Midterm Coverage Lit 1 Poetry

Poetry Beyond Everything
Lit-1 (Poetry)
Merlyn H. Arcamo
Poetry Beyond Everything
By Merlyn H. Arcamo
and
Jose Rizal Memorial State University
Copyright
ALL RIGHTS RESERVED. No part of this covered by the

copyright hereon may be reproduced used in any form or by
any means – graphic, electronic, or mechanical, including
photocopying, recording, or information storage and retrieval
systems – without the written permission from the author.
Page and Cover

designed: Merlyn H. Arcamo & Jeerick Narciso
ISBN ___________________
First edition. _____________
JOSE RIZAL MEMORIAL STATE UNIVERSITY

Gen. Luna Street, Turno, Dipolog City, Zamboanga del Norte, 7100
Tel. No. 212-2124 jrmsudipologcampus@gmail.com
iii
Not Intended for Publication. For classroom instruction purposes only.
Course Introduction
Course Introduction
The study of Literature builds upon the assumption that all texts, literary or non-
literary, are “literature” whose power and effectiveness as mode of communication and
literary art are enabled by the skills and the craft, knowledge, values and perspectives
associated with what is traditionally called “literary.” Therefore, texts have to be studied,
whether literature-generic or literature specific, on the assumption that texts are read,
circulated, produced and reproduced as “literature.” Here lies the competitive edge of
graduates with a background edge of literature: words do not just communicate
meaning; rather, they open up a world of meanings that have practical everyday lives in
the world of home and the world of work.
“Poetry” as a subject for the BSHM and BSTM program and as one of the literary
genres has several aims: primarily, to increase the ways the students can become
engaged and curious readers of poetry: to increase your confidence as writers thinking
about literary texts; and top provide the students with the language for literary
description. The course is not designed as a historical survey course but rather as an
introductory approach to poetry from various directions-as public or private utterances;
as arranged imaginative shapes and as psychological world.
Series of activities are offered in this course while properly observing the
diversity of students, multiple intelligences, and gender sensitivity as special features of
this learning package. The use of software application and presentation is utilized to
create the output of learners as well as Google classroom for online submission of
outputs.
As a flexible learning package, this course includes course introduction, course
syllabus, learning guide, learning contract, summative assessments, course
requirements, and activities and assessments to be accomplished.
This learning package is distinct from other books because it has the following
major parts:
Course Introduction –It presents vital information about the course.
Course Syllabus-This provides vital information on the course outcomes,
learning outcomes, activities, assessments, grading system, and the course
requirements.
Learning Guide- This provides significant information as to the students’
schedules of submitting the output and the course requirements, feedback modality,
communication mechanism, and the contact information of the instructor/professor and
other authorities of the University/Campus.
Learning Contract- It is a document that contains the commitment of the
learners in accomplishing the activities which includes also the Data Privacy Act,
plagiarism rules, safety reminders, and parents’ support.
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Summative Assessments- These are forms which include the summative
assessment plan, summative assessment instructions, and assessment rubrics.
Flexible Learning Module- This is the meat of the package that contains the
front contents, module content (learning outcomes, pretest, content, learning activities,
and assessments), and the back contents.
With this learning package, it is hoped that adolescents will be able to better
understand themselves and others, maximize their abilities, and build a more
harmonious relationship.
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Republic of the Philippines
The Premier University in Zamboanga del Norte
Main Campus, Dapitan City
Registration No. 62Q17082
COLLEGE OF ARTS AND SCIENCES
PROGRAM : Bachelor of Science in Hotel Management
DEPARTMENT : College of Arts and Sciences
INSTRUCTOR/PROFESSOR : MERLYN H. ARCAMO
JRMSU-IMD-DIP-___
COURSE SYLLABUS
Pre-Requisite/s: None Course Code LIit1 Day & Time :
Unit Credit: 3 units Room :

Course Title Poetry Consultation Hours :
No. of Hours: 54 hours
Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and
PHILOSOPHY
humane society.
VISION A dynamic and diverse internationally recognized university.
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Jose Rizal Memorial State University pledges itself to deliver effective and efficient services along instruction, research,
extension and production.
MISSION
It commits itself to provide quality professional, technical, technological training with the aim of producing skilled, self-
renewed and globally competitive individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that can:
E – xhibit relevant and responsive competencies across disciplines towards
X – enial delivery of services;
C – ommunicate ideas proficiently in both written and spoken form,
E –ngage in lifelong learning;
L –ead effectively and efficiently amidst socio-cultural diversity;

GOALS
L – ive up the challenges of the global community;
E – embody professional, social and ethical responsibilities;
N – urture a harmonious environment;
C – onserve and promote Filipino cultural heritage; and
E – valuate their contribution to the local and global communities.
QUALITY Jose Rizal Memorial State University, a believer of holistic human development, excellence and quality service, provides
POLICY quality training and development to students. It shall commit to provide adequate, suitable and relevant sources and services
STATEMENT with continuing quality management system for clients and customers’ satisfaction through an efficient and effective quality
system which conforms to national and international statutory and regulatory requirements.
vii
Course Outcomes Learning Outcomes Topics References Learning Learning Formative Summative
Activities Materials Assessment Assessment
Identify the periods in Demonstrate your The Creative Heritage of Activity 1 Hand-outs Quiz Skill test
the history of ability to connect in Dimensions of World Comprehensi
literature and your knowledge and Literature Literature on Check Flashdrive Skill Test Compare and
criticism in the west understanding. essay with their Contrast
and non-west.  History of Ruel C. PPT
Demonstrate your Literature Rodil, Ed.D. Activity 2 presentatio Individual
Demonstrate respect for  Aims of Maria C. Make a poem n Work
knowledge and differences (class, Literature Cuntapay, using rhyme,  Make a
understanding of time race, gender) in your  Values Ed.D rhythm, and Activity poem
periods, basic knowledge. Derived Luisito M. repetition to sheets using
theoretical and from Nanquil, create rhyme
methodological Familiarize and Literature Ed.D especial
orientations and understand the  How to Gary A. sound Interpretation
literary movements. literary techniques Study Garay, effects.
used in the poem. Literature MA.Ed.
Read and write  Literary Activity 3
critically and Compare and Standards A Treasury of Essay writing
creatively in the contrast diverse  Literary World
understanding of cultural and religious Genres Literature 4th Activity 4
literary studies as practices of the early  Ingredients Edition Individual
practice. people as manifested of Work and
as the aforesaid Literature Jesus Q. writing own
Interpret literary and epics.  Figures of Cruz poem
cultural productions Speech Miriam del
that are text specific Familiarize and I. Based Rosario Activity 5
and context-specific. distinguish varied according Garcia Comparison
human, passions, to Ernesto and contrast
Deploy the critical spontaneously lightness. Thaddeus M. essay
apparatus in implied and various II. Based Solmerano
translation theory. literary pieces, i.e. upon other Marjueve M. Activity 6
hope and despair, relations Palencia Writing
Discern the issues love and hate, etc.  Based Jose Jayson poems that
and challenges in the upon L. Chancoco are fun and
practice of Distinguish literary sentence in Miel Kristian nonthreatenin
B. Ondevilla
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translation. characteristics of structure g
epics or narrative English and
Know and poems from ancient Heritage of American
understand the Mesopotamian/Egypti World Literature
representative texts an literature to Literature
in translation. English Anglos-axon Petra S.
Produce a creative period;  What is Ornos
output on a key Poetry Cerila B.
author. Deepen and  Characteris Esgra
strengthen their faith tics of Nieva G.
Practice to Christianity and Poetry Gomez
interdisciplinary their spiritual life and  Ornaments
thinking in an applied values. of Poetry
study or project.  Types of
Hypothesize the Poetry
Discern the prominent  What is
connection between personalities used in imaginary
and among the the poem and trace in Poetry
disciplines. their importance.  What Is the
Difference
Make a short Between
commentary Blank
highlighting thoughts Verse and
and opinions about Free Verse
the poem. Poetry
 What Is
Describe the Mimesis in
characteristics of the Poetry
speaker implied in  What Is
the poem. Enjambme
nt in Poetry
Discuss the symbols
used by the author of Poetry
the poems Selections
 Psalm 23
 Haiku
ix
 Ramayana
 Analects
 The Iliad
 The
Odyssey
 The Ballad
Analyze the author’s of Dead
idea of good and evil. Ladies
 To Helen
 God said, "I
made a
man
 Future
Plans
Final
Deploy reading and Formulate a poem in The Rubaiyat Heritage of Activity 1 Hand-outs Quiz and Skill test
writing strategies in their own words. World Essay Writing Essay writing
the production of A mighty Literature Flashdrive Compare and
materials for a variety Compare Marlowe Fortress is our Activity 2 with PPT Skill test Contrast
of rhetorical contexts, and Raleigh’s poems. God Ruel C. Poem presentatio
including creative Rodil, Ed.D. Analysis n Interpretation
production. Discover the symbols Piece Prayer Maria C. Chart
of the roads in our Cuntapay, Activity Poem
The students should lives. Whispers of Ed.D Activity 3 sheets analysis chart
be able to write an Love Luisito M. Figurative
essay that draws on Discover the symbol Nanquil, Language
a range of critical of the light in the life The Ballade of Ed.D
concepts. of poet and the Dead Ladies Gary A. Activity 4
literary devices use Garay, Visualizing
Translate the literary by the author in the Tomorrow MA.Ed.
text in a chosen poems.
genre with an Sonnet LXXV A Treasury of
accompanying critical World
introduction. Literature 4th
The Passionate
Edition
Shepherd to
x
His Love
Jesus Q.
The Nymphs Cruz
Reply to the Miriam del
Shepherd Rosario
Garcia
Sonnet CXXX Ernesto
Thaddeus M.
New Heart Solmerano
Marjueve M.
Sonnet XVIII Palencia
Jose Jayson
The Road not L. Chancoco
taken Miel Kristian
B. Ondevilla
Love is a
surgeon English and
American
Literature
Prayers of
Steel
Petra S.
Ornos
The Revenant
Cerila B.
Esgra
Seizure Nieva G.
Gomez
Tonight I can
Write the
Saddest Lines
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References
Heritage of World Literature -Ruel C. Rodil, Ed.D. Maria C. Cuntapay, Ed.D,Luisito M. Nanquil, Ed.D, Gary A. Garay, MA.Ed.A
Treasury of World Literature 4th Edition -Jesus Q. Cruz, Miriam del Rosario Garcia, Ernesto Thaddeus M. Solmerano, Marjueve M.
Palencia, Jose Jayson L. Chancoco, Miel Kristian B. Ondevilla
English and American Literature -Petra S. Ornos, Cerila B. Esgra, Nieva G. Gomez
GRADING PLAN
The term grade is computed using the formula:
40% - Performance (synthesis reports, memos, research article)

