GE-ENG 100- 2FU

WORLD
LITERATURE
MODULE

For the Final Term

 COURSE OVERVIEW

Course No.

Course Code GE-Eng. 100-2FU

Descriptive Title World Literature

Credit Units 3 Units

School Year/Term 2nd Semester, AY: 2023-2024

Mode of Delivery Online and Modular Learning

Name of Instructor/ Dr. Josefina O. Carpentero

Professor
Course Outcomes 1. Find significance of studying literature of the world and examine
different literary texts reflecting varied cultural perspectives.
2. Develop the sense of personal and social responsibility as well as
intercultural competence and literary appreciation.

SLSU Vision

SLSU Mission a.

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MODULEVI: RENAISSANCE PERIOD AND
REFORMATION PERIOD (1485
-1660CE)
LEARNING PLAN

Intended Learning Outcome : Madea comparison and contrast of the

themes of the play “Hamlet” with today’s real events or stories; andd create
a
visual presentationMilton’s
of “On His Blindness”.

Enabling Learning Outcomes:

In this lesson, you will learn about the overview of literature.

1. Present a venn diagram showing the similarities and differences of the society presented in
“Hamlet” to our real world’s society.
2. Write a short reflection on the message of John Milton’s poem, “On His Blindness”.

This Renaissance era in England (also known as the Early Modern Period), from about
14851660, is freighted with famous writers and treasured texts. Spenser, Marlowe, Jonson,
Milton, Donne, and the incomparable William Shakespeare are just a few names that appear on
the Renaissance Writer Roll of Honor.

-- The Tragedy of Hamlet, Prince of Denmark, often shortened to Hamlet, is a

tragedy written by William Shakespeare sometime between 1599 and 1601. It is
Shakespeare's longest play, with 30,557 words.
--
Hamlet by
William Shakespeare
Prince Hamlet is depressed. Having been summoned home to Denmark from school in Germany to attend
his father's funeral, he is shocked to find his motherHamlet by William Shakespeare Gertrude already
remarried. The Queen has wed
Hamlet's Uncle Claudius, the dead king's brother. To Hamlet, the marriage is "foul incest." Worse still,

Claudius has had himself crowned King despite the fact that Hamlet was his father's heir to the throne.
Hamlet suspects foul play.

When his fat her's ghost visits the castle, Hamlet's suspicions are confirmed. The Ghost complains that he
is unable to rest in peace because he was murdered. Claudius, says the Ghost, poured poison in King
Hamlet's

ear while the old king napped. Unable to confess and find salvation, King Hamlet is now consigned, for a
time, to spend his days in Purgatory and walk the earth by night. He entreats Hamlet to avenge his death,
but to spare Gertrude, to let Heaven decide her fate.

Hamlet vows to affect madness — puts "an antic disposition on" — to wear a mask that will enable him to
observe the interactions in the castle, but finds himself more confused than ever. In his persistent
confusion, he questions the Ghost's trustworthiness. What if the Ghost is not a true spirit, but rather an
agent of the devil sent to tempt him? What if killing Claudius results in Hamlet's having to relive his
memories for all

eternity? Hamlet agonizes over what he perceives as his cowardice because he cannot stop himself from
thinking. Words immobilize Hamlet, but the world he lives in prizes action.

In order to test the Ghost's sincerity, Hamlet enlists the help of a troupe of players who perform a play
called The Murder of Gonzago to which Hamlet has added scenes that recreate the murder the
Ghost described. Hamlet calls the revised play The Mousetrap, and the ploy proves a success. As Hamlet
had hoped, Claudius' reaction to the staged murder reveals the King to be conscience -stricken.
Claudius leaves the room because he cannot breathe, and his vision is dimmed for want of light. Convinced
now that Claudius is a villain, Hamlet resolves to kill him. But, as Hamlet observes, "conscience doth make
cowards of us all."

