English or @1st Century Literature from the Philippines and the World, Exercises of English

Download English or @1st Century Literature from the Philippines and the World and more Exercises English in PDF only on Docsity! 11 21st Century Literature from the Philippines Quarter 3 – Module 3: Different Contexts for Text’s Meaning and Reader’s Understanding 21st Century Literature from the Philippines and the World – Grade 11 Quarter 3 – Module 3: Different Contexts for Text’s Meaning and Reader’s Understanding First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Printed in the Philippines by Department of Education – Region XI Development Team of the Module Writer: SHIELA MAE O. CASTILLON Editor: BELEN D. TADO, PhD Reviewers: MAY ANN GO, PhD CRISPINA S. EBDAO, PhD Layout Artist: JESSON A. LECHIDO Management Team: Josephine L. Fadul – Schools Division Superintendent Melanie P. Estacio – Assistant Schools Division Superintendent Christine C. Bagacay – Chief – Curriculum Implementation Division Darwin F. Suyat – Education Program Supervisor – English Lorna C. Ragos – Education Program Supervisor Learning Resources Management Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. Let Us Learn This module was designed and written with you in mind. It is here to help you understand the difference and relationship between text and context especially in literature. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. After going through this module, you are expected to: 1. justify the relationship of context with the text’s meaning, 2. identify different types of text 3. use context in a text. 4. relate to the notions of the reader he/she has learned from literary piece by a poetry “Coup De Grace” by Noel Maratilla. 5. Used knowledge in writing Essay. MELCs anchored for the Module:  Discuss how different contexts enhance the text’s meaning and enrich the reader’s understanding. (EN12Lit-Id-25) iv 1 Let Us Try Directions: Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper. 1. This means circumstances forming a background of an event, idea or statement, in such a way as to enable readers to understand the narrative or a literary piece. a. Text b. Context c. Literary Devices d. Literary Piece 2. This is any object that can be "read", whether this object is a work of literature, a street sign, an arrangement of buildings on a city block, or styles of clothing. It is a coherent set of signs that transmits some kind of informative message. a. Text b. Context c. Literary Devices d. Literary Piece 3. This is written material; anything expressed in letters of the alphabet (especially when considered from the point of view of style and effect). a. Text b. Context c. Literary Devices d. Literary Piece 4. In literature, any technique used to help the author achieve his or her purpose is called; a. Text b. Context c. Literary Devices d. Literary Piece 2 - includes any type of writing that relates a series of events and includes both fiction (novels, short stories, poems) and nonfiction (memoirs, biographies, news stories).  Students need to know how narrative texts work and how to read them, because stories are used for many important purposes. The purpose of narrative text is to entertain, to gain and hold a reader's interest. Narratives also have characters and a setting, as well as a narrator or person from whose point of view the story is told.  Examples of Narrative: Another novel, Charlotte's Web, tells the story of how a young pig's life is saved by a spider who writes words about him in her web. Plays also have narrative plots. 3. Argumentative Texts- https://youtu.be/wB6QAfoyCS is a type of essay that presents arguments about both sides of an issue. It could be that both sides are presented equally balanced, or it could be that one side is presented more forcefully than the other. It all depends on the writer, and what side he supports the most. The general structure of an argumentative essay follows this format;  Introduction  Body  Counter argument  Conclusion The ultimate aim of argumentative essay is always to convince or persuade a given group of audience to understand the other side of the argument to support a new belief or idea. Examples: a research paper that takes a position on a controversial issue and tries to present evidence in favor of that position.  B. WHAT IS CONTEXT? “Content is king, but context is God.” — Gary Vaynerchuk is the setting of a word or event. And it is thus a world filled with people producing utterances : people who have social, cultural, and personal identities, knowledge, beliefs, goal and wants and to interact with one another in various socially and culturally defined situations. 4 Why Context important? Context is important because it helps you connect and create a relationship with the reader. It helps you communicate your point of view clearly making it easier to understand. It allows you and others to be more creative. Like many languages, English is filled with words that have more than one meaning, which are usually referred to as homographs. Or, even more confusing, we have words that are heteronyms. For instance, what comes to mind when you see the letters t-e-a-r? Your mind immediately makes a decision on how this word is pronounced and what it means. However, you can't possibly know what this word truly is meant to be without the proper context. The words around it let you know if someone is ripping a piece of paper in two, running fast down a hall, or having a good cry. It is only definable by the words that surround it. Merriam-Webster defines context as the parts of a discourse that surround a word or passage and can shed light on its meaning. Context allows us to know what is 'is' and what it isn't. Context is powerful, which is why people get so offended when they feel their words have been taken 'out of context'. They understand that words, sentences, passages can mean a lot of different things. For instance: STEPS IN DETERMNING MEANING FROM CONTEXT Here are four simple steps for determining the meaning from context when dealing with words that can have more than one meaning. Step 1: Look at the words that surround your target word. Step 2: Think about each possible definition for your target word. Step 3: Substitute a different word with the same meaning - a synonym - of each possible definition of your target word. If you end up with a tie, go for antonyms (words with the opposite meaning) and see if what results make any sense or is in a totally different ballpark. Step 4: Using what you discovered in Step 3, choose the pronunciation and definition of your target word that creates the best fit for the context in which your target word is being used. So, let's walk our way through the first time we see the word t-e-a-r in our target sentence. 