30% - Major exam grade (written performance, oral research presenttaion)
30% - Attendance/recitation/quizzes
Midterm Grade = 100%of the Midterm Grade

Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade
CLASSROOM RULES OF CONDUCT
1. Attendance:
a. Students who are absent for more than 20% of the total number of class hours (54 in a 3 unit course) may be dropped
from the course /subject.
b. Any student who finds it necessary to be absent from class must present a letter of excuse to his/her instructor.
c. If a student’s absences reach ten (10) times, the instructor/professor may recommend to the Dean that the said student
be dropped from the course or be given a grade of 5.0.
2. Course requirements must be submitted on time.
3. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only using another’s words, but
another’s specific intellectual posts in social media. Assignments must be done independently and without reference to
another student’s work. Any outside sources used in completing an assignment, including internet references must be fully
cited on any homework assignment or exercise.
4. All students should feel free to talk to the instructor face-to-face or through media during office hours.
xii
5. Academic accommodations are available for students with special needs. Students with special needs should schedule an
appointment with the instructor early in the semester to discuss any accommodations for this course.
Prepared: Noted: Noted: Approved/Disapproved:
MERLYN H. ARCAMO NICHOLAI I. SABANDAL, DM RAMIL C. MOROSCALLO, EMD ALICE MAE M. ARBON, PhD
Instructor 1 Program Chair, Associate Dean OIC, Office of the VPAA
Date:August 25, 2020 Date:August 25,2020 Date: Date:
Date Revised: _____________

Rules of Conduct
Course requirements must be submitted on time.
xiii
Learning Guide
The key to successfully finish this material lies in your perseverance to sincerely
and honestly perform the learning activities and accomplish the assessments. This
flexible learning package is developed with the aim to aid your learning for this course.
Aside from meeting the content and performance standards of this course in performing
all the learning activities and assessments, you will be able to learn the skills and values
which are needed in achieving the future skills and the graduate attributes to become
globally competitive individuals.
Classroom Rules and Conduct
The following are the house rules which will help you to be on track and
successfully finish this course:
1. Schedule and manage your time to read and understand every component
of this learning package.
2. Study on how you can manage to perform all the learning activities in
consideration with your resources and accessibility to technology. Do not
ask questions that are already answered in the guide.
3. If you did not understand the readings and the other tasks, read again. If
there are still clarifications and questions, feel free to reach me through the
contact information indicated in this guide.
4. Do not procrastinate. As much as possible, follow the timetable.
5. Read and understand the assessment and technology tools as indicated in
the directions in every assessment or activity.
6. Before the end of the midterms, you will be tasked to send back the
material trough the pigeon boxes in your department. For online learners,
you will submit your output and other tasks in the google classroom. While
waiting for my feedback of your accomplished module, you may continue on
accomplishing the tasks in the succeeding units that are scheduled for the
finals.
7. Most importantly, you are the learner; thus, you do all the tasks in your own.
You may ask assistance and guidance from your parents, siblings or
friends, but all the activities shall be performed by you alone.
8. Course requirements must be submitted as to schedule.
9. Plagiarism is strictly prohibited. Be aware that plagiarism in this course
would include not only using another’s words, but another’s specific
intellectual posts in social media. Assignments must be done independently
and without reference to another student’s work. Any outside sources used
in completing an assignment, including internet references must be fully
cited on any homework assignment or exercise.
10. All students should feel free to talk to the instructor face-to-face or through
xiv
media during office hours.
11. Academic accommodations are available for students with special needs.
Students with special needs should schedule an appointment with the
instructor early in the semester to discuss any accommodations for this
course.
Study Schedule
Week Unit Title Activities
August 24 – September 28, Reading of Learning

Orientation
2020 Package
Make a poem using
August 31-September The Creative Dimensions rhyme, rhythm, and
11, 2020 of Literature repetition to create
especial sound effects.
Individual Work
September 14 – October Journey into the Power of
 Essay writing
2, 2020 Imaginative Words
 Write an own poem
 comparison and
October 5, 2020 contrast essay
Poetry Selections
October 16, 2020  Write poems that are
fun and nonthreatening
October 19 – October 20,
Midterm Exam
2020
October 26 – November Interpret Figurative
Poetry Selections
27, 2020 Language
November 30 –
Poetry Selections Visualizing
December 21, 2020
December 11-15, 2020 University Week
December 16-18, 2020

Christmas Break
December 21-January
3, 2020
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Evaluation
To pass the course, you must observe the following:
1. Read the course module and answer the pretest, quizzes, and self-
assessment activities.
2. Write your thoughts and suggestions in the comment boxes.
3. Perform all the learning activities.
4. Accomplish the assessments.
5. Submit the course requirements.
6. Perform the Midterm and Final Assessments
7. Pass the Midterm and Final Examinations
Technology Tools
In order to perform all the learning activities and accomplish the

assessments, you will need these software applications: word processing and
presentation software. These are applications that are available in your desktop or
laptop that will not require internet connection. All materials and activities that will
involve reporting, interpretation, and video making will be created using Microsoft
word or any application alike, be saved in the CD or flash drive. These materials will
be submitted through the pigeon boxes. For online learners, materials will be
uploaded in google classroom.
Feedback Modality and Communication Mechanisms
Feedback system will be facilitated through text messaging. If you need to

call, send me a message first and wait for me to respond. Do not give my CP
number to anybody. I will not entertain messages or calls from numbers that are not
registered. You may send your clarifications and questions through the google
classroom.
Grading Plan
The term grade is computed using the formula:

40% - Performance
30% - Major Requirements
30% - Formative Assessment
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the
Final Term Grade (if applicable)
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Contact Information
Person/Office Email address CP number

Instructor merlynarcamo@jrmsu.edu.ph 09124329796
IMDO
FLS
CAS
DSAS
Library
DRMMO
xvii
LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose
Rizal Memorial State University in the implementation of Flexible Learning System.
Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of
COVID, specifically to stay home, to observe physical distancing and the use of face
masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary
learning activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less
risky place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and the
learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two
weeks.
8. That I shall not reproduce or publish any part of the learning package content
without the written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.
xviii
Form No. F16: Summative Assessment Plan
Background: This form aims to document the summative assessment strategies that a teacher deems
appropriate to the course being taught and its corresponding course outcomes. Summative assessments
are methods used to evaluate student learning, skill acquisition, and academic achievement at the
conclusion of a defined instructional period – typically at the end of a course or a semester. Summative
assessments are requirements across all courses in JRMSU. Please refer to the JRMSU Handbook on
Flexible Learning for the guidelines in designing summative assessments.
Course Title: Lit 1 SY/ Sem: 2020-2021/ 1st Semester

Course Code: Poetry
Weigh
Scoring/ t (%)
Course Title of
No. Description Grading in
Outcomes Assessment
Standard Final
Grade
1  Identify  Comprehension  An analysis Rubric 40%
the Check essay of the topic Performanc
periods in  Make a poem given. e
the history using rhyme,  This strategy
rhythm, and
of teaches the
repetition to
literature create especial students to
and sound effects. create a
criticism in  Essay writing poem
the west  Individual Work imaginativel
and non- and writing own y following
west. poem the correct
 Comparison rhyme,
 Demonstr
and contrast
ate rhythm and
essay
knowledg  Writing poems repetition.
e and that are fun and  A written
understan nonthreatening output
ding of summarizing
time once
periods, learning on
basic the topic.
theoretical
and
methodolo
gical
orientation
s and
literary
movement
s.
xix
 Read and
write
critically
and
creatively
in the
understan
ding of
literary
studies as
practice.
 Interpret
literary
and
cultural
production
s that are
text
specific
and
context-
specific.
Experienc
es with
art.
2  Deploy  Interpret  It is a Rubric 40%
reading Figurative translation of Performanc
and Language the words e
writing  Visualizing use in the
strategies  Compare –
in the poem.
Contrast Chart
production  This activity
of teaches the
materials student to
for a form a
variety of picture in
rhetorical
their mind as
contexts,
including they read
creative how things
production look, smell,
. sound, taste
 The and feel.
students
 It provides
should be
able to the
write an differences
essay that and
draws on similarities
xx
a range of
critical
concepts.
 Translate
the literary
text in a
chosen
genre with
an
accompan
ying
critical
introductio
n.
xxi
Form No. F17: Summative Assessment Instructions to Learners
Summative Assessment
Title of Assessment: Essay Writing
Course Code: Lit 1 Course Title: Poetry
Assessment No.: Lit_1_01 Due: September 11, 2020
Date of Release of Results: September 15, 2020
Introduction and Rationale:

The essay activity is a form of a written output made in a paragraph or two
wherein the students are made to share their experiences being a multilingual and
how it has helped them.
This activity will allow the students to express their understanding and
appreciation of literature as used in school and as a part of one’s social function.
Moreover, putting their learning in their own words will inculcate deeper in
them the objective of the lesson and will set their minds as they go further in studying
the subject.
Instructions:
Essay Activity. Demonstrate an understanding of existence of civilizations and
cultural development contexts and interrelationships of the literary genres. See
rubrics on pages xxv to xxvi for this activity.
xxii
Title of Assessment: Poem Making


The poem making is a type of literature based on the interplay of words and
rhythm. It often employs rhyme and meter (a set of rules governing the number and
arrangement of syllables in each line). In poetry, words are strung together to form
sounds, images, and ideas that might be too complex or abstract to describe directly.
This will rightly assess their knowledge and use of their skills and as well use of
figurative language
This activity will also be a verbal composition designed to convey

experiences, ideas, or emotions in a vivid and imaginative way, characterized by the
use of language chosen for its sound and suggestive power and by the use of literary
techniques such as meter, metaphor, and rhyme.
This poem making activity helps inculcate in the mind of the students
appreciation of the poets and their works.
Instructions:
Poem Making. Make a poem using rhyme, rhythm, and repetition to create
especial sound effects. Create a poem with list of Words, Phrases, and Quotations.
Notice the sounds and underline words at the end of each line. See rubrics on page
xxvii for the learning guide.
xxiii
Title of Assessment: Compare – Contrast Chart