In his continued reluctance to dispatch Claudius, Hamlet actually causes six ancillary deaths. The first
death belongs to Polonius, whom Hamlet stabs through a wall-hanging as the old man spies on Hamlet and
Gertrude in the Queen's private chamber. Claudius punishes Hamlet for Polonius' death by exiling him to
England. He has brought Hamlet's school chums Rosencrantz and Guildenstern to Denmark from Germany
to spy on his nephew, and now he instructs them to deliver Hamlet into the English king's hands
for execution. Hamlet discovers the plot and arranges for the hanging of Rosencrantz and
Guildenstern instead. Ophelia, distraught over her father's death and Hamlet's behavior, drowns while
singing sad love songs bemoaning the fate of a spurned lover. Her brother, Laertes, falls next.
Laertes, returned to Denmark from France to avenge his father's death, witnesses Ophelia's descent into
madness. After her funeral, where he and Hamlet come to blows over which of them loved Ophelia
best, Laertes vows to punish Hamlet for her death as wel l.

Unencumbered by words, Laertes plots with Claudius to kill Hamlet. In the midst of the sword fight,
however, Laertes drops his poisoned sword. Hamlet retrieves the sword and cuts Laertes. The lethal
poison kills Laertes. Before he dies, Laertes tells Hamlet that because Hamlet has already been cut with
the same sword, he too will shortly die. Horatio diverts Hamlet's attention from Laertes for a moment by
pointing out that "The Queen falls."

Gertrude, believing that Hamlet's hitting Laertes means her son is winning the fencing match, has
drunk a toast to her son from the poisoned cup Claudius had intended for Hamlet. The Queen dies.

As Laertes lies dying, he confesses to Hamlet his part in the plot and explains that Gertrude's death lies on
Claudius' head . Finally enraged, Hamlet stabs Claudius with the poisoned sword and then pours the last of
the poisoned wine down the King's throat. Before he dies, Hamlet declares that the throne should now
pass to Prince Fortinbras of Norway, and he implores his true friend Horatio to accurately explain the
events that have led to the bloodbath at Elsinore. With his last breath, he releases himself from the prison
of his words:
"The rest is silence."

The play ends as Prince Fortinbras, in his first act as King of Denmark, orders a funeral with full military

honors for slain Prince Hamlet.

Activity 1

Instructions: Using the Venn Diagram, write the similarities and differences of the society presented
in “Hamlet” to our real world’s society.
Hamlet’s World Real World

Similarities
 On His Blindness by John Milton

"When I Consider How My Light is Spent " is one of the best known of the sonnets of
John Milton.

When I consider how my light is spent

Ere half my days in this dark world and wide,

And that one talent which is death to hide

Lodg'd with me useless, though my soul more bent

To serve therewith my Maker, and present

My true account, lest he returning chide,

"Doth God exact day-labour, light denied?"

I fondly ask. But Patience, to prevent

That murmur, soon replies: "God doth not need

Either man's work or his own gifts: who best

Bear his mild yoke, they serve him best. His state

Is kingly; thousands at his biddingspeed

And post o'er land and ocean without rest:

They also serve who only stand and wait."

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 Activity 1

Instructions: Present the background information of the poem and share a short reflection on the
lesson of the literary piece.

A. Background information of the poem.

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B. Short reflection on the literary piece.

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 MODULE V: THE EN
LIGHTENMENT PERIOD
(1660
-1790CE)
LEARNING PLAN

Intended Learning Outcome: Discuss

ed the relevance of the literary
pieces in the present time; and produce an essay mirroring a student's own
philosophy.

Enabling Learning Outcomes:

In this lesson, you will learn about the overview of literature.

1. Present a venn diagram showing the similarities and differences of the society
presented in “The Rape of the Lock by Alexander Pope” to our real world’s society.
2. Write a short reflection on the couplet written by Alexander Pope.
3. Write a 3-paragraph essay on the essay “Virtue Is Better Than Science by Voltaire”.

"Neoclassical" refers to the increased influence of Classical literature in these centuries. The
Neoclassical Period is also called the "Enlightenment" due to the increased reverence for logic
and disdain for superstition. The period is marked by the rise of Deism, an intellectual backlash
against earlier Puritanism, and America's revolution against England.

--Amock -heroic narrative poem written by Alexander Pope. One of the most commonly cited examples of
high burlesque, it was first published anonymously
Lintot's in
Miscellaneous Poems and Translations
(May 1712) in two cantos (334 lines); a revised edition "Written by Mr. Pope" followed in March 1714 as
a five
-canto version (794 lines) accompanied by six engravings.

The Rape of the Lock by Alexander Pope

At the opening of the poem, Belinda , a beautiful and wealthy young woman is asleep. Ariel, her guardian

sylph, watches over her and sends her a dream which highlights what the role of the sylph is— namely to

protect virtuous young women, though at times he makes the whole thing sound a tad sinister by

suggesting that sylphs might control the action of mortals or get them into trouble. He is worried that

some disaster is close at hand, though he is not sure what form it will take.

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He instead warns her through the dream to “beware of man.” Belinda then awakes and begins dressing
herself for a day of social engagements. With the help of her maid Betty and that of her attendant sylphs,
Belinda then completes the elaborate process of beautifying herself.

Looking exceptionally beautiful, Belinda then sails from London to Hampton Court and dazzles the crowd
as she sails along. The two locks in which she has styled her hair look especially attractive, and the Baron
eyes them in admiration—he has resolved to take one for himself, either by force or by theft. Before sunrise
that morning, he had prayed for success to the God of love. As a kind of sacrifice burned a pyre made up of
“French romances” (i.e., love stories), garters, gloves, and all the tokens of his romantic past, including love
letters.

Meanwhile, back in the present Belinda’s boat is still gliding along and Ariel is still troubled by the feeling

that something horrible is going to happen. He summons a huge army of sylphs out of the air and explains

that he feels disaster is going to strike at any moment, though his idea of disaster is quite silly—that

at worst Belinda might lose her virginity, but it might also be something as trivial as a new dress getting
stained, losing a piece of jewelry, or her lapdog dying. He instructs a number of sylphs to man different
stations, including her fan, her lock, her watch, and her dog.

The boat arrives at Hampton Court and the lords and ladies disembark, ready to enjoy the pleasures of a
day

at court, in particular, gossip. Belinda soon sits down with two men to play a game of ombre. With a little
help from her band of sylphs, Belinda begins the game well, declaring that spades are to be trumps, and
quickly gaining the upper hand. The Baron, however, is quick to fire back and begins to dominate the game,
and Belinda is close to being beaten. At the very last second, though, Belinda is able to win the final play,
and reacts triumphantly.

Coffee is then served, which the smell of which revives the Baron and reminds him of his plan to steal the

lock. Clarissa draws out a pair of scissors, like a lady equipping a knight for battle, and the Baron seizes

them and prepares to snip off the lock. A whole host of sylphs descend on the l ock, trying to twitch
the hair and

Belinda’s earring to gain her attention and alert her to the danger. And, although she looks around three

times, the Baron simply evades her glance each time and then moves closer again. At this moment, Ariel

accesses Belinda’s inner thoughts and sees that she has feelings for an “earthly lover.” He feels that this ill

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befits the “close recesses of the virgin’s thoughts.” Resigned to the fact that she is not as pure as he had
hoped,

Ariel gives up on stopping the Baron from snipping off the lock. The Baron crows with delight and Belinda

screams in horror at what has happened.

While Belinda is sadly considering the wrong done to her, Umbriel, a gnome, flies down to another realm,

the Cave of Spleen. Here, he encounters a num ber of unpleasant things, including the East wind which was

thought to cause migraines, the figures of Ill Nature and Affectation, all kinds of horrible phantoms and

contorted bodies (women turned into objects, men who are pregnant), and the Queen of Splee n

herself, a kind of magical being who touches women with melancholy and hysterics.

