ECLECTIC APPROACHES IN TEACHING GRADE 9 STUDENTS USING TEACHER

CREATED AND ADAPTED INSTRUCTIONAL MATERIALS

Roy A. Discutido
Edralyn Dizon
Kristine Tominaga
Aileen G. Mediavillo
Sheryn H. Lozano
Charina
Bernadette Lim

RATIONALE
 RATIONALE

This module is prepared to cater the heterogeneous group of students in grade

9 level. Whereas, after the evaluation of the teacher practitioner in the group, they

found out the following: the existing LM (learners’ material) module contain activities

that are not suitable the topical knowledge and interest of the students, it has also links

that cannot be found in the web, it assumes the mastery of the students in topic or

subject matter which is the contrary of the real classroom scenario, some activities

require too much time which can consume the entire recitation day. The group opted

to prepare instructional materials suitable to the needs of the learners. The module

covers the first two weeks of the the school year in the first quarter. Through this

module, the group believes that they could help the students learn better as well as the

teachers to teach better or at ease.

To ensure the appropriateness of the instructional materials, the group prepare

evaluation tool. The criteria and indicators in the evaluation tool are patterned from

the discussion in the subject Construction, Adaptation, and Evaluation of Instructional

materials and are adapted from the guidelines and processes for LRMDS assessment

and evaluation. This insure that the creation and adaptation they made are guided by

the principles learned in the subject without going beyond what is prescribed by the

Department of Education or simply the administration.

LESSON
LESSON 1

RECOGNIZING ROLES IN LIFE

N
YOUR JOURNEY

You, like others, have important roles to play that make you interested in
shaping yourself to become a healthy and developed young adult. Learning how
to recognize and to perform your roles effectively is a good indicator that you’re
a responsible individual using even your past experiences to make a difference
in your life. This can enhance your understanding of the world. Somehow you
have to continue finding out just what it is that fits you. So whatever it is that
you do with significance, willingly and graciously, you have to prove to yourself
and to others that you can excel. Try your best. Concentrate on ways to perform
well. You’ll surely feel better if you do.
In this lesson, you will find a poem, and tasks/activities that will build your
understanding of the value of recognizing and performing roles in life, at the
same time, develop your listening, speaking, reading, writing, viewing,
grammar and literary skills.

YOUR OBJECTIVES

Charting the course of your journey in this lesson, you are expected to:

• share prior knowledge about the topic

• process information mentioned in the text you have heard
• perform tasks by following instructions
• infer thoughts, feelings, and intentions in the material to view
• analyze literature as a means of discovering the self
• point out the distinguishing features of a poem
• use capitalization and punctuations correctly
YOUR INITIAL TASKS
TASK 1 Three-minute Letter Search Riddle Game

• Read each statement closely, and search for the missing letter as suggested by
each statement.
1. I am the first letter of right.

2. You’ll find me in boar but not in bear. 3.

I’m in the middle of ceiling.

4. You’ll find me in ore but not in ours.

5. I have the sound of sea.

• Put the letters together to come up with the answer to this riddle. What is it in
life that I have to perform?

• The first one to give the correct answer wins.

TASK 2
Ten-minute Image Talk

Although it is never stated, you as a reader/viewer can infer thoughts, feelings,

and intention based on the details of information presented in the photo/picture
or drawing. You can focus on the lines, angles, colors, or even on the shapes of the
objects/images presented and relate them to real-life experiences for you to
understand their message/meaning.

• Look closely at the picture.

  What do you think the drawing wants/ intends you to believe?
 What details of drawing tell you about recognizing roles in life?
 How does the picture make you feel about recognizing roles in life?
 What are your different roles in life?

TASK 3 My Featured Author

William
Shakespeare
(1564-1616)
Listen and watch carefully as your teacher plays a short video clip about the life of
William Shakespeare. Be ready to answer the following questions:
– Who is William Shakespeare?
– What are his contributions in English literature?
–Why was he called “The Greatest Playwright of All Time?”

TASK 4 Increase Your Word Power!

One way to increase your vocabulary is through looking for their definitions and using
them in meaningful sentences.

Match the words and phrase at the top to their definitions.

a. creeping b. players c. hose

d. lean e. pard f. capon
g. puking h. sans i. saws
j. shrunk k. bubble reputation l. whining
shank

1. complaining, expressing disappointment

2. fat from eating good chicken
3. leopard
4. without
5. looking good by doing pointless things
6. stocking
7. vomiting
8. moving slowly and quietly
9. proverbs
10. smaller legs
11. actors
12. thin and healthy

YOUR TEXT
 Reading a poem paves the way to making meaning in life. It allows you to share certain
experiences. Oftentimes, you find and share something more in common with the poem’s
content than you originally thought; this makes the poem meaningful.
Now, find out how the poem The Seven Ages of Man from the comedy As You Like It
by William Shakespeare provides cherished pieces of information about the human
condition.

• Listen to your teacher read the poem.

• As you listen to your teacher read the poem, visualize in your mind the different roles
in life that the poem describes.

• After your teacher has finished reading the poem, it is your turn to read it, but this
time with background music so that it will be easier for you to create a mental picture
of what you are reading.

The Seven Ages of Man

(from As You Like It ) by William Shakespeare

All the world’s a stage,

And all the men and women merely players;
They have their exits and entrances,
And one man in his time plays many parts
5 His acts being seven ages. At first the infant, Mewling and puking in the
nurse’s arms;
And then the whining school boy, with his satchel And shining morning face,
creeping like a snail Unwillingly to school. And then the lover,
10 Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier Full of strange oaths, and
bearded like the pard, Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
15 Even in the cannon’s mouth. And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut, Full of wise saws and modern
instances; And so he plays his part. The sixth age shifts
20 Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
25 And whistles in his sound. Last scene of all,
That ends this strange eventful history, Is second childishness and mere
oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

TASK 5 Meaningful Encounter

A poem is a meaningful musical expression of significant human experiences where

powerful words are used to signify the beauty and grandeur of life. These powerful words
give hue to important messages.

• Read the poem silently to find its meaning.

• Reflect on and discuss with a partner each of the following questions.

1. What comprises the seven ages of man or stages in life according to the
poem?
2. What is compared to the “stage” on the first two lines? How are the two
related?
3. Describe the school boy’s attitude towards school. How do you feel
about these pictures of childhood?
4. According to the speaker or “persona” in the poem, what physical and
mental changes take place as man riches the sixth and seventh stages?
5. How does the poem make you feel about the importance of recognizing
and performing your roles in life?

