ENGLISH 9. 2nd Quarter.

Page 1 of 27
GRADE

Republic of the Philippines

DEPARTMENT OF EDUCATION
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NAME OF STUDENT

ENGLI ndGRADE AND BLOCK

2
SH
QUARTER

3RD
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 ENGLISH 9. 2nd Quarter. Page 2 of 27
NAME OF STUDE
GRADE AND BLO

Table of Contents
Introduction ………………………………………… 4
Learning Objectives & Definition of terms…………… 5
Icons in this Module …………………………………… 6
Pre-Test ………………………………………… 7

Chapter 2 From the Romantics to the Contemporary

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Lesson 7 ROMANTIC AGE IN ENGLISH

LITERATURE…………………………. …………………. 8-13
Figures of Speech ………………………………………………………….. 8-9
Lyric Poetry………………………………………………………………. 9-10
Elegy ……………………………………………………………………..…11
Context Clues ……………………………………………………………. 12
Vivid Adjectives and adverbs …………………………………………. 13-14

Lesson 8 THE VICTORIAN PERIOD …………..............12-14

Mood in Poems……………………………. …….............................. 14-15
Historical Novel ………………………………………………………. 15-16
Participles …………………………………………………………….. 16-20
Analogies ………………………………………………………………. 20-21

Important Notes …………………………………………………. 22

Reference …………………………………………………………22
Self-Assessment Activities ……………………………………….23-24
End of Module Assessment ………………………………………25-26

ANGLO-AMERICAN LITERATURE
2 nd Quarter ENGLISH 9

INTRODUCTION
This unit focuses on the literature of England from the 18th
century to the present. In the 18th century, prose was the principal
medium for literary expression. In the first half of the century, poetry
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became an expression of the intellect rather than a means for expressing

the emotions. But in the middle of the century, the expression of
individual emotion began to develop until it culminated in the Romantic
movement of the 19th century.
Stimulated by the French and Industrial Revolutions, the
literature of the 19th century expressed two views of life: the imaginative
and idealistic on one hand, and the psychological and realistic on the
other. This trend continued until World War II when the two groups
became synthesized. Today, the English novel remains an instrument of
expression of the most diverse temperaments while poetry reveals two
main tendencies. One is a search for beauty and the other an attempt to
soothe the pressures brought about by new discoveries and inventions.
Your skills in reading the literature of this period will be further
developed as you discuss the different literary trends. Your vocabulary
will be enriched further as you hone your listening, speaking, and writing
skills. With your improved communication skills, you can be
better understood as you relate with other people.

LEARNING OBJECTIVES

 Determine usage of the figures of speech.

 Identify the characteristics of a Lyric poetry.
 Distinguish the Elegy.
 Determine the use of Context clues.
 Determine vivid Adjectives and Adverbs.
 Identify mood used in a poem.
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 Distinguish historical novel and its elements.

 Determine participles and use it in a sentence.
 Distinguish analogies.

DEFINITION OF TERMS
.

 A figure of speech is a word or phrase using figurative language—

language that has other meaning than its normal definition.
 Elegy is a form of literature that can be defined as a poem or song in
the form of elegiac couplets, written in honor of someone deceased.
 Context clues are hints found within a sentence, paragraph, or passage
that a reader can use to understand the meanings of new or unfamiliar
words.
 An adjective describes or modifies noun/s and pronoun/s in a sentence.
 Mood is the feeling that the writer wants the reader to get from the
work of literature.
 Historical novel, a novel that has as its setting a period of history and
that attempts to convey the spirit, manners, and social conditions of a
past age with realistic detail and fidelity (which is in some cases only
apparent fidelity) to historical fact.

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Icons of this Module

Introduction These are discussions of the activities as a

way to deepen your discovery and
understanding of the concept
Learning Objective This part contains objectives that are set for
you to learn as you go along the module.