He asks her to affect Belinda with “chagrin” and she obliges, presenting him with a bag of “the force of
female lungs, / Sighs, sobs and passions, and the war of tongues” and a vial containing “fainting fears, /
Soft sorrows, melting griefs, and flowing tears.”

When he returns, he finds Belinda in the arms of Thalestris, and promptly tips the bag over them.
Thalestris is acc ordingly hugely distressed at the lock’s loss and Belinda’s now tarnished reputation. She
goes to her own suitor, Sir Plume, and demands he confront the Baron, which he does to no avail, with the
Baron declaring that he will not give up the lock while his nostrils still breathe air (i.e., while he is alive).
But Umbriel, not content with having stirred up enough trouble already, then opens the vial over Belinda,
who appears to give a long lamenting speech about the loss of the lock, wishing she had stayed at home or
at least headed Ariel’s warning.

Still, the Baron is unmoved. At last, Clarissa quiets the group and makes her own speech, which essentially
argues that this whole debate is silly —that everyone, including women themselves, places too
much value on transient female beauty, and that women should instead invest their time and energy in
being the best moral beings they can be. But her good sense is lost on the assembled company, and Belinda
calls the women to arms.

A kind of mock courtly battle ensues, with fans, silks, and the ladies’ scowls for weapons, much to Umbriel’s

delight. Belinda rushes at the Baron and blows snuff into his nose, with the help of the gnomes, fulfilling
his earlier comment that the lock could only be taken from him if air stop ped filling his nostrils. She
then draws out a bodkin, threatening him with it. He tells her that he fears nothing in death but being
separated from her and begs to live, burning with passion instead. She shouts at him to return the stolen
lock, but miraculously the lock is gone. The narrator assures readers, however, that it ascended into
the heavens, like

Berenice’s locks, where it shall be viewed by the common people of London and astronomers alike. Unlike
every other lock, however, this one will never g row gray, but will burn brightly in the sky as an eternal
testament to Belinda’s spectacular beauty.

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Activity 1

Instructions: Using the Venn Diagram, write the similarities and differences of the society
presented in the poem by Alexander Pope to our real world’s society.

The Poem’s World Real World

Similarities

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 -- A literary device that can be defined as having two successive
rhyming lines in a verse, and has the same meter to form a complete
thought. It is marked by a usual rhythm, rhyme scheme, and
incorporation of specific utterances.

Alexander Popeis seen as one of the greatest English poets and

the foremost poet of the early 18th century.
He is considered a
master of the
heroic couplet
.

Famous Couplets of Alexander Pope

1.“Good nature and good sense must ever join;

To erris human; to forgive, divine.”

2."Hope springs eternal in the human breast:

Man never is, but always to be blest."
3.Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
4. He knows to live, who keeps the middle state
And neither leans on this side nor on that.
5.In faith and hope the world will disagree,

But all mankind’s concern is charity.

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 Activity 1

Instructions: Choose one from the famous couplets by Alexander Pope and write a short reflection.
Present your chosen couplet in the callout bubble.

Reflection:

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16
 Virtue Is Better Than Science by Voltaire

Voltaire (Born: François-Marie Arouet) was a versatile and

prolific writer, producing works in almost every literary form, including plays, poems, novels, essays,
histories, and scientific
expositions. He wrote more than 20,000 letters and 2,000 books
and pamphlets. He was one of the first authors to become renowned and commercially successful
internationally.

The less we have of dogma, the less dispute; the less we have of dispute, the less misery. If that is not

true, I am wrong.

Religion was instituted to make us happy in this world and the next. What must we do to be happy i
n the next world? Be just. What must we do to be happy in this world, as far as the misery of our
nature allows? Be indulgent.

It would be the height of folly to pretend to bring all men to have the same thoughts in metaphysics. It
would be easier to subdue the whole universe by arms than to subdue all the minds in a single
city.

