Lesson

1 Feeling for Others

What’s In
Life Lessons in Literature

In Literature, we learn lessons about others’ lives especially when reading different
literary pieces like short stories, poems or essays. And eventually we learn to appreciate and
value the varied circumstances we can relate to.

Task 1: Words to Ponder!

Directions: Match the following words in Column A with their appropriate meanings in Column
B. Write only the letter of your answer.

Column A Column B
1. paraphernalia A. a narrative text taken from the author’s own imagination
B. imaginative and creative written work that help to
2. lottery
understand people, societies, events and culture
3. hoarding C. a brief fictional work that can be read in one sitting
4. defiant D. a shortened version of the story’s original text written in your
own words
5. tradition E. openly resistant
6. literary text F. long established belief passed from one generation to
another
7. short story G.hiding a large amount of supply of something
8. poetry H.a condensed and concentrated form of literature, saying
most in the fewest number of words
9. fiction
I.miscellaneous articles
10. plot summary J.a process whose outcome or success is governed by
chance

What I Need to Know

Learning Objectives:
At the end of this lesson, you are expected to:
1. analyze literature as a means of valuing other people and their various
circumstances in life;
2. explore thoughts expressed in the selections to gain insights; and
3. relate the select texts content to particular social issues or concerns regarding the
values of other people’s lives.

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What’s New

Task 2: News for the day!

Directions: Read the article below and answer the questions listed after. Write all your answers
in your activity notebook.

Ninety-two years ago, the “Young Turk” regime ordered the executions of civic
leaders and intellectuals, and Turkish soldiers and militia forced the Armenian population to
march into the desert, where more than a million died by bayonet or starvation.

That horror helped galvanize Raphael Lemkin, a Polish Jew to invent the word
genocide, which was defined not as the extermination of an entire group but rather as a
systematic effort to destroy a group.

Source: (From English Expressways Textbook for Third Year) Samantha Power, Commentary, Time, Vol. 170, No.17,
October 29, 2007, p. 19.

1. What is the article all about?

2. What do you feel about the message conveyed?
3. Do you think that it was right to execute people whom you don’t like?
4. How will you value the lives of other people?

What’s More
Task 3. Poetic Justice
Directions: “Death, Not Be Proud” is a poem by John Donne which also talks about death.
Read and analyze how the persona views death.

Death, Be Not Proud

by; John Donne

1 Death, be not proud, though some have called thee

2 Mighty and dreadful, for thou art not so;
3 For those whom thou think'st thou dost overthrow
4 Die not, poor Death, nor yet canst thou kill me.
5 From rest and sleep, which but thy pictures be,

6 Much pleasure; then from thee much more must flow,

7 And soonest our best men with thee do go,
8 Rest of their bones, and soul's delivery.
9 Thou art slave to fate, chance, kings, and desperate men,

10 And dost with poison, war, and sickness dwell,

11 And poppy or charms can make us sleep as well
12 And better than thy stroke; why swell'st thou then?
13 One short sleep past, we wake eternally
14 And death shall be no more; Death, thou shalt die.

Source: (A Journey Through Anglo-American Literature, p. 162)’ downloaded from

http://www.poetryfoundation.org/poem/173363

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Comprehension Check:

1. To whom is the poem was addressed to?

2. Why did the poet call death a slave? Which lines support your claim?
3. Was the poet worried at the thought of his mortality in the poem?
4. What is the meaning of eternity in “Death, Not Proud”?
5. What are the two things that death is being compared to in the poem?

What I Have Learned

Task 4. Learn and Apply!

Directions: On a short bond paper, write two paragraphs about a friend, a neighbour, a relative
or anybody who experienced lost due to death of a loved-one. Then from his/her experience,
you have valued it most because your own life has been touched at the same time. Use the
rubrics given below to guide you in developing your ideas into a paragraph.

Point Value 5 points 3 points 2 points 1 point

Main idea Interesting, original Clearly stated topic Acceptable topic Missing, invalid, or
topic sentence, sentence sentence presents inappropriate topic
reflecting thought and presents one main one idea. sentence; main idea
insight; focused on idea. is missing.
one interesting main
idea.
Supporting Interesting, concrete Examples and details Sufficient number Insufficient, vague, or
Sentences and descriptive relate to the topic and of examples and undeveloped
examples and details some explanation is details that relate to examples.
with explanations that included. the topic.
relate to the topic.
Organization of Thoughtful, logical Details are arranged Acceptable No discernible
ideas progression of in a logical arrangement of pattern of
supporting examples; progression; examples; organization;
Mature transitions appropriate transitions may be Unrelated details; no
between ideas. transitions. weak. transitions.
Style in Writing Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or
distinctive voice; Clear sentences with some variety in Inappropriate tone;
pleasing variety in varied structures; sentence Awkward, unclear, or
sentence structure; Effective diction. structures; incomplete
Vivid diction, precise Adequate diction sentences; Bland
word choices. and word choices. diction, poor word
choice.
Grammar Consistent standard Some errors, but A few errors in Distracting errors in
English usage, none major, in usage, usage, spelling, or usage, spelling, or
spelling, and spelling, or punctuation (3-4) punctuation
punctuation. No punctuation. (1-2)
errors.