Definition of Terms These are some of the things that you might
find difficult as you go along the way. This
will help you clear up your mind.
Pre-Test This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
Important Notes Additional learning notes for you to easily
remember
Self-Assessment These are follow-up activities that are
Activities intended for you to practice further in order
to master the competencies
Self and Module These are tasks that are designed to show
Assessment case your skills and knowledge gained, and
help yourself and your module improve
End of Module Activities designed to process what you
Assessment have learned from the lesson

Reference These are the resources where all the

information that the module contains came
from

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PRE-TEST

WRITE ALL YOUR ANSWERS ON A SEPARATE SHEET OF PAPER (1

whole) Follow the format below.

NAME:_________________________________SUBJECT: ______________
GRADE&BLOCK:______________________QUARTER: ______________

ACTIVITY 1 Directions: In a separate sheet of paper:

 Make a Bubble Map about “Figure of Speech”.
 Make a simple paragraph on your own view about the Romantic Period
in Literature.

ACTIVITY 2 Directions: In a separate sheet of paper:

 Read the poem carefully.
 Identify the mood/s of the Poem in your own point of view and why do
you think it is the mood/s portrayed, in a simple paragraph.
Crossing the Bar
BY ALFRED, LORD TENNYSON
Sunset and evening star,
And one clear call for me!
And may there be no moaning of the bar,
When I put out to sea,

But such a tide as moving seems asleep,

Too full for sound and foam,
When that which drew from out the boundless deep
Turns again home.

Twilight and evening bell,

And after that the dark!
And may there be no sadness of farewell,
When I embark;

For tho' from out our bourne of Time and Place

The flood may bear me far,
I hope to see my Pilot face to face
When I have crost the bar.

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The Romantic Age in English Literature

Month 1

FIGURES OF SPEECH
What is a Figure of Speech?
A figure of speech is a word or phrase using figurative language—language that
has other meaning than its normal definition. In other words, figures of speeches
rely on implied or suggested meaning, rather than a dictionary definition.
Figures of speech make up a huge portion of the English language, making it
more creative, more expressive, and just more interesting! Many have been
around for hundreds of years—some even thousands—and more are added to
our language essentially every day. This article will focus on a few key forms of
figures of speech, but remember, the types are nearly endless!

What are the types of figures of Speech?

 Simile
A simile is a very common figure of speech that uses the words “like” and “as”
to compare two things that are not related by definition. For example, “he is as
tall as a mountain,” doesn’t mean he was actually 1,000 feet tall, it just means he
was really tall.
Example:
The internet is like a window to the world—you can learn about everything
online!
 Metaphor
A Comparison between two unlike objects WITHOUT THE USE OF ‘AS’ or
‘LIKE’.
Example:
O wild west wind, though breath of autumns being.
 Personification
Is a kind of metaphor in which you describe an inanimate object, abstract thing,
or non-human animal in human terms. It is used to create more interesting and
engaging scenes or characters.
Example:
That piece of chocolate cake is calling my name.
 Synecdoche
Uses a part of a whole.
Example:
The boss hired six more hands. (people)
 Metonymy
The substitution of a noun for something it is closely related with.
Example:
Malacañang suspended classes yesterday.
 Hyperbole

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A figure of speech in which an author or speaker purposely and obviously

exaggerates to an extreme.
Example:
She’s going to die of embarrassment.
 Allusion
Basically, a reference to something else. It’s when a writer mentions some other
work, or refers to an earlier part of the current work.
Example:
I didn’t have any bus fare, but fortunately some good Samaritan helped me out!
 Apostrophe
A figure of speech sometimes represented by an exclamation, such as “Oh.” A
writer or speaker, using apostrophe, speaks directly to someone who is not
present or is dead, or speaks to an inanimate object.
Example:
Jane Taylor uses apostrophe in the well-known poem, The Star:
“Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high,
Like a diamond in the sky.”
 Paradox
A statement that contradicts itself, or that must be both true and untrue at the
same time. 
Example:
Nobody goes to Murphy’s Bar anymore — it’s too crowded.
If the bar is crowded, then lots of people are going. But if so, many people are
going, it makes no sense to say “nobody goes” there anymore. 
Repetition
Is the repeating of a word or phrase. It is a common rhetorical device used to
add emphasis and stress in writing and speech.
Example:
The big stairs led up to a big house with a big front door. Breathe, breathe,
breathe, I told myself. I only have to stay for one second, be afraid for one
second, not scream for one second. I can do it. I can win the bet. I can prove I’m
brave.

