MODULE 3

LESSON 5
CONTENT OF POETRY

1. Context as a content poetry refers to the author’s knowledge of the topic of the poem. When the author
knows much about the topic, he/ she is able to write well about it.

 Acrostic is a kind of poem wherein the first letters of each of the lines spell a word.

2. Tone in poetry refers to the author attitude toward the subject. Tone may be serious, enthusiastic, formal,
objective, dramatic, and humorous, among others.

3. A symbol, which is one component of the content of poetry, is something used to represent something
else; i. e., an idea, belief, etc. Through symbols, the author is able to go beyond the literal meaning of a
text and present ideas figuratively. For example, a blooming flower may mean something that is
constantly growing or unveiling itself beautifully.

4. The theme of the poem is its general central idea. The motifs is a recurring idea in the poem. The former
may be stated abstractly or explicitly while the latter is always explicitly and made obvious through
repetition.

 Symbols aid in both the formation and identification of the central idea of the literary piece, the symbol
wedding rings, engagement rings, dove, confetti, and rice would give readers the idea that the central idea of
literary piece is marriage.

5. Motif - Literary piece may also contain recurring words, phrases, or clauses. These are called motifs. A
poems motif can help establish the theme of the poem by giving the reader a clue on what the poem is
about. In the example below, the motif or recurring word is “Dreamland” and the theme is about
appreciation of Disneyland.

(Noun / one word) Dreamland

(Adjectives/ two words) Colorful, delightful
(Nouns/ three words) Fantasy, Wishes, Dreams
(Interjection/ four words) Oh my amazing Dreamland!
 ASSESSMENT
A. Make your own poem using acrostic. The word is:
E–
D–
U–
C–
A–
T–
I–
O–
N–

B. Read the poem entitled: “Education Gives Luster to Motherland” by Jose P. Rizal
Education Gives Luster To The
Motherland
(Source:  Rizaliana Site)

Wise education, vital breath In the wretched human beings' breast

Inspires an enchanting virtue; The living flame of good she lights
She puts the Country in the lofty seat The hands of criminal fierce she ties,
Of endless glory, of dazzling glow, And fill the faithful hearts with delights,
And just as the gentle aura's puff Which seeks her secrets beneficient
Do brighten the perfumed flower's hue: And in the love for the good her breast she
So education with a wise, guiding hand, incites,
A benefactress, exalts the human band. And it's th' education noble and pure
Of human life the balsam sure.
Man's placid repose and earthly life
To education he dedicates And like a rock that rises with pride
Because of her, art and science are born In the middle of the turbulent waves
Man; and as from the high mount above When hurricane and fierce Notus roar
The pure rivulet flows, undulates, She disregards their fury and raves,
So education beyond measure That weary of the horror great
Gives the Country tranquility secure. So frightened calmly off they stave;
Such is one by wise education steered
Where wise education raises a throne He holds the Country's reins unconquered.
Sprightly youth are invigorated,
Who with firm stand error they subdue His achievements on sapphires are engraved;
And with noble ideas are exalted; The Country pays him a thousand honors;
It breaks immortality's neck, For in the noble breasts of her sons
Contemptible crime before it is halted: Virtue transplanted luxuriant flow'rs;
It humbles barbarous nations And in the love of good e'er disposed
And it makes of savages champions. Will see the lords and governors
The noble people with loyal venture
And like the spring that nourishes Christian education always procure.
The plants, the bushes of the meads,
She goes on spilling her placid wealth, And like the golden sun of the morn
And with kind eagerness she constantly feeds, Whose rays resplendent shedding gold,
The river banks through which she slips, And like fair aurora of gold and red
And to beautiful nature all she concedes, She overspreads her colors bold;
So whoever procures education wise Such true education proudly gives
Until the height of honor may rise. The pleasue of virtue to young and old
 And she enlightens out Motherland dear
From her lips the waters crystalline As she offers endless glow and luster.
Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:
And to climb the heavenly ways the people
Do learn with her noble example.

. Answer the following questions:

1. What is the poem all about?
2. What is Rizal’s personal view toward the
poem’s topic?
3. What specific events in Rizal’s life might have
influenced him in writing the poem?
4. As a student, did this poem affect you? If not,
why? If yes, in what way?

C. Go back to the poem entitled “Education Gives Luster to Motherland” by Jose P. Rizal. Identify the symbols
that the author used, and point out what these symbols could mean in the poem. Fill out the table
below. You may add extra lines if necessary.