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What I Can Do
Task 5: Express Yourself More!
Directions: Choose and draw any object that would symbolize HOPE to each one of us amidst
this COVID19 PANDEMIC. Then explain the meaning or message behind that symbol. Observe
the following guidelines below in doing your task.

RUBRICS FOR GRADING

Criteria 4 3 2 1
Element of The art work The art work The student did The student did
Design shows that the shows that the the assignment the minimum or
student applied student applied in a satisfactory the art work was
the principles the principles manner, but lack never completed
discussed in discussed in of planning is
class in a class adequately evident.
unique manner
Creativity The student The student The student’s The piece
work work work lacked shows little or no
demonstrates a demonstrates originality. evidence of
unique level of originality original thought
originality
Effort The student The student The student The student did
gave an effort completed the finished the not finish the
far beyond the project in an project, but it work in a
requirements of above average lacks finishing satisfactory
the project manner, yet touches or can manner.
more could have be improved
been done. upon with little
effort.
Skill The artwork is The student The student The student
outstanding and showed above showed average showed poor
was finished average craftmanship craftmanship or
with a great deal craftmanship and lack of
of patience. and understanding understanding
understanding.
Responsiveness The student The student The student The student
displayed a displayed a displayed a displayed a
positive positive negative negative
response all of response most response at response
the time during of the time times during the throughout the
the during the development of development of
development of development of the piece. the piece
the piece. the piece

Summary
A literary text is a “written work that helps to understand people, societies, events and
culture”, oftentimes in the form of a short story, poem, novels, essays and other creative and
imaginative work.
The literary texts chosen in this module expressed different views about death as well as
the value of life. We specifically value life when we lose someone. The experience of losing
people who are important to us challenges us and yet from the sad experience of others around
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us, we learn to realize that we are not alone in this world. Ironically, too, these experiences make
us stronger and encourage us to go on living despite the challenges we face every day.
Henceforth, you should always remember that behind every difficulty is a lesson to be learned.

Assessment (Post Test)

Task 6
Directions: Copy the Venn Diagram below and use it to compare and contrast the views about
death and sacrifice presented in at least two (2) of the three (3) literary selections.

Death, The
Be Not Proud Hunger Games

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Key to Answer
What Life is!

Task 1: A Picture of a Thousand Words

Possible Emotions: challenged, determined, angry, sad

What’s In

Task 2: Words to Ponder

1. I 3. G 5. F 7. C 9. A
2. J 4. E 6. B 8. H 10. D

Task 3: Poetic Justice (Comprehension Check)

1. The poem is addressed to death (personified as someone)

2. Because death holds no power over man as
a. death can be brought about by fate, chance, kings, desperate men, poison, war,
sickness, poppy (drugs) or charms (lines 9-11)
b. death is the gateway to eternal life (afterlife) where there is no more death
3. No, he believes that there is still life after death
4. Life does not end in death. Rather it is the first step to eternal life or what is known
as the “afterlife”, “heaven” or “paradise”
5. Rest and sleep

Assessment (Post Test)

•

Death, The
Be Not Proud Hunger Games
 Need for human
 Death should not be sacrifice
feared  “lottery”

 Annual ritual is through

“games” where
“champions” fight to the
 Death is brought about
death
through the actions of
men  Winners do not die,
rather they are rewarded

*Answers may vary and students may add valid points.

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 Lesson
Features of Anglo-
2 American Literature
What I Need to Know
Following the track of your journey, you are to be guided by this objectives;

1. Identify the features of sonnets, dramatic poetry, vignettes and short stories
2. Point out the elements in the short story.
3. Express appreciation for sensory images used in the poem.

What I Know (Pre- Test)

Directions: Let us determine how far you can recall .Write the letter of the correct answer in
your activity notebook.

