ENGLISH 9

MODULE 3
Learning Activity No. 1

Activity Title: Responding to an Emergency Situation

Learning Competency: Reflect in the ideas of the speaker (EN9LC-
IIIB-6.3)
Learning Target: To portray a one act play to a given emergency
situation

Reference: English 9 LM, p. 235

Concept Notes:

An emergency is a situation that poses an immediate risk to

health, life, property or environment. Most emergencies require urgent
intervention to prevent a worsening of a situation.

Vocabulary building:

1) Emergency – an unexpected and usually dangerous situation that

calls for immediate action
2) Risk – the possibility that something bad will happen
3) Intervention- to become involved in something in order to have an
influence on what happens
4) Mitigation- to make less severe harmful or painful
5) Palliative- something that is intended to make a bad situation
seem better but that does not really improve the situation

Task 1: Group Activity

1. Share to the group your own experience of a particular

emergency case and how did you respond to it.

Task 2:

Write a one-paragraph reflection about an emergency situation

that you’ve experienced.
 ENGLISH 9
MODULE 3
Learning Activity No. 2

Activity Title: Role playing on responding to an Emergency

Situation
Learning Competency: Analyse a one-act play (EN9RC-IIIa-20)
Learning Target: To portray a one act play to a given emergency
situation
Reference: English 9 LM, pp.

Task I

Choose one critical situation given below and portray (students’ are
grouped into five)

 Your neighbor’s house is on fire.

 A woman’s purse is snatched in front of you inside a jeepney.
 Somebody in fear and in panic calls on your cell phone asking
for help.
 Your mother complains of dizziness and falls to the ground
unconsciously.
 A hazardous chemical in the Chemistry Lab spills producing
smoke and suffocating scent.

Task 2: Oral Activity

1. How do you feel when you portray your role?

2. What are the five things to be considered in responding to
emergency situations?
 ENGLISH 9
MODULE 3
Learning Activity No. 3

Activity Title: Interpreting the Message Conveyed in a Poem

Learning Competency: Interpret the message conveyed in the poem
(EN9VC-IIIa-1.2)
Learning Target: Interpret the message conveyed in the poem
Reference: English 9 LM, pp.

Concept notes:

Distance is being defied by information technology. Through this

latest technology, you can virtually travel or reach other places and
connect to people around the globe.

The Telephone
(by: Edward Field)
My happiness depends on an electric appliance
And I do not mind giving it so much credit
With life in the city being what it is
Each person separated from friends
By a tangle of subways and buses
Yes my telephone is my joy
It tells me in that I am in the world and wanted
It rings and I am alerted to love or gossip
I go comb my hair which begins to sparkle
Without it I was like a bear in a cave
Drowsing through a shadowy winter
It rings and spring has come
I stretch and amble out into the sunshine
Hungry again as I pick up the receiver
For the human voice and a good news of friends

The Telephone by Edward Field, from Counting Myself

Lucky.@ Black Sparrow Press,1992

Task I: 1. What is the feeling of the speaker in the first line of the

poem?

2.What is the message of the poem?

Task 2: Perform an interpretative reading with the poem “The

Telephone”.
 ENGLISH 9
MODULE 3
Learning Activity No. 4

Activity Title: Verbals

Learning Competency: Use verbals (EN9G-IIIa- 21)
Learning Target: Identify verbals in the sentence
Reference: English 9 LM, pp. 255-256
Concept Notes:

Verbal language means the expression of your thoughts in

spoken words, in oral language. Nonverbal language means
expressing thoughts not in spoken words but in other ways, such
as by the following:

1) Body language- the gestures of hands and arms and the

position of the body and even the feet when one talks.
2) Facial expression – the smile or the frown, the upraised
eyebrows, the downward curve of the lips when one talks.
3) Changes in the voice – the intonation, the pitch and volume,
the pauses when one talks.

Nonverbal language is used when one talks in order to intensify

or downplay the meaning of what he says.

Task 1: Identify the gestures, facial expressions, and voice changes

use to say the following lines.

1) Mother to teenager daughter: “You’re looking very pretty”.