LYRIC POETRY
What is Lyric Poetry?
A formal type of poetry which expresses personal emotions or feelings, typically
spoken in the first person. It is not equivalent to song lyrics, though they are
often in the lyric mode. The term derives from a form of Ancient Greek
literature, the lyric, which was defined by its musical accompaniment, usually
on a stringed instrument known as a lyre.
What are the kinds of Lyric poetry?
 Song. Intended to be sung.
 Elegy. A formal lament for the death of a particular person (for
example Tennyson’s In Memoriam A.H.H.). More broadly defined, the
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term elegy is also used for solemn meditations, often on questions of

death, such as Gray's Elegy Written in a Country Churchyard.
 Ode. A long lyric poem with a serious subject written in an elevated
style. Famous examples are Wordsworth’s Hymn to Duty or Keats’
Ode to a Grecian Urn.
 Sonnet. Originally a love poem which dealt with the lover’s sufferings
and hopes. It originated in Italy and became popular in England in the
Renaissance, when Thomas Wyatt and the Earl of Surrey translated and
imitated the sonnets written by Petrarch (Petrarchan sonnet).
 Ballad. A simple tale told in a simple verse. Generally folk songs
handed down by oral tradition.
 Idyll. Descriptive poem of rural or pastoral character which expresses
the poet’s feelings for his or her immediate landscape.

ELEGY
What is an Elegy?
Elegy is a form of literature that can be defined as a poem or song in the form of
elegiac couplets, written in honor of someone deceased. It typically laments or
mourns the death of the individual.
Elegy is derived from the Greek work elegies, which means a song of
bereavement sung along with a flute. The forms of elegy we see today were
introduced in the 16th century.
What are the features of Elegy?
 Just like a classical epic, an elegy typically starts with the
invocation of the muse, and then proceeds by referencing
traditional mythology.
 It often involves a poet who knows how to phrase thoughts
imaginatively in the first person.
 Questions are raised by the poet about destiny, justice, and
fate.
 The poet associates the events of the deceased with events in
his own life by drawing a subtle comparison.
 This kind of digression gives the poet space to go beyond the
main or crude subject to a deeper level where the connotations
might be metaphorical.
Examples of Elegy from Literature:
In Memory of W. B. Yeats (By W. H. Auden)
“With the farming of a verse
Make a vineyard of the curse,
Sing of human unsuccess
In a rapture of distress;
In the deserts of the heart
Let the healing fountain start,
In the prison of his days
Teach the free man how to praise.”
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CONTEXT CLUES
What is a Context Clue?
Context clues are hints found within a sentence, paragraph, or passage that a
reader can use to understand the meanings of new or unfamiliar words. Learning
the meaning of a word through its use in a sentence or paragraph is the most
practical way to build vocabulary, since a dictionary is not always available
when a reader encounters an unknown word.
Note: A reader must be aware that many words have several possible meanings.
Only by being sensitive to the circumstances in which a word is used can the
reader decide upon an appropriate definition to fit the context.
 DEFINITION / DESCRIPTION CLUE
The new term may be formally defined, or sufficient explanation may be given
within the sentence or in the following sentence. Clues to definition include
“that is,” commas, dashes, and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”

b. Fluoroscopy, examination with a fluoroscope, has become a common

practice.
The commas before and after “examination with a fluoroscope” point out the
definition of
“fluoroscopy.”

c. The dudeen – a short-stemmed clay pipe – is found in Irish folk tales.

The dashes setting off “a short-stemmed clay pipe” point out the definition of
“dudeen.”

 EXAMPLE CLUES
Sometimes when a reader finds a new word, an example might be found nearby
that helps to explain its meaning. Words like including, such as, and for
example, point out example clues.
Examples:
a. Piscatorial creatures, such as flounder, salmon, and trout, live in the coldest
parts of the
ocean.
“Piscatorial” obviously refers to fish.

b. Celestial bodies, including the sun, moon, and stars, have fascinated man
through the
centuries.
“Celestial” objects are those in the sky or heavens.

c. In the course of man’s evolution, certain organs have atrophied. The

appendix, for
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example, has wasted away from disuse.