TASK 6 My Interpretations

Analyze the illustration to describe each stage of man according to the poem by
supplying the needed information in the chart below.
 STAGE STAGE DESCRIPTION DESCRIPTION
(SHAKESPEARE’S (YOUR OWN (SHAKESPEARE’S (YOUR OWN
WORDS) WORDS) WORDS) WORDS)
1. The infant The baby Mewling and puking in Crying and being sick
his nurse’s arm in his nurse’s arm
2. The school Creeping like a snail
boy
3. The lover

4. The soldier

5. The justice

6. Old man

7. Second
childishness

TASK 7 Group Differentiated Tasks

Form five (5) groups and perform your assigned tasks.

Group 1 Yes it’s simple but it’s good to miss.

 Form a tableau.
 Position your body to form a tableau that depicts a scene from the
poem.
 Find out if the other groups can identify the scene and each
person’s part in it.

Group 2 Fan letter to a role model.

 Choose an inspirational person and write a fan letter for him/her.
 Ask for some tips to be successful.
 Explain in your letter why you admire this person and why you
consider him/her as your role model.

Group 3 Dance Duo

 Choose a music that you think conveys the feeling and the meaning
of the Seven Ages of Man.
 Interpret your chosen lines from the poem through dance
steps/movements.

Group 4 Poetic Music Video

 Choose a song that expresses how one can value his or her roles in
life.
 Use the song as the musical background.
 If possible, video tape your presentation.

Group 5 High/ low points

 What are the high points and low points you experienced while
performing your roles in life?
 Post these high and low points not only on the board but also on
your FB or Twitter walls or send them to your friends through
email.
  Invite them to give comments, suggestions, or reactions.

YOUR DISCOVERY TASKS

TASK 8 My Realizations

Now it’s time to think about everything that you have learned from the previous
tasks that you have done. Get your notebook and answer these questions in 2-3
sentences:

 What
TASK is the
8 My message of the poem “The Seven Ages of Man”?
Realizations

 How
Now do you
it’s time connect
to think theeverything
about poem withthat
the you
importance of
have learned from
performing one’s role in life?

TASK 9 Involvement

 What can I do to perform my roles effectively? Copy the chart as shown

below and fill it out with entries called for.
The Contributions
I made… I can make… I will make…

Task 10: Alliteration, Assonance, Consonance & Imagery

A. Your Initial Task

Tongue Twister
Direction: Recite the tongue twisters below as fast as you can with clear pronunciation.

1. Peter Piper picked a peck of pickled peppers;

A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

2. How much wood could Chuck Woods' woodchuck chuck, if Chuck Woods'
woodchuck could and would chuck wood? If Chuck Woods' woodchuck could and
would chuck wood, how much wood could and would Chuck Woods' woodchuck
chuck? Chuck Woods' woodchuck would chuck, he would, as much as he could, and
chuck as much wood as any woodchuck would, if a woodchuck could and would
chuck wood.

3. Six sick hicks nick six slick bricks with picks and sticks.

Focus Questions

1. What have you noticed to the sounds of each line?

2. What are being repeated?
3. What do we call these repetitions?
 4. Why do we use in a poem?

Other interesting features of a poem that make it musical is the presence of sound
devices like alliteration, assonance, and consonance and imagery.

ALLITERATION
 The repetition of beginning consonant sounds in neighboring words
Example: She sells sea shells down by the sea shore
cd 1
track 1 play the video clip for more examples

Let’s Practice
Find the alliteration in “Sweetness, Always”
“Verses of pastry which melt into milk and sugar in the mouth.”

ASSONANCE
 The repetition of vowel sounds in neighboring words
Example: Ted and Katie went to see a tree being planted on the first day
of spring.
cd 1
track 2 play the video clip for more examples

Let’s Practice:
Find the Assonance in this quote from “The Flea”
“Oh stay, three lives in one flea spare,
Where we almost, nay more than married are.”
• Note: No matter where the similar sounds are found, as long as they are a
repetition of the same vowel sound, they count!

CONSONANCE
 Close repetition of the same consonant sounds, preceded by different vowel sounds
Note: At the end of lines of poetry, this produces half-rhyme.
Example:
Flash and flesh.
Breed and bread.
Let’s Practice
• Find the Consonance in Our Homemade Limerick.
“Sometimes, I wish I could wash,
My reds with my whites, Josh.
In a flash they’d be done,
If I washed them as one,
But a pink they would be make as they
swish swash, swish swash.

IMAGERY
 It relates to your FIVE SENSES
 When appropriate, imagery makes it appear as though you are in the story,
experiencing what the characters are experiencing.
Task 11: Identify whether the sentence is used with ALLITERATION, ASSONANCE OR
CONSONANCE

1. Beowulf bode in the burg.

2. "He is all pine, and I apple orchard."
3. Started at the stillness.
4. And its look rude, unbending, lusty, made me think of myself.
5. Through the windows-through doors-burst like a ruthless force... (s sounds

Task 12: Imagery helps in making sense of the poem

 Read the poem “The Seven Ages of Man and think of the images the words
created in your mind.
 Picture them in your mind and try to bring them in clear focus
 List these words that create clear pictures in your mind.
 Share the feelings that each evokes
 Point out the real-life experience or observation in life that each image suggests.
 Copy the chart below and fill it out with the entries called for.

Imagery in The Seven Ages of Man

Words/Lines Images Feelings Meaningful

Created Evoked Experience

Task 13: Direction: Listen to the song “Kanlungan by Noel Cabangun”

1. What does the song want to convey?
2. How will you compare this song from the poem “The Seven Ages of Man”
3. What makes this song colorful and unique

Task 14: Meaningful encounter

 Group 1: Answer the following questions using ALLITERATION in a form a 5-

liner story.
1. What comprises the seven ages of man or stages in life of man according to the
poem, ”The Seven Ages of Man”
2. Describe the school boy’s attitude towards school. How do you feel about these
pictures of childhood?
3. What is compared to the “stage” in the first two lines? How are the two related?

 Group 2: Compose a short song that relates to the physical and mental changes
takes place as a man reaches the sixth and seventh ages from the poem ,” The Seven
of Man” using ASSONANCE.

 Group 3: Make a slogan based from the given picture using CONSONANCE.
  Group 4: Answer any from given guide questions .Prove your point using
FLIPTOP BATTLE See sample of fliptop battle through this link:
https://www.youtube.com/watch?v=c-lyej6DA1Y

1. Is there a part from the poem which reminds you of someone in real life?
2. What kind of roles in life ae conveyed in the poem?
3. What line(s) suggest how one can be effective in performing one’s role?
4. Is the message of the poem, The Seven Ages of man” worthwhile?
5. How important is the poem’s message in your life?

 Group 5: Compose a short poem about the current Philippine social issues
that affects human role in life.

TASK 15: On Using Capitalization and Punctuation Marks

Clarity of expressions in poetry or prose composition exists if the sentences are

appropriately punctuated and the words are properly capitalized.
B. Using Capitalization
Capital Word Search
Read each sentence. Decide which word should be capitalized. Underline it, then find it
in the word search puzzle. Words can go across or down.