2) Aunt putting a baby to sleep to two older children: “Sssssh!
Keep quiet. I’m putting the baby to sleep”.

Task II: 1. Write a short persuasive speech in of these topics (drug

addiction, insurgency, over population).

2. Choose a member to deliver it in the class.

 ENGLISH 9
MODULE 3
Learning Activity No. 5

Activity Title: Verbals

Learning Competency: Use verbals (EN9G-IIIa- 21)
Learning Target: Identify verbals in the sentence
Reference: English 9 LM, pp. 255-256

Concept Notes

Verbal is a word form from a verb but functioning as a

different part of speech.

There are three kinds of verbal:

1) A gerund is a verb form ending in –ing that function as a noun.

Ex: Helping others with a favor is dangerous and should be avoided.

2) Participle is a verbal that functions as an adjective.

A. Present participle:
Ex: I am confident in saying that I am well-adapted and
prepared to succeed and be involved in the community.
B. Past Participle:
Ex: The encoded program of the school was edited by the
English teachers.
3) Infinitive is a verbal formed by placing to in front of the simple
present form of a verb.

Ex: To give alms to the beggar is an act of mercy.

Exercises:

Underline the verbal in the sentences below and tell if it is

gerund, participle or infinitive.

1) My passion, to help people, gives me satisfaction.

2) The crying lady is the main culprit of the crime.
3) A written exam was administered by the student-teacher,
4) I enjoyed volunteering at the parish rest house, making beds,
cleaning windows, and mapping floors.
 ENGLISH 9
MODULE 3
Learning Activity No. 6

Activity Title: Use verbal correctly

Learning Competency: Use verbal (EN9G-IIIa-21)
Learning Target: Distinguish gerund/gerundial phrase from
participle/ participial phrase
Reference: English 9 LM pp.92-96

Concept Notes:

A gerund is a verbal that is used as a noun. A gerundial phrase is

made up of gerund and the word or words that come immediately after
it. It can be used as:

Subject: Flying is different from cruising the ocean.

Subjective Complement: His hobby is constructing small boats.

Direct Object: The boys enjoyed swimming in the beach.

Object of the Preposition: Some people find joy in exploring the

secrets of the deep.

Appositive: Her fear, getting old without someone to rely on, gave rise
to some family problems.

A participle may make use of the past participle of the verb or its
present participle(-ing form).The participial phrase is made up of the
participle and a word or a group of words that comes after it. The one
word participle comes before the noun.

Examples: A large meshed veil hangs over her face.

Feeling tired, Miss Ty retired early.

Activity 1: (Oral) List down objects that you like then give the
participial phrase the describe them. Number 1 is done for you.

1. rosebush - Looking like a pink shell.

2.

3.
Activity 2: Identify the verbal used in the sentence as gerund or
participle. Write the function if it is a gerund.

1. They went shopping till 8p.m.

2. His hobby, hiking, is a healthy exercise.

3. The crying had a wet diaper.

4. The cracked vase cannot be repaired.

5. The plumber drained the clogged sink in the kitchen.

6. Listening to music is what I do when I tired.

7. The children continued waving at the players.

8. He learns more quickly by doing than by watching only.

9. They remind him of his forgotten promise.

10. The overloaded car gathered speed slowly.

 ENGLISH 9
MODULE 3
Learning Activity No. 7

Activity Title: Using infinitives

Learning Competency: Use verbal (EN9G-IIIa-21)
Learning Target: Identify verbal in the sentence
Reference: English 9 LM pp. 160-16
English Expressways 111 pp.160-161

Concept Notes

Infinitives are used as nouns , adjectives, and adverbs. When

used as an adjective , it functions as a modifier of a noun or pronoun.
When used as an adverb, it functions as a modifier of a verb or an
adjective. When used as a noun, it functions as the subject, subjective
complement, direct object and appositive.

Examples: Subject : To give a smile brings joy to others.

Subjective Complement: His ambition is to become a pilot.

Direct Object: We want to see streams of stars at night.

Infinitive used as an adjective: Do you have time to stand at the cows

at the pasture?

Infinitive used as an adverb: She called to inform the meeting.

Activity 1: (Oral) Complete the following sentences with the infinitive

used as indicated inside the parentheses.