“Atrophied” means “wasted away.”

VIVID ADJECTIVES AND ADVERBS

What is an Adjective?
An adjective describes or modifies noun/s and pronoun/s in a sentence. It
normally indicates quality, size, shape, duration, feelings, contents, and more
about a noun or pronoun.
Adjectives usually provide relevant information about the nouns/pronouns they
modify/describe by answering the questions: What kind? How many? Which
one? How much? Adjectives enrich your writing by adding precision and
originality to it.
Example:
o The team has a dangerous batsman. (What kind?)
o I have ten candies in my pocket. (How many?)
o I loved that red car. (Which one?)
o I earn more money than he does. (How much?)

What is an Adverb?
An adverb is a word/a set of words that modifies verbs, adjectives, and other
adverbs. It tells when, where, and how an action is performed or indicates the
quality or degree of the action.
Many adverbs end in -ly but some words which end in -ly (such as friendly) are
not adverbs. Many words can be both adverbs and adjectives according to their
activity in the sentence.
Example:
o Robin is always hungry for success.
o I love her very much.
o He is running fast.
o Alex works hard.
o He wrote that willingly.

What are Vivid Adjectives and Adverbs?

Using the following creates powerful mental images when used effectively and
judiciously.
Examples:

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Congratulations! You have reached the end of the first module. Now it’s time for
you to go to the next module

The Victorian Period

Month 2

MOOD IN POEMS
What is a mood?
Mood is the feeling that the writer wants the reader to get from the work of
literature. Most writers choose their words and phrased carefully to create
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feelings such as joy, regret, sorrow, hope, excitement, awe anger,

embarrassment humility and others. In poetry, mood can be established by the
choice of words, symbolic language, structure of the sentence, the length of each
poetic line and the punctuation marks chosen.
Mood, the feeling or atmosphere of a piece of poetry, is an important
literary device used to create successful poetry, and in mood poems, mood is the
dominant communicative force between poet and reader. In order for a poet’s
intent to be accurately interpreted, it’s essential to understand what creates
mood and why.
!!!
In the poem “Crossing the Bar” the opening stanza creates a feeling of sadness which is replaced
by some kind of cheerfulness as the poem moves on to the last stanza.

How to Write a Mood Poem

 Line Structure. The poetic line enables you to manipulate words and
phrases in a unique and powerful way.
 Positive and Negative Words. Each word, in consideration with its
context, has a positive or negative connotation that can drastically alter
the mood of a particular piece.
 Rhythm. The rhythm of a particular line can be manipulated by the
number of syllables in a word or cluster of words, as well as by which
vowel sounds are prominent, and the sound of its consonants.
 Imagery. Creating an image in the mind of a reader is one of the most
powerful tools at the poet’s disposal. Describing a particular image
with clarity brings the reader close to the poem, and engages him in a
way that’s personal and strong.

HISTORICAL NOVEL
What is a Historical Novel?
Historical novel, a novel that has as its setting a period of history and that
attempts to convey the spirit, manners, and social conditions of a past age with
realistic detail and fidelity (which is in some cases only apparent fidelity) to
historical fact. More often it attempts to portray a broader view of a past society
in which great events are reflected by their impact on the private lives of
fictional individuals.
!!!
 The work may deal with actual historical personages, as does Robert Graves’s I,
Claudius (1934), or it may contain a mixture of fictional and historical characters.
 It may focus on a single historic event, as does Franz Werfel’s Forty Days of
Musa Dagh (1934), which dramatizes the defense of an Armenian stronghold.

Elements:
 Conflict. The problem faced by the characters in the novel of which
there are two kinds:
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 External- the character against another character or another

characters: or characters against forces of nature like an
earthquake, a flood, sickness etc.
 Internal- character against himself or herself as he or she
wrestles with a problem.
 Characterization. Revealed through the following:
 Dialogue
 Interior monologue
 What other characters say about the character.
 Theme or idea. The expression of a universal truth or philosophy. The
Theme may deal with one or all of the following:
 Nature of the society
 Nature of humanity
 Nature of ethical responsibilities
 Setting. Indicate not only time but also the social environment.
 Point of view. The angle of narration.
 First person, which is limited in scope because the narrator
reports only one side of an issue.
 Omniscient, where the author tells the story and is therefore,
all knowing and all seeing.
 Tone. The narrator’s dominant attitude toward the subject. Dominant
tones in a story are: happy, sorrowful, tragic, cynical, loving,
sympathetic, shocking, angry and satirical.