1. What is a sonnet?
a. a fourteen line rhyming poem c. a type of villanelle
b. a sixteen line unrhymed poem d. a longer version of the Haiku

2. Which of the following is NOT a type of sonnet?

a. English sonnet c. Draconian sonnet
b. Italian sonnet d. Petrarchan sonnet

3. Which of the following is true?

a. Sonnets are a type of ballad c. Villanelles are simple, short poems
b. Ballads are often adapted to song d. Villanelles are a type of sonnet

4. What is a characteristic of the sonnet?

a. It is iambic pentameter c. it has an octave and sestet
b. It rhymes d. All of the above

5. The vantage point from which a story is told is

a. chronological order c. plot
b. point of view d. conflict

6. A story that presents events in the time sequence in which they occurred one right after
the other is called
a. plot c. conflict
b. chronological order d. foreshadowing

7. A vignette provides insight about an important element of a story, such as

a, the setting c. an idea
b. a character d. all of the above

8. A vignette is a/n ________ scene.

a. long c. iconic
b. short d. none of the above

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9. The time and place of a story, play, or narrative poem is called
a. point of view c. climax
b. resolution d. setting

10. The final part of the story in which the conflict is resolved and the story is brought to a
close is called
a. resolution c. omniscient
b. setting d. mood

What’s In
Take a look on the infograhics below. Can you spot items to be learned?

Source: www.tweetspeakpoetry.com/
www.pinterest.com

Task 1
Directions: Based on the infograhics, create a word out from the jumbled letters. Write the
answers in your activity notebook.

1. nonets _______ 6. emeht _________

2. tolp _______ 7. retcarahc _________
3. tilcfcon _______ 8. naeraepsekahs _________
4. gnittes _______ 9. iewv fo tniop _________
5. signveett _______ 10. horts torsy _________

What’s New
In the previous lessons, you have demonstrated your understanding of the important,
self- concepts alongside the essential Anglo-American literary concepts.
Now you will learn more of these concepts.

A Sonnet is a one-stanza, 14-line poem, written in iambic pentameter and with a strict
rhyme scheme. The primary difference between a Shakespearean sonnet and
a Petrarchan sonnet is the way the poem's 14 lines are grouped. Rather than employ
quatrains, the Petrarchan sonnet combines an octave (eight lines) with a sestet (six lines)
Take a look at the examples of sonnets in literature.

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 Italian or Petrarchan sonnet was introduced by 14th century Italian poet Francesco
Petrarch.
“Being one day at my window all alone,
So manie strange things happened me to see,
As much as it grieveth me to thinke thereon.
At my right hand a hynde appear’d to mee,
So faire as mote the greatest god delite;
Two eager dogs did her pursue in chace.
Of which the one was blacke, the other white:
With deadly force so in their cruell race
They pincht the haunches of that gentle beast,
That at the last, and in short time, I spide,
Under a rocke, where she alas, opprest,
Fell to the ground, and there untimely dide.
Cruell death vanquishing so noble beautie
Oft makes me wayle so hard a desire.”

The rhyme scheme of a Petrarchan sonnet features the first eight lines, called an
octet, which rhymes as abba–abba–cdc–dcd. The remaining six lines are called a sestet,
and might have a range of rhyme schemes.

A Shakespearean sonnet is generally written in iambic pentameter, in which there

are 10 syllables in each line. The rhythm of the lines must be as below:

“From fairest creatures we desire increase,

That thereby beauty’s rose might never die.
But as the riper should by time decease,
His tender heir might bear his memory:
But thou, contracted to thine own bright eyes,
Feed’st thy light’s flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world’s fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, mak’st waste in niggarding.
Pity the world, or else this glutton be,
To eat the world’s due, by the grave and thee…”

The rhyme scheme of the Shakespearian sonnet is abab–cdcd–efef–gg, which is

difficult to follow. Hence, only Shakespeare is known to have done it.
(Source: https://www.masterclass.com/articles/what-are-the-different-types-of-sonnets-4-main-types-of-sonnets-with-examples)

B. Dramatic poetry encompasses a highly emotional story that's written in verse and meant
to be recited. It usually tells a story or refers to a specific situation. This would include
closet drama, dramatic monologues, and rhyme verse.

“My Last Duchess” is a dramatic monologue written by Victorian poet Robert

Browning in 1842. In the poem, the Duke of Ferrara uses a painting of his former wife as a
conversation piece. The Duke speaks about his former wife's perceived inadequacies to a
representative of the family of his bride-to-be, revealing his obsession with controlling others
in the process. Browning uses this compelling psychological portrait of a despicable character
to critique the objectification of women and abuses of power.
(Source: http://acip.sd79.bc.ca/vocab_sheets/short_story_terms.pdf)

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C. Literally, vignette is a French word that means “little vine.” The printers, during the
nineteenth-century, would decorate their title pages with drawings of looping vines. Hence,
the derivation of this term is that source of drawings. Contemporary ideas from the scenes
shown in television and film scripts also have influenced vignettes.