1. Here is the lesson ____________.(adjective)

2. The team was ready __________.(adverb)
3. My friends were sorry _________.( adjective)
Activity 3: Underline the infinitive in each sentence. Identify if it is
used as a noun, adverb, or adjective .Write its function if it is used as
a noun.

1. The choir was ready to perform.

2. The passage from the Bible is hard to translate.
3. The speaker tells us to turn our faces to nature.
4. He asks God to help him.
5. We must have time to enjoy the beauty of nature.
6. He worked to get ahead in the ladder of education.
7. He gave me a book to read.
8. I hope to accomplish my plans in five years.
 ENGLISH 9
MODULE 3
Learning Activity No. 8

Activity Title: Literary Devices

Learning Competency: Explain the literary devices used (EN9LT-
111d20.2:)
Learning Target: Explain the literary devices used in the poem
Reference: Avenues in English 111 pp.134-135

Concept Notes

Read the poem entitled “The Black Man’s Son” and answer the
questions correctly.

The Black Man’s Son

Oswald Durand
Oswald Duran is a strong advocate for the rights and well-being
of the African people. He is making his points felt through the simple
lyrics he wrote in championing the black spirit.

1. Like Lise, moreover, my mother was white

2. Her eyes were blue where sleeping tears gleamed,
3. Whenever she blushed or in fear or delight,
4. Pomegranates burst into bloom it seemed.
5. Her hair was gold too! In wind and the light
6. It covered her forehead where pale griefs dreamed.
7. My father was blacker than I . Yet deemed
8. Scared their union the church and right.
9. Behold, strange contrast, on her white breast
10. A child as golden and brown as the maize,
11. Ardent,too, as the sun in our land always
12. I orphan, loved Lise at youth’s intensest,
13. But her face grew pale at such words from me,
14. The Man’s son held a terror, you see.

Activity 1: Match the words on the left column with their meanings on
the right. Write the letter of the correct answer.

1. pomegranates a. holy/ religious

2. deemed b. cereal plant/ corn

3.sacred c. having many grains or seeds

4.maize d. judged
5.ardent e. warm

Activity 2. Choose the letter of the correct answer.

1. The speaker is

a. half Chinese, half Caucasian c. half Negro half Caucasian

b .half Indian, half Caucasian d. half Filipino ,half Spanish

2. What lines directly and indirectly reveal this?

A .lines 1,7,9,10 b. lines 7,9,10,14

c. lines 1,7,10,14 d. lines 7,8,9,14

3. Which line directly states the speaker’s real feeling for Lise?

a. line 1 b .line 12 c. line 13 d. line 14

4. Which word describes the degree of the speaker’s feeling for Lise?

5. What figure of speech in line 4 describes vividly the mother’s

cheeks whenever she experiences a strong emotion?

a. simile b. metaphor c. personification d. hyperbole

6.What figure of speech in line 1 is used to show the likeness of the

two?

a. simile b. metaphor c. personification d. apostrophe

7.What is the speaker’s tone in line 4?

a. ironic b. bitter c . sarcastic d. self-pitying

 ENGLISH 9
MODULE 3
Learning Activity No. 9

Activity Title: Technical Terms for Drama

Learning Competency: Get familiar with the technical vocabulary in
drama and theater (EN9V111c-29)
Learning Target: Get familiar with the technical vocabulary for
drama and theater
Reference: English 9 LM pp.

Concept Notes

Drama is a composition in verse or prose intended to portray life

or character or tell a story usually involving conflicts and emotions
through action and dialogue and typically designed for theatrical
performance. The term comes from a Greek word meaning ”action”.

The following are the technical terms used in drama:

1. Scene- is like a division of an act in which a certain portion of a play

unfolds, usually separated by location (in the bedroom, at the dinner
table) or time (in the morning, then the following evening).

2. Script- is a written version of a play or movie.

3. Dramatist- a person who is skilled in writing or acting in the

production of a play.

4. Play- a literary piece consisting of dialogues between various

characters, epilogue, monologue, prologue and an end. It refers to
composition.

5. One-act play- is a play that takes place, from beginning to end, in a

single act it can range to one minute to one hour long.