1. She visited taytay. 5. Come to my house on saturday.

2. the girl shopped at Taytay night market. 6. leave the book on the desk.
3. charina saw a red dress 7. She likes emily.
4. Her birth month is july. 8. adobo is her favorite viand.
A Y H I J K L H F A

A D O B O S U M X E

H O R K J C H E M K

S Q L N E M I L Y V

R X O V E L P U D T

W T A Y T A Y F I O

D R U T H E D V C I

U G S C H A R I N A

P Z A K I B J U L Y

E S A T U R D A Y S

R L E A V E D E W Y

Q P A Y E M I L Y A
Discuss your answers to the following questions.

 What are the words we usually capitalize?

 In writing and reading, what are the problems caused by improper use of
capitalization?
 Are these problems encountered even in today’s world?
 How do we solve such problems?

Capitalization

 The writing of a word with its first letter in uppercase and the remaining letters in
lowercase.
 We use capital letters to refer to a particular/specific name of person, place, or
thing.

Capitalization Rules:

Here are the words that need a capital:

M- Months and days of the year

I- letter “I” when you’re talking about yourself

N- Names of people, streets, places, countries, names of organizations

T- Titles, opening or closing a letter, historical events, eras, or documents

S- Starts of sentences and starting word in each line of poetry

Form four (4) small groups, and choose one from the following tasks to work on.

For Group 1 (The Writers)

Rewrite the paragraph then write which words are to be capitalized. Be ready to present
your answer in the class.
legend of taytay

maybe you’re wondering where “taytay” derived its name. why not “Naynay”? or
something else. However, according to its legend, the word taytay come from the word
“tatay” (father), it could also relate to a word padre (priest) or tata (uncle). This can also
be linked to the oldest church of the municipality-saint john the baptist parish. There are
also some people said that there is a tagaytay tree grew in abundance in the town. It is
claimed that the name of taytay was the transformation of the word tagaytay. However,
the so called tagaytay trees are nowhere to be found nowadays.

nevertheless, according to research taytay got its name from the word “tai-tai”
which meant bridge to the aetas wandering in the hills of taytay in those days. Taytay
served as a bridge of the missionaries to reach the heights of antipolo.

For Group 2 (The Brainiacs)

Answer the following riddles then encircle the words used in the following
sentences that need to be capitalized and incorrectly capitalized. Rewrite the sentences
then be ready to present your answer in the class.
1. pedro hides but you Can still see his head.
2. Not a Priest, not a king but wears different kinds of Clothes.
3. here comes Kaka, walking with an open leg.
4. My cow in manila, You can hear his moo.
5. Adam’s hair, you can’t Count.
For Group 3 (The Singers)
Compose a rap song (follow the beat that your teacher will be giving) that
expresses the rules in capitalization.
If possible, try writing/adding new words (expressing your ideas on how) to go
with the music.
Make sure to write the lyrics correctly by following the rules in capitalization.
Sing it in front of the class.
For Group 4 (Actor and Actress)

Write a short
skit about the picture.
Make sure to write the dialogue correctly by following the rules in capitalization.
Perform it in front of the class.
B. Using Punctuation Marks

When you read poems, you don’t pause or stop at the end of the lines, but you watch
out for commas or periods to guide you. Use punctuation marks to help you find the
sensible meaning of what you’re reading.
• Consider this sample informative article about punctuation. Rewrite the paragraph
by using correct punctuation and correct capitalization.

A Short History of Punctuation

by Polly M. Robertus
EARLYGREEKSHAD HARDLYANYPUNCTUATION
FONOITCERIDEHTDEGNAHCNEVEDNA*
THEIRWRITINGATTHEENDOFEACHLINELATER
GNITIRWFOYAWAOTDEGNAHCYEHT*
THATFAVOREDRIGHTHANDEDPEOPLEANDSHOWED
WHEREANEWPARAGRAPHBEGANBYUNDERLINING
THEFIRSTLINEOFITLATERTHEGREEKPLAYWRIGHT
ARISTOPHANES . INVERTEDMARKSTOSHOW . WHERE
 THEREADERSSHOULDTAKEBREATH:
THE . ROMANS . MADE . WRITING . MUCH . EASIER .
TO . READ . BY . PUTTING . DOTS . BETWEEN . WORDS .
AND . BY . MOVING . THE . FIRST . LETTER . OF. A .
PARAGRAPH . INTO . THE . LEFT . MARGIN: THEY .
ADAPTED . SOME . OF . THE . GREEK . MARKS . SUCH . AS .
THE . COLON . MARK . TO . INDICATE . PHRASE . ENDINGS:
INTHEEARLYMIDDLEAGESTHISSYSTEMOFPUNCTUATION
BROKEDOWNBECAUSEVERYFEWPEOPLECOULDREAD
ANDWRITE BUTWRITERSKEPTASPACEATTHEENDOF
ASENTENCEANDCONTINUEDTOMARKPARAGRAPHS
EVENTUALLY WORDS WERESEPARATED AGAIN AND
NEW SENTENCES BEGAN WITH A LARGER LETTER

*Hint: Try reading from right to left

The educational reforms of Charlemagne led to the invention of lowercase letters

which could be written and read much faster. Phrases and sentence endings were
indicated either by ... or by a slash (/).
As time went on writers looked for more ways to clarify meaning/In medieval music
notation they found a way to indicate how a voice should rise or fall at the end of a
sentence or phrase. Can you hear your voice rise at the end of a question? Our question
mark came directly from medieval music notation. When a long sentence broke in the
middle > they put a new mark that became our semi colon and colon. The hyphen
appeared as two lines (=) instead of one.
Around A.D. 1500 the indented paragraph appeared, as did the comma and period as
we know them. Printers of the Renaissance invented new marks like the exclamation
points and quotation marks. By that time, people were commonly reading silently, and
punctuation came to depend more on grammatical groups than breath groups.
(Parentheses and dashes appeared with the advent of printing.)
By the end of the seventeenth century, our punctuation system was in place for the
most part, though sometimes details varied. Just think, though: After only a few lessons
in school—and with lots of practice reading and writing—you can boast that you’ve
mastered a system that took westerners many centuries to develop.

Punctuation
Punctuation marks are essential when you are writing. They show the reader where
sentences start and finish and if they are used properly they make your writing easy to
understand. This section gives practical guidance on how to use commas, semicolons, and
other types of punctuation correctly, so that your writing will always be clear
and effective.

