ENG9-CONTENT Draft

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PRE-ASSESSMENT
LET’S CHECK WHAT YOU KNOW.
Let`s find out what you already know about this learning module. The following is an English poem
written by Robert Frost. Read the poem and then infer ideas and draw conclusions based on the
facts of the poem. Write the letter that corresponds to the correct answer .Please answer all
items. Take note of the items you were not able to answer correctly and those you were not sure
about. After taking the test, check your answers by referring to the answer keys of this module
and see your score. Are you eager to do this?
Let`s begin.
The Road Not Taken

By Robert Frost
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Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
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Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
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And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
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I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
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BEGIN HERE:
1. What decision does the speaker face at the beginning of the poem?
A. whether to keep walking, or stop and rest
B. where to eat lunch
C. whether to go forward or turn back
D. which road to take
2. What do the following lines from the poem mean?
And sorry I could not travel both,

And be one traveller
A. The speaker regrets not taking the other road at the start.
B. The speaker thinks both path are equally good.
C. The speaker is an individual who cannot travel two roads at the same time.
D. The speaker would rather travel with someone, so they could each explore a path.
3. What is the difference between the two roads?

A. One road has a better view.
B. One road is a bit wider.
C. One road is slightly less travelled.
D. One road is slightly less shady.
4. What do the “two roads” represent in the poem?

A. paths that are hidden in secret
B. the beginnings of new phases in life
C. people who affect our lives
D. important decisions we make in life
5. What is the poem about on a deeper level?

A. The poem is about loving nature and protecting natural habitats.
B. The poem is about the importance of exercise and enjoying the outdoors.
C. The poem is about how other people help us face major decisions.
D. The poem is about the dilemma or conflict people face when making important choices.
6. What figures of speech is the line “it was grassy and wanted wear” in the second
stanza?
A. Metaphor
B. Hyperbole
C. Personification
D. Simile
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7. Why do we use imagery?
A. Imagery is used in poetry to help one`s writing appeal to the senses.
B. Imagery is used in such a way that their intended meaning is different from the actual
meaning of the words.
C. Imagery is used to substitute for another with which it is closely associated; also, the
rhetorical strategy of describing something indirectly by referring to things around it.
D. Imagery is a statement that appears to contradict itself.
8. Which of these sentences has the comma in the right place?

A) Get the nails the hammer and, the pliers before you start.
B) Get, the nails the hammer and the pliers before you start.
C) Get the nails, the hammer, and the pliers before you start.
D) Get the nails the hammer, and the pliers before you start.
9. Which dialogue is punctuated correctly?

A.) "No," he said.
"Yes," she insisted, "I will if I want to."
"But what do you know, anyway," she continued.
B. "No," he said.
"Yes," she insisted, "I will if I want to. But what do you know, anyway?" she continued.
C. "No," he said.
"Yes," she insisted, "I will if I want to. But what do you know, anyway?" she continued.
D. "No," he said.
"Yes," she insisted, "I will if I want to."
"But what do you know, anyway?" she continued.
10. Which of the five senses is used in this sentence?

“The juicy burger felt like heaven on my tongue.”
a. taste b. smell c. touch d. sight
11. What is the mood of the following sentence?
He furtively glanced behind him, for fear of his imagined pursuers, then hurriedly walked on,
jumping at the slightest sound even of a leaf crackling under his own foot.
A. sentimental C. frustrating
B. suspenseful D. melancholy
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12. What tone is the author most likely trying to convey in the sentence below?
"It is a truth universally acknowledged, that a single man in possession of a good fortune must be in
want of a wife."
A. satiric C. reproachful
B. scornful D. weary
13. Which of the following is not a type of imagery?

A. visual imagery C. extrasensory imagery
B. tactile imagery D. auditory imagery
14. Which among the following sentences follow the normal word order?
A. Here is my backpack.
B. A beautiful clock on the wall is placed.
C. Around the tree move the children.
D. The plane flies into the sky.
15. Which among the following sentences follow the inverted word order?
A. Never a day had she missed her lessons.
B. The dog walked gracefully towards the crowd.
C. The clock chimed just right on time.
D. A comet is expected to be visible at noon time.
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UNIT TITLE: THE QUEST TO SELF-DISCOVERY
LESSON 1: Knowing the Self
I. CONTEXT
LEARNING SKILLS
To do well in this lesson, you can:
o analyze literature as a means of discovering the self;

o use appropriate punctuation marks and capitalization to convey meaning;
o use normal and inverted word order in creative writing.
LESSONS AND COVERAGE
This lesson will cover the following:
Lesson Number Title Specific Skills

The Quest to Self-Discovery
Analyse literature as a means of
Knowing the Self
discovering the self
1 Punctuations and Capitalization
Use appropriate punctuation marks
and capitalization to convey meaning
Use normal and inverted word order
Word Order
in creative writing
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II. EXPERIENCE
WHAT YOU NEED TO KNOW
1.0. PRELECTION
1.1. INTRODUCTION AND FOCUS QUESTION

There is nothing more inherent in a person`s life than challenges. As young as a baby who struggle
to mumble his first words or as old as an adult who try to make ends meet, challenges have and will
always be part of our life`s narrative. Contrary to common notion, challenges do not only come to our
lives to put us in difficult situations. As a matter of fact, challenges are actually opportunities in disguise.
It is the kind of opportunity that prompts us to know our strengths and weaknesses in the face of
adversities. Challenges provide us a window from which we could discover, enhance, and ultimately mold
ourselves into becoming the persona whom we envision ourselves to be.
Poetry is one of the many platforms of self-expression. People who, as young as you are, feel the need
to have their voices amplified of who they really use poetry as their outlet. Varying from epic to lyric,
poetry has been a springboard across many cultures in portraying their identity. Indeed, poetry is an
avenue that we can use to express our true self.
The activities in this lesson are crafted to provide you with opportunities to explore the lives and
character of the different people in the poetries of Anglo-Saxon literature. Hopefully, the narratives of
these characters will inspire you to further understand and discover yourself better.
In this unit, you will find answers to the following questions:
1. What is the best way for you to discover yourself?
2. How can you effectively express yourself through poetry?
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1.2. INITIAL TASK (ACTIVATING PRIOR KNOWLEDGE)
Before we begin the lesson, let us first gauge your knowledge of the topic in the first part of this module.
Below is an anticipation-reaction guide. Go through each item and check whether you agree or disagree
with the given statement. Note that you are only to answer the “Before the lesson” part of this task.
BEFORE THE LESSON AFTER THE LESSON

Agree Disagree STATEMENT Agree Disagree
Old English is a language that is similar to

the English that we have nowadays.
Epics are unique to Western countries.
For a persona to be considered an Epic

hero, he must be of royal lineage.
An epic hero lives a life full of triumphs and

happiness.
Beowulf is the European counterpart of

Biag ni Lam-ang in the Philippines.
Poetry has been a platform for self-discovery. As we go along the lessons

in this module, let us explore the different ways with which the personas
in the poetry of Old English literature battled , succumbed , and ultimately
triumphed against circumstances in the pursuit of knowing themselves. As
you go through these, keep in mind these two questions: What is the best
way for you to discover yourself? How can you effectively express yourself
through poetry?
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LESSON DISCUSSION
2.1. PRE-ACTIVITY TO LESSON DISCUSSION
HE SAYS/SHE SAYS: SELF-KNOWLEDGE
TASK: What is your perception of self-knowledge? Come up with at least five words that you could link to
the word “self-knowledge”. Among the five words, three should come from your friends and/or family
members. Present these words through a word cloud like the one below.
Your word cloud:
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Guide Questions:
1. What is “self-knowledge”?
2. What does it take for someone to discover himself/herself?
3. What are the possible challenges that an individual may face as he/she discover himself/herself?
From the activity above , you were able to draw out your ideas
on self-knowledge. At the same time, you also got a glimpse of
how your friends and family members define self-
knowldege.Hold on to these ideas of self-knowledge an use it as
you navigate through the succeeding lessons.
2.2. ACTIVITIES
WHAT CAN I DO?
The highlight of this lesson features poetries originating from the Anglo-Saxon literature.Specifically it
focuses on Beowulf , the first epic poem in the English language.But what really is an epic poem?
Epic poetry is a long, narrative poem that is usually about heroic deeds and events that are
significant to the culture of the poet. Many ancient writers use epic poetry to tell tales of intense
adventures and heroic feats. Some of the most famous literary masterpieces in the world were written in
the form of epic poetry.
However, most epic poetries are written in a sophisticated language that requires a good grasp
of lingusitic skills and knowledge. Before you deepen your understanding of the featured epic poetry, you
must first prepare yourself with skills related to grammar and language such as punctuation,
capitalization, and word order. As you do the set of activities, remember that you are also gearing yourself
to eventually compose a poem of your own.
Answer at least ONE of the given options. For Grade 9 MAGIS learners, answer
TWO of the given options.
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Lesson 1.1 Punctuations
OPTION 1: Punctuation and Capitalization Hunt

How familiar are you with the different punctuation marks? How well do you know the different
rules of capitalization? Read the sentences below and identify the different punctuations and rules of
capitalization used in each sentence.For your reference an example is given in sentence A.
A. Fill in the rest of the table with your answers.
Sentence A:
Hrothgar, king of the Danes, or Scyldings, builds a great mead-hall, or palace, in which he hopes to feast his liegemen
and to give them presents.
PUNCTUATION HUNT
Punctuation mark What is the name of the How was the punctuation mark used in the sentence?
punctuation mark?
1. , comma The comma sets off the phrases.
2.
CAPITALIZATION HUNT
Capitalized Words Why was the word capitalized in the sentence?
*For words that are
repeated, count
them as one word.
1.
2.
3.
Are there other words that should be capitalized in the given sentence? If yes , what are these words?
Sentence B:
Grendel, the monster, is seized with hateful jealousy. He cannot brook the sounds of joyance that reach him down
in his fen-dwelling near the hall.
PUNCTUATION HUNT
Punctuation mark What is the name of How was the punctuation mark used in the sentence?
the punctuation
mark?
1.
2.
3.
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CAPITALIZATION HUNT
Capitalized Word
*For words that are Why was the word capitalized in the sentence?
repeated, count them
as one.
1.
2.
Sentence C:
The monster advances towards Beowulf. A fierce and desperate hand-to-hand struggle ensues!
PUNCTUATION HUNT
punctuation mark?
1.
2.
3.
CAPITALIZATION HUNT
Capitalized Words
*For words that are Why was the word capitalized in the sentence?
repeated, count them as
one word.
1.
2.
3.
OPTION 2: Punctuate and Capitalize Me

A. Capitalize and punctuate the following sentences correctly. Write a period (.), a question mark (?),
or an exclamation point (!) on the parts of the sentence where it is needed.You may use each
punctuation more than once in the sentence.
1. what makes beowulf a hero

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2. beowulf is the oldest English epic poem
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3. aha beowulf would be one of the required readings among grade nine students
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4. wow the monster named Grendel must be so strong to be attacking the scyldings for twelve long years
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5. the tale of beowulf has continually inspired many people

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B. Capitalize and punctuate the following sentences correctly. Write a comma (,), dash (-),
parentheses ( ), semicolon (;), or colon (:) on the parts of the sentence where it is needed.
1. the agony of king hrothgar king of danes in the twelve years of grendel`s attack is unimaginable.
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2. however difficult beowulf was more than willing to help the scyldings.
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3. after reading the epic poem i only had one thing in mind it was worth it.
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4. courage confidence skill these are some of the virtues that are beowulf exudes.
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5. some of the characters in the tale of beowulf are hrothgar breca cain and the monster gredndle
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OPTION 3: USE THEM IN YOUR WRITING