6. Playwright – the author of a play

7. Theatre – a collaborative art form including the composition,

enactment, and interpretation of dramatic presentations for an
audience.

8.Theater –the structure within which theatrical performances are

given.

Exercise:
Put a check mark (/) if you agree with the statement : (x )if you
disagree.

1. Theater is the same as theatre.

2. Drama is different from a play.

3. A script is the written conversation in a play.

4. A change in time is one scene in a play.

5. A one-act play has all the elements of drama.

 ENGLISH 9
MODULE 3
Learning Activity No. 10

Activity Title: One- Act Play

Learning Competency: Analyze a one-act play (EN9R-IIIc-20)
Learning Target: Analyze a one-act play
Reference: English 9 LM pp. 240-251

Concept Notes

Read the one-act play entitled “Sorry Wrong Number” by Lucille

Fletche on pages 240-251.

Activity 1:Answer the questions orally.

1. Which parts of the story can you find heightened tension and
suspense?

2. Describe the characters in the selection.

3. Was Mrs. Stevenson able to connect to get help? How?

4. Would you be willing enough to face danger just to help someday in

trouble?

Activity 2. Arrange the events according to their occurrence in the

play. Write the number of the correct answer.

1. Desperate to prevent the crime, she began a series of calls to the

operator, to the police and others.

2. She accidentally overheard a conversation between two men planning

a murder.

3. Mrs. Stevenson is an invalid confined to her bed and her only life-
line was the telephone.

4. One night, while she was waiting for her husband to return home,
she picked up the phone and called his office.

5. Her conversation with Sgt. Duffy made her realize the description
of the crime and victim.
 ENGLISH 9
MODULE 3
Learning Activity No. 11

Activity Title: Elements of One-Act Play

Learning Competency: Explain how the elements specific to a one- act
play contribute to the development of its theme (EN9LT-111c-20.1)
Learning Target: Identify the elements of one- act play
Reference: English 9 LM pp. 257-259

Concept Notes

Elements of a one-act play :

Setting- the place and conditions in which something happens or exists.

Plot – series of events that form the story in a novel, movie, etc.

Character –one of the persons of a drama or novel

Characterization- the way a writer makes a person in a story, play,

movie or television show seem like a real person

Conflict – the opposition of persons or forces that give rise to the

dramatic action in a drama

Theme – the main subject or topic that is being discussed or tackled in

a drama

Suspense – a feeling or state of nervousness or excitement caused by

wondering what will happen.

Atmosphere – overall aesthetic effect or appeal of a work of art.

Exercise: Fill in the grid below with the elements of “ Sorry Wrong Number”.

Elements of one- act play Details

1. Setting
2. Plot
3. Character
4. Characterization
5. Conflict
6. Theme
7. Suspense
8. Atmosphere

ENGLISH 9
 MODULE 3
Learning Activity No. 12

Activity Title: Writing a Script of One-Act Play

Learning Competency: Compose forms of literary writing
(EN9WC-111d)-9
Learning Target: Write a script of a one- act play
Reference: English 9 LM pp. 257-259

Concept Notes

Instructions:

The students are grouped into five.

The group will write 5-minute one –act play based on a real life
situation.

(This activity may be done in one or two meetings.)

 ENGLISH 9
MODULE 3
Learning Activity No. 13

Activity Title: Film Viewing

Learning Competency: Analyze the information contained in the
material viewed (EN9VC-111d4.3/5.3)
Learning Target: Analyze the information contained in the
material viewed
Reference: English 9 LM p 18

Concept Notes

Film viewing is a three-dimensional material for learning. The

positive results of using film in the classroom are significant. Film can
provide a visual image and a sensory experience that cannot be
generated with the same magnitude elsewhere. Film can give life and
dramatize a specific idea or activity that otherwise might go unnoticed.
It can personalize history and provide a means to study the past as an
active participant rather than a passive observer. Film can be a
catalyst for class discussions and debate. Film links disciplinary
perspectives and can serve specific courses or units in a conjunction
with other media. Theoretical issues can be enlarged on the screen
than can motivate writing and promote further research on a subject,
event, or a person.

ACTIVITY. (DAY 1) Film Viewing

The class will watch a movie entitled “ The Arabian Nights” or “One
Thousand and One Nights.”

The teacher should give guide questions to students before viewing.

DAY 2- GROUP ACTIVITY

Form a group and interpret the universal human values presented in

the movie in a form of:

SONG JINGLE

RAP SPEECH CHOIR

ROLE PLAY
 ENGLISH 9
MODULE 3
Learning Activity No. 14

Activity Title: Giving Feedbacks and Reactions to a Given Context

Learning Competencies: Provide appropriate and critical feedback/
reaction to specific context or situation (EN9LC-
IIIe-3.13)
Analyze literature as a means of connecting
the world (EN9LT-IIIf-16)

Learning Targets: Give feedback and reaction to the specific context

Share personal opinion about the ideas
listened to
Reference: English 9 LM, pp. 328-339

Concept Notes

William Shakespeare was an English poet, playwright, and actor. He

was born on 26 April 1564 in Stratford-upon-Avon. Shakespeare is
widely regarded as the greatest writer in the English language and the
world's pre-eminent dramatist. He is often called England's national
poet and nicknamed the Bard of Avon.

Unlocking of Difficulties
Match the words in Column A with its meaning in Column B.
Column A Column B
1. Terrible a. a statement or series of
statements for or
2. Execute against something
3. Cupboard b. a very shocking and upsetting
4. Arguments c. a small room where things are
stored
d. to kill especially as punishment for
a crime

The students will read silently the play “Romeo and Juliet” on pages
328-339

Exercise I: Answer the following questions briefly.

1. Why does Romeo feel that banishment is worse than death?

2. Why does there such a rush to see Juliet married?
Exercise II: Group Activity

Discuss and answer the questions assigned to your group. Present your
answers through reporting.

Group 1- Friar Lawrence gives this advice to Romeo and Juliet:”

Love moderately; long love doth so.” What is he telling the young
lovers? Do you agree with him? Should he have given them any
other advice?

Group 2- What could have been done to prevent this tragedy

from occurring?

Group 3- What would have happened to Romeo and Juliet if they

hadn’t died? Is their relationship sustainable over time? Do they
have anything to offer each other once the initial burst of
passion calmed down? Would Romeo move on from Juliet as
quickly as he moved on from Rosaline?

Group 4- In what ways do the young adopt the beliefs of the old,
and in what ways do they ignore them or fight against them?

Group 5- Should Romeo and Juliet’s relationship is viewed as a

rebellion of the young against the old? In other words, is this
play’s motto,” Kids these days,” or “Move over, Grandpa”?
 ENGLISH 9
MODULE 3
Learning Activity No. 15

Activity Title: Composing a Song (to be taken for 2 days)

Learning Competencies: Use effective and appropriate non-verbal
communication strategies (EN9OL-IIIf-2)
Compose forms of literary writing (EN9WC-
IIIf-9)
Learning Targets: Compose a song dedicated to Romeo and Juliet
in their Wedding
Present the song using effective and
appropriate non-verbal communication strategies
Reference: English 9 LM, pp. 328-339

Concept Notes

A song is a short poem or other set of words set to music or

meant to be sung. It is a single work of music that is typically intended
to be sung by the human voice with distinct and fixed pitches and
patterns.

Day I

Activity:

 With the same group, compose a song dedicated to Romeo

and Juliet in their wedding.
 Prepare your costume and your accompaniment.
 Present your composed song with choreography.
 Be ready to present for the next meeting.

Day II

Presentation of the Song

Students will be rated using rubrics to be provided by the teacher.
 ENGLISH 9
MODULE 3
Learning Activity No. 16

Activity Title: Identifying the Tone and Mood of the Selection

Learning Competencies: Determine the tone, mood, technique, and
purpose of the author (EN9LT-IIIg-2.11)
Learning Targets: Identify the tone and mood of the selection
Reference: Avenues in English III pp. 4-10

Concept Notes
Tone is the writer’s attitude toward his subject and the color he
gives his writing as a result of it. He can, for instance, be satirical or
funny, indifferent or persuasive, angry, disgusted, businesslike, and
others. He achieves his tone by different means: by the words he uses,
by sentence organization, by figurative language, and by among other
devices.
Mood is the attitude or feeling that evoked in the readers-
admiration, sympathy, pity, hatred and others.
Read the poem “ Daffodils” on pages 8 to 9 of Avenues in English
III.