Kinds of Punctuation Mark

1. The Period (.)
 Use a period at the end of a declarative sentence.
 It may also be used for most imperative sentences.
 Use a period after a letter or a number in an outline or list
 Use period after abbreviations, titles and initials.
2. The Question Mark (?)
 Use a question mark after an interrogative sentence. It may also be used for some
imperative sentences.
3. The Comma (,)
 Use a comma to separate words, phrases, or clauses in a series.
 Use a comma to separate the words Yes and No in a short response
 Use a comma in quoted statements.
 Use a comma between the day of the month and the year when writing dates.
 Use a comma after the salutation and the complimentary close of a letter.
4. The Semicolon (;)
 Use the semicolon to connect two independent clause not joined by a coordinating
conjunction but which are closely related in thought.
 Use a semicolon to connect clauses that contains commas.
 Use a semicolon to separate items with commas.
5. The Apostrophe (‘)
 Use an apostrophe to form the possessive of a noun.
 Use an apostrophe for contractions
 Use an apostrophe to form the plural numbers, letters, and words.

Form five (5) small groups, and choose one from the following tasks to work on. Be ready
to present your answer in class.

For Group no 1 (Comma Detectives)

Punctuation is missing from the sentences below. Determine what is missing and add the
missing punctuation to each sentence.
1. Go past the white church turn left walk to the end of the street and you will see my
house.
2. The teacher will send you to the office the principal will talk to you about the incident
and he will call your parents.
3. Science topics we’ll be studying this year include cells earth systems and the hydrologic
cycle.
4. Tom started writing his test two hours ago and he completed it by noon.
5. Sara wanted to play with her friends yet the idea of completing her homework seemed
more appropriate.

For Group no. 2 (Semicolon or Comma Choosers)

Determine whether the clauses need to be joined with commas or semicolons. Put the
proper punctuation on the blank.
1. The artist preferred to paint in oils ____ he did not like water colors.
2. Even when the house looks clean ____ there is usually a bunch of dirt swept under the
rug.
3. I'm going to leave early today ____ unless the boss comes back from the meeting.
4. The computer can perform many calculations at once ____ however, it cannot reason
at all.
5. In the first place, it was snowing too hard to see the road ____ in the second place, we
had no chains.
For Group no. 3 (Apostrophes Placers)
Put in the appropriate apostrophes.
1. My dogs been so sick lately and Im wondering if hes ever going to get better.
2. Weve been having lots of fun in science classes.
3. Whys the dog eating from the cats dish?
4. Its time to wash the players uniforms.
5. My 2 cousins I-pods are so awesome!

For Group no. 4 (Question Mark or Period Analyzers)

Determine whether the sentence is a statement or question. Write the proper punctuation
mark at the end of each sentence.
1. How are you ______
2. She is beautiful _____
3. What time is it _____
4. Please close the door ______
5. He is a kind man _______

YOUR JOURNEY
“Character cannot be developed in ease and quiet.
Only through experience of trial and suffering
can the soul be strengthened,
ambition inspired and success achieved.”
- Hellen Keller
Maximizing means “making the best use of” and this is what you must do with your
strength. This happens when you focus on the areas you are most skilled, talented, and
strong in while avoiding your weaknesses. This week’s lesson will unfold one’s greatness
and heroic acts which will lead you to discover your hidden potentials and develop skills
for the realization of the world’s ultimate goal – positive transformation.

YOUR OBJECTIVES

Following the track of your journey, you are to be guided by the following objectives:
 share thoughts, feelings, and intentions in the material viewed
 restate the ideas conveyed by the text listened to
 explain how words are derived from names of persons and places
  explain how the words used in the poem work together and contribute to the theme
of the selection
 analyze how literature helps in discovering oneself
 use appropriate punctuation marks in writing descriptive paragraphs
 use appropriate intonation in a sentence
 convey a message to a hero through a rap

YOUR INITIAL TASKS

Let’s begin the lesson by working on the first two activities to guide you in your journey
throughout the lesson

Task 1 Hit the hints

A. Directions: Study the following photos. Do you know the characters in the photos?
List the down the traits common to the characters in the photos? Write your
answers in your notebook?

Write your answers in your notebook:

B. Answer the following questions to get to know our characters better.

1. Who among the characters do you like most? Why?
2. Do you have what it takes to be like any of them? Why do you say so?
 3. Based on their characteristics and intentions, what name could be associated with
them?
4.
YOUR TEXT

Task 2 Featured Author

 The History Behind Beowulf

The author of Beowulf is a mystery, as most poets of the

Anglo-Saxon period are. He might have been a court poet, or a
monastic poet. Depending on the Christian interpretation of the
poem, it could be either.
The date that Beowulf was conceived is uncertain, but can be
narrowed down, depending on where it was created. It was definitely
composed after Hygelac's death in 521AD, and most likely after
580AD, because that is the assumed date of Beowulf's death.

TASK 3 Attack Those Words

Beowulf is admired for the richness of its poetry. About a third of the words in Beowulf
are words known as Kennings. Kennings combine two words to create an evocative
and imaginative alternative word.
Explain the Kennings in this tic-tac-toe board. Choose three Kennings in a row to
explain. You must all do those in the center.

1. 2. 3.
Battle-sweat Evil-doer Horrible hermit
Slaughter-dew Life-evil Devil from hell
Sin-stained demon
4. 5. 6.
Battle-dress Dragin-slayer Ring giver
Mail-shirt War trooper’s leader Chief Gold giver
Fighting gear of the strangers
7. 8. 9.
Wave floater Light of battle Whale road
Swirling surf Whale’s way
Swan road

Examples of Kennings
Kenning Meaning
Light-of-battle Sword
Fighting-gear, battle-gear Body armor

Battle-sweat Blood

Life would have ended [...] under wide Would have died
earth
 Hilt Handle

Mere Lake, pond, swamp

As you read the poem, list down more examples of Kennings or word derivations from
Beowulf to add to your vocabulary list.
____________________________________________________________
____________________________________________________________
_______________________________________
____________________________________________________________
____________________________________________________________
_______________________________________

An Epic Hero
• Beowulf is ancient England’s hero, perfect example of an epic hero.
• An epic is a long narrative poem that relates great deeds of a larger-than-life
hero who embodies the values of a particular society.
• Epic Heroes undertake quests to achieve something of tremendous value to
themselves or their society.
• Beowulf is a story about a hero from the misty reaches of the British past, a hero
who faces violence, horror, and even death to save a people in mortal danger.
• The epic’s events took place many centuries ago, but this story still speaks to
people today, perhaps because so many of us are in need of a rescuer, a
hero.

Task 4 Connect to Life

Directions: 10 MINUTE TASK: In your groups, by row, take a moment to discuss

contemporary heroes (real or fictitious). What qualities make a hero today? On your
white boards (or paper), make a list of the qualities you believe make up today’s heroes.

Groups:
• Please share your lists with the class.
Class:
• What characteristics/qualities seem to be most prevalent?
• Why do you think this is so?
• What does our “heroes’ lists” tell us about our society? What do we value?
• Just as our heroes’ lists reveal something about our society and what we value, so
do other “hero” stories from all different centuries, countries, and cultures.