5 Example: In her tear down the hall, she shed a tear because of a tear in her dress. Step 1: The words preceding the first t-e-a-r are 'in her,' and the following words are 'down the hall.' Step 2: T-e-a-r can mean 'run quickly,' it can mean 'cry,' or it can mean 'to rip.' Step 3: 'In her quick run down the hall.' OK, that's a possibility. 'In her cry down the hall.' Hmm, let's see. 'In her rip down the hall.'Well, I don't know about you, but as we move to Step 4, it seems that the only substitution that makes the most sense is 'a quick run.' So we are confident in saying this first use of the word t-e-a-r is referring to tear, meaning 'a quick run down the hall.' So, what you can do is go through these same steps for the second and third use of our target word, t-e-a-r, in the sentence. Different approaches to context Speech act theory and pragmatics view context primarily as “knowledge” Interactional sociolinguistics and the ethnography of communication view context as “knowledge” and “situation” Variation analysis views context as “situation” and “text” Conversation analysis focuses on the relationship among “knowledge”, “situation” and “text”. CONTEXT GIVES INFLUENCE TO TEXT 6 5. Malaria is an infectious disease caused by parasites that are transmitted to people through female Anopheles mosquitoes. Each year, over half a billion people will become infected with malaria, with roughly 80% of them living in Sub-Saharan Africa. Nearly half a million people die of malaria every year, most of them young children under the age of five. Unlike many other infectious diseases, the death toll for malaria is rising. While there have been many programs designed to improve access to malaria treatment, the best way to reduce the impact of malaria in Sub-Saharan Africa is to focus on reducing the number of people who contract the disease in the first place, rather than waiting to treat the disease after the person is already infected. a. Argumentative b. Narrative c. Expository 6. Jesus Christ is one of the most popular figures of history and religion. Though the historical evidence of him living is not so substantial, there is enough data to claim he was a real person. However, with his existence assured by information outside the Bible, there are still many mysteries about him. One such conundrum is when he was born. In fact, “when was Jesus born” is a top search on the internet. There are many theories about when he was born in terms of the year and month, and even day.  a. Argumentative b. Narrative c. Expository 7. A Countryman and a Snake A countryman's son stepped on a snake's tail accidentally. The tail suddenly turned and hit him so that he died. The father was very angry so that he cut off part of the snake’s tail. Then, the snake in revenge stung several of the farmer's cattle. It caused him great loss. However, the farmer decided to stop the fight with the snake. He brought food and honey to the mouth of its lair, and said to it, "Let's forget and forgive. Perhaps you were right to punish my son, and take revenge on my cattle, but surely I was right in trying to revenge him. Now that we are both satisfied, why should not we be friends again?" "No, no," said the snake. "Take away your gifts. You can never forget the death of your son, nor I the loss of my tail. Injuries may be forgiven, but not forgotten.” a. Argumentative b. Narrative c. Expository Additional Activity 9 Below is a poem written by Danton Remoto, a Filipino author. Read and try to discover what this poem wants to convey. Then, answer the essential questions that follow. Padre Faura Witness The Execution of Rizal Author: Danton Remoto (Poetry) I stand on the roof Of the Ateneo municipal, Shivering On this December morning. Months ago, Pepe came to me In the observatory. I thought we would talk About the stars That do not collide In the sky: Instead, he asked me about purgatory His cheeks still ruddy From the sudden sun After the bitter winter In Europe And on this day With the years beginning to turn, Salt things my eyes. I see Pepe, A blur Between the soldiers With their Mausers raised And the early morning’s Star: Still shimmering Even if millons of miles away, The star itself Is already dead Essential Questions: 1. Who are the characters in the poem? Write a piece of short information about each character. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Who speaks in the poem? Extract a sentence from the poem to prove your answer. ______________________________________________________________________ ______________________________________________________________________ 10 ______________________________________________________________________ 3. Discuss the form/structure of the poem. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Let Us learn More Context originates from the notion of weaving together. It is defined as the circumstances that form the setting of events, statements, or ideas and in the way of which it can be fully understood and assessed. Reading a literary piece may contribute to the production of the author and the reception of the reader as they appreciate and explore.  The writer's context is knowing about the writer's life, values, assumptions, gender, race, race, sexual orientation, and the political and economic issues related to the author.  Reader's context is about the reader's previous reading experience, values, assumptions, political and economic issues.  