listening text provide relevant concepts or ideas?

5) What makes the listening text relevant or not relevant for you? Explain.

MODULE 5: OBSERVING CORRECT STANCE AND BEHAVIOR AND

ESTABISHING EYE CONTACT
How do you observe correct stance and behavior and establish eye contact?
 Aside from accuracy in pronunciation and diction, eye contact, gesture, and stance
also greatly contribute to a speech’s overall effectiveness. When addressing a crowd,
it is advisable to stand in a relaxed yet confident fashion. Stiffness should be avoided
as this may suggest lack of confidence or mastery. Nonetheless, speaking in a very
relaxed manner may suggest laziness especially when your hands are kept in the
pocket or when you do unnecessary gestures. Gestures should be used to highlight a
speaker’s message. As a general rule, expansive movements indicate confidence and
credibility. At times, you may also assume a still stance to emphasize certainty. Also,
to keep your audience from getting bored during a long speech, you may want to
walk back and forth from time-to-time to make the delivery a bit livelier. To keep a
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 good eye contact with your audience, you have learned in the previous quarter that
you should distribute your glances and not focus on a single audience. Avoiding eye
contact may make you seem evasive or make it look like you have something to hide.

Activity: Let’s Practice

Recite an excerpt from a speech of your choice. Employ correct stance, behavior, and eye
contact. Take an audio recording of yourself for documentation. Send it to your teacher for
evaluation.

MODULE 6: DETECTING BIAS AND PREJUDICE IN A MATERIAL VIEWED

How do you detect bias and prejudice in a material viewed?
 Excellent speakers express their ideas and feelings about a given topic in an objective
manner. The concurrence with unity, cohesion, and coherence is another example by
which a speaker showcases his acuity in communication. However, the expression
and use of bias and prejudices veers away from these ideals. Biases express a strong
opposition against an idea or a person without any basis. This is usually promoted by
an intense emotion. Prejudice, on the other hand, is giving groundless evaluation of
an idea or a person even before understanding it or knowing the person. Both biases
and prejudice articulate a flawed expression and presentation of one’s ideas and
emotions. It also promotes a negative tone, mood, and intonation that usually
convolutes the whole speech leading the audience to be dismayed rather than to be
engaged in the viewing experience.

Activity: Identifying Bias

Write a paragraph or two identifying and discussing the biases found in the viewing
material your teacher will provide. You may use the questions below as guide.
1) To what extent are the claims in the video true?

2) Would you consider these claims as prejudicial? Why?

3) What devices were used to portray these biases?

4) Do you think that the artist’s claims are well-justified? Why?

5) Why is it important to detect bias and prejudice in a viewing material?

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LESSON OUTPUT: You Are Not Alone
Due to the rise of mental health concerns among teenagers, your school’s G uidance Office has
commissioned you to produce a three-to five-minute public service announcement (PSA)
informing your fellow students that they are not alone in their struggles. Hence, your primary
goal is to uplift the spirits of your target viewers. You are a Grade 10 student with basic
knowledge of video production. Henc e, you are not expected to come up with a sophisticated
video. The video should be designed for both junior and senior high school students
(Grades 7 to 12). Send your video presentation to your teacher for evaluation.
Output: A three-to-five minute video presentation.
You will be graded on the basis of the following:
CRITERIA ACTION
Language Use Conventions were used with a high degree of accuracy. Use of
adverbs of affirmation is highly appropriate
vocabulary Word choice is highly appropriate. Definitions are highly
accurate.
Delivery Principles of effective speaking are very evident
Persuasive Devices Use of persuasive devices is highly effective.
Content Presentation is very informative.

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