Read selection below about self-worth. Make the necessary punctuation and capitalization corrections
in the sentences. Rewrite your answer in the space provided.You may go over the punctuation bank for
your reference.
PUNCTUATION BANK
STOPS
Period (.) Question Mark (?) Exclamation Point (!)
PAUSES
Comma (,) Dash (--) semicolon (;) colon (:) parentheses ( )
OTHER PUNCTUATION MARKS
apostrophe (‘) quotation marks (“ “) ellipsis (…) hypen (-)
tHE sTORY OF A wISE mAN AND hIS rING
ONCE A MAN CAME TO A WISE MAN AND COMPLAINED THAT HE FELT WORTHLESS AND THAT HE DIDNT
WANT TO LIVE ANYMORE HE SAID THAT EVERYONE AROUND HIM SAID THAT HE WAS A FAILURE AND A FOOL AND
HE BEGGED THE WISE MAN TO HELP HIM
after a quick glance the wise man hurriedly turned down his plea explaining that he had an urgent matter
to take care of however he stopped for a moment and suggested that he would gladly help the man but only if and
after the man helped him to get the urgent matter done
BITTERLY NOTING TO HIMSELF THAT HIS CONCERNS HAD BEEN AGAIN DISMISSED AS UNIMPORTANT
THE MAN MURMURED IN AGREEMENT TO HELP THE WISE MAN OUT SATISFIED WITH THE MAN’S RESPONSE THE
WISE MAN TOOK OFF FROM HIS FINGER A SMALL RING WITH A BEAUTIFUL GEM
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The Wise Man Explained To The Man That He Had To Sell His Ring As Soon As Possible To Pay Off A Debt
And Instructed Him To Take A Horse And Go To The Market To Sell It He Asked The Man To Try To Get As Much
TAKE A HORSE AND GO TO THE MARKET I HAVE TO SELL THIS AS SOON AS POSSIBLE TO PAY OFF A DEBT
SAID THE WISE MAN HE INSTRUCTED THE MAN TO TAKE AS MUCH AS HE COULD FOR IT AND NO MATTER WHAT
NOT TO AGREE TO ANYTHING LESS THAN A GOLD COIN
the man took the ring and rode away once at the market, he started offering the ring to every merchant
he came across they were interested in the ring but as soon as they heard that he offered it for at least a gold coin
they lost all interest in it some simply turned away, and others even laughed in his face it was only one older
merchant who kindly explained to the man that that price is too high for such a ring he told the man that the ring
was simply not worth so much and that the most he could get for it was a silver coin or some bronze
hAVING HEARD THIS THE YOUNG MAN REMEMBERED THE WISE MANS INSTRUCTION NOT TO GIVE IT
FOR ANYTHING LESS THAN A GOLD COIN aND EVEN AFTER OFFERING IT TO OVER A HUNDRED PEOPLE NOTHING
CHANGED.
In the end he rode back to the wise man and told him that he hadnt been able to sell the ring as no one
was willing to pay so much for it although he was aware that the ring was not worth a silver coin Now thats a very
important point my son said the wise man Before trying to sell a ring you should find out what its worth And who
can know that better than a jeweler
THE WISE MAN INSTRUCTED THE YOUNG MAN TO GO TO THE JEWELER THIS TIME AND ASK HIM WHAT HE
WOULD OFFER FOR THE RINGHE ADDED THAT NO MATTER WHAT THE JEWELER SAID HE WAS NOT TO SELL THE
RING BUT COME BACK TO HIM RIGHT AWAY
The young man swiftly rode to the jeweler and asked about the rings worth after carefully examining the
ring and weighing it on his scale the jeweler turned to the young man tell your master that right now I cant give him
more than 58 gold coins But if he gives me some time Ill buy it for 70 to compensate for the wait
the young man was shocked 70 gold coins he laughed thanked the jeweler and
headed back to the wise man the wise man listened to the young man describing what had
happened and looked him in the eyes remember this my son you are like this ring precious and
unique and only a real expert can appreciate your true worth so why are you wasting your time
going to random people to find out what it is
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Rewrite the story here:
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PROCESSING QUESTIONS
ON ACTIVITY:
1. How did you find the activity?

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2. Were there problems that you encountered during the activity? How did you solve it? Explain.
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3. What have you discovered about yourself while doing and checking the activities?
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On Topic/Concept:
1. What are punctuations?

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2. Why is it important to use the appropriate punctuation marks and observe conventions?
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3. Recall some of your own experience that involved the use – or misuse – of punctuation marks.
How do you think the use of punctuation marks and conventions affects one`s writing?
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Do you have queries? Concerns? Do you need some
guide to help you? Let’s talk. I am available at our e-
class chat room and messenger group chat.
Lesson 1.2 Word Order
OPTION 1
Below are lines from the epic poem “Beowulf”. Identify the word order in each line. Write “N ” if the
sentence follows the normal word order or “I” if it follows the inverted order. Take note that for the
normal word order, the subject comes before the verb while for iverted word order, the verb comes
before the subject. For your reference, an example has been provided for you.
N Mandy had never felt that kind of happiness.
I Never had Mandy felt that kind of happiness.
Start here:
"Order my troop to construct a barrow

on a headland on the coast, after my pyre has cooled.
It will loom on the horizon at Hronesness
and be a reminder among my people –
so that in coming times crews under sail
will call it Beowulf's Barrow, as they steer
ships across the wide and shrouded waters."(2802-2808)
______________________ 1. It will loom on the horizon at Hronesness.
______________________ 2. At Hronesness , loom it will on the horizon.
“The man whose name was known for courage,

the Geat leader, resolute in his helmet,
answered in return: "We are retainers
from Hygelac's band. Beowulf is my name.”(340-343)
______________________ 3. My name is Beowulf.

______________________ 4. Beowulf is my name.
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" And now the youth
was to enter the line of battle with his lord,
his first time to be tested as a fighter.
His spirit did not break and the ancestral blade
would keep its edge, as the dragon discovered
as soon as they came together in the combat.” (2625-2630)
______________________ 5. Was to enter the line of battle, the youth with his lord.
______________________ 6. The youth was to enter the line of battle with his lord.
"I had a fixed purpose when I put to sea.

As I sat in the boat with my band of men,
I meant to perform to the uttermost
what your people wanted or perish in the attempt,
in the fiend's clutches. And I shall fulfill that purpose,
prove myself with a proud deed
or meet my death here in the mead-hall." (632-638)
______________________ 7. I had a fixed purpose when I put to sea.

______________________ 8. A fixed purpose had I when I put to sea.
Grendel was the name of this grim demon

haunting the marches, marauding round the heath
and the desolate fens; he had dwelt for a time
in misery among the banished monsters,
Cain's clan, whom the creator had outlawed
and condemned as outcasts. For the killing of Abel
the Eternal Lord had exacted a price:
Cain got no good from committing that murder
because the Almighty made him anathema
and out of the curse of his exile there sprang
ogres and elves and evil phantoms
and the giants too who strove with God
time and again until He gave them their reward. (102-114)
______________________ 9.A price for the killing of Abel had the Eternal lord exacted.
______________________ 10. The Eternal lord had exacted a price for the killing of Abel.
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OPTION 2
Fill in with the correct word order in the table below.The first one is done for you,work on the rest.
Normal Word Order Invented Word Order

Your answer: “… But blessed is he,
But he is blessed , who after death, can approach the who after death, can approach the Lord
lord and find frienship in the Father`s embrace. and find friendship in the Father's embrace.”
Your answer:
“…cursed is he”
Your answer:
“…I was the strongest swimmer of all.”
Your answer:
“…Beowulf was granted the glory of winning.”
Your answer:
“I risked my life
often when I was young.
Your answer:
“…We must bond together,
shield and helmet, mail-shirt and sword.”
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OPTION 3
Read the sentences below. On the second column,determine the word order of the given sentence. If the
sentence in the normal order, change the sentence to inverted order.If, on the other hand, the sentence
is in inverted order, change it to normal order.The first one is done for you,work on the rest.
Sentence /Phrase Word Order Rewritten sentence/phrase

Example:
Grendel slowly retreats to where Normal Order Slowly , retreats Grendel to

he came from. where he came from.
1. A warrior as mighty as Beowulf

never had I seen.
2. The Danes were caught by
Grendel.
3. To Hrothgar Beowulf offered
his aid.
4. Beowulf accepted the daunting
task without hesitation.
5. Grendel`s mother will stop only
if she avenges her son.
6. The Geats are expected to be
victorious given their training
and skills.
7. A beautiful queen on the mead
hall made rounds during the
feast.
8. No more should King Hrothgar
fear about being bothered by
Grendel.
9. Wiglaf will never forgive
himself if he abandoned
Beowulf.
10. The Danes started their feast in
the hall .
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Guide Questions:
On Activity:

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2. What have you discovered about yourself while doing and checking the activities?
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3. Were there problems that you encountered during the activity? How did you solve it? Explain.
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On Topic/Concept:
1. What is word order all about?

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2. What effect does it give when writers/poets make use of different word orders (normal and/or
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3. How do you think can you enrich your writing with the use of the two types of word order?
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2.3 Learning Content
Lesson 1.1 Punctuation and Capitalization
Each time you read, you definitely have stumbled upon lessons about punctuation marks.
Punctuations, despite their size,creates a big impact in someone`s writing or reading.In general,
punctuations can be really tricky.As young as you are, there will be times when you might confuse or even
forget about the different kinds of punctuation marks and the rules for using them. Let us try to familiarize
ourselves with the different punctuation marks and get to know the rules for using them.
Punctuation marks act as signals to readers. They tell readers when to pause or stop, when to read with
a questioning tone, and when to read with excitement. Punctuation marks also connnect ideas or set it
apart.
In general, punctuation marks may be grouped according to their function. These are:
1. Stops – punctuation marks that end thesentence.
2. Pauses – punctuation marks that indicate not an end, but a pause.
3. Other punctuation marks - punctuation marks that are neither stops nor pauses, but still are
essential in giving meanings to sentences.
1.1.1 Punctuation Mark: Stops
There are three ways to end a sentence.

1. a period (.)
2. a question mark (?)
3. an exclamation point (!)
Using Periods
Use a period to end a declarative sentence, a mild imperative, or an indirect question.
A declarative sentence is a statement of a fact or opinion. An imperative sentence is a direction or

command. An indirect question restates a question in a declarative sentence.
• STATEMENT OF A FACT : Death Valley is the lowest point in the Western Hemisphere.
• STATEMENT OF OPINION : This is a beautiful park.
• DIRECTION: Turn left at the next intersection.
• COMMAND: Come here.
• INDIRECT QUESTION : Jackie asked what time it was.
Use a period to end most abbrevriations.

• INITIALS: L. J. Fergusson
• TITLES: Mr. Mrs. Dr. Gen.
• PLACE NAMES: St. Mt. Calif. Mass.
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Using Question Marks
Use a question mark to end an interrogative sentence – a direct question.
EXAMPLE: Where are you staying in the desert?

Was there a valid reason for her absence?
Use a question mark to end a statement that is intended as a question.
EXAMPLES: There is no electricity?

You invited him for dinner?
Using Exclamation Marks

Use an exclamation mark to end an exclamatory sentence - a statement showing strong emotion.
EXAMPLES : I finally understand the problem!

That was a terrifying experience!
The exclamation mark may also be used to end an urgent imperative sentence.
Use an exclamation mark after an imperative sentence if the command is urgent and forceful.
EXAMPLE : Run for your life!
In addition , an exclamation mark often follows an interjection.
Use an exclamation mark after an interjection expressing strong emotion.
EXAMPLE : Oh! You`ve ruined the surprise.
Note about using exclamation marks: Exclamation marks should not be used too often. Overusing them
makes writing too emotional and less effective.
1.1.2 Punctuation Mark : Pauses
There are five ways to indicate a pause shorter than a period.

1. a dash (-)
2. a colon (:)
3. parantheses ( )
4. a semicolon (;)
3. a comma (,)
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Using Dashes
Use a dash to indicate a sudden or unexpected break in the normal flow of the sentence. Use it also in
place of parentheses or of commas if the meaning is clarified. The dash gives special emphasis to the
material it sets off.
Dash could be used as either a break-off from a sentence (em-dash) or as a punctuation for range or
distance (en dash).
EXAMPLE:
Could you – I hate to ask! – help me with these boxes? (em-dash)
When we left town – a day never to be forgotten – they had a record snowfall. (em-dash)
The assignment could be found on pages 78-89. (en-dash)
Using Colons
Use a colon before a list of items following an independent clause.
EXAMPLE : You can visit these historical places in Virginia: the Jamestown Archeological
Laboratory, Jamestown Festival Park, and James Fort.
Use a colon to indicate time with numerals, to end salutations in business letters , and to signal
important ideas.
The following examples show special uses of the colon.

NUMERALS GIVING TIME: 3:04 P.M. 5:00 A.M.
SALUTATIONS IN BUSINESS LETTERS : Dear Ms. Langly:
LABELS: Notice: Shop is closed for repairs.
Using Semicolons
Use a semicolon to join related independent clauses that are not already joined by the conjunctions and,
or, nor, for, but, so, or yet.
TWO INDEPENDENT CLAUSES:

o Independent Clause 1: The fire began with a tossed match.
o Independent Clause 2: Jamestown was burned in 1676.
CLAUSES WITH SEMICOLONS:

a. The fire began with a tossed match; in that one moment in 1676, all of Jamestown began to
burn.
b.The birds vanished; the sky grew dark; the little pond was still.
Using Parentheses
Use parentheses to indicate explanations or qualifying statements within a sentence. This part is called
a parenthetical remark. Parentheses can also mark insertions in a sentence of a paragraph.
EXAMPLES:
Karen (not her real name) is a student of St.Mary`s Academy.
Raul is one of the brightest students in Mr. Pelayo`s class. (Mr. Pelayo is Raul`s uncle.)
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Using Comma
Use a comma to separate parts of a sentence in order to make the meaning clear. Use it also to signal
the reader to pause briefly as he/she reads a text. A comma may be used in the following instances:
To separate items in a list

EXAMPLE: This morning, my mother cooked omelette, fried rice, and fish for breakfast.
To separate items in a list of phrases.

EXAMPLE: The government should prioritize the improvement on educational system,
building more infrastracuture, and providing more jobs.
1.1.3 Other Punctuation Marks
These are the other set of punctuation marks that are not grouped as stops or pauses :
1. an ellipsis
2. a quotation mark
3. an apostrophe
4. a hyphen
Using an ellipsis
Use an ellipsis (…) to indicate that a part of the text has been intentionally left out. Use it also to signal
the reader that the statement is supposed to be continued or has ended abruptly.
EXAMPLES: King Arthur … one of the greatsest kings of his time.

