Page 1 : 21st Century Literature, from the Philippines and, the World, Quarter 1 – Module 3:, Context and Text’s Meaning

Page 2 : 21st Century Literature from the Philippines and the World, Alternative Delivery Mode, Quarter 1 – Module 3: Context and Text’s Meaning, First Edition, 2020, Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the, Government of the Philippines. However, prior approval of the government agency or office, wherein the work is created shall be necessary for exploitation of such work for profit. Such, agency or office may, among other things, impose as a condition the payment of royalties., Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,, etc.) included in this module are owned by their respective copyright holders. Every effort, has been exerted to locate and seek permission to use these materials from their respective, copyright owners. The publisher and authors do not represent nor claim ownership over, them., Published by the Department of Education, Secretary: Leonor Magtolis Briones, Undersecretary: Diosdado M. San Antonio, Development Team of the Module, Writers: Lydia S. Villanueva and Butch C. Cabanig, Editors: Alson Rae F. Luna, Reviewers: Abigail P. Asunto and Catherine A. Costoy, Illustrator: Mary Grace Santos, Layout Artist: Jennifer U. Cruz, Management Team: Wilfredo E. Cabral, Job S. Zape Jr., Eugenio S. Adrao, Elaine T. Balaogan, Fe M. Ong-ongowan, Christopher D. Diaz, Lualhati O. Cadavedo, Gemma G. Cortez, Leylanie V. Adao, Cesar Chester O. Relleve, , Printed in the Philippines by ________________________, Department of Education – Region IV-A CALABARZON, Office Address:, Telefax:, E-mail Address:, , Gate 2 Karangalan Village, Barangay San Isidro, Cainta, Rizal 1800, 02-8682-5773/8684-4914/8647-7487, [email protected]

Page 3 : 21st Century Literature, from the Philippines and, the World, Quarter 1 – Module 1, Context and Text’s Meaning

Page 4 : Introductory Message, For the facilitator:, Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module, on Context and Text’s Meaning., This module was collaboratively designed, developed, and reviewed by educators, both from public and private institutions to assist you, the teacher, or facilitator in, helping the learners meet the standards set by the K to 12 Curriculum while, overcoming their personal, social, and economic constraints in schooling., This learning resource hopes to engage the learners in guided and independent, learning activities at their own pace and time. Furthermore, this also aims to help, learners acquire the needed 21st-century skills while taking into consideration, their needs and circumstances., Also, you will see this box in the body of the main text in this module:, , Notes to the Teacher, This contains helpful tips or strategies, that will help you in guiding the learners., , As a facilitator, you are expected to orient the learners on how to use this module,, encourage and assist them as they do the tasks, and track their progress while, allowing them to manage their learnings., For the learner:, Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module, on Context and Text’s Meaning., The hands are one of the most symbolized parts of the human body. They are often, used to depict skill, action, and purpose. Through your hands, you may learn,, create, and accomplish. Hence, the hands in this learning resource signify that, you, as a learner, are capable and empowered to successfully achieve the relevant, competencies and skills at your own pace and time. Your academic success lies in, your own hands!, This module was designed to provide you with fun and meaningful opportunities, for guided and independent learning. You will be enabled to process the contents of, the learning resource while being an active learner., , ii

Page 5 : This module has the following parts and corresponding icons:, What I Need to Know, , This will give you an idea of the skills or, competencies you are expected to learn in, the module., , What I Know, , This part includes an activity that aims to, check what you already know about the, lesson to take. If you get all the answers, correct (100%), you may decide to skip this, module., , What’s In, , This is a brief drill or review to help you link, the current lesson with the previous one., , What’s New, , In this portion, the new lesson will be, introduced to you in various ways such as a, story, a song, a poem, a problem opener, an, activity or a situation., , What is It, , This section provides a brief discussion of, the lesson. This aims to help you discover, and understand new concepts and skills., , What’s More, , This comprises activities for independent, practice to solidify your understanding and, skills of the topic. You may check the, answers to the exercises using the Answer, Key at the end of the module., , What I Have Learned, , This, includes, questions, or, blank, sentence/paragraph to be filled in to, process what you learned from the lesson., , What I Can Do, , This section provides an activity which will, help you transfer your new knowledge or, skill into real life situations or concerns., , Assessment, , This is a task which aims to evaluate your, level of mastery in achieving the learning, competency., , Additional Activities, , In this portion, another activity will be given, to you to enrich your knowledge or skill of, the lesson learned. This also tends retention, of learned concepts., , Answer Key, , This contains answers to all activities in the, module., , iii