PARTICIPLE
What is a Participle?
A participle is a verb form that can be used (1) as an adjective, (2) to create verb
tense, or (3) to create the passive voice.
There are two types of participles:
 Present participle (ending -ing)
 Past participle (usually ending -ed, -d, -t, -en, or -n).

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Here are some present and past participles being used as adjectives:

The The Present The Past

Verb Participle Participle

To rise the rising sun the risen sun

To boil the boiling water the boiled water

To the breaking news the broken news

break

To cook the cooking ham the cooked ham

Here are the verb tenses that are formed using present participles (shaded):

The 4 Past Tenses Example

simple past tense I went

past progressive tense I was going

past perfect tense I had gone

past perfect progressive tense I had been going

The 4 Present Tenses Example

simple present tense I go

present progressive tense I am going

present perfect tense I have gone

present perfect progressive tense I have been going

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The 4 Future Tenses Example

simple future tense I will go

future progressive tense I will be going

future perfect tense I will have gone

future perfect progressive tense I will have been going

Here are the verb tenses that are formed using past participles (shaded):

The 4 Past Tenses Example

simple past tense I went

past progressive tense I was going

past perfect tense I had gone

past perfect progressive tense I had been going

The 4 Present Tenses Example

simple present tense I go

present progressive tense I am going

present perfect tense I have gone

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present perfect progressive tense I have been going

The 4 Future Tenses Example

simple future tense I will go

future progressive tense I will be going

future perfect tense I will have gone

future perfect progressive tense I will have been going

Forming the Passive Voice

 The passive voice is form as follows:

[verb "to be"] + [past participle]

In these examples, the verb "to be" is bolded and the past participles are
shaded:
 The convict was captured after just two hours on the run.
 The goats are milked twice a day.
 My VIPs will be flown to the stadium by helicopter.

The 4 Past Tenses Example

Simple Past Tense The cake was eaten this morning.

(Passive Voice)

Past Progressive Tense The cake was being eaten during the morning.

(Passive Voice)

Past Perfect Tense The cake had been eaten before breakfast.

(Passive Voice)

Past Perfect Progressive The cake had been being eaten years before the

Tense (Passive Voice) invention of pasteurization.

The 4 Present Tenses Example

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Simple Present Tense The cake is eaten for breakfast

(Passive Voice)

Present Progressive Tense The cake is being eaten across the town.

(Passive Voice)

Present Perfect Tense The cake has been eaten since at least 1914.

(Passive Voice)

Present Perfect The cake has been being eaten since before

Progressive Tense pasteurization.
(Passive Voice)

The 4 Future Tenses Example

Simple Future Tense The cake will be eaten by the staff.

(Passive Voice)

Future Progressive Tense The cake will be being eaten during the speeches.

(Passive Voice)

Future Perfect Tense The cake will have been eaten before the dancing

(Passive Voice) starts.

Future Perfect Progressive The cake will have been being eaten for over two

Tense (Passive Voice) centuries by then.
Perfect participles are formed like this:
"Having" + [past participle]

Examples:
 Having taken
 Having eaten
 Having played
Some more examples of perfect participles (shaded):
 Having heard the news, he quickly sold his brother's record collection.
 Having been promised a steak dinner, she looked less than impressed
with her Happy Meal.

ANALOGIES
What are Analogies?
These are comparisons that help us zero in on connections between words. We
can use these connections to figure out the meanings of unfamiliar words.
Commonly present a relationship between concepts.