Merlin could have died if not for…
Using Quotation Marks

Use quotation marks (“ “ ) in direct speeches to relay what was said or written. Use it also to emphasize
an idea or word and to indicate a title of a short story, song, article, episode of a series, or chapter of a
book.
EXAMPLES: “I, Arthur of Camelot,” begins Arthur.

Can you see my name on this cup? It says “mine.”
Melissa said her favorite short story is Paz Marquez Benitez`s “Dead Stars.”
Using Apostrophe
Use an apostrophe to indicate ommision of some letters from a combination of two words. Use it also to
show possession.
EXAMPLES: I don`t know what you`re talking about.

You can`t make me sing that song.
This is Martin`s book.
My cat`s tail is very long.
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Using Hyphens
Use a hyphen to connect two things that are intimately related. Use it also to show words that function
together as a single idea.
EXAMPLES: One-fourth of the class agreed with my opinion.

My five-year-old brother calls me “kuya”.
Lesson 1.1 Capitalizations
When a letter is capitalized, it calls special attention to itself . This attention should be for a good
reason. There are standard uses for capital letters as well as much difference of opinion as to what should
and should not be capitalized.
In general, capitalize (1) all proper nouns, (2) the first letter of the first word of a sentence, and (3) the
first word of a direct quoation.
EXAMPLES OF PROPER NOUNS:

Names of ships, aircraft, spacecraft, and trains: Apollo 13, DC 10, Metroliner
Names of deities: God, Allah, Buddha, Jehovah, Zeus
Geological periods : Neolithic age, late Pleistocene times, Ice age
Historical periods: the Middle Ages, Christian Era, World War I, Great Depression
Governmental and judicial bodies : House of Representatives , Department of Education
First letter of the first word of a sentence or a sentence fragment
Our car would not start.

When will you leave? I need to know right away.
Never!
In poetry, it is a usual practice to capitalize the first word of each line, even if the word comes in the
middle of a sentence.
When I consider everything that grows

Holds in perfection but a little moment ,
That this huge stage produceth naught but shows ,
Whereon the stars in secret influence comment.
-William Shakespeare
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There are two kinds of word order in the English language: normal and inverted word orders.
1.2.1 Normal Word Order

Normal word order is when the subjects comes before the verb.
Examples:
 Beowulf offers to fight Grendel himself.
In this example, the statement is clear because the order of the word makes sense. The subject
(Beowulf) is followed by the verb (offers).
 Beowulf wrestles the demon into submission and eventually tears off his arm at the shoulder.
This is another example of the normal word order where the subject (Beowulf) is followed by the verb
(wrestles).
1.2.2 Inverted Word Order
This word order does not follow the traditional rule where subject is followed by a verb. In this word order,
the verb comes before the subject.
Normal Word Order Inverted Word Order

Beowulf will never see the Danes again. Never will the Danes see Beowulf again.
Beowulf can only be at peace when he kills the Only when he kills the monsters can Beowulf
monsters . be at peace.
Grendel`s mother tries to avenge her son. To avenge her son , Grendel`s mother tries.
In the examples above the subject comes after the verb. The subject is in bold,while the verb is underlined.
Below are more examples of the Inverted word order:

1) When sentences begin with negative words such as rarely, never, hardly ever, the auxiliary verb
comes before the subject.
Wrong Never I will see her again.

Right Never will I see her again.
2) The auxiliary verb precedes the subject in abridged (shortened) clauses.
Wrong We live in Santa Monica, and she does so.

Right We live in Santa Monica, and so does she.
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3) When the word "only" precedes the words if, once, then, after, before or other adverbial clauses
or phrases, the verb precedes the subject in the independent clause.
Wrong Only before the show starts, you can enter the room.
Right Only before the show starts, can you enter the room.
4) In the transposed word order used after a prepositional phrase of place (up, down, in, out, etc.)
the verb or the object precedes the subject.
Wrong Up the hill a white castle sits.

Right Up the hill sits a white castle.
Inverted Word Order in Poetry

The inverted word order is common when it comes to poetry. The unnaturalness of how the words are
arranged creates a poetic effect .Poets also make use of inversion in the event that a rhyme in the normal
word order is not possible.
Examples: "Nor have I seen

a mightier man-at-arms on this earth
than the one standing here: unless I am mistaken,
he is truly noble. This is no mere
hanger-on in a hero's armour." (244-251)
-The Dane coastguard`s reaction upon seeing Beowulf

I have never seen a mightier man-at-arms on this “… Nor have I seen
earth than the one standing there. a mightier man-at-arms on this earth
than the one standing here”
He is truly noble unless I am mistaken. “ …unless I am mistaken,
he is truly noble.”
The man whose name was known for courage,

the Geat leader, resolute in his helmet,
answered in return: "We are retainers
from Hygelac's band. Beowulf is my name." (340-343)
-Beowulf`s words upon introducing himself.
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My name is Beowulf. “ Beowulf is my name. ”
2.4 Attaining the Power Standard
Anglo-Saxon literature boasts of unparallelled literary masterpieces whose influence still stir the
hearts of many up to this day. Among this renowned collection of literary masterpieces is the oldest epic
in English that withstood the test of time – Beowulf. This epic narrates the story of a legendary hero who
triumphed against different unearthly monsters. Through this epic poetry, you are expected to take note
of the heroic qualities of Beowulf. You are also to uncover how these challenges ultimately lead Beowulf
to discover his true self.
THE STORY
Hrothgar, king of the Danes, or Scyldings, builds a great mead-hall, or palace, in which he hopes to
feast his liegemen and to give them presents. The joy of king and retainers is, however, of short duration.
Grendel, the monster, is seized with hateful jealousy. He cannot brook the sounds of joyance that reach
him down in his fen-dwelling near the hall. Oft and anon he goes to the joyous building, bent on direful
mischief. Thane after thane is ruthlessly carried off and devoured, while no one is found strong enough
and bold enough to cope with the monster. For twelve years he persecutes Hrothgar and his vassals.
Over sea, a day’s voyage off, Beowulf, of the Geats, nephew of Higelac, king of the Geats, hears of
Grendel’s doings and of Hrothgar’s misery. He resolves to crush the fell monster and relieve the aged
king. With fourteen chosen companions, he sets sail for Dane-land. Reaching that country, he soon
persuades Hrothgar of his ability to help him. The hours that elapse before night are spent in beer-
drinking and conversation. When Hrothgar’s bedtime comes he leaves the hall in charge of Beowulf,
telling him that never before has he given to another the absolute wardship of his palace. All retire to
rest, Beowulf, as it were, sleeping upon his arms.
Grendel comes, the great march-stepper, bearing God’s anger. He seizes and kills one of the sleeping
warriors. Then he advances towards Beowulf. A fierce and desperate hand-to-hand struggle ensues. No
arms are used, both combatants trusting to strength and hand-grip. Beowulf tears Grendel’s shoulder
from its socket, and the monster retreats to his den, howling and yelling with agony and fury. The wound
is fatal.
The next morning, at early dawn, warriors in numbers flock to the hall Heorot, to hear the news. Joy
is boundless. Glee runs high. Hrothgar and his retainers are lavish of gratitude and of gifts.
Grendel’s mother, however, comes the next night to avenge his death. She is furious and raging.
While Beowulf is sleeping in a room somewhat apart [x]from the quarters of the other warriors, she seizes
one of Hrothgar’s favorite counsellors, and carries him off and devours him. Beowulf is called. Determined
to leave Heorot entirely purified, he arms himself, and goes down to look for the female monster.
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Continuation ….
After traveling through the waters many hours, he meets her near the sea-bottom. She drags him to
her den. There he sees Grendel lying dead. After a desperate and almost fatal struggle with the woman,
he slays her, and swims upward in triumph, taking with him Grendel’s head.
Joy is renewed at Heorot. Congratulations crowd upon the victor. Hrothgar literally pours treasures
into the lap of Beowulf; and it is agreed among the vassals of the king that Beowulf will be their next
liegelord.
Beowulf leaves Dane-land. Hrothgar weeps and laments at his departure.
When the hero arrives in his own land, Higelac treats him as a distinguished guest. He is the hero of
the hour.
Beowulf subsequently becomes king of his own people, the Geats. After he has been ruling for fifty
years, his own neighborhood is wofully harried by a fire-spewing dragon. Beowulf determines to kill him.
In the ensuing struggle both Beowulf and the dragon are slain. The grief of the Geats is inexpressible. They
determine, however, to leave nothing undone to honor the memory of their lord. A great funeral-pyre is
built, and his body is burnt. Then a memorial-barrow is made, visible from a great distance, that sailors
afar may be constantly reminded of the prowess of the national hero of Geatland.
The poem closes with a glowing tribute to his bravery, his gentleness, his goodness of heart, and his
generosity.
https://www.gutenberg.org/files/16328/16328-h/16328-h.htm
Watch the computer animated fantacy-action film about the story of Beowulf. You may visit our
ADZU e-classroom to view the movie. Additionally, materials are uploaded and are made available for
you in our e-classroom . All of these will be instrumental in your understanding of Beowulf and his journey
to self –discovery.
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OPTION 1
Beowulf? Anyone?
Discover more about Beowulf through the excerpts below. Through the statements, try to understand
Beowulf as well as his beliefs.
A. Excerpt from “HROTHGAR AND BEOWULF”
“Hail thou, Hrothgar! I am Higelac’s kinsman

And vassal forsooth; many a wonder
I dared as a stripling. The doings of Grendel,
In far-off fatherland I fully did know of:
Sea-farers tell us, this hall-building standeth,
Excellent edifice, empty and useless
To all the earlmen after evenlight’s glimmer
’Neath heaven’s bright hues hath hidden its glory.
This my earls then urged me, the most excellent of them,
Carles very clever, to come and assist thee,
Folk-leader Hrothgar; fully they knew of
His fight with the nickers.
The strength of my body. Themselves they beheld me
When I came from the contest, when covered with gore
Foes I escaped from, where five3 I had bound,
The giant-race wasted, in the waters destroying
The nickers by night, bore numberless sorrows,
The Weders avenged (woes had they suffered)
Enemies ravaged;
Cite two lines from the excerpt above that show Beowulf describing himself:
Line 1: ___________________________________________________
Line 2: ___________________________________________________
Based from the lines above, I think that Beowulf sees himself as …
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________
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B. Excerpt from “GRENDEL AND BEOWULF”
Nearer he (Beowulf) strode then, the stout-hearted warrior

Snatched as he slumbered, seizing with hand-grip,
Forward the foeman foined with his hand;
Caught he quickly the cunning deviser,
On his elbow he rested. This early discovered
The master of malice, that in middle-earth’s regions,
’Neath the whole of the heavens, no hand-grapple greater
In any man else had he ever encountered:
Fearful in spirit, faint-mooded waxed he,
Not off could betake him; death he was pondering,
Would fly to his covert, seek the devils’ assembly:
His calling no more was the same he had followed
Long in his lifetime. The liege-kinsman worthy
Of Higelac minded his speech of the evening,
Stood he up straight and stoutly did seize him.
His fingers crackled; the giant was outward,
The earl stepped farther. The famous one minded
To flee away farther, if he found an occasion,
And off and away, avoiding delay,
To fly to the fen-moors; he fully was ware of
The strength of his grapple in the grip of the foeman.
’Twas a luckless day for Grendel.
’Twas an ill-taken journey that the injury-bringing,
Harrying harmer to Heorot wandered:
The hall groans.
The palace re-echoed; to all of the Danemen,
Cite two lines from the excerpt above that show Beowulf`s skill in fighting:
Line 1: ___________________________________________________
Line 2: ___________________________________________________
Based from the lines above, I think that Beowulf
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________
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C. Excerpt from “WIGLAF PLUNDERS THE DRAGON’S DEN.—BEOWULF’S DEATH.”
Beowulf spake (the gold-gems he noticed),