Comparison, in writing discusses elements that are similar, while contrast in
writing discusses elements that are different. A compare-and-contrast essay. An
essay that analyzes two subjects by either comparing them, contrasting them, or
both. Then, analyzes two subjects by comparing them, contrasting them, or both.
This activity will also be a verbal composition designed to convey

experiences, ideas, or emotions in a vivid and imaginative way, characterized by the
use of language chosen for its sound and suggestive power and by the use of literary
techniques such as meter, metaphor, and rhyme.
This compare – contrast chart making strategy strengthens students' writing
skills.
Instructions:
Compare – contrast chart making. In this chart, the writer focuses on each
subject/literary piece in turn. The conclusion provides an overview of the similarities
and differences. See rubrics on page xxxi for the learning guide.
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ASSESSMENT RUBRICS
Comparison and contrast essay rubric
CATEGORY 20 15 10 5
Introduction The The introduction The introduction There is no
(Organization introduction is clearly states states the main clear
) inviting, states the main topic topic, but does introduction of
the main topic and previews not adequately the main topic
and previews the structure of preview the or structure of
the structure of the paper, but is structure of the the paper.
the paper. not particularly paper nor is it
inviting to the particularly
reader. inviting to the
reader.
Sequencing Details are Details are Some details Many details
(Organization placed in a placed in a are not in a are not in a
) logical order logical order, logical or logical or
and the way but the way in expected order, expected
they are which they are and this order. There
presented presented/introd distracts the is little sense
effectively uced reader. that the
keeps the sometimes writing is
interest of the makes the organized.
reader. writing less
interesting.
Accuracy of All supportive Almost all Most supportive NO facts are
Facts facts are supportive facts facts are reported OR
(Content) reported are reported reported most are
accurately. accurately. accurately. inaccurately
reported.
Focus on There is one Main idea is Main idea is The main idea
Topic clear, well- clear but the somewhat clear is not clear.
(Content) focused topic. supporting but there is a There is a
Main idea information is need for more seemingly
stands out and general. supporting random
is supported information. collection of
by detailed information.
information.
Conclusion The conclusion The conclusion The conclusion There is no
(Organization is strong and is recognizable is recognizable, clear
) leaves the and ties up but does not tie conclusion,
reader with a almost all the up several the paper just
feeling that loose ends. loose ends. ends.
they
understand
what the writer
is "getting at."
xxv
Grammar & Writer makes Writer makes 1- Writer makes 3- Writer makes
Spelling no errors in 2 errors in 4 errors in more than 4
(Conventions grammar or grammar or grammar or errors in
) spelling that spelling that spelling that grammar or
distract the distract the distract the spelling that
reader from reader from the reader from the distract the
the content. content. content. reader from
the content.
Flow & All sentences Almost all Most sentences The
Rhythm sound natural sentences sound natural sentences are
(Sentence and are easy- sound natural and are easy- difficult to
Fluency) on-the-ear and are easy- on-the-ear read aloud
when read on-the-ear when read because they
aloud. Each when read aloud, but sound
sentence is aloud, but 1 or 2 several are stiff awkward, are
clear and has are stiff and and awkward or distractingly
an obvious awkward or are difficult to repetitive, or
emphasis. difficult to understand. difficult to
understand. understand.
Quantity of Student has Student has Student has Student has
work exceed the met the met the not met the
maximum maximum minimum minimum
required essay required essay required essay required
length. length. length. essay length.
Source: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1992906&
xxvi
Poem making rubric
CATEGORY 20 points 16 points 12 points 8 points 4 points

Completeness Poem Poem is Poem is Poem is Poem is
includes at missing 1 or missing 3 or missing 5 or missing
least 5 2 of all the 4 of all the 6 of all the more than 6
adjectives required required required of the
and 5 verbs elements elements elements required
to describe listed in the listed in the listed in the elements
yourself. 10 point 10 point 10 point listed in the
Poem column. column. column. 10 point
includes your column.
photo and at
least 5
pictures of
things that
have to do
with your
personality.
Grammar There are no There are There are There are There are
grammar 1-2 3-4 5-6 more than 6
errors in the grammar grammar grammar grammar
entire poem, errors in the errors in the errors in the errors in the
including poem. poem. poem. poem.
correct
gender of
adjectives.
Spelling There are no There are There are There are There are
spelling 1-2 spelling 3-4 spelling 5-6 spelling more than 6
errors in the errors in the errors in the errors in the spelling
entire poem. poem. poem. poem. errors in the
poem.
Creativity The poem The poem The poem The poem The poem
project is project is is limited in has very has no
EXTREMELY very colorful creativity little creativity or
colorful and and quite and color. creativity color.
creative. creative. and color.
Makes me
say WOW!
Neatness The project The project The project The project The project
writing, writing, writing, writing, writing,
pictures, and pictures, pictures, pictures, pictures,
decorations and and and and
are decorations decorations decorations decorations
EXTREMELY are mostly are are not very are very
neat. neat. somewhat neat at all. sloppy.
neat.
xxvii
Structures & Figurative Language rubric
5 points
CATEGORY 20 points 15 points 10 points
Support for Relevant, Supporting Supporting Supporting
Topic telling, quality details and details and details and
(Content) details give the information are information are information are
reader relevant, but relevant, but typically
important one key issue several key unclear or not
information or portion of the issues or related to the
that goes storyline is portions of the topic.
beyond the unsupported. storyline are
obvious or unsupported.
predictable.
Focus on There is one Main idea is Main idea is The main idea
Topic clear, well- clear but the somewhat clear is not clear.
(Content) focused topic. supporting but there is a There is a
Main idea information is need for more seemingly
stands out and general. supporting random
is supported information. collection of
by detailed information.
information.
Introduction The The introduction The introduction There is no
(Organization) introduction is clearly states states the main clear
inviting, states the main topic topic, but does introduction of
the main topic and previews not adequately the main topic
and previews the structure of preview the or structure of
the structure of the paper, but is structure of the the paper.
the paper. not particularly paper nor is it
inviting to the particularly
reader. inviting to the
reader.
Sentence All sentences Most sentences Most sentences Sentences
Structure are well- are well- are well- lack structure
(Sentence constructed constructed constructed but and appear
Fluency) with varied with varied have a similar incomplete or
structure. structure. structure. rambling.
Capitalization Writer makes Writer makes 1 Writer makes a Writer makes

& Punctuation no errors in or 2 errors in few errors in several errors
(Conventions) capitalization capitalization or capitalization in
or punctuation, punctuation, but and/or capitalization
so the paper is the paper is still punctuation that and/or
exceptionally easy to read. catch the punctuation
easy to read. reader's that catch the
attention and reader's
interrupt the attention and
flow. greatly
interrupt the
flow.
Flow & All sentences Almost all Most sentences The sentences
xxviii
Rhythm sound natural sentences sound natural are difficult to
(Sentence and are easy- sound natural and are easy- read aloud
Fluency) on-the-ear and are easy- on-the-ear because they
when read on-the-ear when read sound
aloud. Each when read aloud, but awkward, are
sentence is aloud, but 1 or several are stiff distractingly
clear and has 2 are stiff and and awkward or repetitive, or
an obvious awkward or are difficult to difficult to
emphasis. difficult to understand. understand.
understand.
xxix
Making A Poster: Set Design, visualizing a concept rubric
CATEGORY 20 points 15 points 10 points 5 points
Attractiveness The poster is The poster is The poster is The poster is

exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout though it may poorly
design, and neatness. be a bit messy. designed. It is
layout, and not attractive.
neatness.
Mood Several of the One or two of The poster The poster
graphics used the graphics somewhat does not reflect
on the poster used on the communicates stated mood.
reflect a poster reflect the mood.
exceptional student However,
degree of creativity in verbal
student their creation explanation is
creativity in and/or display. needed for
their creation The poster clarification.
and/or communicates
display. The the mood
poster
obviously
communicate
s the mood
xxx
Compare – contrast chart rubric
CATEGORY 25 points 20 points 15 points 10 points

Sentence All sentences Most sentences Most Sentences lack
Structure are well- are well- sentences are structure and
(Sentence constructed constructed well- appear
Fluency) with varied with varied constructed incomplete or
structure. structure. but have a rambling.
similar
structure.
Capitalization Writer makes Writer makes 1 Writer makes Writer makes
& no errors in or 2 errors in a few errors in several errors in
Punctuation capitalization capitalization or capitalization capitalization
(Conventions or punctuation, punctuation, but and/or and/or
) so the paper is the paper is still punctuation punctuation that
exceptionally easy to read. that catch the catch the
easy to read. reader's reader's
attention and attention and
interrupt the greatly interrupt
flow. the flow.
Character Writer has Writer has two Writer has Writer has no
Traits three character character traits one character character traits
traits listed on listed on trait listed on listed on
character character chart. character character chart.
chart. chart.
xxxi
Preface
“Reading makes a full man; conference a ready man;

and writing an exact man.”
- Francis Bacon
Reading literature is one of the most interesting and beautiful experience of an

individual in college. It does not only enrich their knowledge of the different people of the
world but also helps them rediscover the beauty of life which they may have become
unmindful of it. It stimulates their sense of values and sharpens their imagination for
them to become creative and resourceful.
The purpose of this module is to develop the readers’ love of reading for
pleasure as well as enliven their spirits of responsibility and understanding humanity
which comprises the world. It enriches their understanding of the people’s culture,
traditions, beliefs, experiences and ways of life of the people where the literature
belongs.
Literature is a representation of life. Many beautiful memories of the past and the
present can be gleaned through the study of literature. In support to the national and
global collaboration, human experience can be a vehicle to achieve the fullness of man
by giving opportunities to learn, develop skills, be culturally conscious, and possess
moral integrity.
This module is designed to develop intercultural awareness and appreciation of

the literary arts among students. Through the various techniques employed by the
different literary sources of the selections covered in this material, the readers will be
able to compare styles and different approaches to language based on the way they are
presented.
This module is distinct because it has the following major parts:
Unit –Gives the specific lesson of the material.
xxxii
Epigraph/Essential Concept – Gives brief generalization about an important idea of the
unit.
Learning Outcomes – These are skill or competencies that the students are expected
to do after they will have finished reading the unit.
Pretest – A test given to measure learner’s prior knowledge.
Content – Provides a comprehensive discussion about the topics.
Learning Activities – This art is composed of outcomes-based activities which are
congruent to the learning targets in each unit.
Assessment – Serves as an evaluation part (traditional or performance-based tests).
.
Critical, analytical, and creative thinking are all encouraged in the study of the
different literary selections in this module. And since the most imporatant subject to
literature is life itself, may the users and readers of this material learn more about the art
of living through the immortal writings and experiences of those who lived and relieved
their own stories through literature.
To God be all the glory!!!
-Merlyn H. Arcamo
xxxiii
Acknowledgment
First and foremost, praises and thanks to God, the Almighty, for the knowledge
and wisdom and for the showers of blessings throughout my work to complete it
successfully.
I would like to say thanks to my friends and colleagues. I am also extending my