Task 1: Answer the following questions orally.

1. Describe the daffodils as the writer sees them.
2. To what sense the poem appeal?
3. What mood is suggested by the first two lines?
4. What feeling is brought about by the daffodils to the author?
5. What message does the poem have?
6. Is the purpose of the writer to communicate, to arouse emotion ,
or to furnish information?
Task 2: Answer the following questions on your paper?
1. What does nature provide us aside from material benefits?
2. How do we preserve them?
3. Explain the following line.
“Happiness is a thing that no one can give to you- you have to
strive for it.”
 ENGLISH 9
MODULE 3
Learning Activity No. 17

Activity Title: Expressing Appreciation for Sensory Images

Learning Competencies: Express appreciation to sensory images
(EN9LT-IIIf-20.2)
Learning Targets: Identify the sensory images used in the lines
Reference: Language and Literature pp. 160-161
Concept Notes
The picture that the writer creates is called an image. The use of
words to create the image and make it seem real and easy to imagine is
called imagery. Writers create imagery by using words that help the
reader see, hear, taste and smell and feel what the writer is
describing.
For example:
The train run puffing
Palay plantations with bursting sheaves
Inclined under the weight of the golden grains
The phrase train ran pffing brings to mind a laborious movement
because of the word puffing; bursting sheafs is a colourful and wind
description of fat palay grains ready for harvest.

Out in the Fields with God

The little cares that fretted me,
I lost them yesterday
Among the winds above the sea,
Among the winds at play;
Among the Lowy of the herds
The rustling of the trees,
Among the singing of the birds,
The humming of the bees

The foolish fears of what might happen

I cast them all way
Among the clover-scented grass
Among the new moon hay
Among the hushing of the corns,
Where drowsy poppies nod
Where ill thoughts die at good are bars
Out is the fields with God.
Task 1: Answer the following questions correctly.
1. Write three ways of easing one’s burden.
2. What is the message of the poem?
3. Identify the sensory image used in the line.
a. Among the birds above the sea
b. Among winds at play
c. Among the singing of the birds
d. Among the clover scented grass
e. Among the hushing of the corn
f. Out in the fields with God
Task 2: To what sense do the following images appeal?
1. Oh Manila, born in the corolla of a chaste lily!
2. Life is pain……uncertain…filled with nightmare and dreams that
make us shiver….
3. My castle is a fragile hut that hides timidly behind a banana
grove. Enter it with care- it’s of nipa and bamboo, but it’s the
sanctuary of my solitude.
 ENGLISH 9
MODULE 3
Learning Activity No. 18

Activity Title: Noting the Use of Figurative Language to Clarify

Meaning
Learning Competencies: Explain the literary devices used
(EN9LT-IIIf-20.2)
Learning Targets: Note the use of figurative language to clarify
meaning
Reference: English Expressways III, pages 94-95

Concept Notes:

There are times when a dictionary definition or context

clues may not be the key to discovering the meaning of a certain
words. This is because some words may have been used in a
special way. For such special use, what you could is to try to
understand how the word or words are made to work indirectly or
imaginatively. They are not supposed to communicate meaning
literally.
Writers use figurative language when they choose words
and phrases that help the reader see ordinary things in new ways.
These special descriptions are called figures of speech.
1) Simile- likens or compares one object, action or relation to
something else of a different kind or quality using like or as.
Example: Your thoughtful gift is like sunshine on a cold lonely day.
2) Metaphor- a word or phrase literally denoting the kind of object
or idea, in place of another by way of suggesting a likeness
between them.
Example: Your thoughtful gift is sunshine on a cold lonely day.
3) Personification- is a representation making an animal, object, or
an element of human qualities or behaves like a human being.
Example: The wind sings so loud a song.
4) Hyperbole – is an exaggerated statement uttered to produce the
desired effect.
Example: Thanks a million!
 5) Irony- the use of words that mean the opposite of what you
really think.
Example: The father is smiling with anger.
6) Apostrophe – is an address to someone who is absent and cannot
here the speaker or to something nonhuman that cannot
understand what is said.
Example: Oh, my Romeo, where arth thou my Romeo!
7) Synecdoche – a figure of speech by which a part is put for the
whole, the whole for a part, the species for the genus, the genus
for the species, or the name of the material for the thing made.
Example: Lend me your ears.
8) Metonymy- is a figure of speech in which one word or phrase is
substituted with another with which it is closely associated.
Example: I am waiting for the crown to pass by.
9) Understatement- the opposite of hyperbole, to make little of
something important.
Example: “It’s just a flesh wound".