The old one in sorrow: “For the jewels I look on
Thanks do I utter for all to the Ruler,
Wielder of Worship, with words of devotion,
The Lord everlasting, that He let me such treasures
Gain for my people ere death overtook me.
Since I’ve bartered the agèd life to me granted
For treasure of jewels, attend ye henceforward
The wants of the war-thanes; I can wait here no longer.
The battle-famed bid ye to build them a grave-hill,
Bright when I’m burned, at the brim-current’s limit;
As a memory-mark to the men I have governed,
Aloft it shall tower on Whale’s-Ness uprising,
That earls of the ocean hereafter may call it
Beowulf’s barrow, those who barks ever-dashing
From a distance shall drive o’er the darkness of waters.”
The bold-mooded troop-lord took from his neck then
The ring that was golden, gave to his liegeman,
The youthful war-hero, his gold-flashing helmet,
His collar and war-mail, bade him well to enjoy them:
“Thou art latest left of the line of our kindred,
Of Wægmunding people: Weird hath offcarried
All of my kinsmen to the Creator’s glory,
Earls in their vigor: I shall after them fare.”
’Twas the aged liegelord’s last-spoken word in
His musings of spirit, ere he mounted the fire,
The battle-waves burning: from his bosom departed
His soul to seek the sainted ones’ glory.
Cite two lines from the excerpt above that show Beowulf`s attitude in the face of death:
Line 1: ___________________________________________________
Line 2: ___________________________________________________
Based from the lines above, I think that in the face of death Beowulf is …
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________
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OPTION 2
Knowing Beowulf , Knowing Me
Below is a list of the highlights of Beowulf`s quest towards self-discovery. For each higlight , identify the
character depicted by the epic hero.You may choose from the character bank in this activity.
Character Bank:
BRAVE PHYSICALLY STRONG TRUSTWORTHY LOYAL
_______________ 1. Beowulf, along with a group of Geatish warriors, sails across the sea to the land of the
Danes to fight the demon Grendel.
_______________ 2. When Grendel attacks Heorot Hall, Beowulf meets him in hand-to-hand combat.
Beowulf tears Grendel's arm from his socket, mortally wounding the monster.
_______________ 3. Beowulf tracks Grendel's mother to her lair in a cave under a lake and kills her with a
sword he finds there.
_______________ 4. Beowulf returns to the surface with Grendel's head and the hilt of the sword that killed
Grendel's mother.
_______________ 5. Beowulf and his followers return to Geatland.
_______________ 6. After Hygelac and his kinsmen are killed in battle, Beowulf becomes the king of the
Geats and reigns for fifty years.
_______________ 7. When he hears about a marauding dragon, Beowulf suspects that he will die fighting
it. He tracks the dragon to its lair and fights it with the help of his follower, Wiglaf.
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_______________ 8. Beowulf kills the dragon, but receives a mortal wound in the fight. He asks Wiglaf to
bring some of the dragon's treasure to the surface to show him before he dies. Having gazed on the treasure
and given his golden necklace to Wiglaf, Beowulf dies.
Questions to ponder :
1. What character traits do you have that are similar to Beowulf?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. With the different battles that Beowulf have fought, how do you think did his journey lead
_____________________________________________
him
2. With the different battles that Beowulf have fought, how do you think did his journey lead
him towards self discovery?
3. Like Beowulf, how do you think can we discover our true self?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________
3. Like Beowulf, how do you think can we discover our true self?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________________________________
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OPTION 3
THE BEOWULF IN ME
Beyond the supernatural feats, everyone has a Beowulf in them. As you explored Beowulf`s journey, did
you find any similarities with Beowulf? How are you different from him? Using the graphic organizer
below, discover the Beowulf in you and determine your similarities and differences with the age-old hero.
BEOWULF YOU
SIMILARITIES
DIFFERENCE
S
Self-knowledge
Decision-making
Handling triumphs
Handling defeat
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Questions to Ponder:
1. Base on your answers above, what do you think is the most striking similarity and difference
do you share with Beowulf? What makes you say so?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Considering the circumstances that an age-old hero like Beowulf has overcome, how do you
__
think do the experiences of an individual influence his/her
self-discovery?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__3. Like Beowulf, how do you think can you discover your true self?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__
Before you answer the questions in the reflection and synthesis part of this lesson. Go through the two
texts and answer each set of questions that follow.
Page | 38
Task I: Listen to the song entitled “Reflection” from the Disney movie Mulan
(https://www.youtube.com/watch?v=lGGXsm0a5s0)
Note: This song was sung and performed by many singers but the version in the link is that of the Filipina
singer Lea Salonga.
"Reflection"
("The Journey so Far" version)

Look at me
I will never pass for a perfect bride, or a perfect daughter
Can it be
I'm not meant to play this part
Now I see, that if I were truly to be myself

I would break my family's heart
Who is that girl I see
Staring straight back at me

Why is my reflection someone I don't know
Somehow I cannot hide
Who I am, though I've tried
When will my reflection show, who I am, inside
How I pray, that a time will come
I can free myself and meet their expectations

On that day, I'll discover someway to be myself
And to make my family proud
They want a docile lamb

No-one knows who I am
Must there be a secret me
I'm forced to hide
Must I pretend that I am someone else for all time
When will my reflection show, who I am inside
When will my reflection show, who I am inside
Page | 39
Questions:
1. What is the persona in the strong struggling with? Cite lines from the reading text to prove this.
2. In what way are you similar to the persona in the song?
3. What does the message of the song tell you about your individual worth?
Task 2: Read the story below.

The Story of a Wise Man and His Ring
Once, a man came to a wise man and complained that he felt worthless and that he didn’t want
to live anymore. He said that everyone around him said that he was a failure and a fool, and he begged
the wise man to help him.
After a quick glance, the wise man hurriedly turned down his plea, explaining that he had an
urgent matter to take care of. However, he stopped for a moment and suggested that he would gladly
help the man, but only if and after the man helped him to get the urgent matter done.
Bitterly noting to himself that his concerns had been again dismissed as unimportant, the man
murmured in agreement to help the wise man out.Satisfied with the man’s response, the wise man took
off from his finger a small ring with a beautiful gem.
The wise man explained to the man that he had to sell his ring as soon as possible to pay off a
debt, and instructed him to take a horse and go to the market to sell it. He asked the man to try to get as
much.
“Take a horse and go to the market. I have to sell this as soon as possible to pay off a debt,” said the wise
man. He instructed the man to take as much as he could for it, and no matter what, not to agree to
anything less than a gold coin.
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The man took the ring and rode away. Once at the market, he started offering the ring to every
merchant he came across. They were interested in the ring, but as soon as they heard that he offered it
for at least a gold coin, they lost all interest in it.Some simply turned away, and others even laughed in his
face. It was only one older merchant who kindly explained to the man that that price is too high for such
a ring. He told the man that the ring was simply not worth so much, and that the most he could get for it
was a silver coin, or some bronze.
Having heard this, the young man remembered the wise man’s instruction not to give it for
anything less than a gold coin. And even after offering it to over a hundred people, nothing changed.
In the end, he rode back to the wise man and told him that he hadn’t been able to sell the ring,
as no one was willing to pay so much for it, although he was aware that the ring was not worth a silver
coin.“Now that’s a very important point, my son!” said the wise man. “Before trying to sell a ring, you
should find out what it’s worth! And who can know that better than a jeweler?”
The wise man instructed the young man to go to the jeweler this time and ask him what he
would offer for the ring. He added that no matter what the jeweler said, he was not to sell the ring, but
come back to him right away.
The young man swiftly rode to the jeweler and asked about the ring’s worth. After carefully examining
the ring and weighing it on his scale, the jeweler turned to the young man. “Tell your master that right
now I can’t give him more than 58 gold coins. But if he gives me some time, I’ll buy it for 70, to compensate
for the wait.”
The young man was shocked. 70 gold coins! He laughed, thanked the jeweler, and headed back
to the wise man. The wise man listened to the young man describing what had happened and looked him
in the eyes.“Remember this, my son. You are like this ring – precious and unique! And only a real expert
can appreciate your true worth. So why are you wasting your time going to random people to find out
what it is?”
Source: https://curiousmindmagazine.com/much-think-worth/
Questions:
1. What led to the man’s discovery of the ring’s true worth? Cite lines from the reading texts to
prove this.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. In what way are you similar to the ring in the story?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What makes you unique or as special as the ring in the story?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Page | 41
III. REFLECTION
In your reading, you discovered that Beowulf possesses the traits or characteristics his people greatly
admired in a great leader. In his adventures, he continues to find ways to demonstrate courage in battling
evil and loyalty to the people he serves.
How did Beowulf`s journey led him to know himself better? How did he discover his true worth?
Let us connect your learnings to your life.
1. In what way are you like Beowulf?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What can we learn from the “Story of the Wise Man and His Ring” and the song “Reflection”?
What makes you unique or special?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
IV. SYNTHESIS
To lead you to find answers to the essential question, let us answer this activity.
What is your answer to our focus question? What is the best way to know one’s self?
But first, there are key points to remember when doing the Claim-Evidence-Reasoning (CER) Chart.
To make a Claim is your ANSWER to the question on how you can best know yourself.
To provide Evidence means that you support this with lines from the reading selections that you read.
You may refer to the following reading selections:
1. Beowulf
2. Reflection
3. The Story of a Wise Man and His Ring
To give reasoning means that you explain how the evidence supports the claim or how the lines from
the three reading texts support your answer to the question.
You may use the CER Chart provided below to write your answers.
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RUBRIC for CLAIM-EVIDENCE AND REASONING (CER)
Makes accurate and complete claim; provides thorough reasoning with appropriate and
4
sufficient evidence.
Makes an accurate, but incomplete claim; provides reasoning with appropriate but
3
insufficient data.
2 Claim is incomplete and inaccurate. Reasoning does not link evidence.
Claim is incomplete and inaccurate. Reasoning is not precise; provide evidence but
1
inaccurate or insufficient.
0 No attempt to provide claim, evidence nor reasoning.
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V. ENRICHMENT
To help you more on the topics covered in this unit, here are some exercises for you to take to
help deepen your understanding.
LESSON 1.1 PUNCTUATIONS and CAPITALIZATION
A. Capitalize and punctuate the following sentences properly. Write the end marks (period,
question mark, or exclamation point) where needed.
1. what are the qualities that make a character an epic hero
2. Incredible beowulf defeated grendel without any of his weapons
3. if you were Grendel`s mother, would you also seek for revenge
4. a man could really test his friend`s loyalty when he is in danger
B. Capitalize and punctuate the following sentences properly. Supply each sentence with a
comma, dash, colon, semicolon, and parentheses where needed.
5. beowulf and his men are determined to help the danes so they can be at peace.
6. many people knew that beowulf is their savior they believe that he came to save them.
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7. in all his battles beowulf almost always choose between two options fight or perish.
8. men in the tale of beowulf except for some are all worthy of admiration.
C. Capitalize and punctuate the following sentences properly. Supply each sentence with an
apostrophe, quotation marks, hyphen, and ellipsis wherever necessary.
9. a four fifths of the class majority wanted to read beowulf.
10. a man is all powerful on land until he meets a creature of supernatural nature.
11. absolutely! came the chorus from everyone when asked if they wanted to stage a play from one of
beowulfs scene.
12. could you please explain the themes present in beowulf asked samantha to her literature teacher.
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LESSON 1.2 Word Order
Rearrange the word order of the following sentences. For each item, rewrite the sentence into
the word order indicated in each item.
1. He did not return to his land until he was sure that he defeated all the monsters.
Inverted word order:
2. Hrothgar was unaware that Grendel`s mother was attacking his place.
3. He has been warned many times that the monsters he planned to kill were not ordinary.
4.Their situation was so desperate that they decided to leave it all to a warrior that they had never met.
5. In no way can they help you.

Normal word order:
6. Beowulf has not yet returned and neither has Wiglaf.

Normal word order:
7. Wiglaf will not leave Beowulf under any circumstances.

Normal word order:
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8. Out the Danes celebrated when they heard that Grendel was finally defeated.
Normal word order:
VI. SUMMATIVE
Test I. Capitalization and Punctuation Marks
A. Read the following sentences. Supply the periods, question marks, and exclamation points
wherever necessary.
1 . grendel is one of the three monsters that beowulf battled with
2.hrothgar`s sons, hrethric and hrothmund, are both too young to be his successor to the throne
3. don`t you think everyone deserves a friend as loyal as wiglaf
4. “unferth will never be as good as beowulf ” shouted one of beowulf`s fan
5. breca and beowulf, in full armor, engaged in a swimming contest
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B. Read the following sentences. Supply the commas, dashes, colons, semi-colons and
parentheses wherever necessary.
6. beowulf is about the conflict between a courageous mighty loyal warrior who defeated monsters and
dragons.
7. nearly all the monsters and dragon in the story of Beowulf in fact almost all of them are generally
hideous and terrifying in nature.
8. when reading beowulf it is important to note that strength is more important than skill skill smacks of
deviousness while strength is simple straightforward and pure.
9. beowulf as an epic introduced to its readers many characters. Some of these characters are hrothgar
wiglaf unferth grendel grendel`s mother and wealtheow.
10. most men in beowulf at least those that were highlighted in the story like wine women and singing.
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C. Read the following sentences. Supply apostrophes, quotation marks, ellipses, and hyphens
wherever necessary.
11. gift giving was in the nature and culture of the danes in the epic of beowulf.
12. beowulf brought with him highly skilled men to battle the monster that is causing hrothgars problems.
13. unferth started questioning beowulfs strength however, beowulf responded to him saying The fact
is, unferth, if you were truly as keen and courageous as you claim to be grendel would never have got
away with such unchecked atrocity.
14. the part where beowulf is killed can be found around pages 456 467 of the translated copy.
15. at exactly ten oclock the students gathered their things and prepared for the screening of beowulfs
animated movie adaptation.
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TEST II. Word Order
A. The sentences below are in the normal word order. Rewrite each sentence in inverted
word order.
1. People rarely appreciate poetry in epic form.
2. We would understand Beowulf`s epic only when we look into it.
3. They had no sooner rested when Grendel started his chaos in the mead hall.
4. I seldom read lengthy poems.
5. The Danes haven`t met such brave warrior as Beowulf before.
B. The sentences below are in the inverted word order. Rewrite each sentence in the normal
word order.
6. Over the murky isolated place lies Grendel`s hideout.
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7. Standing by the shore of Hrothgar`s land are Beowulf and his men .
8. Out of his slumber jumped Beowulf upon hearing Grendel`s monstrous wails.
9. Dreary and dark was the day when Grendel`s mother avenged her son`s death.
10. Never did the Danes had a good night sleep until Beowulf came.
VII. ENHANCEMENT
Below is list of activities that will allow you to review the concepts that you find difficulty in. You can
re-test yourself in order to improve your scores.
I. Capitalization and Punctuations