Sample vignette:

In Our Time (By Ernest Hemingway)

“Maera lay still, his head on his arms, his face in the sand. He felt warm and sticky
from the bleeding. Each time he felt the horn coming. Sometimes the bull only
bumped him with his head. Once the horn went all the way through him and he
felt it go into the sand … Maera felt everything getting larger and larger and then
smaller and smaller. Then it got larger and larger and larger and then smaller and
smaller. Then everything commenced to run faster and faster as when they speed
up a cinematograph film. Then he was dead.”

In this impressionistic sketch, the author gives an illustration of the character Maera,
who is a bullfighter that dies from injures inflicted by a bull.
(Source: https://literarydevices.net/vignette/)

D. Short stories tend to be less complex than novels. Usually, a short story will focus on
only one incident, has a single plot, a single setting, a limited number of characters, and covers
a short period of time.
(Source: http://acip.sd79.bc.ca/vocab_sheets/short_story_terms.pdf)

E. Elements of a Short Story

1. A character is a person, or sometimes even an animal, who takes part in the action of a
short story or other literary work.
2. The setting of a short story is the time and place in which it happens. Authors often use
descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense
of setting.
3. A plot is a series of events and character actions that relate to the central conflict.
4. The conflict is a struggle between two people or things in a short story. The main character
is usually on one side of the central conflict.
On the other side, the main character may struggle against another important character,
against the forces of nature, against society, or even against something inside himself or
herself (feelings, emotions, and illness).
5. The theme is the central idea or belief in a short story.
(Source: https://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html#:~:text)

Task 2. Prose into poetry

Directions: Write a 10-line poem and observe rhyme scheme on it.

Summary
The sonnets of Petrarch and Shakespeare represent, in the history of this major poetic
form, the two most significant developments in terms of technical consolidation—by renovating
the inherited material—and artistic expressiveness—by covering a wide range of subjects in
an equally wide range of tones. Both writers cemented the sonnet's enduring appeal by
demonstrating its flexibility and lyrical potency through the exceptional quality of their poems.

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 The prominent characteristics of Anglo-American dramatic poetry include heroic
actions and codes of conduct, Christian ideals and various figures of speech to enhance the
diction.

Vignettes—poetic slices-of-life—are a literary device that bring us deeper into a

story. It steps away from the action momentarily to zoom in for a closer examination of a
particular character, concept, or place.

Thus, a short story is a genre of English Literature which can be read in single sitting
and is quite less as compared to fiction.

Finally, studying Anglo-American literature encompasses understanding society who

can only improve by analysing the writing in any culture.

Assessment (Post-Test)
Directions: Write an appropriate letter/s/phrase/s in your activity notebook.

1. The Petrarchan sonnet is also known as the _______ sonnet.

2. The Shakespearean sonnet is also known as the ______ sonnet.
3. How many lines does a sonnet have?____
4. Climax is…
a. events that make up a story
b. setting and characters
c. the exploding part of story/turning point of story
d. the solution to the problem

5. The exposition
a. introduces the reader to the characters and setting
b. is the part of the story when the conflict is resolved
c. is the part of the story where a character changes
d. is the part of the story where the events help the reader understand what the
conflict is

6. The character who is in conflict with the protagonist

a. protagonist c. flat character
b. antagonist d. round character

7. A series of events that build up to the climax

a. falling action c. introduction
b. rising action d. conclusion

8. A common thread or idea in the story

a. irony c. symbolism
b. theme d. flashback

9. Rhythm gives poetry a __________ quality

a. musical c. old-fashioned
b. important d. difficult

10. A vignettes usually has ______ short scenes, moments, or impressions about a
character, an idea, a theme, a setting or an object.
a. 1-2 b. 1-3 c. 1-4 d. 1-5

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Key to Answers

Pre-test Task 1 Post-test

1. a 1. sonnet 1. Italian
2. c 2. plot 2. English
3. b 3. conflict 3. 14
4. d 4. setting 4. c
5. b 5. vignettes 5. a.
6. b 6. theme 6. b
7. d. 7. character 7. b
8. b 8. Shakespearean 8. b
9. d 9. Point of View 9. a
10.a 10. Short Story 10. a

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