• As we read Beowulf, please pay attention to what qualities the hero possesses.
What does he do? What does he say? How does he act? How do others respond
to him?

Beowulf : Story Background

As the epic begins, we are introduced to King Hrothgar, a revered and successful leader
who has ruled the Danes for many years. He has recently built the mead hall Herot to
commemorate his many victories. As Hrothgar’s men celebrate and enjoy life in Herot,
however, a monster called Grendel lurks in the swamps nearby, seething with
resentment and hatred for humans. Eventually Grendel attacks Herot and mercilessly
kills thirty of Hrothgar’s men. This marks the beginning of Grendel’s reign of terror
over the Danes, which lasts for twelve years.
Rescue finally comes in the form of a great warrior named Beowulf who hails from the
land of the Geats (Sweden). Beowulf hears of Hrothgar’s troubles and decides to journey
to Denmark with some of his strongest men to do battle with Grendel. He meets with
Hrothgar and boasts of his numerous past achievements, which qualify him to challenge
Grendel. Beowulf then announces that he will fight the monster that night without
weapons. A celebratory feast ensues. As it ends, Beowulf and his men take the place of
Hrothgar’s followers and lie down to sleep in Herot. Beowulf, however, is wakeful,
eager to meet his enemy. He is not kept waiting long . . .

As we read Beowulf, please pay attention to what qualities the hero possesses. What
does he do? What does he say? How does he act? How do others respond to him?

Task 5 Say that Again

A. Listen as your teacher plays a recorded song three times. Write down at least
three lines from the song that captured your attention. Once you’ve written them,
work with a partner and discuss how you understood each line.
Listen to the text: Hero by Mariah Carey

Ines from the song What do those lines mean to you?

Rewriting lines from songs, poems, stories, and other articles is one way of
paraphrasing. Paraphrasing is often defined as putting into your own words
texts that are originally from the author. It will make us own our ideas as
inspired by other people’s work and will keep us from plagiarizing others’ works

Task 6 Let’s Go Deeper

Read the epic poem on page 34-38 Beowulf which deals with war and adventure. It is said
to be the greatest poem ever written in a modern European language four centuries before
the Norman Conquest. Beowulf shows interplay of Christian and pagan beliefs. The
original writer remains unknown. It has been said that Burton Raffel’s translation from
the original Old English is the most celebrated and most read by students and general
readers alike.

Out from the marsh, from the foot of misty

Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill
1. What details are wehegiven
395 Anyone could in this
trap on section that
this trip to highcharacterize
Herot. Grendel?
2. What do you think “bearing God’s hatred” reveals about Grendel?
3. Why does he leave his marsh?
4. Who does he wish to kill?
5. What do all of these details tell you about Grendel?
  Grendel is an evil creature, either hated by God or who hates God.
 He wants to kill anyone he can, which means there is no purpose for the killing
other than to cause death, destruction, and despair.

He moved quickly through the cloudy night, .

Up from his swampland, sliding silently
Toward that gold-shining hall

1. What is revealed about Grendel that he can “move quickly through a cloudy night”?
2. Identify the alliteration in this section.
3. What sound effect does the repetition (alliteration) of the “s” make? What does it
sound like?
4. What allusion is the author making by using this descriptive alliterative detail?
5. How does this detail connect with “bearing God’s hatred”?
He had visited Hrothgar’s
Home before, knew the way—
400 But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh.

1. Grendel has been easily terrorizing Herot for 12 years,

what is different about this time?
2. How are the details “visited” and “his reception” an example of verbal irony?

He journeyed, forever joyless,

Straight to the door, then snapped it open,
Tore its iron fasteners with a touch,
405 And rushed angrily over the threshold.
He strode quickly across the inlaid
Floor, snarling and fierce: His eyes
Gleamed indetails
1. What characterization the darkness, burned
are given in with
thisapassage
gruesomeabout Grendel’s strength?
Light. about him?
What does it reveal
2. What characterization details are given about Grendel’s mannerisms, mood, and
attitude? What do these details suggest about him?

Then he stopped, seeing the hall

410 Crowded with sleeping warriors, stuffed
With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot
415 With the thought of food and the feasting his belly
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper.

1. What characterization
Floor, snarling details areHis
and fierce: given
eyes in this passage about Grendel? What does
Gleamed
it reveal about him? in the darkness, burned with a gruesome
2. Where does Light.
the author use foreshadowing in this section?
3. What does the foreshadowing reveal about Grendel’s fate?
4. What is the personification in this section?
5. What is the significance of “fate”? What does that suggest about Beowulf?
 Human Eyes were watching his evil steps,
420 Waiting to see his swift hard claws.
Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins, and bolted
425 Him down, hands and feet; death
And Grendel’s great teeth came together,
Snapping life shut.
Floor, snarling and fierce: His eyes
Gleamed in the darkness, burned with a gruesome
Light.

1. What do the characterization details in this passage tell you about Grendel’s size
and strength?
2. Who are the “Human Eyes” watching him?
Then he stepped to another
Still body, clutched at Beowulf with his claws,
Grasped at a strong-hearted wakeful sleeper
430 —And was instantly seized himself, claws
Bent back as Beowulf leaned up on one arm.

1. The term “wakeful sleeper” is both a kenning and an oxymoron.

.

A kenning is a metaphorical phrase or compound word used to name a person, place,

thing, or event indirectly (i.e. “whale road” to describe the sea). In this kenning, Beowulf
is described as the “wakeful sleeper.”
An oxymoron is a figure of speech that combines apparently contradictory or incongruous
ideas (i.e. “wise fool” or “loud silence”). How is “wakeful sleeper” an oxymoron?
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;
435 His mind was flooded with fear—but nothing
Could take his talons and himself from that tight
Hard grip. Grendel’s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.

1. Identify the kennings

.
in this section.
2. What does Grendel immediately notice is different about this attack?
3. How does Grendel react?
4. How do these details characterize Grendel? What would you say about him?
Knowing what you know about Grendel already, and how he has been attacking Herot
for 12 years, what do these details reveal about Beowulf?

But Higlac’s follower remembered his final

Boast and, standing erect, stopped
The monster’s flight, fastened those claws
In his fists till they cracked, clutched Grendel
Closer. The infamous killer fought
445 For his freedom, wanting no flesh but retreat,
Desiring nothing but escape; his claws
Had been caught, he was trapped. That trip to Herot
 1. Identify the kennings in this section.
2. Why doesn’t Beowulf simply let Grendel leave?
3. What does Grendel want?
4. Do you feel sorry for Grendel? Why or why not?