A. STOPS
STOPS
Period (.) Question Mark (?) Exclamation Point (!)
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Using the punctuation marks above, punctuate and capitalize the following sentences correctly. Rewrite
your answer on the space provided.
1. why did beowulf felt the need to rescue the danes
2. “beowulf`s tale is just amazing “ exclaimed the student
3. beowulf is considered to be one of the world`s literary masterpiece
B. PAUSES
PAUSES
Comma (,) Dash (- ) Colon (:) Semi-colon (;) Parentheses ( )
4. however i am willing to reconsider.
5. the car which Mr. reyes bought last year was sold in the neighborhood.
6. Most of the paintings in the gallery in fact all but one were done in the 19th century.
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7. the poetries in my opinion was a good one.
8. at the end of the long and tiring day there were only two things on her mind rest and relaxation.
9. they were willing to accept defeat beowulf was not.
10. I have only one thing to say don`t do it
C. Other Punctuation Marks

Other punctuation marks
Ellipsis (…) Apostrophe (‘) Quotation Marks (“ “) Hyphen (-)
11. to be continued
12. the teacher told us , on monday at ten oclock we will be reading about beowulfs language.
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13. the danes did not only find their peace they also created newly formed friendship with beowulf.
14. beowulfs life wasn’t without difficulties.
15. if I remember it correctly, the teacher said we are already done with the history of anglo American
literature.
II. Word Order

Rewrite the following sentences into the word order indicated in each item.
1. Normal word order: I will never see him again.
2. Inverted word order: Only if you invite her, will she attend your party.
Normal word order:
3. Inverted word order: Not until Mr. Chan is here will we begin our meeting.
Normal word order:
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4. Normal word order: Fortunately, another ship arrived half an hour later.
5. Normal word order: We can only improve our English with constant practice.
VIII. EVALUATION
Anticipation-Reaction Guide: After the lesson
Now that you are almost done exploring the first lesson, what improvements have you made?
Review your answers from the anticipation-reaction guide that you answered in the earlier part
of the lesson. Have your answers changed? Check the “after lesson” column of the table below
and compare your answers now to that of your initial answers in the “Before the lesson”
column.
BEFORE THE LESSON AFTER THE LESSON

Agree Disagree STATEMENT Agree Disagree
“Old English” is a language that is
identical to the English that we have
nowadays.
Epics are unique to Western countries.
For a persona to be considered an Epic
hero, he must be of royal lineage.
Lyric poetry is poetry that can be sung.
Beowulf is the European counterpart of
Biag ni Lam-ang in the Philippines.
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IX. VALUES INTEGRATION
Let’s Integrate the 5C’s
The quest towards self-discovery will never be an easy one. To truly know one`s
self, an individual must learn, relearn, and even wrestle with his/her belief. As young as
you are, you must realize that if you really want to discover yourself, you must face
challenges. Understand that young or old, no one is ever exempted from facing difficulties
that life throws at us. Challenges are there to mold you into becoming a better person –
something that is only possible if we take the time to pause, think, and reflect on every
adversity that we face.
Every challenge that you overcome is leading you a step closer towards discovering
the real you. With this in mind, it is important to note that the uniqueness we share to one
another is the same uniqueness that we have when it comes to the challenges that we face.
This means that what may appear to you as a trivial challenge may be life-defining to
another. In the same way, what may be life-defining to you may be trivial to others. Bottom
line: Never belittle nor compare the challenges that you face to that of the other as this
will always be different. You can instead use someone else`s narrative and draw inspiration
from it. In this manner, your journey towards self-discovery will be more meaningful and
worth it.
What’s Next?
In this unit you have learned about Beowulf and his quest towards self-discovery. Through
the different literary selections and activities, you were able to get to know yourself and prepare
for the transfer task which is to compose poetry. Since you are done with this, you are now ready
to take on the next part of the kit that discusses more about poetry and how to compose one.
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UNIT TITLE: THE QUEST TOWARDS SELF-DISCOVERY
LESSON 2: The Poet in You
CONTEXT
LEARNING SKILL
To do well in this lesson, you should….
o Compose forms of literary writing

This lesson will cover the following:
Lesson Number Title Specific Skills

Identify imagery in poetry
Imagery
Use sensory details in creative
writing.
Analyse literature as a means of
2 Literary Devices and Techniques
discovering the self
Use appropriate punctuation marks
Punctuations and Capitalization
and capitalization to convey meaning
Use normal and inverted word order
Word Order
in creative writing
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II. EXPERIENCE
1.0. PRELECTION
1.1 . INTRODUCTION AND FOCUS QUESTION

Poetry enables us to express our feelings and emotions to others. It is a way of relaxing when we feel
so stressed at home, work, and studies, in the family, friends and more. It also allows us to improve our
ability to understand others. We have to be able to convey the true nature of our writing to an unknown
reader. That means diving deeper into what parts we want them to understand, what we want them to
feel, and what to take home with them that will resonate long after reading. Poetry says it all. This will
lead you this question.
1.2 Initial Task:

To begin our lesson, I want you to answer this preliminary question: “What makes a poetry effective?”
What makes a poem effective?
The activity above allows you to think and give your opinions to
the question. In this unit, you will learn techniques on how to
make your poem effective as you go through this module.
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2.0. LESSON DISCUSSION
2.1 Activities
To help you find the answer to the question, “What makes a poem effective?” Try this activity. I know
you can do this.
Answer at least ONE of the given options. For Grade 9

MAGIS learners, answer TWO of the given options.
Lesson 2.1 Imagery

A. Identifying Imagery in Poetry
Option 1
Read the lines below. Identify to what sense or type of imagery each of the lines appeal. Put a check
to the corresponding senses.
Example:
Excerpt from the poem “Rain In Summer by H.W Longfellow
Excerpt from the Poem “Rain In Summer” Sight Hear Smell Feel Taste
“they silently inhale the clover-scented gale, And
the vapors that arise from the well-watered and
/
smoking soil”
The phrases ‘clover-scented’ breeze and ‘well-watered and smoking soil’ paint a clear picture in the
reader’s mind about the smells after rainfall.
a. Excerpt from the poem “I wandered Lonely as a Cloud” by William Wordsworth

Excerpt from the Poem “I Wandered Lonely as a
Sight Hear Smell Feel Taste
Cloud”
A host of golden daffodils
Tossing their heads in sprightly dance
Fluttering and dancing the breeze
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b. Excerpt from the poem “The Road Not Taken” by Robert Frost
Excerpt from the Poem “The Road Not Taken” Sight Hear Smell Feel Taste
Two roads diverged in a yellow wood
c. Excerpt from the poem “Invictus” by William Ernest Henley
Excerpt from the Poem “Invictus” Sight Hear Smell Feel Taste
Black as the pit from pole to pole
I have not winced nor cried aloud
My head is bloody, but unbowed
Option 2
Read the poem below. Choose only three (3) lines from the poem and identify the sense to
which the line appeals. Fill in the table with your answer.
a. “I Wandered Lonely as a Cloud” by William Wordsworth
I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
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For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Example:
Senses used in the

Lines from the poem
lines
“Continuous as the stars that shine
And twinkle on the milky way,”
Visual (Sight)
Senses used in the

Lines from the poem
lines
1.
2.
3.
b. “The Road Not Taken” by Robert Frost

And be one traveller, long I stood


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c. “Invictus” William Ernest Henley

Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.
Lines from the poem Senses used in the lines
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Option 3
Read the poem. Identify what dominant sense is used in the poem. Cite lines or evidences to
support your interpretation.
Example: From the poem “This Is Just to Say” by William Carlos Williams
Dominant sense used in the poem Evidences (Lines)

Gustatory (Taste) “I have eaten the plums that were in
the icebox and which you were probably saving for
breakfast
Forgive me they were delicious
so sweet and so cold”
a. I Wandered Lonely as a Cloud” by William Wordsworth

I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
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And be one traveller, long I stood



Page | 64

Out of the night that covers me,
Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.
Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.
It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.
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It is important to use your senses in composing a poem because it
helps you to convey a message to the readers by providing a strong
image in their heads. The activities above provided you an
opportunity to identify imagery in poetry. The next activity will allow
you to use sensory details in creative writing.
B. Use sensory details in creative writing.

In writing a poem, it will be more interesting and creative if you add sensory details or images.
You let the readers imagine your work as they will interpret it vividly.
Option 1
WRITE IT WITH YOUR SENSES!
Scan through the word bank below. Choose a word and come up with a description of your chosen word
using your senses. Write your answers on the space provided.
Home Friendship Envy
Boredom Happiness Peace
Kindness Fear Family
Example:
Topic: Envy
looks like a green-eyed

feels like being eaten alive. sounds like thunder.
monster.
tastes like a pure calamansi

smells like fish.
juice.
Topic:
looks like… feels like… Sounds like…
Tastes like.. Smells like..
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Option 2
FIVE SENSES POEM
Test your creativity with imagery! Think of an emotion/trait that you want to write about (e.g.
love, embarrassment, loyalty, frustration, kindness, etc.)
Topic: ______________
Line 1: _________ looks like ____________________________________________
Line 2: It sounds like ___________________________________________________
Line 3 : It feels like_____________________________________________________
Line 4 :It tastes like ___________________________________________________
Line 5: It smells like ____________________________________________________
Your five-senses poem :
_____________________
(Title)
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________
_____________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________
______________________________________________________________
_____________________________________________________________
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Option 3
A Trip Down to Memory Lane
Imagery is used by the writers to create sensory details in the mind of the readers.
Put your skill in imagery to a test.
What is that one memory that you could still vividly remember? What makes this memory special? Take
a trip down to memory lane with this activity.
Choose a memory that you find special. This memory could be something that happened when you were
a child (first time riding a bike, first vacation with the family, or something that happened in school ( first
outreach with friends, intramurals, etc) Through the use of sensory details, vividly describe this
experience/memory. In writing your poem, you are given the freedom to use at least three out of the five
sensory imagery to describe your memory.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Poets use sharp, colorful details in their writings for them to paint a picture in
the reader`s mind. This way readers will find meaning and have a greater
appreciation for poetry.
Guide Questions:
On Activity:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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2. Was it helpful in understanding the concept?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Were there any problems that you encountered during the activity and how did you solve it?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
On Topic/Concept:
What is imagery?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
How does imagery help to make a poem effective?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you have queries? Concerns?

You need some guide to help you? Let’s talk.
I am available at our e-class and messenger.
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Lesson 2.2 Literary Devices
Literary devices are techniques that the writers use to express their ideas and enhance their writing.
There are many literary devices in literature but in this module, we will just focus on the following:
➢ Irony
➢ Metonymy
➢ Paradox
➢ Oxymoron
➢ Symbolism
Answer at least ONE of the given options. For Grade 9
MAGIS learners, try to answer TWO of the given options.
Option 1
Instructions:
A. Match the correct figure of speech in Column A to the given examples in Column B. Write
only the letter of your choice on the space provided.
A B
_______1. Irony a. A marriage counselor files for divorce.
_______2. Metonymy b. Truth is honey, which is bitter.
_______3. Oxymoron c. The pen is mightier than the sword.
_______4. Paradox d. Modern dancing is so old fashioned.
_______5.Symbolism e. I've told you to clean your room a million times.
f. Rebels raised a white flag to negotiate.
B.. Construct your own examples based on your answers in Activity A.

1. Irony ________________________________________________________________________
2. Metonymy ________________________________________________________________________
3. Oxymoron ________________________________________________________________________
4. Paradox ________________________________________________________________________
5. Symbolism ________________________________________________________________________
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Option 2
Instructions:
a. Match the figure of speech in Column A to its respective definition in Column B. Write only the letter
of your choice on the space provided.
A B
a. It is a figure of speech in which words are used in
______1. Symbolism such a way that their intended meaning is different
from the actual meaning of the words.
______2. Paradox
b. It is a figure of speech in which a word or phrase is
______3. Oxymoron substituted for another with which it is closely
associated; also, the rhetorical strategy of describing
______4. Irony something indirectly by referring to things around it.
______5. Metonymy c. It is a statement that appears to contradict itself.
d. it is a figure of speech in which incongruous or

contradictory terms appear side by side.
e. It is a figure of speech in which incongruous or

contradictory terms appear side by side.
f. It is the use of symbols to signify ideas and

qualities, by giving them symbolic meanings that are
different from their literal sense.
b. Construct a sentence based on your answers in Activity A.
1. Symbolism _______________________________________________________________________
2. Paradox ________________________________________________________________________
3. Oxymoron ________________________________________________________________________
4. Irony ________________________________________________________________________
5. Metonymy ________________________________________________________________________
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Option 3
Instructions: Choose at least 2 literary devices and compose a 3-stanza poem with 4 lines each.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Literary devices are techniques used by poets. It is used for the

purpose of entertaining readers while they read the poem. It allows
the poet to play with words and convey meanings figuratively.
The activities above allowed you to explore the different the literary
devices with its correct definition. It also led you to construct your
own examples.
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Guide Questions:
On Activity:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Was it helpful in understanding the concept?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Were there any problems that you encountered during the activity and how did you solve it?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
On Topic/Concept:
1. What is Symbolism?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What is Oxymoron?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. What is Paradox?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. What is Irony?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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5. What is Metonymy?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6. How do literary devices contribute to making a poem effective?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Do you have queries? concerns?