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16 kinds of relationships that analogies may express:

1. Antonyms – up : down
2. Synonyms – great : wonderful
3. Part: whole – trunk : tree
4. whole :part – school : classroom
5. tool : its action – crayon : draw
6. tool user : tool – carpenter : hammer
7. tool: object it’s used with – hammer : nails
8. category : example – dog : Golden Retriever
9. effect : cause – flood : rain
10. cause: effect – practice : improve
11. increasing intensity – unhappiness ; misery
12. decreasing intensity – hot : warm
13. action : thing acted upon – read : book
14. action: subject performing action – teach : teacher
15. object or place : its user – chalk : teacher
16. noun: closely related adjective – elephant : enormous
!!!
Here are some important things to remember when you think about analogies:
 Parts of Speech
If the words in the first pair express a “noun : adjective,” or “verb : noun,” or adjective :
adjective” relationship (for instance), the second pair should show the same relationship
between parts of speech.
 Word Order
If the first pair expresses a “tool user : tool” relationship (for instance), the second pair
must express the same relationship in the same order.
 Exactness
Sometimes two or more of the given choices would make fairly good sense in the blank.
When this happens, you should choose the word or pair of words, which most exactly suits
the relationship you are expressing.

Fantastic! It’s the end of your module. I think you’re ready

now to test and practice what you have learned.

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IMPORTANT NOTES

 A figure of speech is a word or phrase using figurative language—

language that has other meaning than its normal definition.

 Context clues are hints found within a sentence, paragraph, or passage

that a reader can use to understand the meanings of new or unfamiliar
words.

 Using the vivid adjectives and adverbs creates powerful mental images
when used effectively and judiciously.

 Mood, the feeling or atmosphere of a piece of poetry, is an important

literary device used to create successful poetry, and in mood poems,
mood is the dominant communicative force between poet and reader.

 Historical novel attempts to portray a broader view of a past society in

which great events are reflected by their impact on the private lives of
fictional individuals.

 A participle is a verb form that can be used (1) as an adjective, (2) to

create verb tense, or (3) to create the passive voice.

 Analogies. Commonly present a relationship between concepts.

Language in Literature (Anglo-American Literature). Vibal

https://literaryterms.net/
https://en.wikipedia.org/wiki/Lyric_poetry
http://www2.anglistik.uni-freiburg.de/intranet/englishbasics/PoetryTypes01.htm
https://www.mdc.edu/kendall/collegeprep/documents2/context%20cluesrev8192.pdf
https://www.learngrammar.net/english-grammar/adjective
https://www.learngrammar.net/english-grammar/adverb
https://penandthepad.com/write-mood-poem-1273.html
https://www.britannica.com/art/historical-novel
https://www.grammar-monster.com/glossary/participles.htm
https://www.greenwichschools.org/uploaded/north_street/pta/WordMasters/Analogi
esRelationships.pdf
https://interestingliterature.com/2016/01/10-very-short-victorian-poems-everyone-
should-read/
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 ENGLISH 9. 2nd Quarter. Page 22 of 27

SELF- ASSESSMENT
ACTIVITIES

WRITE ALL YOUR ANSWERS ON A SEPARATE SHEET OF PAPER (1

whole) Follow the format below.

NAME:______________________________ SUBJECT: ________________

GRADE&BLOCK:____________________QUARTER: _______________

ACTIVITY 1.2
Directions: Identify and write the lines or phrases in the poem which
shows a figure of speech. (Use a separate sheet)
Ode to the West Wind
BY PERCY BYSSHE SHELLEY
I
O wild West Wind, thou breath of Autumn's being,
Thou, from whose unseen presence the leaves dead
Are driven, like ghosts from an enchanter fleeing,

Yellow, and black, and pale, and hectic red,

Pestilence-stricken multitudes: O thou,
Who chariotest to their dark wintry bed

The winged seeds, where they lie cold and low,

Each like a corpse within its grave, until
Thine azure sister of the Spring shall blow

Her clarion o'er the dreaming earth, and fill

(Driving sweet buds like flocks to feed in air)
With living hues and odours plain and hill:

Wild Spirit, which art moving everywhere;

Destroyer and preserver; hear, oh hear!