The high hall rang, its roof boards swayed,

450 And Danes shook with terror. Down
The aisles the battle swept, angry
And wild. Herot trembled, wonderfully
Built to withstand the blows, the struggling
Great bodies beating at its beautiful walls;
455 Shaped and fastened with iron, inside
And out, artfully worked, the building
Stood firm. Its benches rattled, fell
To the floor, gold-covered boards grating
As Grendel and Beowulf battled across them.
460 Hrothgar’s wise men had fashioned Herot
To stand forever; only fire,
They had planned, could shatter what such skill had put
Together, swallow in hot flames such splendor
Of ivory and iron and wood.

.
1. How is the battle between Beowulf and Grendel described?

Suddenly
465 The sounds changed, the Danes started
In new terror, cowering in their beds as the terrible
Screams of the Almighty’s enemy sang
In the darkness, the horrible shrieks of pain
And defeat, the tears torn out of Grendel’s
470 Taut throat, hell’s captive caught in the arms
Of him who of all the men on earth
Was the strongest.

1. What transition does the author use to increase the tension of the battle?
2. Identify the kennings in this section.

NOTE: “The Almighty’s enemy” refers to God’s enemy. Earlier in the epic, Grendel’s
origin is explained: He is the offspring of one of the descendants of Cain, who killed his
brother, Abel, and became the first murderer. Cain was eternally punished by God and,
according to legend, fathered all evil beings that plague humankind: monsters, demons,
and evil spirits.

In what ways is this battle between Grendel and Beowulf really a battle between good
and evil?

Knowing these allusions to Grendel, what is the allusion to Beowulf? Who/what does he
represent?
 That mighty protector of men
Meant to hold the monster till its life
Leaped out, knowing the fiend was no use
475 To anyone in Denmark. All of Beowulf’s
Band had jumped from their beds, ancestral
Swords raised and ready, determined
To protect their prince if they could.

1. How do the details in this section affirm the values of the Anglo Saxon culture?

Their courage
Was great but all wasted: They could hack at Grendel
480 From every side, trying to open
A path for his evil soul, but their points
Could not hurt him, the sharpest and hardest iron
Could not scratch at his skin, for that sin-stained demon
Had bewitched all men’s weapons, laid spells
485 That blunted every mortal man’s blade.

And yet his time had come, his days

Were over, his death near; down
To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.
1. Why can’t the men harm Grendel?
2. How is this selection an indication that both paganism and Christianity have
influences in this story?
Now he discovered—once the afflictor
Of men, tormentor of their days—what it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlac’s brave follower tearing at
495 His hands. The monster’s hatred rose higher,
But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke.

1. What does the author imply about Beowulf when he says that Grendel “discovered . .
. what it meant to feud with Almighty God”?
2. What happens here? How does Beowulf defeat Grendel?
The battle was over, Beowulf
500 Had been granted new glory: Grendel escaped,
But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die, to wait for the end
Of all his days. And after that bloody
505 Combat the Danes laughed with delight.
He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean.
 He was happy,
Now, with that night’s fierce work; the Danes
510 Had been served as he’d boasted he’d serve them; Beowulf,
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgar’s helpless people
By a bloodthirsty fiend. No Dane doubted
515 The victory, for the proof, hanging high
From the rafters where Beowulf had hung it,
was the monster’s arm, claw and shoulder and all.

1. How does this passage reflect the ideals of the Anglo-Saxon culture?
2. Why does Beowulf hang Grendel’s arm from the rafters for everyone to see?

And then, in the morning, crowds surrounded

Herot, warriors coming to that hall
520 From faraway lands, princes and leaders
Of men hurrying to behold the monster’s

Great staggering tracks. They gaped with no sense

Of sorrow, felt no regret for his suffering,
Went tracing his bloody footprints, his beaten
525 And lonely flight, to the edge of the lake
Where he’d dragged his corpselike way, doomed
And already weary of his vanishing life.
The water was bloody, steaming and boiling
In horrible pounding waves, heat
530 Sucked from his magic veins; but the swirling
Surf had covered his death, hidden
Deep in murky darkness his miserable
End, as hell opened to receive him.

Then old and young rejoiced, turned back

535 From that happy pilgrimage, mounted their hard-hooved
Horses, high-spirited stallions, and rode them
Slowly toward Herot again, retelling
Beowulf’s bravery as they jogged along.
And over and over they swore that nowhere
540 On earth or under the spreading sky
Or between the seas, neither south nor north,
Was there a warrior worthier to rule over men.
(But no one meant Beowulf’s praise to belittle
Hrothgar, their kind and gracious king!) . . .

1. What are the people doing here? Based on this, how do you know that Beowulf will
“live forever”?

Task 7 Say Yes or No

Write Yes or No to the given statement. Be sure to support your answer with details from
the text.
1. Grendel was a greedy monster. _______
2. He was considered the foul enemy of God. _______
3. Beowulf and Grendel had enormous strength. _______
4. The weapons of the warriors could easily kill the monster. _______
5. Grendel was afraid of Hrothgar. _______
6. Grendel swallowed his victims. _______
7. The Danes were not allowed to celebrate the defeat of Grendel. _______
8. Grendel was able to escape from Beowulf’s hands. _______
9. Hrothgar gave Beowulf gifts. _______
10. Beowulf was considered the hero of Heorot. _______

TASK 8 Compare and Contrast

Fill out the Venn Diagram to show the similarities and differences of Beowulf and
Grendel.

Task 9 Illustrate the Creations

Based on the poem, how do you imagine the entities in the poem? Describe each based
on what is said in the text and based on how you imagined each. Write your answers in
your notebook.

Entities Entities Description from the Text Your Own Description

Heorot

Hrothgar

Grendel

Beowulf

Task 9 Into the Hero…

After getting to know the two major characters, Beowulf and Grendel, get to understand
the poem better by answering the questions that follow.

1. Why did Beowulf go to Heorot?

2. Did he achieve his goal? Prove your point.
3. What happened to Grendel after the fight?
4. What did King Hrothgar do to Beowulf?
5. How did this part of the epic poem Beowulf end?
6. If you were one of the Geats, what would you tell or give Beowulf? Why?
7. Who among our present superheroes would you liken Beowulf to? Why?
8. What strengths did Beowulf put to use in this epic poem?
9. What are your strengths? How do you use them?
10. Give at least three reasons why you like or not like the epic poem Beowulf.

TASK 10 USE OF INTERJECTIONS TO CONVEY MEANING

In a literary text, it is considerably essential that emotions are most prevalent

element which gives complete and meaningful piece to the readers. That is, a dialogue
between two or more people expresses full of emotions and feelings that convey meaning
through the use of interjections.

An interjection is a word added to a sentence to convey an emotion or a sentiment

such as surprise, disgust, joy, excitement, or enthusiasm. Interjections are often used to
show a lot of emotion. Interjections usually are placed at the beginning of sentences. On
most occasions, interjections fall within exclamatory sentences that contain an
exclamation mark.