2.3 Learning Content
Poetry is a way of expressing our feelings, emotions, and ideas through writing.
In writing a poetry we must use different literary devices and techniques to make our
writing effective and catchy to the readers.
There are many literary devices, but in this unit, we will just just focus on
Imagery, Symbolism, Oxymoron, Paradox, Metonymy and Irony.
These literary devices will help you enhance and make your masterpiece
effective.
Lesson 2.1 Imagery

What is imagery?
Imagery means to use figurative language to represent objects, actions, and ideas in such a way
that it appeals to our physical sense.
Usually it is thought that imagery makes use of particular words that create visual representation
of ideas in our minds. The word “imagery” is associated with mental pictures. However, this idea is but
partially correct. Imagery to be realistic, turns out to be more complex than just a picture.
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What are the types of Imagery?
➢ Visual (sight)
➢ Auditory (hear)
➢ Tactile (feel)
➢ Olfactory (smell)
➢ Gustatory (taste)
How to Use Imagery
In order to use imagery:
• Decide which senses you would like to appeal to. They should fit the subject.
• Write a description that appeal to those senses.
Example:
Line 1: I wandered lonely as a cloud
Line 3: When all at once I saw a crowd
Line 6: Fluttering and dancing in the breeze
Line 13: I gazed—and gazed—but little thought
In the poem “I Wandered Lonely As A Cloud”, there are quite a few examples of imagery. Lines 1, 3 , and
6 are all examples of imagery. Each describes a sense of touch, sight, hearing, taste, or smell. On line 17,
“I gazed—and gazed—but little thought,” is telling us what he did and how he was gazing.
I Wandered Lonely as a Cloud

By William Wordsworth
(1)I wandered lonely as a cloud

(2)That floats on high o’er vales and hills,
(3)When all at once I saw a crowd,
(4)A host, of golden daffodils;
(5)Beside the lake, beneath the trees,
(6)Fluttering and dancing in the breeze.
(7)Continuous as the stars that shine

(8)And twinkle on the milky way,
(9)They stretched in never-ending line
(10)Along the margin of a bay:
(11)Ten thousand saw I at a glance,
(12)Tossing their heads in sprightly dance.
(13)The waves beside them danced; but they

(14)Out-did the sparkling waves in glee:
(15)A poet could not but be gay,
(16)In such a jocund company:
(17)I gazed—and gazed—but little thought
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(18)What wealth the show to me had brought:
(19)For oft, when on my couch I lie

(20)In vacant or in pensive mood,
(21)They flash upon that inward eye
(22)Which is the bliss of solitude;
(23)And then my heart with pleasure fills,
(24)And dances with the daffodils.

(Metonymy, Paradox, Oxymoron, Irony, and Symbolism)
1. Irony- is a figure of speech in which words are used in such a way that their intended meaning is
different from the actual meaning of the words.
Example:
❖ Romeo and Juliet (By William Shakespeare)
“Go ask his name: if he be married.
My grave is like to be my wedding bed.”
(Juliet commands her nurse to find out who Romeo was, and says if he were married, then her wedding
bed would be her grave. It is a verbal irony because the audience knows that she is going to die on her
wedding bed.)
❖ Juluis Caesar, Act 1, Scene II (William Shakespeare)

“CASSIUS: “Tis true this god did shake.”
(Cassius, despite knowing the mortal flaws of Caesar, calls him “this god”.)
❖ Oedipus Rex (By Sophocles)

“Upon the murderer I invoke this curse- wether he is one man and all unknown, Or one of many-
may he wear out his life in misery to miserable doom!”
(It was predicted that a man guilty of killing his father and marrying his own mother brought a
curse on the city and its people.)
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Types of Irony
• Verbal irony- it is a contrast between what is said and what is meant
Example: Looking at her son's messy room, Mom says, "Wow, you could win an award for
cleanliness!"
• Dramatic irony: it occurs when the audience or the reader knows more than the character
about events. In other words, what the character thinks is true is incongruous with what the
audience knows.
Example: From the movie Titanic and a character leaning on the balcony right before the ship hits
the iceberg says "It's so beautiful I could just die,"
• Situational irony- it refers to the contrast between the actual result of a situation and what was
intended or expected to happen.
Example: A marriage counselor files for divorce.
2. Metonymy- A figure of speech in which a word or phrase is substituted for another with which it is
closely associated; also, the rhetorical strategy of describing something indirectly by referring to things
around it.
Example:
1. Adventures of Huckleberry Finn, Mark Twain
"He said he reckoned a body could reform the ole man with a shotgun."
("body" is a replacement for "person.")
2. Out, Out (By Robert Frost)
“As he swung toward them holding up the hand,
Half in appeal, but half as if to keep the life from spilling.”
(In these lines, the expression “The life from spilling” refers to the spilling of blood. It develops a
link between life and blood. The loss of too much blood means loss of life.)
3. Yet Do I Marvel (By Countee Cullen)
“The little buried mole continujes blind, Why flesh that mirror Him must someday die…”
(Here, Cullen uses, “flesh” to represent humans, and questions God about why we have to die
when we are created in His likeness.)
3. Paradox- a statement that appears to contradict itself.
Example:
❖ Romeo and Juliet (By William Shakespeare)
“The earth that’s nature’s mother is her tomb;
What is her burying grave, that is Rainbow in her womb…”
(The contradictory ideas of the earth being the birthplace and a graveyard make these lines
paradoxical.)
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❖ Hamlet (By William Shakespeare)
“I must be cruel to be kind.”
(This announcement does not seem to make sense. How can an individual treat others kindly even when
he is cruel? However, Hamlet is talking about his mother, and how he intends to kill Claudius to avenge
his father’s death.)
❖ My Heart Leaps Up When I Behold (By William Wordsworth)
“The child is father of the man…”
(This statement has a seemingly incorrect supposition, but when we look deep into its meaning, we see
the truth. The poet is saying that the childhood experiences become the basis for all adult occurrences.
The childhood of a person shapes his life, consequently “fathers” or creates the grown-up adult. So,
“The child is father of the man.”)
4. Oxymoron- it is a figure of speech in which incongruous or contradictory terms appear side by side.
Example:
❖ Petrarch’s 134th sonnet (By Sir Thomas Wyatt)
“I find no peace, and all my war is done
I fear and hope, I burn and freeze like ice,
I flee above the wind, yet can I not arise;”
(The contradicting ideas of “war and peace, burn and freeze, and “flee above and not rise” produce a
dramatic effect in the above-mentioned lines.)
❖ Lancelot and Elaine (By Alfred Lord Tennyson)
“The shackles of love straiten’d him
His honour rooted in dishonoured stood
And faith unfaithful kept him falsely true”
(We clearly notice the use of oxymoron in the phrases “shackles… straiten’d,” honour… dishonor,” “faith
unfaithful," and “falsely true”.)
❖ Essays of Criticism (By Alexander Pope)
“The bookful blockhead ignorantly read,
With loads of learned lumber in his head,
With his own tongue still edifies his ears,
And always list’ning to himself appears.”
(The above lines provide fine evidence of Pope’s witticism. The oxymora “bookful blockhead” and
“ignorantly read” describe a person who reads a lot, but does not understand what he reads, and does
not employ his reading to improve his character.)
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5. Symbolism- is the use of symbols to signify ideas and qualities by giving them symbolic meanings that
are different from their literal sense.
Example:
❖ As you Like It (By William Shakespeare)
“All the world’s a stage,
And all the men and women merely players;
they have their exits and their entrances;
And one man in his time plays many parts,”
(These lines are symbolic of the fact that men and women, in the course of their lives, perform different
roles. “A stage” here symbolizes the world, and “players” is a symbol for human beings.)
❖ Ah Sunflower (By William Blake)
“Ah Sunflower, weary of time,
Who countest the steps of the sun;
Seeking after that sweet golden clime
Where the traveller’s journey is done;”
(Blake uses a sunflower as a symbol for human beings, and “the sun” symbolizes life. Therefore, these
lines symbolically refer to their life cycle and their yearning for a never-ending life.)
❖ The Rain (By William H. Davies)
“I hear leaves drinking rain;
I dear rich leaves on top
Giving the poor beneath
Drop after drop;
Tis a sweet noise to hear
These green leaves drinking near.”
(In this beautiful poem, William Davies who has used the symbol of rain to show the different classes of
society. He does this b y describing the way the upper leaves benefit from the rain first, and then hand
down the rest to the lower leaves. The same way, rich people pass on the leftover benefits to the poor
people.)

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2.3 Attaining the Power Standard
Poets use literary devices for them to convey the meaning of their works figuratively.
For the readers, they will enjoy reading the poem using their imaginations and senses as they
will interpret the poem.
Now that you have already learned the literary devices and techniques, the next
activity will allow you to compose your own masterpiece using some of those mentioned.
Try to answer at least ONE of the given options. For Grade 9

MAGIS learners, try to answer at least TWO of the given options.
Option 1: Photo-Inspired Poetry

Find any photo that you find inspiring for poetry writing. It can be a family picture, friends, favourite
celebrities, tourist spots or anything. Describe how it makes you feel. What emotions come to mind?
Write a 3-stanza poem with 4 lines each using at least two (2) literary devices. Write your poem inside
the frame.
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Option 2: Becoming a Poet
Choose among the following themes. Then compose a poem of 3 stanzas with 4 lines each
using at least two (2) literary devices.
1. Unconditional Love
2. Family
3. War
4. Depression
5. Peace
6. Patriotism
7. Friendship
8. Success
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Option 3
Recall one experience that you have encountered in your life which you treasure the most.
Compose a 3-stanza poem with 4 lines each using at least two (2) literary devices. Write
it inside the frame.
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III. Reflection
How do I feel about this lesson?

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How is this lesson important to my life?
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What can the learning process teach me?
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IV. Synthesis
My Claim, My Evidences, My Reasoning
Below are poems you are expected to have read as you reach this section of your learning kit.
1. Invictus by William Ernest Henley
2. I Wandered Lonely as a Cloud by William Wordsworth
3. The Road Not Taken by Robert Frost
Now, let us find answers to these essential or focus questions for this module:
What makes a poem effective?
What makes a poem effective medium to express one’s identity? Justify your answer by citing lines from
the text to prove your answer. Then, write your generalization, explanation or reasoning based on the
evidences you provided. The template is provided for you to write your answers.
RUBRIC SCORING GUIDE FOR CLAIM-EVIDENCE-REASONING

4 points Highly specific discussion of the big idea with strong justifications.
3 points Comprehensive discussion of the big idea with adequate justifications.
2 points Partial discussion of the big idea with limited justifications.
1 point Vague discussion of big idea and does not provide any justifications.
0 point No attempt to discuss the big idea.
C-E-R GRAPHIC ORGANIZER
Question: What makes a poem effective?
CLAIM
I think that…
What is your
answer?
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EVIDENCE: What text evidence is there to support your response? Cite lines from the poem to prove
your point.
“I wandered Lonely as a Cloud” “The Road Not Taken”
William Wordsworth Robert Frost
One example from the text… In the text, it states…
“Invictus”
William Ernest Henley
I noticed that the poem also uses….
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REASONING
What made you say these are true?
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V. Enrichment Let’s Clarify Now!
To help you more on the topics covered in this unit, here are some exercises for you to
you to take to help deepen your understanding.
Lesson 1.1 Imagery

Instructions: Construct a powerful sentence or sentences by taking the “Boring Sentence” and
adding sensory details. You can add more details to construct one or more sentences. Label the
sensory details you added.
Example:
Boring Sentence: It was a hot morning at ADZU JHS.
Sensory details added: The sun faces near the Ateneo de Zamboanga University Junior High School. Air
conditions and fans were useless and I am gazing for a well-ventilated zone. Finding a way to inhale a fresh
smell air and hark to the bird sings.
Sight: Gazing for a well-ventilated zone.
Smell: Finding a way to inhale a fresh smell air
Hear: Hark to the bird sings.
1. Boring Sentence: English class is fun.

Sensory Details Added:
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➢ Gustatory (taste)___________________________________________________
2. Boring Sentence: The cake was good.

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3. Boring Sentence: Dad cooked a breakfast this morning.

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4. Boring Sentence: Jericho played basketball every day.
Sensory details added:
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5. Boring Sentence: I went to the mall yesterday.