Page 6 : At the end of this module you will also find:, , References, , This is a list of all sources used in, developing this module., , The following are some reminders in using this module:, 1. Use the module with care. Do not put unnecessary mark/s on any part of, the module. Use a separate sheet of paper in answering the exercises., 2. Don’t forget to answer What I Know before moving on to the other activities, included in the module., 3. Read the instruction carefully before doing each task., 4. Observe honesty and integrity in doing the tasks and checking your, answers., 5. Finish the task at hand before proceeding to the next., 6. Return this module to your teacher/facilitator once you are through with it., If you encounter any difficulty in answering the tasks in this module, do not, hesitate to consult your teacher or facilitator. Always bear in mind that you are, not alone., We hope that through this material, you will experience meaningful learning, and gain deep understanding of the relevant competencies. You can do it!, , iv

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Page 8 : What I Need to Know, This module was designed and written with you in mind. It is here to help you fully, understand literary contexts and the text’s meaning. The scope of this module, permits it to be used in many different learning situations. The language used, recognizes the diverse vocabulary level of students. The lessons are arranged to, follow the standard sequence of the course. But the order in which you read them, can be changed to correspond with the textbook you are now using., MELC: Discuss how different contexts enhance the text’s meaning and enrich the, reader’s understanding., This module helps you specifically develop a skill to discuss how the different, literary social and socio-cultural contexts enhance the text’s meaning and enrich, the reader’s understanding., After going through this module, you are expected to:, , 1. identify words, ideas, structure, and purpose of the text;, 2. explore the different social and socio-cultural contexts to enhance and, enrich the understanding of the text; and, 3. appreciate the importance of understanding the literary context and its, meaning to one’s own life experiences., , What I Know, Choose the letter of the best answer. Write the chosen letter on a separate, sheet of paper., 1. Dom Caruso is a trained sniper. He used a Mauser during his training, and in his real combat. Mauser is used for the long-range target., Mauser is a _______., a. long rifle, b. automatic rifle, c. high-velocity automatic rifle, d. German high-velocity automatic rifle, 2. Park Seo Joon starred in Itaewon Class showed in the Netflix., a. The actor who was chosen for the sub -role, b. The actor that performed outstandingly, c. The principal actor who played the chief role, d. The principal actor who played the second lead role, 1

Page 9 : 3. After the birth of Jesus, the Three Wise Men followed a guiding star to, Bethlehem., a. A natural luminous celestial body visible in the sky at night, b. A waning fortune or fame, c. A prominent spark at night, d. A figure with many sides, 4. Roman Catholic Christians believe that souls of those who die in, God’s grace went to purgatory for cleansing of past sins., a. A place where intense sufferings are being experienced, b. A place which is humid and dry, c. Intermediate state after death for expiatory purification of souls, d. A state of after death where hopes grow, 5. Mt., , Everest, located at Maha langur Himal, a subrange of, Himalayas, with its height of 29,029 ft is the roof of the world ., a. An extended limit, b. the highest point, c. an upper limit, d. extremely high point, , the, , 6. A virus like Covid-19, can be easily transmitted to another person who has close, contact with the carrier. A person who has weak immunity and pre-existing, health conditions may experience a bitter death. Covid-19 patients can recover, if he/she is not immune-compromised. Which statement must be true?, a. A Covid-19 virus is not fatal., b. Not all Covid-19 patients die., c. All patients can recover., d. Bitter death is an easy death., 7. Almost all companies send employees to an all-expense-paid seminar. But the, year 2020, a travel and seminar plan is a blur to every company. Until 2021,, travel plan is vaguely known to be allowed. Which statement must be false?, a. When a company sends you to a seminar, you do not pay for it., b. In the year 2020, any travel for leisure is not allowed., c. In the year 2021, it is clear that travel will be allowed., d. Travel tourism will suffer in 2020., 8. Korean food lovers love the smooth and ruddy crimson color of the chili paste, called, gojuchang. All ripe chilies are ruddy. Red tomato is ripe. Tomato is ___., a. Reddish-brown, b. Orange, c. Red-orange, d. Ruddy, 9. Covid-19 virus brought chaos to the world. People were ordered to stay at home, during the lockdown. During this time, many felt that they were in purgatory., The situation makes them feel temporary suffering and misery. Which, statement must be true?, a. Covid-19 brought disorder to the world., b. Covid-19 virus forced the people to stay home., c. Lockdown brought suffering and misery., d. Purgatory, in that sentence, depicts cleansing from sin., , 2