thanks to everyone who extended their help. I also would like to express my special
thanks of gratitude to our college dean Dr. Ramil C. Moroscallo.
I am overwhelmed in all humbleness and gratefulness to acknowledge my depth

to all those who have helped me to put these ideas, well above the level of simplicity and
into something concrete. Finally, my thanks go to all the people especially to Ms. Honey
Ann T. Bayron who extended her precious time with me and Mrs. Victoria B. Canoneo
who have supported me to complete this work directly or indirectly. I wish to express my
highest gratitude to the Author of all authors, Artist of all artists and Designer of all
designers – none other than God himself who is the source of strength and wisdom in
completing this work. All the Glory belongs to God alone who provided everything that I
need.
-Merlyn H. Arcamo
xxxiv
Contents
Copyright.......................................................................................................................................iii
Course Introduction.......................................................................................................................iv
COURSE SYLLABUS.........................................................................................................................vi
Learning Guide.............................................................................................................................xiv
LEARNING AGREEMENT..............................................................................................................xviii
Summative Assessment...............................................................................................................xxii
ASSESSMENT RUBRICS.................................................................................................................xxv
Preface.......................................................................................................................................xxxii
Acknowledgment......................................................................................................................xxxiv
Unit I – The Creative Dimensions of Literature...............................................................................1
Unit II– Journey into the Power of Imaginative Words.................................................................10
Unit III – Poetry Selections............................................................................................................17
REFERENCES.................................................................................................................................36
Glossary........................................................................................................................................39
Key Answer...................................................................................................................................40
Users’ Evaluation Form.................................................................................................................42
xxxv
POETRY BEYOND EVERYTHING
Unit I – The Creative Dimensions of Literature
Unit I – The Creative Dimensions

Literature of Literature
is derived from
the Latin term “literate” which means “letters”. It
is the enduring expression of significant human experiences in words well. These
are referred to as significant human stories that are passed from one generation
to another by word of mouth. It is also considered as the art using the language.
Some experts define it is the author’s ultimate expression of his thoughts and
feelings. Words are considered to be the flesh and blood of literature.
- Bautista
Learning Outcomes
At the end of this unit, you will be able to:

 Demonstrate your ability to connect in your knowledge and understanding.
 Demonstrate your respect for differences (class, race, gender) in your
knowledge.
Pretest
Vocabulary. Match the literary terms in column A with their meanings in column B. Write
only the letter of your answer.
A B
1. Literature a. representation of inanimate objects and abstracts

ideas.
2. Didactic b. imparts moral aspects which could bring
improvements in customs and norms of society.
3. Hieroglyphics c. enduring expression of significant human
experiences in words well – arranged.
4. Simile d. the flesh and blood of literature
5. Synecdoche e. the way how a particular work is presented in
terms of basic truths learned.
6. Hyperbole f. personality of the writer stamped in the worked
7. Personification g. Picture writing
8. Words h. comparison of two things using “like/as”
9. Intellectual Value i. word or phrase denoting an idea or subject in the
place of another to denote likeness between the two.
10. Style j. expression of symbolic fictional figures and
actions of truths or generalizations about human

experience.
k. form of metonymy which shows part representing
the whole
l. inordinate exaggeration according to which a
person or thing is depicted as being better or worse and
larger or smaller than the actual situation.
Content
Literature is considered as one of the most important forms of art that has ever
been invented. It has helped a lot in the development of early civilizations and the
modernization of the world as a whole. Experts also agree that literature is instrumental
in bridging the gap and differences among nations of different culture.

HISTORY OF LITERATURE
Literature began as soon as the different forms of writing were invented by the
early people who put into writing everything that they have observed in their
surroundings. Among the early forms of handwriting are:
 Cuneiform a form of writing made up of wedge-shaped characters.

 Hieroglyphics picture writing which were seen in some pyramids found in
egypt and in other ancient countries.
 Gilgamesh older existing literary work (2700-2000 B.C.) it is an ancient
text from Samaria that is considered to be older than
Greek and Roman Literatures.
AIMS OF LITERATURE
 Inspire and uplift the taste
A person gets to appreciate a literary work if it would inspire him to

become a better person.
 To read for pleasure
Reading is a very good pastime because people could learn a lot

from it. This activity enhances peoples’ perspective and thereby
enables them to think rationally and analyse things critically so
that one could come up with an informed opinion.
 Widens experiences

Experience, as it is said, is the best teacher. By reading these

literary texts, reader get to experience the things which they have
not encountered before.
 Broadens sympathies with other people
By reading certain literary works, we are, inspired to become

better individuals and be more compassionate towards other
people.
VALUES DERIVED FROM LITERATURE
Intellectual – the way how particular works is presented and what are the basic truths
realized.
Emotional – the personal appeal made to the reader. A particular literary work could
touch our soul by the emotional value that it carries and imparts.
Some of the authors define the values of literature as the following:
Aesthetic – concerns with the beauty enclosed in a particular
literary work, in terms of how it has been written, the lines and
most especially the message it conveys.
Didactic – this value of literature which imparts moral aspects in
which it can bring about improvement in the customs and norms of
the society.
Functional – defines the use of literature. Most writers use their
works as avenues in expressing their ideas and thoughts while
other works in order to echo their grievances a social and political
system either presently or in the past.
HOW TO STUDY LITERATURE
Since literature is a complex subject as there are many texts that must be understood
and analysed, the reader must be able to grasp the desired message that each work
tries to deliver. The following steps are the best ways to easily understand such literary
texts:
1. Read the text through once. These text must be read in details so as to
familiarize the reader to all the elements in the story such as the main characters
and plots.
2. Summarize each chapter using bullet points it is because it will be helpful in case
there may be revisions the future.
3. Profiling each main character will be helpful. Make sure to include important
details about the character as well as the things that he says or does and the link
he or she was able to establish with other characters.
4. Make detailed notes. Include in your notes the main themes and the importance
of each of the character in the story.

5. Read the text at least 3 times. This will aid the reader in an exam situation and
can thereby develop familiarity in the story line.
6. Study by heart the poems. It is important to know the basics of the poem such as
the structure, themes with the storyline.
7. Remember the important statements said by some of the main characters in the
story.
LITERARY STANDARDS
The following are the important standards that must be considered in studying
literature.
1. Artistry - it is a standard which appeals to the sense of beauty.
2. Intellectual value - it is a standard which can stimulate one’s intellect and
can enrich mental activity by realizing the basic
truths in life and human nature.
3. Suggestiveness – a good literary work moves and stirs deeply the feeling
and imaginations.
4. Spiritual value - literature elevates they spirit by bringing out moral values
which can motivate readers to become better
persons.
5. Permanence - a great work of literature endures.
6. Universality - a great literary piece is timeless and timely.
7. Style - it is the unique way in which a particular writer sees life,
forms his ideas, and presents them to the readers.
LITERARY GENRES
There are four literary genres;
1. Fiction - it is defined as narrative literary works whose content is
produced by the imagination and is not necessarily based
on fact.
2. Essay - it is a short literary composition that reflects the author’s outlook
or point of view.
3. Drama - a genre of literature that involve dramatic art in the way it is
represented.
4. Poetry - it is a verse and rhythmic writing with imagery that evokes an
emotional response from the reader.
INGREDIENTS OF LITERATURE
These refer to the important aspects in the literary work that writers must adhere to.

1. Form - it is verbal autistics structuring of ideas in any literary piece.

2. Subject - any work of literature is about something, and for this reason, it
has a subject.
3. Point of view - this referred to the angle of vision of the narrator – first person
omniscient, modified omniscient, etc.
FIGURES OF SPEECH
The use of figures of speech makes writing rich and interesting, it must however
observe four characteristics namely (Bargo, 2012):
1. Generally brief
2. Freshness (original and spontaneous)
3. Likeness and unlikeness to the original idea
4. Appropriateness and harmony of effect.
BASED ACCORDING TO LIKENESS

1. Simile – comparison of two things using “like/as”
2. Metaphor – word or phrase denoting an idea or object in place of another to
suggest a likeness between the two.
3. Personification – representation of inanimate objects or abstracts ideas as living
being or having human qualities.
4. Apostrophe – a device by which a writer addresses a person who is usually
either absent or deceased, an inanimate object, or an abstract idea.
5. Allegory – expression by means of symbolic fictional figures and actions of truth
or generalizations about human experience.
BASED UPON OTHER RELATIONS

1. Metonymy – it is the use of a word or phrase for another to which it bears an
important relation, an effect for the cause, that abstract for the concrete, and
similar constructions.
2. Synecdoche – it is a form of metonymy which shows part representing the
whole, the whole part, and the species for the genus or vice versa.
3. Hyperbole – it is a form of inordinate exaggeration according to which a
person or thing is depicted as being better or worse, larger or smaller than is
the actual case.
BASED UPON SENTENCE AND STRUCTURE
1. Climax – it is the arrangement of words, clauses, or sentence in the order of

importance from least to most.

2. Anti-climax – it is a sequence of ideas that abruptly diminish in dignity or

importance at the end of a sentence or passage used to get a satirical effect.
3. Irony – it is a dryly humorous or lightly sarcastic mode of speech in which words
are used to convey a meaning contrary to their literal sense.
4. Alliteration – it is the sound device in which consonant sounds at the beginning
of two or more consecutive words are repeated.
5. Antithesis – it is the just a position of two words , phrases, clauses, or sentence
contrasted or opposed in meaning in such a way as to give emphasis is to
contrasting ideas.
6. Paradox – it is a statement that seems contradictory or unbelievable but is
actually true in fact.

Learning Activities
Comprehension Check. Answer the questions correctly and coherently.
1. What is the importance of the figures of speech in literature?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. How important is literature in terms of the existence of civilizations and cultural

development?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Can literature be passed on from one generation to another? In what manner?

________________________________________________________________
________________________________________________________________
________________________________________________________________
4. What is significant feature of each of the literary genres?

________________________________________________________________
________________________________________________________________
________________________________________________________________
5. What is the best way of valuing a particular literary work?