Activity 1. Act and Feel the Interjections

See the 2 different comic strips below. Choose only one among the two then, read the
dialogue quietly. After reading, find a partner and try to use the same dialogue in front of
the class.

Based on the activity given…

1. What were the emotions and/ or feelings had the characters in the comic strips?
2. How did you find that the characters were happy, excited, shocked, and so on?
3. What are the different words being used to show the feelings of the characters?
4. What kind of words are those? What part of speech is it?

Activity 2. Guess on the Pictures

Given the picture below, try to construct a dialogue using different interjections words
by depending on the reactions of the persons in the picture below. Make sure of the
use of appropriate punctuation marks.
 Interjection is a word that expresses an emotion or feeling. Interjections are
usually followed by an exclamation point or in some cases a comma.
An interjection is an exclamatory word or phrase which is often added to a
statement to make it sound stronger in the emotion or feeling it has to convey.
In a nutshell, interjections are simply the additional words or phrases that are used
in a sentence to express/ show some strong feeling or emotion (Kinds of
Interjection: - joy, disgust, wonder, gratitude etc.). It is a part of speech that shows
the emotion or feeling of the subject.

List of Interjections

There are hundreds, of interjections in the English language. Most are designed to
express strong emotions, such as love, hate, surprise, happiness, anger, enthusiasm,
hatred, dullness, confusion or bliss. Some interjections can express either a mild emotion,
or can be expressions, such as “Excuse me.” The exclamations enlisted below are some of
the popular interjections we use in English Language today-

Showing surprise: Ah! Oh!

Showing pain: Ouch! Ow!

Showing amusement: Ha! Ha!

Showing disgust: Ugh! Err!

Showing lack of understanding: Eh! Really?

Showing gratitude: Goodness Gracious!

Examples of Interjections

1. Oh no! I forgot my password.

2. Shhh! Keep quiet in the library.
3. Oops! I have made such a silly mistake.
4. Wow! We are going to Pinto Art Antipolo next week.
5. Yes, I agree to what my parents say.
6. Well, the season has not changed a bit since last week.
7. Goodness Gracious! We won the match.
8. Really? Do you think her behavior is justified?
9. Oh dear! I don’t know what to do about this mess.
10. Congrats! You finally got your Master’s degree.

Examples of Interjections
Ahem Eww Oh dear! Whoa Heh!
Ahh Hmm Shoot! Yahoo Jeepers
Alas! Good grief! duh! Yeah Humph!
Hurrah! Jeez Bravo! Yoo-hoo Bingo
Congrats! Grrr! Oops Zing Cheers
Eh Ooh-la-la Phew Whoopee Hallelujah
Help! Wow! Ouch! Ha! ha! Bam!

Rules of Interjections
While using interjections, we must keep in mind some very simple rules. They are as
follows-

1. We just add an interjection as an extra factor of strength to a sentence, without

making any grammatical changes. This is to ensure that the latter can stand
grammatically correct on its own, even if the added interjection is removed.
2. Interjections do not always have to be at the beginning of a sentence. They can
appear in the middle, at the end, or anyplace else where the subject wants to
interject a feeling and emotion.
3. In some cases, an interjection can be followed by a comma instead of the
exclamation mark. This usually happens when the emotion to be expressed by the
interjection is milder in nature.
4. In some cases, an interjection can be followed by a question mark instead of the
exclamation mark. This happens when the interjection is added to an interrogative
sentence which presents a question or expects a response.
5. Interjections can find their way into fictional or artistic writing, most often in the
form of Dialogue.

Acitivity 3. Interjections Dice Game

You will roll dice to determine which interjection and punctuation to use.
Then write your own unique sentence using this combination. For more of a
challenge, you are required to roll as you are writing a narrative. This will ensure
that you are including interjections into your writing piece.

Activity 4. Adds On!

Add an interjection in the beginning of a sentence.

1. _________ I don’t know what to do.
2. _________ I am so blessed!
3. _________ our leader forgot the things-to-bring for the science subject.
4. _________ we are supposedly the winner.
5. _________ indeed it is a goose bumps!
6. _________ you caught it again.
7. _________ what a gloomy day!
8. _________ I got head ache!
9. _________ she rejected my invitation.
10. ________ finally I found her!

Activity 5. Write Out

Write a sentence with each given interjection.

1. Duh - ___________________________________
2. Whooa - ________________________________
3. Wow - _________________________________
4. Boo - __________________________________
5. Exactly - ________________________________
6. Yipee - _________________________________
7. Hey - __________________________________
8. Gosh - _________________________________
9. Alas - _________________________________
10. Oh - _________________________________
LESSON 3

LIVING WITH A PURPOSE

YOUR JOURNEY
Most probably by this time, you can see for yourself why there are changes you are
experiencing that are best for you and how they will make you feel great after all. Your
physical, social, emotional, and moral changes may lead to your personal strengths and
weaknesses. The BIG Question: How can I have a purpose driven life? This will
serve as the gravitational core of the ideas you’ll share.
The discussion you’ll engage in in this lesson will naturally tie together the information
carried in the varied activities supporting the overall theme: Enhancing the Self. The
elements of the poem you’ll revisit and explore more fully gravitate around the sub-theme
living with a purpose.

YOUR OBJECTIVES
Going through the process of discovering the answers to the BIG question, you are
expected to:
• show appreciation for the significant human experiences highlighted and shared during
the discussion or presentation
• compare and contrast information listened to
• draw generalizations and conclusions from the materials viewed / listened to
• use context clues to arrive at the meaning of words
• draw similarities and differences of the featured selections in relation to the theme
• perform a poetry reading / speech choir

It is expected that in this lesson, you are to demonstrate how your language
communication and literary skills can be continuously developed as you explore the
chosen poem highlighting the importance of living with a
purpose.
Be reminded that your expected output will be a poetry reading / speech choir, and the
criteria for assessment will be: Delivery, Voice, Gestures, Facial Expression, and Eye
Contact.

YOUR INITIAL TASKS

TASK 1 Squeezed

Are you fond of listening to music? Listening to music is the same as looking closely at an
illustration just as it is like reading a poem to unfold its meaning.
What problem do you have in unfolding the meaning of a poem?
What will you do to improve in this area?
Remember these questions as you work on the phases of this lesson.
TASK 2 How Do You Look at Life?

• Look at the following images.

• Analyze and classify the pictures shown.

• What are the images trying to show?
• What are the different roles that we serve in our society?
• What is our purpose in life?

TASK 3 Why Not?

• Listen to the song Do You Know Where You’re Going To?

• Reflect and share answers to these questions:
✓ What emotion does this song evoke? Explain.
✓ How does the song’s message relate to your life?
✓ What is the best way to live life according to the song?
✓ Do you believe in the importance of personal achievement on earth and look to one
another as well as God for inspiration?
✓ What do I already know about living with a purpose?
✓ What do I want to know more about living with a purpose?