Page 10 : 10. Padre F. Faura founded the Manila 0bservatory, where celestial and, astronomical events were observed., All modern structures are made of, concrete. Observatory is a structure. Observatory is made of _____., a. structure, b. concrete, c. light material, d. modern design, 11. Zamboanga Hermosa Festival is a month-long religious celebration. The opening, ceremony is the annual Regata de Zamboanga, where 200 Vinta paddlers, compete. As the vintas’ move the sail shiver. What makes the sail shiver?, a. The force of the paddle, b. The gust of the wind, c. The movement of the paddler, d. The wave of the sea, 12. The little children of Arnulfo family played inside the receiving area. The, receiving area was a house to the antique collection. They played a touching, ball. In an attempt to strike the opponent, the ball hit the jar on the corner, stand. What do you think happened?, a. The ball hit the ceiling., b. The vase punctured the ball several times, c. The ball went into the mouth of the vase., d. The antique was knocked down and shattered into many small, pieces., 13. The statements of the two Cabinet Secretaries collided. The first gave a point of, view, which was opposing view of the latter. What would be the impact on the, readers of the report?, a. The readers applause the Secretaries for the job well done., b. The readers got confused about the clashing of ideas., c. The readers felt that there is harmony between the two., d. The readers realized that the ideas blend well., 14. The Narra trees planted on both sides of the national highway in Pangasinan, roofed the entire stretch of the highway. The shade gives a cool ambiance to, the motorists. How does this looks?, It looks like a garland hanging on the road., a. The canopy of leaves and branches appear embracing., b. The leaves and branches look like a hot air balloon., c. The leaves and branches appear praying., 15. The red sports car was running at high speed along the expressway in Batangas, when suddenly a group of cows appeared from somewhere. The car swerved, hard and went- off the road. What do you think happened next?, a. The car rested safely on the side of the road., b. The car stopped and continued to travel, c. The car flew and collided with a tree., d. The car flew, bounced, and ran again., , 3

Page 11 : Lesson, , 1, , Context and Text’s Meaning, , Reading literary pieces becomes a challenge to a student like you. But as the years, go by, changes happened even in the literary genre. Understanding the selection, you read takes time, but if you will familiarize yourself with the context of the, literary piece, appreciation comes along., , What’s In, Let us recall the previous lesson you have studied in Module 2. From the, conventional and modern genre of literature: poetry, drama, fiction, non-fiction,, 21st-century literary genres were presented to you. Fill out the organizer by, writing LETTERS only under columns 2 & 3, write WORDS under column 4. Note:, two letters may be repeated as you answer the grid., GENRE, , SIMILARITY/IES, , DIFFERENCES, , 1, , 2, , 3, , SAMPLE, ( write the title/words), 4, , 1.Manga, 2.Graphic novel, 3.Blog, 4.Doodle fiction, 5.Hyper poetry, 6.Text-talk novel, a. Make use of web or internet connection., b. A website containing short articles called posts updated regularly by the, same person or by people interested in the same topic., c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the, page much as traditional poetry does, or may contain parts of the poem that, move and mutate., d. All make use of illustration in presenting stories., e. An artistic storytelling style originated in Japan., f. Encompasses non-fiction works and thematically linked short stories as well, as fictional stories across a number of genres., g. Literary presentation where doodle writing and drawings are incorporated., h. Stories told almost completely in dialogue simulating social network, exchanges., 4

Page 12 : What’s New, , Below is a poem written by Danton Remoto, a Filipino author. Read and try to, discover what this poem wants to convey. Then, answer the essential questions, that follow., Padre Faura Witness The Execution of Rizal, Author: Danton Remoto, (Poetry), I stand on the roof, Of the Ateneo municipal,, Shivering, On this December morning., Months ago,, Pepe came to me, In the observatory., I thought we would talk, About the stars, That do not collide, In the sky:, Instead, he asked me about purgatory, (His cheeks still ruddy, From the sudden sun, After the bitter winter, In Europe, , And on this day, With the years beginning to turn,, Salt things my eyes., I see Pepe,, A blur, Between the soldiers, With their Mausers raised, And the early morning’s, Star:, Still shimmering, Even if millons of miles away,, The star itself, Is already dead, , Essential Questions:, 1. Who are the characters in the poem? Write a piece of short information, about each character., ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 2. Who speaks in the poem? Extract a sentence from the poem to prove your, answer., ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 3. Discuss the form/structure of the poem., ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 5