________________________________________________________________
________________________________________________________________
________________________________________________________________
See rubrics on pages xxv to xxvi to be guided in this.

DO THIS!
 Make a poem using rhyme, rhythm, and
repetition to create especial sound effects.
 Notice the sounds and underline words at the
end of each line. See rubrics on page xxv to
be guided on this.
See rubrics on page xxvii to be guided in this.

Assessment
Post Test:
Directions: Identify what figure of speech applied in the following sentences: smile,
metaphor, metonymy, personification, irony, alliteration, apostrophe, paradox and
hyperbole. Write your answer in the space provided.
_______________ 1. He almost died laughing.

_______________ 2. O captain, my captain! Our fearful trip is done.
_______________ 3. You’re so lovely today; you look like Christmas tree.
_______________ 4. He is a walking encyclopedia.
_______________ 5. The volcano is very angry.
_______________ 6. Lend me your ears.
_______________ 7. A poem as lovely as a tree.
_______________ 8. His mind is like a sponge.
_______________ 9. He clasps the crag with crooked hands.
_______________ 10. Love’s pleasure drives his love away.
Thank you for completing the task. If you have not completed
the task, or you have difficulty in accomplishing the activity,
please send me a message to our group chat or gmail or you
may ask clarifications through a text message or phone calls
on the contact number included in your course guide.
You are now ready to proceed to Unit II. Enjoy
learning. Enjoy learning. Have a glorious day 

Unit II– Journey into the Power of Imaginative Words
Unit II– Journey into the Power of Imaginative Words
Poetry is a type of literature based on the interplay of words and

rhythm. It often employs rhyme and meter (a set of rules governing the number
and arrangement of syllables in each line). In poetry, words are strung together
to form sounds, images, and ideas that might be too complex or abstract to
describe directly (Audio) & Trailer, 2020).
Learning Outcomes

 Distinguish literary characteristics of epics or narrative poems from ancient
Mesopotamian/Egyptian literature to English Anglos-axon period;
 Deepen and strengthen their faith to Christianity and their spiritual life and
values.
Pretest
Multiple Choice
Directions: Poetry consist of ornaments and types. Choose what ornament and
what type of poetry are the following. Write only the letter of your answer.
1. A single line of poetry.

a. Line or Verse c. Feet
b. Meter d. Stanza
2. A group of verses forming a single unit.
a. Line c. Paragraph
b. Stanza d. Sentence
3. A poem of fourteen iambic pentameter lines.
a. Stanza c. Sonnet
b. Line or Verse d. Extended metaphor
4. The arrangement of words so that the accented syllables come at regular
intervals.
a. Theme c. Rhythm
b. Speaker d. rhyme scheme
5. Dividing a verse into its feet
a. Scansion b. Rhyme rhyme
c. Scheme d. Repetition.
6. A short narrative poem that tackles any subject.

a. Epic c. Metrical romance
b. Ballad d. Metrical tale

7. A narrative
a. Epicpoetry that is shorter in form and is less dignified
c. Metrical
in style.
romance
b. Ballad d. Metrical tale
8. A majestic type of lyric poetry, has an exalted mood in which expresses restrained
feeling, enthusiasm and deep reflection a particular person or thing.
a. Ode c. Sonnet
b. Elegy d. Song
9. A lyric poetry characterized by fourteen iambic pentameter lines that come into an
octave (8 lines), a sestet (6 lines), or into three quatrains (4 lines) a couplet (2
lines).
a. Ode c. Sonnet
b. Elegy d. Song
10. A poem in which the writer’s concern is focused more on the individual rather than
the matters of story.
a. Dramatic Monologue c. Soliloquy
b. Dramatic Poetry d. Character Sketch
Content
What is Poetry?
Poetry is the art of rhythmical composition, written or spoken, for exciting

pleasure by beautiful, imaginative or elevated thought. It is an expression of the author’s
feelings and thoughts in a figurative language. ("What Is World Literature?", 2020)
Characteristics of poetry
1. It is compact. The poet makes use of devices to project his thoughts, feelings
and emotions in fewer number of words.
2. It is figurative and metaphoric. It makes use of figures of speech and images.
3. It is rich in images. There are a lot words that evoke mental pictures.
4. It is rhythmic. Rhythm is produced by a regular occurrence of beats or stresses.
Ornaments of Poetry
1. Lie or verse : a single of poetry.
2. Stanza : a group of verses forming a single unit.
3. Rhythm : the arrangement of words so that the accented syllables come at
regular intervals,
4. Meter : the regular recurrence of accented and unaccented syllables.

5. Feet : groups of regularly recurring accented and unaccented syllables.

6. Rhyme : similarly of sound, usually at the end of lines. It is a matter of
pronunciation, not of spelling.
7. Scansion : dividing a verse into its feet
8. Assonance : vowel rhyme or a similarity of vowel sounds
Example: The Groves of Blarney, they look so charming.
And snowy summits old in story.
9. Alliteration : repetition of a sound at or near the beginning of words.
Example: the sun or any shall shaken
Nor any change of light;
Nor sound of water shaken
Nor any sound of sight
10. Onomatopoeia: fitting the sound to the meaning
Example: buzz, roar, howl, splash
11. Free verse : poetry which does not follow a regular pattern of rhythm.
12. Sonnet : a poem of fourteen iambic pentameter lines.
Types of Poetry
1. Narrative Poetry – a narrative poetry tells a story.

I. Epic – a long narrative kind of poem which deals with the
adventures and the heroic deeds of men.
II. Ballad – a narrative poetry which focuses on a person’s personal
feelings such as love, hate, jealousy, and revenge, more often it is
considered to be tragic.
III. Metrical romance – a narrative poetry that is shorter in form and
is less dignified in style.
IV. Metrical tale – a short narrative poem that tackles any subject.
2. Lyric Poetry – is the expression of the ideas and thoughts of the author with his
reflection and feelings.
I. Ode – a majestic type of lyric poetry, has an exalted mood in
which expresses restrained feeling, enthusiasm and deep
reflection a particular person or thing.
II. Elegy – a lyric poetry which has death as its subject and
expresses deep lamentation of the author.
III. Sonnet – a lyric poetry characterized by fourteen iambic
pentameter lines that come into an octave (8 lines), a sestet (6
lines), or into three quatrains (4 lines) a couplet (2 lines).
IV. Song – lyric poems which are meant to be sung.

3. Learning
Dramatic Activity
Poetry – is made up of poetic plays like tragedy, comedy,
farce or melodrama, dramatic monologues, and masques.
I. Dramatic monologue – a combination of drama
and poetry which presents the speech of a single character in a
specific situation at a critical moment.
II. The Soliloquy – it is a poem which the writer’s concern is focused
more on the individual rather than the matters of story.
III. Character Sketch – it is a poem in which the writer’s concern is
focused more on the individual rather than the matters of story.
The difference between the character sketch and the usual poem
written about people, is the “elements of suspense, conflict, or
tension incorporated in the former.
What Is Imagery in Poetry?

In poetry and literature, imagery is the use of figurative language to evoke a
sensory experience in the reader. When a poet uses descriptive language well, they play
to the reader’s senses, providing them with sights, tastes, smells, sounds, internal and
external feelings, and even internal emotion (2020).
What Is the Difference Between Blank Verse and Free Verse Poetry?
Free verse poetry has been popular from the nineteenth century onward and is
not bound by rules regarding rhyme or meter. Blank verse poetry came of age in the
sixteenth century and has been famously employed by the likes of William Shakespeare,
John Milton, William Wordsworth, and countless others. Unlike free verse, it adheres to a
strong metrical pattern (2020).
What Is Mimesis in Poetry?
Copying is something writers usually strive to avoid. And yet, the literary theory of
mimesis says that artists copy constantly, as a matter of necessity. Does this make their
art bad? Centuries of thinkers from Plato and Aristotle onwards have attempted to
answer this question by debating the nature of mimesis (2020).
What Is Enjambment in Poetry?
Poetry is a structured literary form, with patterns and rhythms that dictate the flow
of verses. Lineation in poetry is how lines are divided and where they end in relation to a
clause or thought. Having a line break at the end of a phrase or complete thought is a
regular and expected pattern in poetry. Poets subvert this expectation by using a
technique called enjambment (2020).

Direction: Briefly explain the following questions.

A. What is your understanding about imagery in poetry?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
B. Give the difference between narrative poetry, lyric poetry and dramatic
poetry?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
C. In your own words, what is poetry?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
See rubrics on pages xxv to xxvi to be guided in this.
DO THIS
A. Haiku is known distinctively for its shortness. If

you will
Not Intended for Publication. For classroom be givenpurposes
instruction a chance to lengthen a bit the
only.
poem with at last two stanzas more, what would it
be like? Lengthen the poem by adding two more
INDIVIDUAL WORK
See rubrics on page xxvii to be guided in this

Assessment
Post Test
Vocabulary. Direction: Match the literary terms in Column A with their meanings in
Column B.
A B
_____ 1. Enjambment a. the repetition of usually initial consonant

sounds in two or more neighboring
words or syllables
_____ 2. Mimesis b. the analysis of verse to show its meter
_____ 3. Onomatopoeia c. the use of words whose sound suggests
the sense
_____ 4. Scansion d. Imitation, Mimicry
_____ 5. Alliteration e. the running over of a sentence from one
verse or couplet into another so that
closely related words fall in different
lines
_____ 6. Elegy f. a poem, discourse, or utterance of a
character in a drama that has the
form of a monologue or gives the
illusion of being a series of unspoken
reflections
_____ 7. Ode g. the act of talking to oneself
_____ 8. Sonnet h. a fixed verse form of Italian origin of 14
lines that are typically 5-foot iambic
rhyming according to a prescribed scheme
_____ 9. Soliloquy i. a lyric poem usually marked by exaltation
of feeling and style, varying length of
line, and complexity of stanza forms
_____ 10. Rhyme j. a poem in elegiac couplets
k. poetical composition
Thank you for completing the task. If you have not

completed the task, or you have difficulty in accomplishing
the activity, please send me a message to our group chat or
gmail or you may ask clarifications through a text message
or phone calls on the contact number included in your
course guide.
You are now ready to proceed to Unit III. Enjoy
learning. Enjoy learning. Have a glorious day 

Unit III – Poetry Selections
Unit III – Poetry Selections

A poetry selection is often a compilation of several poems by one poet
to be published in a single volume or chapbook. A collection can include any
number of poems, ranging from to a several hundred poems. Typically the
poems included in single volume of poetry, or a cycle of poems, are linked by
their style or thematic material. Most poets publish several volumes of poetry
through the course their life while other poets publish one.
-T.S. Eliot's
Learning Outcomes