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Instructions: Write a 3-stanza poem with four lines each. Choose at least 3 literary devices that
you will use in writing your poem. Cite lines from your poem and identify the literary device that
is used in the lines. You may choose your own theme in composing your masterpiece. Write your
poem inside the frame. In identifying the literary devices used in the poem, you may fill in the
table below.
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Cite lines used from the poem Literary devices used

1.
2.
3.
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VI. Summative
Multiple Choice. Read and understand each statement carefully. Encircle the letter of your choice.
1. It is used in poetry to help the writing appeal to the senses.
A. Imagery B. Symbolism C. Oxymoron D. Irony
2. It is the use of symbols to signify ideas and qualities, by giving them symbolic meanings that are
different from their literal sense.
A. Imagery B. Irony C. Paradox D. Symbolism
3. It is a figure of speech in which words are used in such a way that their intended meaning is different
from the actual meaning of the words.
A. Irony B. Metonymy C. Oxymoron D. Paradox
4. It is a statement that appears to contradict itself.
A. Paradox B. Oxymoron C. Irony D. Symbolism
5. It is a figure of speech in which incongruous or contradictory terms appear side by side.
6. A figure of speech in which a word or phrase is substituted for another with which it is closely
associated; also, the rhetorical strategy of describing something indirectly by referring to things around
it.
7. A post on Instagram complaining how useless Instagram is.
8. He gave a red rose to his girlfriend on Valentine Day.
9. There is a real love hate relationship developing between the two of them.
10. "Some of the biggest failures I ever had were successes." -Pearl Bailey
A.. Paradox B. Oxymoron C. Irony D. Symbolism
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II. Identification. Identify the literary devices used in each example. Choose only the letter of
your choice from the box. Write your answer on the space provided. (2 points each)
A. Paradox B. Imagery C. Irony D. Oxymoron
E. Metonymy F. Symbolism
“Alas, that love, whose view is muffled still,

Should, without eyes, see pathways to his will!”
-“Romeo and Juliet” by William Shakespeare

___________1.
“Water, water everywhere, nor any a drop to drink.”
- “Rime of the Ancient Mariner” by Samuel Coleridge’s

___________2.
“As I drift back into sleep, I can’t help thinking that it’s a wonderful
thing to be right about the world. To weigh the evidence, always
incomplete, and correctly intuit the whole, to see the world in a
grain of sand, to recognize its beauty, its simplicity, its truth.”
- “Straight Man” by Richard Russo

___________3.
“O heavy lightness, serious vanity,

Misshapen chaos of well-seeming forms!
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep, that is not what it is!
This love feel I, that feel no love in this.”
___________4.
-“Romeo and Juliet” by William Shakespeare
“Ah Sunflower, weary of time,

Who countest the steps of the sun;
Seeking after that sweet golden clime
Where the traveller’s journey is done;”
___________5. -“Ah Sunflower” By William Blake
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For items 11-15, identify the sense that appeals to each statement. (1 point each)
__________1. The tiny red ant climbed up to the broken limb.
__________2. The car squeaked every time I hit a road bump.
__________3. He felt like the flowers were waving hello.
__________4. The music coursed through us, vibrating through our bodies as if it came from within.
__________5. The giant tree was ablaze with the orange, red, and yellow leaves that were beginning to
make their descent to the ground.
VII. ENHANCEMENT
Below is a list of activities that will allow you to review the concepts that you find difficulty
in. You can re-test yourself in order to improve your scores.
Imagery
Instructions: Read the poem entitled “Summer Night” by Alfred Tennyson. Identify the general
sense that appeals in the poem. Support your answer through citing lines.
(1)Now sleeps the crimson petal, now the white;

(2)Nor waves the cypress in the palace walk;
(3)Nor winks the gold fin in the porphyry font:
(4)The firefly wakens: waken thou with me.

(5)Now droops the milk-white peacock like a ghost,
(6)And like a ghost she glimmers on to me.
(7)Now lies the Earth all Danae to the stars,
(8)And all thy heart lies open unto me.
(9)Now slides the silent meteor on, and leaves

(10)A shining furrow, as thy thoughts in me.
(11)Now folds the lily all her sweetness up,
(12)And slips into the bosom of the lake:

(13)So fold thyself, my dearest, thou, and slip
(14)Into my bosom and be lost in me.
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Lines from the Poem Sense Used
Literary Devices
Instructions: Construct one sentence in each literary device.
Example: Irony: My pilot cousin has fear of heights.
1. Symbolism ______________________________________________________________________
2. Oxymoron ______________________________________________________________________
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4. Irony ______________________________________________________________________
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VIII. Evaluation
Summing up what I learned in my journey through this lesson, it enables me to

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It made me realize that

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IX.VALUES INTEGRATION
Let’s Integrate the 5C’s
Poetry teaches you to be creative in writing using your imaginations. You have the
freedom to express your thoughts, feelings, and emotions without hurting someone.
Poetry gives a moral to you and to everyone because each poem has its own
theme and you can relate it and apply it in your day to day living. As you read different poems,
you will sure inspire by the use of words that the poets used and these are the literary devices.
Learning these literary devices will surely help you in expressing yourself in poetry and make
your poem effective to the readers.
X. ACTION
What Have I Learned? How Can I Relate This To The World ?
Now, you reach the culminating activity of this learning kit. You will now apply the concepts in a real-
world situation with a real-world audience.
WRITING FOR INSPIRATION IN THE TIME OF COVID
The Director-General of the United Nations Educational, Scientific and Cultural Organization is
sponsoring a world summit highlighting an open pandemic-related creative writing projects with the theme
“Today’s Events are Tomorrow’s History: Archiving Life and History at a Time of COVID for Future
Generations”. The Bureau offered to get the creative work of all participating nations published in the New
York Times, Philippine Daily Inquirer, The Learning Network or elsewhere as a way to educate future
generations. Future historians may look back on the writing project the participants will be creating that
tells the story of life during these uncertain times in which we live. To support this effort, your country
sends you as a diplomat and as a creative freelance writer. As a participant of this summit, you will write
a three-stanza poem that expresses your fears, hopes and joys. Your writing may also identify moments
that have been particularly meaningful, difficult, comical or strange. It may also vividly reflect how you
courageously live through a pandemic and tried to make sense of the world we now live. The entries will
be judged by well-known frontliners across the globe and will be judged based on creativity and
originality, message and use of sensory details, form, relevance and mechanics.
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RUBRIC
Level of Performance
CRITERIA Total
4 3 2 1
The author’s ingenuity The author puts The author The author’s
and originality are the words together seems to poem is clearly
evident in the poem. in a clear and pattern patterned after
The words are put acceptable his/her poem a famous
together eloquently manner. Figures of after a famous poet’s work
and in a way that speech are often poet’s work.
Creativity
provokes thought and used correctly. The
discussion. Figures of expressions
speech are used used are too
correctly and enhance common, but
the meaning of the still
poem. acceptable.
The poem’s message The poem’s The poet The poet failed
is expertly conveyed message is struggled to to convey his
through the use of satisfactorily convey his message. The
vivid descriptions and conveyed through message. language used
Message and
imagery that makes it the use of Descriptions in the poem is
Sensory Details
appealing and rich in descriptions and and imagery plain.
detail. imagery. are used
sparingly or
are limited.
The poem is The poem is The poem The product is
complete; it has three complete and attempts to not a poem or
distinguishing parts written in proper follow the is not written
and each contributes poetic form. intended in proper
Form
to the wholeness of poetic form poetic form.
the poem. The poem but lacks
follow its intended poetic devices.
form.
The poem establishes The poem The poem Relation to the
a compelling relation establishes a clear establishes a theme was not
to the theme. relation to the relation to the established.
Relevance
theme. theme, but
some areas
are weak.
There are no errors in There are slight Some errors in The errors are
mechanics and errors in mechanics and glaring,
grammar. mechanism and grammar affecting the
grammar. The affect the meaning of the
Mechanics
meaning is not clarity or poem.
affected. intended
meaning of
the poem.
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WRITE YOUR POEM HERE:
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XI. LEARNING LOG
Topic/Essential Question:
1. What were the main ideas in this unit’s lesson/s?
2. How do these ideas relate to what you have already learned?
3. What did you find interesting in what you learned?
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4. What questions do you still have about what you learned?
Source: http://avidbmhs.weebly.com/learning-logs.html
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CONGRATULATIONS!
You have successfully completed your activities in this learning kit.

Please turn this learning kit over to your subject teacher
for evaluation at the end of the month.
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XII. ANSWER KEYS
PRE-ASSESSMENT
1. D
2. C
3. C
4. D
5. D
6. C
7. A
8. C
9. D
10. A
11. B
12. A
13. C
14. D
15. A
Lesson 1.1 Punctuation Marks and Capitalization

OPTION 1
Sentence A: Hrothgar, king of the Danes, or Scyldings, builds a great mead-hall, or palace, in which he hopes to
feast his liegemen and to give them presents.
PUNCTUATION HUNT
punctuation mark?
1. , Comma The comma sets off the phrases.
2. . Period The period marks the end of the sentence.
CAPITALIZATION HUNT
*For words that are repeated ,
count these words as one.
1.Hrothgar It was capitalized because it is a name of a person.
2.Danes It was capitalized because it is a name of a group of people.
3.Sclydings It was capitalized because it is a name of a group of people.
Are there other words that should be capitalized in the given sentence? If yes, what are these words?
None.
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Sentence B: Grendel, the monster, is seized with hateful jealousy. He cannot brook the sounds of joyance that
reach him down in his fen-dwelling near the hall.
PUNCTUATION HUNT
punctuation mark? Check the description that best describe how the punctuation
mark was used.
1. , Comma The comma sets off the phrase.
2. - Hyphen The hyphen was used in a compound word.
CAPITALIZATION HUNT
*For words that are repeated ,
count these words as one.
1.Grendel It was capitalized because it is a name of a person.
2.He It was capitalized because it is the first letter of the first word in the
sentence.
None.
Sentence C: The monster advances towards Beowulf. A fierce and desperate hand-to-hand struggle ensues!
PUNCTUATION HUNT
Punctuation mark What is the name of How was the punctuation mark used in the sentence?
the punctuation mark? Check the description that best describe how the punctuation
mark was used.
2. - Hyphen The hyphen is used in a compound word.
4. ! Exclamation point The exclamation point expresses a strong emotion of
disbelief/awe.
CAPITALIZATION HUNT
*For words that are repeated, only
write one word.
1.The , A It was capitalized because it is the first letter of the first word in the
sentence.
2. Beowulf It was capitalized because it is a name of a person.
None.
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OPTION 2
A. STOPS
1. What makes Beowulf a hero?
2. Beowulf is the oldest English epic poem.
3. Aha! Beowulf would be one of the required readings among the grade nine students.
4. Wow! The monster named Grendel must be so strong to be attacking the Scyldings for twelve
long years.
5. The tale of Beowulf has continually inspired people.
B. PAUSES
1. The agony of King Hrothgar - king of Danes - in the twelve years of Grendel`s attack is
unimaginable.
2. However difficult, Beowulf was more than willing to help the scyldings.
3. After reading the epic poem, I only had one thing in mind it was worth it.
4. Courage, confidence, and skill - these are some of the virtues that Beowulf exudes.
5. Some of the characters in the tale of Beowulf are: Hrothga, Breca, Cain, and the monster
Grendel.
C. OTHER PUNCTUATION MARKS

1. “Be careful,” said Beowulf`s friend “Grendel is not an ordinary enemy.”
2. “Plainly tell me, what place did you come from?” said the guard upon seeing Beowulf .
3. A by-path leads Beowulf and his men towards the palace.
4. “I don’t know…I am not sure,” the cowardly guard remarked.

5. After defeating the monsters, Beowulf decided that it`s time to go back home.
OPTION 3
Task 2: Read the story below.
The Story of a Wise Man and His Ring

Once, a man came to a wise man and complained that he felt worthless and that he didn’t want
to live anymore. He said that everyone around him said that he was a failure and a fool, and he begged
the wise man to help him.
After a quick glance, the wise man hurriedly turned down his plea, explaining that he had an
urgent matter to take care of. However, he stopped for a moment and suggested that he would gladly
help the man, but only if and after the man helped him to get the urgent matter done.
Bitterly noting to himself that his concerns had been again dismissed as unimportant, the man
murmured in agreement to help the wise man out.Satisfied with the man’s response, the wise man took
off from his finger a small ring with a beautiful gem.
The wise man explained to the man that he had to sell his ring as soon as possible to pay off a
debt, and instructed him to take a horse and go to the market to sell it. He asked the man to try to get as
much.
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“Take a horse and go to the market. I have to sell this as soon as possible to pay off a debt,” said the wise
man. He instructed the man to take as much as he could for it, and no matter what, not to agree to
anything less than a gold coin.
The man took the ring and rode away. Once at the market, he started offering the ring to every
merchant he came across. They were interested in the ring, but as soon as they heard that he offered it
for at least a gold coin, they lost all interest in it.Some simply turned away, and others even laughed in his
face. It was only one older merchant who kindly explained to the man that that price is too high for such
a ring. He told the man that the ring was simply not worth so much, and that the most he could get for it
was a silver coin, or some bronze.
Having heard this, the young man remembered the wise man’s instruction not to give it for
anything less than a gold coin. And even after offering it to over a hundred people, nothing changed.
In the end, he rode back to the wise man and told him that he hadn’t been able to sell the ring,
as no one was willing to pay so much for it, although he was aware that the ring was not worth a silver
coin.“Now that’s a very important point, my son!” said the wise man. “Before trying to sell a ring, you
should find out what it’s worth! And who can know that better than a jeweler?”
The wise man instructed the young man to go to the jeweler this time and ask him what he
would offer for the ring. He added that no matter what the jeweler said, he was not to sell the ring, but
come back to him right away.
The young man swiftly rode to the jeweler and asked about the ring’s worth. After carefully examining
the ring and weighing it on his scale, the jeweler turned to the young man. “Tell your master that right
now I can’t give him more than 58 gold coins. But if he gives me some time, I’ll buy it for 70, to compensate
for the wait.”
The young man was shocked. 70 gold coins! He laughed, thanked the jeweler, and headed back
to the wise man. The wise man listened to the young man describing what had happened and looked him
in the eyes.“Remember this, my son. You are like this ring – precious and unique! And only a real expert
can appreciate your true worth. So why are you wasting your time going to random people to find out
what it is?”

OPTION 1
1. N
2. I
3. N
4. I
5. I
6. N
7. N
8. I
9. I
10. N
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OPTION 2:
NORMAL WORD ORDER: He is cursed.
INVERTED WORD ORDER: The strongest swimmer of all was I.
INVERTED WORD ORDER: Granted the glory of winning was Beowulf.
INVERTED WORD ORDER: Often when I was young, my life I risked.
NORMAL WORD ORDER: Shield and helmet, mail-shirt and sword, together bond we must.
OPTION 3:
Sentence /Phrase Word Order Rewritten sentence/phrase

Example: Normal Order Slowly , retreats Grendel to
Grendel slowly retreats to where he where he came from.
came from.
1. A warrior as mighty as Beowulf Inverted Word Order I had never seen a warrior as
never had I seen. mighty as Beowulf.
2. The Danes were caught by Normal Word Order Caught by Grendel were the
Grendel. Danes.
3. To Hrothgar Beowulf offered his Inverted Word Order Beowulf offered his aid to
aid. Hrothgar.
4. Beowulf accepted the daunting Inverted Word Order Without hesitation , accepted
task without hesitation. Beowulf the daunting task .
5. Grendel`s mother will stop only Inverted Word Order Only if she avenges her son,
if she avenges her son. will stop Grendel`s mother.
6. The Geats are expected to be Normal Word Order Given their training and skills,
victorious given their training expected are the Geats to be
and skills. victorious.
7. A beautiful queen on the mead Normal Word Order During the feast , made
hall made rounds during the rounds a beautiful queen on
feast. the mead hall.
8. No more should King Hrothgar Inverted Word Order King Hrothgar should no more
fear about being bothered by fear about being bothered by
Grendel. Grendel.
9. Wiglaf will never forgive himself Normal Word Order Never will Wiglaf forgive
if he abandoned Beowulf. himself if he abandoned
Beowulf.
10. The Danes started their feast in Normal Word Order In the hall, started the Danes
the hall . their feast.
Page | 105
ATTAINING THE POWER STANDARD
OPTION 1 : Answers may vary
OPTION 2:
1. Brave
2. Physically strong
3. Brave /Physically Strong
5. Loyal
6. Trustworthy
7. Brave
OPTION 3: Answers may vary

ENRICHMENT ACTIVITY
A.STOPS
1. What are the qualities that make a character an epic hero?
2. Incredible! Beowulf defeated Grendel without any of his weapons.
3. If you were Grendel`s mother, would you also seek for revenge?
4. A man could really test his friend`s loyalty when he is in danger.
B. PAUSES
5. Beowulf, with his men, are determined to help the Danes so they can be at peace.
6. Many people knew that Beowulf is their savior; they believe that he came to save them.
7. In all his battles, Beowulf almost always choose between two options: fight or perish.
8. Men in the tale of Beowulf - except for some- are all worthy of admiration.

9. A four-fifths of the class`s majority wanted to read Beowulf.
10. A man is all-powerful on land until he meets a creature of supernatural nature.
11. “Absolutely!” came the chorus from everyone when asked if they wanted to stage a play from one of
Beowulf`s scene.
12. “Could you please explain the themes present in Beowulf?” asked Samantha to her literature teacher.
Page | 106
1. Until he was sure he defeated all the monsters, return to his land he did not.
2. At no time Hrothgar was aware that Grendel`s mother was attacking the place.
3. Many times has he been warned that no ordinary were the monsters he planned to kill.
4. So desperate was their situation that to a warrior they decided to leave it all.
5. They cannot help you in any way.
6. Neither Beowulf nor Wiglaf has returned yet.
7. Under no circumstances will Wiglaf leave Beowulf.
8. The Danes celebrated out when they heard that Grendel was finally defeated.
ENHANCEMENT
Punctuations and Capitalizations
A.STOPS
1. Why did Beowulf felt the need to rescue the Danes?
2. “Beowulf`s tale is amazing!“ exclaimed the student.
3. Beowulf is considered to be one of the world`s literary masterpiece.
B.PAUSES
4. However, I am willing to reconsider.

5. The car which Mr. Reyes bought last year was sold in the neighborhood.
6. Most of the paintings in the gallery (in fact all but one) were done in the 19th century.
7. The poem, in my opinion, was a good one.
8. At the end of the long and tiring day, there were only two things on her mind: rest and relaxation.
9. They were willing to accept defeat; Beowulf was not.
10. I have only one thing to say: Don`t do it.

11. To be continued...
12. The teacher told us, "On Monday at ten o`clock, we will be reading about Beowulf`s language."
13. The Danes did not only find their peace, they also created newly-formed friendship with Beowulf.
14. Beowulf`s life wasn’t without difficulties.
15. "If I remember it correctly," the teacher said "we are already done with the history of Anglo-
American literature."
Page | 107
WORD ORDER
1. Never will I see him again.
2. She will attend the party only if you invite her.
3. We will not begin our meeting until Mr. Chan is here
4. Half an hour later, arrived another ship fortunately.
5. Only with constant practice can we improve our English.
Lesson 2.1 Imagery

A. Identifying Imagery in Poetry
Option 1
a. Excerpt from the poem “I wandered Lonely as a Cloud” by William Wordsworth
Excerpt from the Poem “I Wandered Lonely as a

Sight Hear Smell Feel Taste
Cloud”
A host of golden daffodils /
Tossing their heads in sprightly dance /
Fluttering and dancing the breeze /
b. Excerpt from the poem “The Road Not Taken” by Robert Frost
Excerpt from the Poem “The Road Not Taken” Sight Hear Touch Feel Taste
Two roads diverged in a yellow wood /
I shall be telling this with a sigh /
c. Excerpt from the poem “Invictus” by William Ernest Henley
Excerpt from the Poem “Invictus” Sight Hear Touch Feel Taste
Black as the pit from pole to pole /
I have not winced nor cried aloud /
My head is bloody, but unbowed /
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Option 2
a. “I wandered Lonely as a Cloud” by William Wordsworth
Lines from the poem Senses used
1. (answers may vary)
Page | 109
Option 3
a. I Wandered Lonely as a Cloud” by William Wordsworth
(answers may vary)
(answers may vary)
(answers may vary)
B. Use sensory details in creative writing.
Option 1
Topic:
looks like… feels like… Sounds like…
(answers may vary) (answers may vary) (answers may vary)
Tastes like.. Smells like..
(answers may vary) (answers may vary)
Page | 110
Option 2
(answers may vary)
Topic: ______________
Line 1: _________ looks like ____________________________________________
Line 2: It sounds like ___________________________________________________
Line 3 : It feels like_____________________________________________________
Line 4 :It tastes like ___________________________________________________
Line 5: It smells like ____________________________________________________
Your five-senses poem : (answers may vary)
_____________________
(Title)
___________________________
___________________________
___________________________
___________________________
___________________________
__________________________
Option 3
(answers may vary)
Page | 111
Option 1
a. Matching Type
1. A
2. C
3. D
4. B
5. F
b . Construct your own examples based on your answers in activity a.
(answers may vary)
Option 2
a. Matching Type
1. F
2. C
3. D
4. A
5. B
b. Construct a sentence based on your answers in Activity a.
(answers may vary)
Option 3
Poem Composition
(answers may vary)
Attaining the Power Standard

Option 1
Photo-Inspired Poetry
(answers may vary)
Option 2
Becoming a Poet
(answers may vary)
Page | 112
Option 3
(answers may vary)
V. Enrichment
Lesson 2.1 Imagery
(answers may vary)

(answers may vary)
Cite lines used in the poem Literary devices used in the lines
1.
2.
3.
VII. Enhancement
Lesson 2.1 Imagery
(answers may vary)
Lines from the Poem Senses Used

(answers may vary)
Page | 113
XIII. REFERENCES
PRINT:
Fogiel, M. (2001). Capitalization. REA`s Handbook of English Grammar , Style , and Writing (p. 209) New
Jersey , USA: Research & Education Association.
Fogiel, M. (2001). Punctuation. REA`s Handbook of English Grammar , Style , and Writing (pp.176-187)
New Jersey , USA: Research & Education Association.
Natividad, V. R. (2016). Punctuation Marks (pp 89-100) English in Perspective Anglo-American Literature
Quezon City Philippines: Abiva Publishing House Inc.
Lapid, M. G., & Serrano J. B. (2018). Rubrics for Poetry (p.81) English Communication Arts and Skills
through Anglo-American and Philippine Literatures; Phoenix Publishing House, Inc.
Prentice Hall Writing and Grammar: Communication in Action (Low Price Edition) 2001
Punctuations (pp 430-466) Singapore : Pearson Education South Asia Pte.Ltd
Beowulf Cartoon
https://www.google.com/url?sa=i&url=http%3A%2F%2Fcsis.pace.edu%2Fgrendel%2Fprjf71b%2Fbeowul
f.html&psig=AOvVaw0cPt6bg37xmcHV-
P7Bz8Bg&ust=1595912002736000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCPCmwuXR7OoCFQ
AAAAAdAAAAABAD
Hall Leslie,Ph.D.,trans.Beowulf:An Anglo-Saxon Epic Poem:DC,Health & Publishers.

Epic poetry definition- https://study.com/academy/lesson/epic-poetry-definition-heroes-stories.html
Imagery https://averysimmons.wordpress.com/imagery-
2/#:~:text=In%20the%20poem%20I%20Wandered,and%20how%20he%20was%20gazing.
Literary Devices https://self-publishingschool.com/literary-devices/
Poetic Devices https://www.bestlibrary.org/murrayslit/2009/09/poetic-devices.html
Poetic Devices https://leverageedu.com/blog/poetic-devices/
Poetry writing exercises https://www.writingforward.com/writing_exercises/poetry-writing-

exercises/poetry-writing-exercises-post
Shmoop Editorial Team. (2008, November 11). Beowulf Timeline in Beowulf. Retrieved June 30, 2020,
from https://www.shmoop.com/beowulf/beowulf-character-timeline.html
The story of a wise man and his ring https://curiousmindmagazine.com/much-think-worth/
Word Order http://www.encomium.com/webmentor/tutorial/tut_invwordorder
Word Order http://www.jccsskc.edu.hk/english/Common_Mistakes/WordOrder%20&%20Inversion.doc
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The Road Not Taken

2. What do the following lines from the poem mean?

And sorry I could not travel both,

3. What is the difference between the two roads?

4. What do the “two roads” represent in the poem?

5. What is the poem about on a deeper level?

8. Which of these sentences has the comma in the right place?

9. Which dialogue is punctuated correctly?

10. Which of the five senses is used in this sentence?

11. What is the mood of the following sentence?

13. Which of the following is not a type of imagery?

o analyze literature as a means of discovering the self;

This lesson will cover the following:

Lesson Number Title Specific Skills

1.1. INTRODUCTION AND FOCUS QUESTION

In this unit, you will find answers to the following questions:

1. What is the best way for you to discover yourself?

2. How can you effectively express yourself through poetry?

BEFORE THE LESSON AFTER THE LESSON

Old English is a language that is similar to

Epics are unique to Western countries.

For a persona to be considered an Epic

An epic hero lives a life full of triumphs and

Beowulf is the European counterpart of

Poetry has been a platform for self-discovery. As we go along the lessons

2.1. PRE-ACTIVITY TO LESSON DISCUSSION

HE SAYS/SHE SAYS: SELF-KNOWLEDGE

Your word cloud:

OPTION 1: Punctuation and Capitalization Hunt

A. Fill in the rest of the table with your answers.

OPTION 2: Punctuate and Capitalize Me

1. what makes beowulf a hero

5. the tale of beowulf has continually inspired many people

OPTION 3: USE THEM IN YOUR WRITING

Period (.) Question Mark (?) Exclamation Point (!)

Comma (,) Dash (--) semicolon (;) colon (:) parentheses ( )

OTHER PUNCTUATION MARKS

apostrophe (‘) quotation marks (“ “) ellipsis (…) hypen (-)

tHE sTORY OF A wISE mAN AND hIS rING

1. How did you find the activity?

1. What are punctuations?

Lesson 1.2 Word Order

N Mandy had never felt that kind of happiness.

I Never had Mandy felt that kind of happiness.

"Order my troop to construct a barrow

______________________ 1. It will loom on the horizon at Hronesness.

______________________ 2. At Hronesness , loom it will on the horizon.

“The man whose name was known for courage,

______________________ 3. My name is Beowulf.

"I had a fixed purpose when I put to sea.

______________________ 7. I had a fixed purpose when I put to sea.

Grendel was the name of this grim demon

Normal Word Order Invented Word Order

“…I was the strongest swimmer of all.”

“…Beowulf was granted the glory of winning.”

Sentence /Phrase Word Order Rewritten sentence/phrase

Grendel slowly retreats to where Normal Order Slowly , retreats Grendel to

1. A warrior as mighty as Beowulf

1. How did you find the activity?

1. What is word order all about?

1.1.1 Punctuation Mark: Stops

There are three ways to end a sentence.