Page 13 : 4. What was the situation when Padre Faura stood in the balcony of Ateneo de, Manila?, ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 5. What was the situation of our country based on the poem? Prove your, answer by extracting a line from the poem., ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 6. To whom the poem is addressed? Explain your answer., ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 7. How do you feel while reading the poem, that Padre Faura witnessed the, execution of his former student?, ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 8. What was the feeling displayed by the author in the poem?, ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, 9. What was the message that Danton Remoto wanted to convey in this poem?, ______________________________________________________________________, ______________________________________________________________________, ______________________________________________________________________, , What is It, Context originates from the notion of weaving together. It is defined as the, circumstances that form the setting of events, statements, or ideas and in the way, of which it can be fully understood and assessed. Reading a literary piece may, contribute to the production of the author and the reception of the reader as they, appreciate and explore., •, , The writer's context is knowing about the writer's life, values,, assumptions, gender, race, race, sexual orientation, and the political, and economic issues related to the author., , •, , Reader's context is about the reader's previous reading experience,, values, assumptions, political and economic issues., , 6

Page 14 : •, , The text's context is about its publishing history. It is part of the, larger text such as newspaper, history, events, translated in it., , •, , Social context and socio-cultural of a text feature the society in which, the characters live and in which the author's text was produced., , In this lesson, you will unravel what goes with the poem., The structure of the poem refers to words that are put together or arranged, such that they make sense., Imagery is creating a picture in the reader's mind by using words that, appeal to the senses. There are types of Imagery that are used in this, module. (Menoy 2016)), , •, , Visual imagery produced by the use of words that appeal to the, sense of sight., , •, , Auditory Imagery produced by the use of words that appeal to the, sense of hearing., , •, , Kinesthetic imagery produced by the use of words that appeal to, the actions and movement., , Literary Techniques are methods the author or writer of a literary piece, used to convey what they want to impart to the reader, such as Flashback, where the events have taken place before the present time the narration is, following., , What’s More, Activity 1. Understanding the Text, To understand a piece of literature, answering the given questions enable the, readers to appreciate literature more., Multiple Choice. Read each question. Choose and write the letter of the best, answer on a separate sheet of paper., 1. Who was Fr. F. Faura to Jose Rizal?, a. His godfather, b. His uncle, c. His teacher, d. His friend, , 7

Page 15 : 2. What was the nickname given to Jose Rizal mentioned in the poem?, a. Star, b. Mauser, c. Ruddy, d. Pepe, 3. Why Padre Faura expected that they would talk about the stars?, a. Because Padre Faura worked in the observatory, b. Because Pepe was a star, c. Because Pepe just arrived from Europe, d. Because Pepe was fascinated in the observatory, 4. Why Padre Faura was in the observatory when Pepe visited him?, a. It was the only place where they could talk., b. He was in-charged in the observatory., c. The observatory was near the Ateneo De Manila, d. The observatory was near Bagunbayan., 5. Why instead of stars, Pepe asked about purgatory to Padre Faura?, a. Pepe was interested in the after-life., b. Padre Faura was sick., c. Pepe was hopeless, d. Pepe was about to be executed, , Asessment 1. Getting familiar with texts’ meaning, Direction: Read the poem and make the necessary responses to the following, instructions given below., Earnest wish, by, Lydia S. Villanueva, I will, Count the multitude of stars, The leaves in all the branches, The flock of birds perched in the, loft, The blades of grass in the meadow, And the cogon flowers in the air., , I will, Tend the garden, Rearrange the stones in a pile, Weed the grass in the field, Harvest the fruits in season, And do again all of these., , I will, Listen to the sound of breeze, To the rustling of leaves, To the chirping of birds, To the buzzing of the bees, To the flapping of butterfly’s wings., , Let us, Bring the front liners back home, Fight the unforeseen enemy, Help the new beginning, Contribute to the humanity, Flatten the curve, Stay at home!, , 8