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 ENGLISH 9. 2nd Quarter. Page 23 of 27

ACTIVITY 2.1
Directions: Identify the moods in the poem. Identify which line indicate
such mood and briefly explain why it shows the identified mood. (Use a
separate sheet)
Christina Rossetti,
‘One Sea-Side Grave’
Unmindful of the roses,
Unmindful of the thorn,
A reaper tired reposes
Among his gathered corn:
So might I, till the morn!
Cold as the cold Decembers,
Past as the days that set,
While only one remembers
And all the rest forget, –
But one remembers yet.

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 ENGLISH 9. 2nd Quarter. Page 24 of 27

END OF MODULE ASSESSMENT

WRITE ALL YOUR ANSWERS ON A SEPARATE SHEET OF PAPER (1
whole) Follow the format below.

NAME:______________________________ SUBJECT: ________________

GRADE&BLOCK:____________________QUARTER: _______________

ACTIVITY1
I. Circle the letter of the best meaning for the underlined word as it is used in
context.

1.My brother said, “I just freed myself from a very loquacious history professor.
All
he seemed to want was an audience.”
a. pretentious
b. grouchy
c. talkative
d. worried
2. There is no doubt that the idea of living in such a benign climate was
appealing. The
islanders seemed to keep their vitality and live longer than Europeans.
a. tropical
b. not malignant
c. kind
d. favorable
3. It is difficult to imagine a surfeit of talent in one individual, yet Leonard
Bernstein
simply does not have the time to make complete use of his talent as conductor,
performer, writer, and lecturer.
a. excess
b. variety
c. superiority
d. lack
4. There is a large demand all over the United States for plants indigenous to the
desert. Many people in Arizona have made a good business of growing and
selling
cacti and other local plants.
a. native
b. necessary
c. foreign
d. alien
5. After the Romans left, a millennium and a half passed before people again
lived in
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 ENGLISH 9. 2nd Quarter. Page 25 of 27

such comfort. Churchill wrote, “From the year 400 until the year 1900 no one
had
central heating and very few had hot baths.”
a. a decade
b. many years
c. 1000 years
d. a century

II. Complete the table for the vivid Adjectives and Adverbs. (Base from the
table above)

RICH
IMPORTANT
REALLY
MAKE
FAST

III. Give the 5 kinds of lyric poetry and give an example each. ( Title and the
Writer/Author only)

ACTIVITY2

I. Fill the blanks with a participle based on the italicized verb.

1. the tree fell. Of a _____tree, everyone makes firewood.

2. Children grow rapidly. _________children need proper nutrition.

3. Skim the cream. Put aside the ________ cream.

4. Please grind the meat. The recipe calls for __________ the meat.

5. The child forgot her doll. The ___________ doll lay on the floor.

II. Construct statements using appropriate particles in the following tenses.

 Construct 4 sentences with participles used as adjectives.

 Construct 2 sentences with participles in past participle.

 Construct 2 sentences with participles in present participle.

 Construct 2 sentences with participles in Passive voice.

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 ENGLISH 9. 2nd Quarter. Page 26 of 27

III. Direction: Circle the word that best completes each analogy.

!!!
Analogy Definition An analogy shows comparison between things
that have similar features, often used to help explain a principle or
idea.
Example apple: tree :: milk : cow

1. hairdresser is to client as doctor is to (patient / medicine / customer)

2. courage is to adventurer as fear is to (bravery / explorer / coward)

3. land is to dirt as ocean is to (rich / finger / water)

4. perplex is to confuse as irritate is to (happy / annoy / mad)

5. desert is to sun as pasture is to (cats / fish / sheep)

6. astronomer is to telescope as barber is to (saw / scissors / pen)

7. spoon is to feed as spade is to (dig / scoop / carve)

8. power is to watt as mass is to (liter / kilogram / mile)

9. lion is to lioness as horse is to (mare / drone / swan)

10. blow is to blew as find is to (forgot / froze / found)

11.flash is to camera as mouse is to (rat / computer / dessert)

12.ribbon is to present as icing is to (cake / cut / typewriter)

Bravo! You finally reach the end of the whole module. For now, rest and
remember everything that you have learned. See you on our next topic.

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 ENGLISH 9. 3rd Quarter. Page 27 of 27

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