 Familiarize and understand the literary techniques used in the poem
 Compare and contrast diverse cultural and religious practices of the early people
as manifested as the aforesaid epics.
Pretest
Multiple Choice.
Directions: The 23rd Psalm is one of the world’s most loved pieces of religious
literature. How much do you know about this Psalm? Read each question carefully,
and then pick out the letter of your answer that best fits the questions.
1. According to Psalm 23, “The Lord is my Shepherd I shall not ________________.”

a. die
b. fear
c. thirst
d. want
2. What does the Shepherd use to anoint the head?

a. living water
b. myrrh
c. oil
d. tiger balm
3. How long will you dwell in the house in the Lord?

a. 40 days and 40 nights
b. a thousand years
c. forever
d. till the Judgement Day

4. In Psalm 23, with the Shepherd we will fear ________________.

a. no evil
b. no man
c. not even satan
d. not the future
5. What will follow you all the days of your life?

a. goodness and mercy
b. happiness and joy
c. joy and peace
d. love and mercy
6. Where does the Shepherd take the sheep to rest?

a. Chocolate Hills
b. Green pastures
c. Higher ground
d. Mount Zion
7. What are the Shepherd’s tools in the Psalm?

a. rod and staff
b. sling and five smooth stones
c. staff and club
d. sword and shield
8. According to Psalm, what does the Shepherd restore?

a. health
b. piece
c. soul
d. wealth
9. On what kind of paths does the Shepherd lead the sheep?

a. paths of gold
b. paths of goodness
c. paths of mercy
d. paths of righteousness
10. When the Shepherd prepares a table, who is present?

a. enemies
b. fair-weathered friends
c. God
d. The righteous

Content
From the book of Psalm 23
1. The LORD is my shepherd; I shall not want.

2. He maketh me to lie down in green pastures: he leadeth me beside the still
waters.
3. He restoreth my soul: he leadeth me in the paths of righteousness for his
name's sake.
4. Yea, though I walk through the valley of the shadow of death, I will fear no evil:
for thou art with me; thy rod and thy staff they comfort me.
5. Thou preparest a table before me in the presence of mine enemies: thou
anointest my head with oil; my cup runneth over.
6. Surely goodness and mercy shall follow me all the days of my life: and I will
dwell in the house of the LORD forever.
David (1010-965 BCE)

The psalms were written over a period of hundreds years,
beginning with the time of King David, and ending before
the destruction of the Temple in Jerusalem and the
subsequent Babylonian exile. The word “psalm” derives
from a Greek word that means “to pluck at screen”,
indicating that some of the psalms were chanted to the
accompaniment of a small harp-like instrument called the
lyre. “Psalm 23” is the best known-psalm in the Bible.

Literary Term Focus: PSALM

A Psalm is a sacred song or lyric poem. Most psalms were originally set to music
and performed during worship services in the temples of ancient Israel. In the Bible, the
Book of Psalm contains 150 sacred psalms.
Psalm 23 is one of the most well-known and beloved Bible chapters. Its contents
have been known to inspire people to remember God’s grace and guidance in times of
turmoil and difficulty. The scriptures held within are a powerful reminder that we have a
loving God who journeys alongside us as we navigate life’s many ups and downs.
THE MEANING OF PSALM 23: GOD GUIDES US

Psalm 23, which was penned by King David, opens by telling believers that God is a
“shepherd” who guides us along both green pastures and still waters, while restoring us
along the way.
“It should be the subject of grateful admiration that the great God allows himself to be
compared to anything which will set forth his great love and care for his own people,” he
wrote. “David had himself been a keeper of sheep, and understood both the needs of the
sheep and the many cares of a shepherd. He compares himself to a creature weak,
defenceless, and foolish, and he takes God to be his Provider, Preserver, Director, and,
indeed, his everything.”
Now, let’s dive into the scripture to see how these descriptions are presented.
Psalm 23: 1-3 (KJV) reads:
“The Lord is my shepherd; I shall not want. He maketh me to lie down in green pastures:
he leadeth me beside the still waters. He restoreth my soul: he leadeth me in the paths
of righteousness for his name's sake.”
These opening verses in Psalm 23 offer up important meaning about God’s power to
guide us no matter what circumstances we face. Often times, people call upon the Lord
when something is troubling them, but the first three verses make it clear that God is
always journeying with us.
PSALM 23 MEANING: DO NOT FEAR

Psalm 23 tells us to “fear no evil” and that God is with us, even when life gets
difficult. The final three verses are yet another powerful reminder of the goodness
of God and His love in our lives. Verses 4-6 (KJV) read:
“Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou
art with me; thy rod and thy staff they comfort me. Thou preparest a table before me in
the presence of mine enemies: thou anointest my head with oil; my cup runneth over.
Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the
house of the Lord for ever.”

In a chaotic and uncertain world, it’s easy to fear, especially when evils rage. But God
reminds us that, even in the shadow of death, the Lord offers comfort.When we seek the
Lord, we can find His will and live in the midst of His love. It is through seeking that we
find a loving God who is always willing to sustain us. This is the meaning of Psalm 23.
These verses provide comfort even in the midst of the storm, and it’s something that
Spurgeon also emphasized in his own writings on Psalm 23.
In a chaotic and uncertain world, it’s easy to fear, especially when evils rage. But God
reminds us that, even in the shadow of death, the Lord offers comfort.
When we seek the Lord, we can find His will and live in the midst of His love. It is
through seeking that we find a loving God who is always willing to sustain us. This is the
meaning of Psalm 23.
These verses provide comfort even in the midst of the storm, and it’s something that
Spurgeon also emphasized in his own writings on Psalm 23. (2020)

 Japan
A haiku poem has three lines, where the first and last lines have five moras, and
the middle line has seven. The pattern in this Japanese genre is 5-7-5. The mora is
another name for a sound unit, which is like a syllable, though there is a difference. As
the moras cannot be translated into English, they are modified, and syllables are used
instead. The lines of such poems rarely rhyme with each other
Features of Haiku
 It contains three lines.

 It has five moras (syllables) in the first line, seven in the second, and five in the
last line.
 It contains 17 syllables in total.
 A Haiku poem does not rhyme.
 Haiku poems frequently have a kigo, or seasonal reference.
 Haiku poems are usually about nature or natural phenomena.
 The poem has two juxtaposed subjects that are divided into two contrasting
parts.
 In English, this division between two parts can be shown by a colon or a dash.
Haiku
By Matsuo Basho
Spring
A hill without a name
Veiled in morning mist
On a bare branch
A rock roosts:
Autumn dusk
Clouds now and then

Giving men relief
From moon-viewing.

 India
The Ramayana is an
ancient Indian epic, composed
sometime in the 5th century BCE,
about the exile and then return of
Rama, prince of Ayodhya. It was
composed in Sanskrit by the sage
Maharshi Valmiki, who taught it to
Rama's sons, the twins Lava and
Kush. At about 24000 verses, it is
a rather long poem and, by
tradition, is known as the Adi
Kavya (adi = original, first; kavya
= poem). While the basic story is
about palace politics and battles with demon tribes, the narrative is interspersed with
philosophy, ethics, and notes on duty (Basu & Basu, 2020).
While in that other Indian epic, the Mahabharata, the characters are presented
with all their human follies and failings, the Ramayana leans more towards an ideal state
of things: Rama is the ideal son and king, Sita the ideal wife, Hanuman the ideal
devotee, Lakshman and Bharat the ideal brothers, and even Ravana, the demon villian,
is not entirely despicable.
Maharshi Valmiki, the author of the great

Indian epic Ramayana, was a Hindu sage who
lived around the beginning of the first millennium
B.C. he is referred as the “adikavi,” the original
creator of the Hindu “sloka”—a verse form in
which most of the great works such as Ramayana,
Mahabharata, Puranas are composed.
Note: Please read the Indian epic the “Ramayana”

 China
The Analects meaning "Selected

Sayings", also known as the Analects
of Confucius, is an ancient Chinese
book composed of a large collection
of sayings and ideas attributed to the
Chinese philosopher Confucius and
his believed to have been compiled
and written by Confucius's followers.
It is believed to have been written
during the Warring States period
(475–221 BC), and it achieved its
final form during the mid-Han dynasty
(206 BC–220 AD). By the early Han
dynasty the Analects was considered
merely a "commentary" on the Five Classics, but the status of the Analects grew to be
one of the central texts of Confucianism by the end of that dynasty ("Analects", 2020).
Confucius believed that the welfare of a country depended on the moral
cultivation of its people, beginning from the nation's leadership. He believed that
individuals could begin to cultivate an all-encompassing sense of virtue through ren, and
that the most basic step to cultivating ren was devotion to one's parents and older
siblings. He taught that one's individual desires do not need to be suppressed, but that
people should be educated to reconcile their desires via rituals and forms of propriety,
through which people could demonstrate their respect for others and their responsible
roles in society.
Confucius taught that a ruler's sense of virtue was his primary prerequisite for
leadership. His primary goal in educating his students was to produce ethically well-
cultivated men who would carry themselves with gravity, speak correctly, and demo
nstrate consummate integrity in all things.
Who Was Confucius?
Confucius, also known as Kong Qui or K’ung Fu-
tzu, was a Chinese philosopher, teacher and
political figure. His teachings, preserved in the
Analects, focused on creating ethical models of
family and public interaction and setting
educational standards. After his death,
Confucius became the official imperial
philosophy of China, which was extremely
influential during the Han, Tang and Song
dynasties ("Confucius", 2020).

 Greece
Who wrote the Iliad?
“The Iliad“ is an epic poem by the ancient Greek poet Homer, which recounts
some of the significant events of the final weeks of the Trojan War and the Greek siege
of the city of Troy (which was also known as Ilion, Ilios or Ilium in ancient times). Written
in the mid-8th Century BCE, “The Iliad” is usually considered to be the earliest work in
the whole Western literary tradition, and one of the best known and loved stories of all
time.
The story covered by “The Iliad” begins nearly ten years into the siege of Troy by
the Greek forces, led by Agamemnon, King of Mycenae. The Greeks are quarrelling
about whether or not to return Chryseis, a Trojan captive of King Agamemnon, to her
father, Chryses, a priest of Apollo. When Agamemnon refuses and threatens to ransom
the girl to her father, the offended Apollo plagues them with a pestilence ("THE ILIAD -
HOMER - POEM: STORY, SUMMARY & ANALYSIS", 2020)
Although attributed to Homer, “The Iliad” is clearly dependent on an older oral
tradition and may well have been the collective inheritance of many singer-poets over a
long period of time (the historical Fall of Troy is usually dated to around the start of the
12th Century BCE).
Homer was probably one of the first generation of authors who were also literate,
as the Greek alphabet was introduced in the early 8th Century BCE, and the language
used in his epic poems is an archaic version of Ionic Greek, with admixtures from certain
other dialects such as Aeolic Greek.
However, it is by no means certain that Homer himself (if in fact such a man ever
really existed) actually wrote down the verses.