Page 16 : 1. A multitude gathered along with Wan Chai District in Hongkong to protest, the new policy there and to call to ban some products. Thousands of, protesters were arrested. Multitude in this sentence means_______., a. A few in number of people, b. A great number of people, c. Some people, d. Several numbers of people, 2. In the poem, Earnest Wish, identify the words that suggest the meaning of, the word, multitude., _______________________, Multitude, , _______________________, _______________________, _______________________, , 3. The author used imagery in the poem, such as visual, auditory, and, kinesthetic imagery. Write the words that suggest:, _______________________, Visual, Imagery, , _______________________, _______________________, _______________________, _______________________, , Auditory, Imagery, , _______________________, _______________________, _______________________, , _______________________, , Kinesthetic, Imagery, , _______________________, _______________________, _______________________, , 4. Discuss the structure of the poem, the stanza, lines, rhyme scheme., ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 9

Page 18 : Assessment 2. Finding the Purpose, 1. What was the situation when the author wrote this poem?, ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 2. How did the author present the events in the poem?, ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 3. How did the author present her willingness to attain her fervent wish?, ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 4. What nearly impossible things or difficult tasks the author was willing to do?, ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 5. What do you think was the main reason why the author wrote this piece?, ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, , Activtity 3. Knowing Author’s Context, Lydia Sapitanan-Villanueva hails from the agricultural town of Imus,, Cavite. Her parents were farmers and her residence is in the midst of the, agricultural property of her in-laws in Malagasang 1A, City of Imus. She, holds a Doctor of Philosophy in Southeast Asian Studies from Centro, Escolar University and Master of Arts in Teaching Language and Arts from, Philippine Normal University. She is currently the Vice-President and one, of the founders of School Paper Advisers Movement, Inc., a national nonprofit organization of campus journalists and advisers with members from, elementary to college. She is also a CPD resource speaker for Action, Research., Dr. Villanueva is a Master Teacher 1 since she joined Department of, Education in 2016. During the pandemic caused by Covid-19 and during, community quarantine, Dr. Villanueva wrote several poems including, Earnest Wish. Her profound love for writing started during her primary, years. She always believes that experiences and surroundings play a, strong influence on the prolific mind of a writer. Write now or forget it, forever drives her to write about her environment., , 11

Page 19 : Reflect on the importance of a biographical context in understanding a text., 1. Discuss the environment that surrounds the author while writing the poem., Prove your answer., ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 2. Discuss the occurring event in the society during that time that influences, the author in writing the poem., ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, 3. Discuss the message of the author in the poem., ___________________________________________________________________________, ___________________________________________________________________________, ___________________________________________________________________________, , What I Have Learned, Reading and appreciating literature can be made possible by understanding the, context and text’s meaning., •, , During the reading, there was recognition and recall., o, o, o, o, o, , o, o, , I recall that Dr. Jose Rizal was shot in _______________. (place), During this time, the Philippines was under the _______ government., The purpose of the poem was to ______________________________., The author wrote the poem for the____________________________., The poem was based on the historical perspective. Recalling our past, as Filipinos, what was the most trying moment of Jose Rizal during, those time? _____________________________________________., With that challenging situation, Dr. Jose Rizal was able to write two, novels ________________________________________________________., As you read the poem, what experiences in life can you consider, challenging and why?_______________________________________________., , 12

Page 20 : •, , Values, assumptions, political and economic issues, and events related to, the author and reader play a significant role in understanding context and, the text’s meaning in a literary piece., , What I Can Do, Directions: Write a two-stanza poem using visual imagery. Describe your, surrounding that mostly influences your line of thought., , ________________________________, , __________________________________, , ________________________________, , __________________________________, , ________________________________, , __________________________________, , Rubrics for Poem, , Form, , Word Usage, , Mental, Image, , Beginning, 1, Uses an, inappropriate, poetic form., Student’s use of, vocabulary is very, basic., , Developing, 2, May use an, appropriate, poetic form., Vocabulary is, very basic., Student’s use of, vocabulary is, more telling, than showing., , Accomplished, 3, Effectively uses an, appropriate poetic, form., Student’s use of, vocabulary is, routine and, workable., , Uses few mental, image., , Uses some, mental image, , Uses mental image, to reinforce the, theme., , Exemplary, 4, Creatively uses an, appropriate poetic, form., Student’s use of, vocabulary is, precise, vivid, and, paints a strong clear, and complete, picture in the, reader’s mind., Effectively uses, mental to reinforce, the theme., , Score, , Assessment, Multiple Choice. Read each statement. Choose and write the letter of the, best answer on a separate sheet of paper., 1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was, _______., a. Danton Remoto, b. Dr. Jose Rizal, c. Padre Faura, d. You, , 13