The text's context is about its publishing history. It is part of the larger text such as newspaper, history, events, translated in it.  Social context and socio-cultural of a text feature the society in which the characters live and in which the author's text was produced. In this lesson, you will unravel what goes with the poem. The structure of the poem refers to words that are put together or arranged such that they make sense. Imagery is creating a picture in the reader's mind by using words that appeal to the senses. There are types of Imagery that are used in this module. (Menoy 2016))  Visual imagery produced by the use of words that appeal to the sense of sight.  Auditory Imagery produced by the use of words that appeal to the sense of hearing. 11 Let Us Remember Now, let's recap what we've learned. First, text is defined as the linguistic content : the stable semantic meanings of words, expressions, and sentences, but not the inferences available to hearers depending upon the contexts in which words, expressions, and sentences are used. It has there (3) major categories; Expository texts, Narrative texts, and Argumentative texts. While context is defined as the parts that surround a word or passage in a discourse, and can shed light on its meaning. You must know the context to fully understand any work that you are reading. There are four steps you can use to discover the proper context in which a word or passage should be taken. Those steps are: 1) Look at the words surrounding your target word. 2) Consider each of the possible definitions of your target word. 3) Substitute synonyms into the passage and see which ones fit well, and if they have a tie, you can go on to antonyms. 4) Choose the definition that fits best within the passage. Also remember, there are some works in which multiple meaning should be considered; you don't choose just one definition, you apply all those that fit for the word. And when it comes to your own writing, try to use words whose meanings will be easily clear for the reader. If you must use a word with multiple meanings, make sure you surround it with enough helpful context so that the proper meaning will be easily deduced by your audience. And, of course, you have to understand your audience to know what words should really be used. Remember - context is everything. Without context, writing has very little meaning. The reason that context is important when studying literature is that it gives us an idea of what was going on around the time that the text was produced. Especially when it is an older text, such as a sixteenth-century play like Romeo and Juliet, life was very different to modern times. 14 What is the relationship of context with the text meaning? Text refers to the words which are written, while context is the surroundings of the text, whether it is created within the text or describing the situation of the author's life in which the text was written. How does context affect meaning? The Role of Context in Shaping Purpose and Constructing Meaning. Social context can affect the extent to which writers and readers share common experiences and expectations about a text. Cultural context will affect the fundamental assumptions, beliefs, and aspirations that they bring to the reading of a text. What is the difference between text and context? Text refers to the words which are written, while context is the surroundings of the text, whether it is created within the text or describing the situation of the author's life in which the text was written. Let Us Assess ”Coup de Grace” Noel Moratilla F I were very sure That all was over betwixt you and me That, while this endless absence I endure With but one mood, one dream, one misery Of waiting, you were happier to be free, Then I might find again In cloud and stream and all the winds that blow, Yea, even in the faces of my fellow-men, The old companionship; and I might know Once more the pulse of action, ere I go. But now I cannot rest, While this one pleading, querulous tone without Breaks in and mars the music in my breast. I open the closed door—lo! all about, What seem your lingering footprints; then I doubt. Waken me from this sleep! Strike fearless, let the naked truth-edge gleam! 15 For while the beautiful old past I keep, I am a phantom, and all mortals seem But phantoms, and my life fades as a dream. In the Poem ”Coup de Grace”, there are many ways in identifying the relationship of context with the text’s meaning; you need to check on the following question to know how the two relate with each other; Text Analysis: 1. What is the persona asking the reader to bring? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. What should be done when the reader is welcomed with “hands/reeking of slime or greese?” When the persona raises his/her clenched fist in protes? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Give the other “suggestions” made by the persona. Are those suggestions sincere and to be taken seriously? Why or why not? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Explain the following lines: Regale us with/more promises /contrived /images, false/hopes.” _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. Interpret the last stanza. What is the meaning of the lines:”…you’re/thinking/ how to butcher us / even more?” 16 19 References BOOKS: Emilou Lindsay Icaza Mata, Nerissa Cruza Gabelo, Felix M. Ambon, Edward E. Babasa (2016). 21st Century Literature from the Philippines and the World for Senior High School ONLINE TEXTS: https://www.slideshare.net/niamhdowning/text-and-context https://blog.prepscholar.com/argumentative-essay-examples https://academichelp.net/samples/academics/essays/expository/ when-was-jesus-born.html https://academichelp.net/samples/academics/essays/expository/ when-was-jesus-born.html 21 22 For inquiries or feedback, please write or call: Department of Education – Division of Tagum City Office Address: Energy Park, Apokon, Tagum City, 8100 Telefax: (084) 216-3504 E-mail Address: tagum.city@deped.gov.ph