“The Iliad” was part of a group of ancient poems known as the “Epic Cycle”, most
of which are now lost to us, which dealt with the history of the Trojan War and the events
surrounding it. Whether or not they were written down, we do know that Homer‘s poems
(along with others in the “Epic Cycle”) were recited in later days at festivals and
ceremonial occasions by professional singers called “rhapsodes“, who beat out the
measure with rhythm staffs.
The main theme of the poem is that of war and peace, and the whole poem is
essentially a description of war and fighting. There is a sense of horror and futility built
into Homer‘s chronicle, and yet, posed against the viciousness, there is a sense of
heroism and glory that adds a glamour to the fighting: Homer appears both to abhor war
and to glorify it. Frequent similes tell of the peacetime efforts back home in Greece, and
serve as contrasts to the war, reminding us of the human values that are destroyed by
fighting, as well as what is worth fighting for.

Note: Please read the epic “Iliad” by Homer

 Greece
The Odyssey of Homer is a Greek epic poem that tells of the return journey of
Odysseus to the island of Ithaca from the war at Troy, which Homer addressed in The
Iliad. In the Greek tradition, the war lasted for ten years. Odysseus then spent a further
ten years getting home in the face of hostility from Poseidon, god of the earth and sea
("Guide to the Classics: Homer's Odyssey", 2020).
Odysseus’s return to his island, however, is
not the end of his woes. He finds that 108 young
men from the local vicinity have invaded his house
to put pressure on his wife Penelope to marry one
of them. A stalemate exists, and it is only resolved
by a bow contest at the end of the poem, which
then leads to a slaughter of all the suitors by
Odysseus and his son Telemachus. Peace on the
island is eventually restored through the
intervention of Athena, goddess of wisdom, victory
and war.
The quest of Odysseus to get back to his
island and eject the suitors is built on the power of
his love for home and family. This notion of love
conquering fear and hatred is a common theme in
Greek quest mythology.
The Odyssey, like the Iliad, is divided into
24 books, corresponding to the 24 letters in the
Greek alphabet. Within the middle section of the
poem (Books 9-12), Odysseus describes all the Penelope, waiting on Ithaca. Painted
challenges that he has faced trying to get home. by Domenico Beccafumi circa 1514.
These include monsters of various sorts, a visit to
the afterlife, cannibals, drugs, alluring women, and
the hostility of Poseidon himself. These challenges resemble those of earlier heroes like
Heracles and Jason. In the Iliad, the hero Achilles faces no such challenges, indicating
that the Odyssey has a very different idea of heroism.
The Greek poet Homer is credited with being the first to write down the epic
stories of 'The Iliad' and 'The Odyssey,' and the impact of his tales continues to
reverberate through Western culture.
Who
Was Homer?

The Greek poet Homer was born sometime between the 12th and 8th centuries BC,
possibly somewhere on the coast of Asia Minor. He is famous for the epic poems The
Iliad and The Odyssey, which have had an enormous effect on Western culture, but very
little is known about their alleged author (2020).
Note: Please read the epic “Odyssey” by Homer
 France
The Ballad of Dead Ladies

François Villon (1431–1463?)
Tell me now in what hidden way is

Lady Flora the lovely Roman?

Where’s Hipparchia, and where is Thais,
Neither of them the fairer woman?
Where is Echo, beheld of no man,
Only heard on river and mere,—
She whose beauty was more than human?
But where are the snows of yester-year?
Where’s Heloise, the learned nun,
For whose sake Abeillard, I ween,
Lost manhood and put priesthood on?
(From love he won such dule and teen!)
And where, I pray you, is the Queen
Who willed that Buridan should steer
Sewed in a sack’s mouth down the Seine?
White Queen Blanche, like a queen of lilies,

With a voice like any mermaiden,—
Bertha Broadfoot, Beatrice, Alice,
And Ermengarde the lady of Maine, —
And that good Joan whom Englishmen
At Rouen doomed and burned her there,—
Mother of God, where are they then?
Nay, never ask this week, fair lord,

Where they are gone, nor yet this year,
Except with this for an overword,—
Who was François Villon?
François Villon named his poem "Ballade." His editor, Clément Marot (1496-
1544), lengthened the title to "Ballade des dames du temps jadis" in a 1533 edition of
Villon's poems (Les Oeuvres de Françoys Villon). One may translate the title of the
poem in many ways, including “Ballad of the Ladies of Bygone Days," “Ballad of the

Ladies of Times Past," and “Ballad of the Ladies of a Distant Age." In the nineteenth
century, English poet Dante Gabriel Rossetti—who himself wrote many famous poems,
such as "The Blessed Damozel"—translated the title as "Ballad of the Dead Ladies,"
taking the liberty of rendering temps jadis as dead. Literally, temps jadis means a remote
or distant age or a time long ago. As used by Villon, the term can include the ancient age
of mythology, as well as the historical past.
But Rossetti's use of the word dead works well in his translation of the title: It is
brief and to the point, and the historical ladies of the poem are, after all, quite dead.
Rossetti's translation of the entire poem, which appears on this page, is probably the
finest rendering of it in English. His translation of ballade as ballad may be justified
because of the presence of the refrain.
THE BALLAD OF THE DEAD LADIES "Ballade des dames du tempsjadis“ in a 1533
edition of Villon's poems (Les Oeuvres de Françoys Villon). ... But Rossetti's use of the
word dead works well in his translation of the title: It is brief and to the point, and the
historical ladies of the poem are, after all, quite dead (Saculo, 2020).
 U.S.A
To Helen
By Edgar Allan Poe
Helen, thy beauty is to me

Like those Nicéan barks of yore,
That gently, o'er a perfumed sea,
The weary, way-worn wanderer bore
To his own native shore.
On desperate seas long wont to roam,

Thy hyacinth hair, thy classic face,

Thy Naiad airs have brought me home
To the glory that was Greece,
And the grandeur that was Rome.
Lo! In yon brilliant window-niche

How statue-like I see thee stand,
The agate lamp within thy hand!
Ah, Psyche, from the regions which
Are Holy-Land!
‘To Helen’ is one

confusingly, Poe went on to write another poem
with the same title. The ‘To Helen’ we
reproduce below is, however, the famous and
celebrated one. It was first published in 1831 in
Poems of Edgar A. Poe, which appeared when
Poe was still in his early twenties, although Poe
made a few tweaks to the poem in 1845 – it is
the final version that appears below. In this
post, we offer some notes towards an analysis
of ‘To Helen’ in terms of its form, metre,
language, and meaning ("A Short Analysis of
Edgar Allan Poe’s ‘To Helen’", 2020).
"To Helen" is
Poe. The 15-line poem was written in honor of
Jane Stanard, the mother of a childhood friend.
 Philippines
God said, "I made a man

Jose Garcia Villa
Out of clay—
But so bright he, he spun
Himself to brightest Day
Till he was all shining gold,

And oh,
He was lovely to behold!
But in his hands held he a bow

Aimed at me who created

Him. And I said,
‘Wouldst murder me
Who am thy Fountainhead! '
Then spoke he the man of gold:

‘I will not
Murder thee! I do but
Measure thee. Hold
Thy peace.' And this I did.

But I was curious
Of this so regal head.
‘Give thy name! '—‘Sir! Genius.'"
What does the poem "God said, I made a Man" is implying?
The poem "God said, I made a man", is all about how the beautiful creature that
God made, turned into something indifferently (brainly.ph/question/1031081). The
creature or the man changed drastically that he failed to appreciate God
(brainly.ph/question/2609134). It can also be understood in the poem how God created
the man, out from a clay and in his image and likeness. More so, it implies that we
should always be thankful to God, the creator (2020).
Who wrote or authored the poem "God said, I made a man"?
The author of the poem is Jose Garcia Villa. Jose Garcia Villa has a collection
of prominent works, from poems to stories (brainly.ph/question/822992).Jose Garcia
Villa is the one who introduced the comma poems and reversed consonance rhyme
scheme. Hence, he was known for his poems containing lots of punctuations. It was
injected in the poem in an innovative and poetic way (2020).
Who was José Garcia Villa?
José Garcia Villa was born in Manila in 1908. He attended
the University of the Philippines, but he was suspended in
1929 after publishing a series of erotic poems, titled “Man-
Songs,” in the Philippines Herald Magazine. That same
year, he won a short story contest through the Philippines
Free Press and used the prize money to travel to the United
States, where he studied at the University of New Mexico.
From New Mexico, Villa moved to Greenwich Village in
New York City. There, he became the only Asian poet in a
community that also consisted of E. E. Cummings, W. H.
Auden, and other modernist poets. In 1933 his Footnote to
Youth: Tales of the Philippines and Others (Charles

Scribner’s Sons) became the first book of fiction by a Filipino author published by a
major United States-based press.
Villa also continued to publish in the Philippines, and his poetry collections Many
Voices (Philippine Book Guild) and Poems (The Philippine Writers’ League) appeared in
1939 and 1941, respectively. In 1942 he published his first poetry collection in the United
States, Have Come, Am Here (Viking Press), which was a finalist for the 1943 Pulitzer
Prize. He went on to publish several more poetry collections in the Philippines, including
Poems in Praise of Love (A. S. Florentino, 1962), and two in the United States, Selected
Poems and New (McDowell Obolensky, 1958) and Volume Two (New Directions, 1949).
Villa was the recipient of numerous honors and awards, including a Guggenheim
Fellowship, a Philippines Heritage Award, a Poetry Award from the American Academy
of Arts and Letters, a Rockefeller Foundation Fellowship, and a Shelley Memorial Award.
In 1973 he was named a National Artist of the Philippines, and he also served as a
cultural advisor to the Philippine government. He died in New York City on February 7,
1997. ("About José Garcia Villa | Academy of American Poets", 2020)
 Nigeria
FUTURE PLANS
Wole Soyinka
Two for Mc'iavelli, Three~
The meeting is called Breaking speed
To odium: Forgers, framers Of the truth barrier by a
Fabricators Inter- swooping
National. Chairman detention decree
A dark horse, a circus nag turner
blinkered Sprinter
Projects in view:
Mach three Mao Tse Tung in league
We rate him~~one for the knife With Chiang Kai. Nkrumah
Makes a secret

Pact with Verwood, sworn by Golda Mier. Castro drunk

Hastings Banda With Richard Nixon
Contraceptives stacked beneath
Prove:Arafat the papal Bunk
In flagrante cum ....and more to come.
Who was Wole Soyinka?
Wole Soyinka is a Nigerian writer, political activist, and the first African to receive
a Nobel Prize in Literature. In this lesson we'll learn about his history, works, and
influence. Some writers are driven by their imagination to write fiction or fantasy. Other
writers, like Wole Soyinka, write because they are driven to make a statement about
their culture or circumstances.
Born in Nigeria in 1934, Wole Soyinka lived on a mission compound where he

learned the Christian ways of his parents and the Yoruba ways of his paternal
grandfather. The culture and language of the Yoruba is the basis for much of Soyinka's
writing. These cultures played a large role in the work that would be the mainstay of his
social and political voice .