Specific line where the symbol is Name the symbol Interpretation

used…

MODULE 3
LESSON 6
FORMS OF FICTION
 OBJECTIVES:
1. Identify the various elements, techniques, and literary devices in fiction; and
2. Write journal entries and other short exercises exploring key elements of fiction.
ELEMENTS
1. Character- are the people who or animals that make things happen in fiction.

a. Flat character – a character drawn with only surface facts and details
b. Rounded character – a fully developed character as opposed to a flat character.

2. Setting – presents the time, place, weather, and season. It helps create mood or the general feeling of the
story.

a. Time and place

b. Sociological, cultural, political, religious
c. Sensibilities that lead to specific modes

3. Plot is the sequence of interrelated actions or events that make up a story.

Specifically, the plot contains the:

a. Exposition –the start of the story or the introduction of the problem / conflict.

TYPES OF CONFLICT
Man vs. Man Example:
Struggles of the character against another Mark and Billy are competing for the same lady.
character, a group, or society’s rules
Man vs. Nature Example:
Struggles of the character against a force of nature The man is protecting his house and family from a
super typhoon.

Man vs. Himself Example:

Struggle of the character with personal feelings, Angelo did not study for the test so he wanted to
values, or needs cheat.

b. Rising Action – the tension or uncertainty developing out of the conflict increase
c. Climax- the point of highest emotional intensity
d. Falling Action – the action which follows the climax
e. Resolution (or Denouement) – the solving of the problem

Climax
 Rising Action Falling Action

Exposition Resolution

Conflict and Plot in Mind

Example:
Mathilde was invited to attend an important affair, but she had
Conflict nothing to wear.
Mathilde lost the diamond necklace she borrowed from
Climax Madame Forestier.

Mathilde and her husband worked hard to replace the diamond

Falling Action necklace.

Mathilde and Madame Forestier met after ten years. Mathilde

Denouement found out that the diamond necklace she replaced was fake.

4. Point of View – the eyes and mind through which the reader views the unfolding of events

a. First person – can make the story personal; it can build a strong response to a character, but the reader
can only tell what the character sees, hears, knows, and believes
b. Third person (limited) – focuses on one character’s perspective. In fact, the narrator can enter the
character’s mind.
c. Third person (omniscient) –most flexible outside narration. It gives a wider view of the story.

5. Theme – is the central idea or meaning of a story

a. Moral
b. Dramatic Premise
c. Insight

TECHNIQUES AND LITERARY DEVICES

1. Tone and Mood
  Tone is the attitude of the author toward the writing and the readers. It is achieved through word choice,
sentence construction, and word order. A writers tone can be serious, satirical, solemn, etc.

 Mood is the general atmosphere created by the author words. It is the felling that the readers get from reading
the work.
Examples: joyful, gloomy, frightening, mysterious, etc.

2. Foreshadowing is a literary device through which the writer gives a hint of a coming event in the story. It
creates an atmosphere of suspense for the reader to want to know more.

Example: “She suffered endlessly, felling herself born for every delicacy and luxury. She suffered from the
poorness of her house, from its mean walls, worn chairs, and ugly curtains. All these things, of which other
women of her class would not even have been aware, tormented and insulted her”.

3. Symbolism and Motif

 Symbolism is the art of representing things by using symbols or by attributing symbolic meanings or
significance to objects, events, or relationship.
Examples: sword- justice, dove – peace, rose – love, etc.

 Motif as any recurring element (word, phrase, action) that has symbolic significance in the story.
Examples: colors, death, gluttony, alcohol, drugs, etc.

ASSESSMENT:
A. Research and read the short story entitled, “The Necklace” by Guy de Maupassant to answer the following
questions:

1. Who are the characters in the story?

2. What was the problem?
3. How was it solved?
4. How did it end?

B. Try your own plot here.

Conflict
Climax
Falling action
Resolution

C. Write what you learned or realized from the story. Complete the statement below.
 1. Based on the short story, I 1.
realized that…

2. If I were Mathilde, I 2.
would……
3. The story taught me to….. 3.

D. Identify what the necklace in the short story symbolize. Write your answer on the space provide.

E. Identify what the following objects/ideas could symbolize. Write your answer on the space provided.

1. Black
2. Chain
3. White
4. Ladder
5. Mirror
6. Book
7. Candl
e
8. Cross
9. Flame
10. Ring