Task 1: Write each sample line to its appropriate literary device inside
the box below.

 “Come, night; come, Romeo, come, thou thee is night.

 The pen is mightier than the sword.
 His parents bought him a new set of wheels.
 So tedious is this day
 It’s nice of you to embarrass me in front of all these people.

Task 2: Identify the figure of speech expressed in the following

sentences.

1. Fear clutched his throat.

2. The muscles of his arms are as strong as iron bad.
3. Jocund day stands tiptoe on the misty mountain top.
4. I will love you till the seas run dry.
5. I have looked all over the world for you.
6. Death is a black camel, which kneels at the gates of hell .
 ENGLISH 9
MODULE 3
Learning Activity No. 19

Activity Title: Using Literary Devices

Learning Competencies: Use literary devices and techniques
(EN9WC-IIIi-9.5)
Learning Targets: Identify literary devices used
Reference: Avenues in English III p. 205-207

Concept Notes
Read / Sing the song entitled “El Candor Pasa ” by Simon
Garfunkel.
EL CANDOR PASA

I’d rather be a sparrow than a snail

Yes I would, if I could
I surely would, hmmmm.
I’d rather be a hammer than a snail
Yes I would, if only could
I surely would,hmmmmm.

Away I’d rather sail away

Like a swan that’s here and game
A man gets tied up to the ground
He gives the world its saddest sound
It’s saddest sound hmmmmmm.
I’d rather be a forest than a street.

Yes I would, if I could,

I surely would
I’d rather feel the earth
Beneath my feet
Yes I would, if only I could
I surely would.

Task A. Answer the questions orally.

1. What objects have you seen in your imagination?
2. Name the four pairs of objects compared?
3. What figures of speech do the first two lines in the second stanza
depict?
4. Why does the singer want to be a sparrow? A hammer? A forest?
5. What does each symbolize?
TASK B. Identify the figures of speech exemplified by the line.
1. The eagle’s wings were spread like a fan.
2. The hot sun snarled us.
3. I could eat a horse after a three-day hunger strike.
4. The bee kept its engine idling while it hovered over the flower.
5. Do I hear the singing of the birds or the rustling of the trees?
 ENGLISH 9
MODULE 3
Learning Activity No. 20

Activity Title: Composing Literary Forms

Learning Competencies: Compose forms of literary writing
(EN9WC-IIIi-9)
Learning Targets: Write literary forms
Reference: Avenues in English III p. 205-207
Concept Notes

Literary forms include songs, dramas, dialogue, poems, essays,

short stories, anecdote and others.

Dialogue is a discussion or series of discussion that two groups or

countries have in order to end a disagreement.

Poem is a piece of writing that usually has figurative language and

that is written in separate lines that often have a repeated rhythm and
sometimes rhyme.

Essay is an analytic or interpretative literary composition usually

dealing with its subject from a limited or personal point of view.

Short story is a short written story usually dealing with few

characters.
A song is a short poem or other set of words set to music or
meant to be sung.

The anecdote is a much-used narrative form. The joke

related by an after-dinner to set the audience laughing is a form of
anecdote.

Task 1: Group Activity

Group yourselves into five and write a literary form assigned to your
group.
Group 1- Song ( love song)
Group 2- drama (love of country)
Group 3- poem (culture and tradition)
Group 4- essay (saving mother earth)
Group 5- anecdote (unforgettable experience)