TASK 4 Core Question

• What are your various responsibilities as individuals? (as students, as sons/daughters,

etc.).
• What is your purpose in life?
• Share your ideas with others.

• Come up with a focus question and check it against this one:

How can I have a purpose driven life?
TASK 5 Remember the Focus Question

List logical temporary answers to the focus question.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

TASK 6 What do I Expect, Need, or Hope to Learn?

Write your targets on what you expect, need, or hope to learn in this lesson.
 YOUR TEXT
My Featured Poet

Henry Wadsworth Longfellow was a commanding

figure in the cultural life of nineteenth-century
America. Born in Portland, Maine, in 1807, he became
a national literary figure by the 1850s, and a world-
famous personality by the time of his death in 1882.
He was a traveller, a linguist, and a romantic who
identified with the great traditions of European
literature and thought. At the same time, he was
rooted in American life and history, which charged his
imagination with untried themes and made him
ambitious for success.
http://www.hwlongfellow.org/works_overview.shtml

A Psalm of Life

By Henry Wadsworth Longfellow

What The Heart Of The Young Man Said To The Psalmist

Tell me not, in mournful numbers,

Life is but an empty dream!
For the soul is dead that slumbers,
And things are not what they seem.

Life is real! Life is earnest!

And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.

Not enjoyment, and not sorrow,

Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.

Art is long, and Time is fleeting,

And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.

In the world’s broad field of battle,

In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!

Trust no Future, howe’er pleasant!

Let the dead Past bury its dead!
Act,— act in the living Present!
Heart within, and God o’erhead!
 Lives of great men all remind us
We can make our lives sublime,
And, departing, leave behind us
Footprints on the sands of time;

Footprints, that perhaps another,

Sailing o’er life’s solemn main,
A forlorn and shipwrecked brother,
Seeing, shall take heart again.

Let us, then, be up and doing,

With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait

TASK 7 Unlocking Difficult Words

Read the following sentences. Using your own words, define the underlined words.
Write your definition on the spaces provided.

1. The Psalmist was given the task to write the Psalm.

2. The pianist performed a mournful song in memory of his father.
3. She woke up from her deep slumber; she works as a call center agent.
4. The Monkey Eating Eagle looks in earnest at its prey.
5. Having a crush is described as just a fleeting feeling, soon it will be gone.
6. Her voice was muffled by the thick walls.
7. In the bivouac of life, we are just visitors.
8. The strife between the gangs is slowly intensifying.
9. Apolinario Mabini was called the sublime paralytic.

That forlorn look on her face shows how lonely it is living in her

1. psalmist
2. mournful
3. slumber
4. earnest
5. fleeting
6. muffled
7. bivouac
8. strife
9. sublime
10. forlorn
TASK 8 Poetry Reading Session

• Work in three (3) groups.

• With your group mates, read the poem aloud. Each group will be assigned to
read in front of the class 3 stanzas from the poem.

TASK 9 Small Group Differentiated Work

• Work in six (6) small groups.

Group 1
Look for words in the poem which are opposite in meaning to each of the
following.
1. Open = ------------- 6. Cheerful = -------------
2. Harmony = ------------- 7. Moves = -------------
3. Ridiculous = ------------- 8. Insincere = -------------
4. Uncertain = ------------- 9. Loud = -------------
5. Built = ------------- 10. Permanent = -------------

Group 2
Discuss your answers to the following questions.
✓ What according to the poem is our “destined end” or purpose?
✓ Is the poem morally uplifting and sentimental? Prove your point.
✓ How can one be a man according to Longfellow?
✓ What conditions are suggested by the persona/ speaker in order for anyone
to become a man? Recite lines that illustrate each condition.

Group 3
Think about
✓ what the speaker says life is not.
✓ the command “Act, act in the living present.”
✓ the last four lines of the poem.
✓ the quotation you choose as closest to your philosophy in life.
✓ why the poem is an inspirational one.
✓ how the poem celebrates the gift of life.
Group 4
Which of the lines suggests:
✓ People should continue to appreciate life on earth as very important and
real
✓ A time to act is NOW, to make spiritual, moral, and intellectual marks in
this world
✓ People not to waste the short time that they have
✓ Act as heroes amidst the earth’s strife
✓ Work toward personal achievement
Report back to class.

Group 5
Share your answers to the following questions:
✓ Do you believe that Longfellow has a strong view of life?
✓ How does Longfellow’s view of life compare with your own view?
✓ Point out the lines in the poem that
➣ show Longfellow has a strong and optimistic view of life
➣ you think young people might or might not agree with.

Philosophy in Life
Longfellow’s view My view Results

Group 6
What are the values expressed in the poem? Do the people of today still share
the values expressed in the Psalm of Life? Prove it.
 YOUR FINAL TASK
One good way to show your appreciation of the poem you read and explored is
through giving justice when reading it orally. You surely can prove your
understanding of the poem’s message through oral reading. This is when you
communicate the private, personal, unique experience of the poet/ persona to
your audience.

It is clear that your final output is poetry reading. When you get ready for it
keep in mind the following points:

• Your first job is to find a poem you feel a connection with and you want to
enjoy reading in public.
• Think about your purpose; that is, your desire to share the “feeling” and the
“experience” of the poem.
• Second, review the text to check the difficult and unfamiliar words.
• Third, make a working script where you need to have the copy of the poem.
✓ Identify the speaker and what he/she is trying to say.
✓ Point out the tone of voice to be used.
✓ Note where his/her tone might change to slow, fast, soft, or loud.
• When you read, do not come to a full pause but read on to the next line to
complete the thought.
• Plan and rehearse.

Memorize and understand the text.

✓ Plan your movements.
• Consider these criteria as you read the poem aloud:
✓ Voice (quality, projection, volume, pitch)
✓ Delivery (phrasing, pausing, intonation, stress)
✓ Facial expression, gestures, eye contact
• Practice reading aloud.
• Read according to punctuation. Break down the parts into subject and its
meaning.
• Read groups of words for meaning rather than reading single words.
• Change the tone of your voice to add meaning to the work.
• Be guided by the criteria: Delivery, Voice, Gestures, and Facial expressions.
• Read the poem to the class.

Congratulations! How do you feel about it?

Amazing, is it not?
 MY TREASURE

In this lesson, you obviously enjoyed learning. Think back on the activities,
tasks you’ve just finished, concepts you’ve learned. Reflect on and answer
these questions.
1. What is it you found most enjoyable? Most difficult in this lesson?
2. What would you do to do away with these difficulties?
3. Write at least three (3) possible ways you can adopt to solve these
difficulties.
4. What do you hope to strengthen in the next lesson/s?
• Complete the chart as shown with entries called for.