Euclid easily persuaded all men of the truths of geometry. How? Because every single one of them is a
corollary of the axiom, “Two and two make four.” It is not exactly the same in the mixture of
metaphysics and theology.

When Bishop Alexander and the priest Arius began in the fourth century to dispute as to the way in
which the Logos emanated from the Father, the Emperor Constantine at first wrote to them as
follows as we

find in Eusebius and Socrates: “You are great fools to dispute about things you do not understand.”

If the two parties had been wise enough to perceive that the emperor was right, the Christian world
would not have been stained with blood for three hundred years.

What, indeed, can be more stupid and more horrible than to say to men: “My friends, it is not enough to
be loyal subjects, submissive children, tender fathers, just neighbours, and to practise every
virtue, cultivate friendship, avoid ingratitude, and worsh ip Christ in peace; you must, in addition, know

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how one is engendered from all eternity, and how to distinguish the homoousion in the hypostasis, or
we shall condemn you to be burned for ever, and will meantime put you to death”?

Had such a proposition been made to Archimedes, or Poseidonius, or Varro, or Cato, or Cicero, what
would he have said?

Constantine did not persevere in his resolution to impose silence on the contending parties. He might
have invited the leaders of the pious frenzy to his palace an d asked them what authority they had to
disturb the world: “Have you the title-deeds of the divine family? What does it matter to you whether
the Logos was made or engendered, provided men are loyal to him, preach a sound morality, and
practise it as far as they can? I have done many wrong things in my time, and so have you. You are
ambitious, so am I. The empire has cost me much knavery and cruelty; I have murdered nearly all my
relatives. I repent, and would expiate my crimes by restoring peace to the Roman Empire. Do not
prevent me from doing

the only good that can efface my earlier barbarity. Help me to end my days in peace.” Possibly he would
have had no influence on the disputants; possibly he would have been flattered to find himself, in long
red robe, his head covered with jewels, presiding at a council.

Yet this it was that opened the gate to all the plagues that came from Asia upon the West. From every
disputed verse of Scripture there issued a fury, armed with a sophism and a sword, that goaded men to
madness and cruelty. The marauding Huns and Goths and Vandals did infinitely less harm; and the
greatest harm they did was to join themselves in these fatal disputes.

Activity 1

Write a 3-paragraph essay on the premise of Character versus Intelligence. Which do you prefer?

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 POST-TEST
Instructions: Using the given format below, choose one film that you can suggest to others. Give the
required information.

Title of the movie ______________________________________________________

Director ______________________________________________________
Year Released ______________________________________________________

A. Who are the main characters/actors in the movie?

B. Give a summary of the plot. (Remember when writing your review that you are trying to convince
someone who has not seen the movie to either see it or avoid it so don’t add any spoilers).

C. What is a possible theme or moral of this story?

D. Who would like this movie? (This is your audience)

E. What is your opinion of the movie?

F. Would you recommend the movie? Why or why not?

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References:

1.Banaag, Amada G. et. al. (2003). A Journey Through World Literature. GBT
Great Books Trading. Quezon City.
2.Gillespie, Sheena, et al. (2005). World Literature: Connecting Nations and
Cultures. Pearson Longman. New York.
3.Mark, J.J. (2019). Enuma Elish – The Babylonian Epic of Creation – Full Text.
Retrieved from http://www.ancient.eu/article/225/enuma-elish---the
babylonian-eic-of-creation---fu/
4.Pla, Elsa. (2011). Elements of poetry. Retrieved from https://
elsapla.files.wordpress.com/2011/08/poetry-elements- partial-list.pdf 5.
Risdianto, Faizal. (2011). Introduction to literature. Trust Media Publishing.
Retrieved from https://abudira.files.wordpress.com/2012/03/chapter-
iiwhats-english-literature1.pdf
6. Sialongo, Cunanan, et al. (2007). Literatures of the World. Manila, Philippines.

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