Page 21 : 2. The mood of the poem was _______., a. Mournful, b. Delightful, c. Joyful, d. Mysterious, 3. The speaker was shivering while standing in the roof because _______., a. He was dizzy., b. It was cold., c. It was December., d. It was high., 4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe., This literary device is called _______., a. Prophecy, b. Symbolic, c. Flashbacking, d. foreshadowing, 5. Pepe came from Europe where winter was bitter. His face became ruddy, because _______., a. He was exposed to humiliation, b. He was exhausted., c. He was not accustomed to the weather, d. He was exposed to sudden sun., 6. The characteristics of the star were used to compare with Jose Rizal, was shimmering because _______., a. he was well-known, b. he was about to die, c. he studied astronomy, d. his teacher was in the observatory, 7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about, purgatory instead of colliding star maybe because _______., a. Padre Faura was sick, b. Pepe was terminally ill, c. Pepe knew he would be executed, d. Pepe did not believe in the afterlife, 8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because, _______., a. there was no building in between Bagumbayan, b. the old Ateneo de Manila was in Intramuros, c. the Observatory was part of Ateneo, d. he was invited, 9. The author in the poem below expressed her willingness to do some impossible, tasks stated below. What makes the tasks impossible to do?, I will, Count the multitude of stars, The leaves in all the branches, The flock of birds perched in the loft, The blades of grass in the meadow, And the cogon flowers in the air., 14

Page 22 : a., b., c., d., , The, The, The, The, , tasks, tasks, tasks, tasks, , were, were, were, were, , impossible to do because birds are flying high., impossible to do because the birds are perched on a loft., impossible to do because quantifiers are needed., impossible to do because nouns there are uncountable., , 10. In this stanza, the author used auditory imagery which appeals to the sense of, hearing. Among the sounds, which could not be heard clearly., I will, Listen to the sound of breeze, To the rustling of leaves, To the chirping of birds, To the buzzing of the bees, To the flapping of butterfly’s wings, a., b., c., d., , Rustling, Buzzing, Flapping, Chirping, , 11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the, line, the star itself is already dead means _______., Star:, Still shimmering, Even if millions of miles away,, The star itself, Is already dead., a., b., c., d., , Dr., Dr., Dr., Dr., , Jose, Jose, Jose, Jose, , Rizal, Rizal, Rizal, Rizal, , was, was, was, was, , no longer shimmering., not a star., sent to the sky., sent down., , 12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appear to, the sense of touch?, 1., 2., 3., 4., 5., 6., a., b., c., d., , The winter evening settles down, With smell of steaks in passageways., Six o'clock., The burnt-out ends of smoky days., And now a gusty shower wraps, The grimy scraps, , 4, 5, 6, 2, , 13. In the poem below, which word is used to refer to snow?, 1., 2., 3., 4., , "Kissed by Snow" - Kelly Roper, Standing in darkness with face upturned as, Frosty, feathery stars drift down from the sky, And land like gentle kisses from cold lips, On my cheeks, my nose, my lips and closed eyes, , 15

Page 23 : a., b., c., d., , Sky, Eyes, Lips, stars, , 14. Using the same poem, Kissed by Snow, which line used metaphorical, language?, a., b., c., d., , 1, 2, 3, 4, , 15. In the poem, "Man Versus Pepper- Kelly Roper, what situation is expressed?, One sniff gives a clue of the heat within., First bite feels like swallowing a lighted blow torch,, And tears stream from his eyes like a flash flood, As the dying ghost pepper delivers its savage revenge., a., b., c., d., , The, The, The, The, , persona, persona, persona, persona, , in, in, in, in, , the, the, the, the, , poem, poem, poem, poem, , shares his great time eating spicy food., expresses his experience eating spicy food., describes how he feels while eating spicy food., warns the reader not to eat spicy food., , Additional Activities, Let us try to test your prior knowledge in the events that happened hundreds of, years back and how you will relate it with your current situation., , Talking Heads, Based on your understanding after reading the poem plus what the Philippine, history shared with you, what kind of society/ situation each character live? How, each character struggle in his situation?, Situation:, , Padre Faura was telling the story before and during the, execution of Pepe. How did he feel during those times?, , ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___, , 16, , ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___________________________, ___

Page 24 : Me, , At present what current situation in the society/community/household do, you find challenging or difficult. Please explain your answer ., , NEGATIVE VS. POSITIVE - Write first the bad situation that happened and then, write a positive outcome that emerged from it., , NEGATIVE SITUATION, In the poem:, , POSITIVE EFFECT, , In your current situation:, , 17

Page 25 : Answer Key, , 18