Learning Activities
A. Vocabulary. Match the underlined words in Column A with their

appropriate meanings in Column B.
A B
_____ 1. Haiku is a vivid image of life. A. to give up

_____ 2. King Darasatha decided to religuish B. firm in purpose
his throne and proposed that Rama C. full of life lively
should be the next king.
_____ 3. “He will be like a pole-star, D. violent, anger
which remains steadfast
in its place…”
_____ 4. Achilles goes berserk with E. to afflict or cause
grief and rage. worry
_____ 5. Apollo punished the Greeks by F. an agreement
Sending them a plague.
_____ 6. Who willed that Buridan should steer. G. to look at
_____ 7. “Wouldst thou murder me who am H. to sweep
thy Fountainhead!” through air
_____ 8. "Of the truth barrier by the swooping, I. source of
detention decree….” anything
_____ 9-10 “on desperate seas long wont to roam, J. guide or control
Thy hyacinth hair, thy classic face.” K. noticed or
observed
L. beyond hope,
causing despair
M. serving a standard
of traditional
excellence

Assessment
DO THIS
A. Make a comparison and contrast essay about

the epic. How are they similar? How are they
different? You can see the following rubric to
assess your work.
B. Write poems that are fun and nonthreatening.

You can see the following rubric to assess your
work.
For A see rubrics on page xxxi and B page xxvii to be guided in this.

Post Test
Directions: In the Column A below are allusions from “To Helen”. In the Column B are
provided before each allusion. Write only the letter of your answer.
Column A Column B
_____ 1. Helen a. Poe’s ideal of grandeur
_____ 2. Nicean b. the most beautiful woman in the
world
_____ 3. “Weary, way-worn wanderer” c. a water nymph
_____ 4. Hyacinth d. a symbol of the soul
_____ 5. Naiad e. Poe’s ideal of Glory
_____ 6. Greece f. Odysseus
_____ 7. Rome g. for Poe, the realm of literature and
imagination
_____ 8. Psyche h. a flower named after a Greek
youth
_____ 9. Holy Land I. where Poe’s imaginary ship came
from
Thank you for completing the task. If you have not completed
the task, or you have difficulty in accomplishing the activity,
please send me a message to our group chat or gmail or you
may ask clarifications through a text message or phone calls
on the contact number included in your course guide.
Enjoy learning. Enjoy learning. Have a glorious day


REFERENCES
About José Garcia Villa | Academy of American Poets. (2020). Retrieved 2 September
2020, from https://poets.org/poet/jose-garcia-villa
Analects. (2020). Retrieved 2 September 2020, from

https://en.wikipedia.org/wiki/Analects#:~:text=The%20Analects%20(Chines
A Short Analysis of Edgar Allan Poe’s ‘To Helen’. (2020). Retrieved 2 September 2020,
from https://interestingliterature.com/2016/11/a-short-analysis-of-edgar-allan-
poes-to-helen/
Basu, A., & Basu, A. (2020). Ramayana. Retrieved 2 September 2020, from
https://www.ancient.eu/The_Ramayana/#:~:text=The%20Ramayana%20is%20a
n%20
Carl Sandburg | American poet and historian. (2020). Retrieved 28 September 2020,
from https://www.britannica.com/biography/Carl-Sandburg
Carl Sandburg Facts. (2020). Retrieved 28 September 2020, from
https://biography.yourdictionary.com/carl-sandburg
Charles Baudelaire | French author. (2020). Retrieved 28 September 2020, from
https://www.britannica.com/biography/Charles-Baudelaire
Christopher Marlowe | English writer. (2020). Retrieved 28 September 2020, from
https://www.britannica.com/biography/Christopher-Marlowe
Confucius. (2020). Retrieved 2 September 2020, from
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shakespeare

Glossary
Ballad – is the shortest and simplest form of poetry which tells a single incises not
written in verse.
Biography – is a written story about a person’s life.
Couplet – is the two successive rhyming of verse.
Drama – is a literary form presented on stage.
Dramatic Monologue – is a long speech monopolizing conversation in a play.
Fiction – is a form of literature using imaginary characters or events such as novels or
short stories.
Free Verse – is a poem that does not follow any fixed pattern; it has no rhyme, no fixed
stanza form, and no fixed pattern.
Genre – is the major division of literature such as prose, poetry, and drama.
Lyric Poem – is a kind of poetry intended to be sung to the accompaniment of a lyre. It
is highly musical expressing feelings of a single speaker.
Melodrama – is a musical play arousing emotion with happy ending of the principal
characters.
Narrative Poetry – is a long descriptive poem about life and events which may be real
or imaginary.
Novel – is a long fiction with elements similar to short stories with a plot that explores
the character in conflict. Being longer than a short story, it may have one or more
subplots.
Ode – is a poem of a noble feeling and expression of dignity to someone loved.
Psalms – are songs of praise to God and to the Virgin Mary.
Rhythm – is the rise and fall in the flow of sound in a speech. It is the patterns of
stresses in spoken or written language.
Soliloquy - an act of speaking one's thoughts aloud when by oneself or regardless of
any hearers, especially by a character in a play.
Sonnet – is a fourteen line lyric poem usually written in iambic pentameter lines.

Key Answer
MIDTERM COVERAGE
Unit I Pretest Unit II Pretest Unit III Pretest
1. J 1. A 1. D
2. B 2. B 2. C
3. G 3. C 3. C
4. H 4. C 4. A
5. K 5. A 5. A
6. L 6. D 6. B
7. A 7. C 7. A
8. I 8. A 8. C
9. E 9. C 9. D
10. F 10. D 10. A
FINAL COVERAGE
Unit I Pretest Unit II Pretest Unit III Pretest
1. C 1. C 1. C
2. A 2. A 2. B
3. B 3. B 3. B
4. A 4. A 4. B
5. D 5. D 5. A

A. Student’s Personal Record.

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Mother’s Name: _____________________ Occupation: _________________________
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Number of Siblings: ________ I am the _________ of the family.
I am staying with my _____________________________________________________
Are you a working student? ___________ If yes state your work ___________________
Mobile Phone Number(s): _________________________________________________
Email Address: __________________________________________________________
Facebook Account Name: _________________________________________________
In case of Emergency, please call_____________________________________

with his/her contact number__________________________________.
List of Subject Loads

S.Y: ________________
Subjects
First Semester Remarks Second Semester Remarks
I hereby admit that all of the facts and information above are true and accurate
______________________________
SIGNATURE OVER PRINTED NAME

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Poetry Beyond Everything

Jose Rizal Memorial State University

ALL RIGHTS RESERVED. No part of this covered by the

Page and Cover

JOSE RIZAL MEMORIAL STATE UNIVERSITY

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte

Main Campus, Dapitan City

Registration No. 62Q17082

COLLEGE OF ARTS AND SCIENCES

PROGRAM : Bachelor of Science in Hotel Management

DEPARTMENT : College of Arts and Sciences

INSTRUCTOR/PROFESSOR : MERLYN H. ARCAMO

Pre-Requisite/s: None Course Code LIit1 Day & Time :

Unit Credit: 3 units Room :

VISION A dynamic and diverse internationally recognized university.

E – xhibit relevant and responsive competencies across disciplines towards

X – enial delivery of services;

C – ommunicate ideas proficiently in both written and spoken form,

E –ngage in lifelong learning;

L –ead effectively and efficiently amidst socio-cultural diversity;

E – embody professional, social and ethical responsibilities;

N – urture a harmonious environment;

C – onserve and promote Filipino cultural heritage; and

E – valuate their contribution to the local and global communities.

40% - Performance (synthesis reports, memos, research article)

Midterm Grade = 100%of the Midterm Grade

Prepared: Noted: Noted: Approved/Disapproved:

Date:August 25, 2020 Date:August 25,2020 Date: Date:

Date Revised: _____________

Week Unit Title Activities

August 24 – September 28, Reading of Learning

December 11-15, 2020 University Week

December 16-18, 2020

In order to perform all the learning activities and accomplish the

Feedback Modality and Communication Mechanisms

Feedback system will be facilitated through text messaging. If you need to

The term grade is computed using the formula:

Person/Office Email address CP number

Course Title: Lit 1 SY/ Sem: 2020-2021/ 1st Semester

Introduction and Rationale:

Title of Assessment: Poem Making

Introduction and Rationale:

This activity will also be a verbal composition designed to convey

Title of Assessment: Compare – Contrast Chart

Introduction and Rationale:

This activity will also be a verbal composition designed to convey

Comparison and contrast essay rubric

CATEGORY 20 points 16 points 12 points 8 points 4 points

Capitalization Writer makes Writer makes 1 Writer makes a Writer makes

CATEGORY 20 points 15 points 10 points 5 points

Attractiveness The poster is The poster is The poster is The poster is

CATEGORY 25 points 20 points 15 points 10 points

“Reading makes a full man; conference a ready man;

Reading literature is one of the most interesting and beautiful experience of an

This module is designed to develop intercultural awareness and appreciation of

This module is distinct because it has the following major parts:

Unit –Gives the specific lesson of the material.

I would like to say thanks to my friends and colleagues. I am also extending my

I am overwhelmed in all humbleness and gratefulness to acknowledge my depth

Unit I – The Creative Dimensions of Literature

Unit I – The Creative Dimensions

At the end of this unit, you will be able to: