Learning Activity Sheet 21st Century, Assignments of English

Download Learning Activity Sheet 21st Century and more Assignments English in PDF only on Docsity! 21st Century Literature from the Philippines and the World Quarter 1 – Module 3: Context and Text’s Meaning 21st Century Literature from the Philippines and the World Alternative Delivery Mode Quarter 1 – Module 3: Context and Text’s Meaning First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – Region IV-A CALABARZON Office Address: Gate 2 Karangalan Village, Barangay San Isidro Cainta, Rizal 1800 Telefax: 02-8682-5773/8684-4914/8647-7487 E-mail Address: region4a@deped.gov.ph Development Team of the Module Writers: Lydia S. Villanueva and Butch C. Cabanig Editors: Alson Rae F. Luna Reviewers: Abigail P. Asunto and Catherine A. Costoy Illustrator: Mary Grace Santos Layout Artist: Jennifer U. Cruz Management Team: Wilfredo E. Cabral Job S. Zape Jr. Eugenio S. Adrao Elaine T. Balaogan Fe M. Ong-ongowan Christopher D. Diaz Lualhati O. Cadavedo Gemma G. Cortez Leylanie V. Adao Cesar Chester O. Relleve iii This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. iv At the end of this module you will also find: The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! References This is a list of all sources used in developing this module. v 3 10. Padre F. Faura founded the Manila 0bservatory, where celestial and astronomical events were observed. All modern structures are made of concrete. Observatory is a structure. Observatory is made of _____. a. structure b. concrete c. light material d. modern design 11. Zamboanga Hermosa Festival is a month-long religious celebration. The opening ceremony is the annual Regata de Zamboanga, where 200 Vinta paddlers compete. As the vintas’ move the sail shiver. What makes the sail shiver? a. The force of the paddle b. The gust of the wind c. The movement of the paddler d. The wave of the sea 12. The little children of Arnulfo family played inside the receiving area. The receiving area was a house to the antique collection. They played a touching ball. In an attempt to strike the opponent, the ball hit the jar on the corner stand. What do you think happened? a. The ball hit the ceiling. b. The vase punctured the ball several times c. The ball went into the mouth of the vase. d. The antique was knocked down and shattered into many small pieces. 13. The statements of the two Cabinet Secretaries collided. The first gave a point of view, which was opposing view of the latter. What would be the impact on the readers of the report? a. The readers applause the Secretaries for the job well done. b. The readers got confused about the clashing of ideas. c. The readers felt that there is harmony between the two. d. The readers realized that the ideas blend well. 14. The Narra trees planted on both sides of the national highway in Pangasinan roofed the entire stretch of the highway. The shade gives a cool ambiance to the motorists. How does this looks? It looks like a garland hanging on the road. a. The canopy of leaves and branches appear embracing. b. The leaves and branches look like a hot air balloon. c. The leaves and branches appear praying. 15. The red sports car was running at high speed along the expressway in Batangas when suddenly a group of cows appeared from somewhere. The car swerved hard and went- off the road. What do you think happened next? a. The car rested safely on the side of the road. b. The car stopped and continued to travel c. The car flew and collided with a tree. d. The car flew, bounced, and ran again. 4 Lesson 1 Context and Text’s Meaning Reading literary pieces becomes a challenge to a student like you. But as the years go by, changes happened even in the literary genre. Understanding the selection you read takes time, but if you will familiarize yourself with the context of the literary piece, appreciation comes along. What’s In Let us recall the previous lesson you have studied in Module 2. From the conventional and modern genre of literature: poetry, drama, fiction, non-fiction, 21st-century literary genres were presented to you. Fill out the organizer by writing LETTERS only under columns 2 & 3, write WORDS under column 4. Note: two letters may be repeated as you answer the grid. GENRE 1 SIMILARITY/IES 2 DIFFERENCES 3 SAMPLE ( write the title/words) 4 1.Manga 2.Graphic novel 3.Blog 4.Doodle fiction 5.Hyper poetry 6.Text-talk novel a. Make use of web or internet connection. b. A website containing short articles called posts updated regularly by the same person or by people interested in the same topic. c. Involved set of words, phrases, lines, etc. presented in a variable, sits on the page much as traditional poetry does, or may contain parts of the poem that move and mutate. d. All make use of illustration in presenting stories. e. An artistic storytelling style originated in Japan. f. Encompasses non-fiction works and thematically linked short stories as well as fictional stories across a number of genres. g. Literary presentation where doodle writing and drawings are incorporated. h. Stories told almost completely in dialogue simulating social network exchanges. 5 What’s New Below is a poem written by Danton Remoto, a Filipino author. Read and try to discover what this poem wants to convey. Then, answer the essential questions that follow. Padre Faura Witness The Execution of Rizal Author: Danton Remoto (Poetry) I stand on the roof Of the Ateneo municipal, Shivering On this December morning. Months ago, Pepe came to me In the observatory. I thought we would talk About the stars That do not collide In the sky: Instead, he asked me about purgatory (His cheeks still ruddy From the sudden sun After the bitter winter 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 In Europe Essential Questions: 1. Who are the characters in the poem? Write a piece of short information about each character. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. Who speaks in the poem? Extract a sentence from the poem to prove your answer. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. Discuss the form/structure of the poem. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 8 2. What was the nickname given to Jose Rizal mentioned in the poem? a. Star b. Mauser c. Ruddy d. Pepe 3. Why Padre Faura expected that they would talk about the stars? a. Because Padre Faura worked in the observatory b. Because Pepe was a star c. Because Pepe just arrived from Europe d. Because Pepe was fascinated in the observatory 4. Why Padre Faura was in the observatory when Pepe visited him? a. It was the only place where they could talk. b. He was in-charged in the observatory. c. The observatory was near the Ateneo De Manila d. The observatory was near Bagunbayan. 5. Why instead of stars, Pepe asked about purgatory to Padre Faura? a. Pepe was interested in the after-life. b. Padre Faura was sick. c. Pepe was hopeless d. Pepe was about to be executed Asessment 1. Getting familiar with texts’ meaning Direction: Read the poem and make the necessary responses to the following instructions given below. I will Count the multitude of stars The leaves in all the branches The flock of birds perched in the loft The blades of grass in the meadow And the cogon flowers in the air. I will Listen to the sound of breeze To the rustling of leaves To the chirping of birds To the buzzing of the bees To the flapping of butterfly’s wings. I will Tend the garden Rearrange the stones in a pile Weed the grass in the field Harvest the fruits in season And do again all of these. Let us Bring the front liners back home Fight the unforeseen enemy Help the new beginning Contribute to the humanity Flatten the curve Stay at home! Earnest wish by Lydia S. Villanueva 9 _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ 1. A multitude gathered along with Wan Chai District in Hongkong to protest the new policy there and to call to ban some products. Thousands of protesters were arrested. Multitude in this sentence means_______. a. A few in number of people b. A great number of people c. Some people d. Several numbers of people 2. In the poem, Earnest Wish, identify the words that suggest the meaning of the word, multitude. 3. The author used imagery in the poem, such as visual, auditory, and kinesthetic imagery. Write the words that suggest: 4. Discuss the structure of the poem, the stanza, lines, rhyme scheme. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _______________________ _______________________ _______________________ _______________________ Multitude Visual Imagery Auditory Imagery Kinesthetic Imagery 10 5. Discuss how the author presented the ideas of the poem up to the point where the message was presented. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Activity 2. Understanding the Context Directions: Look at each picture below. In Column A, each picture depicts the event presented in the poem. In Column B, based on your understanding of the poem, write what event happened in each picture and how do you feel about it. A B ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ _____ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ _____ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ _____ 13 • Values, assumptions, political and economic issues, and events related to the author and reader play a significant role in understanding context and the text’s meaning in a literary piece. What I Can Do Directions: Write a two-stanza poem using visual imagery. Describe your surrounding that mostly influences your line of thought. ________________________________ __________________________________ ________________________________ __________________________________ ________________________________ __________________________________ Rubrics for Poem Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Form Uses an inappropriate poetic form. May use an appropriate poetic form. Effectively uses an appropriate poetic form. Creatively uses an appropriate poetic form. Word Usage Student’s use of vocabulary is very basic. Vocabulary is very basic. Student’s use of vocabulary is more telling than showing. Student’s use of vocabulary is routine and workable. Student’s use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the reader’s mind. Mental Image Uses few mental image. Uses some mental image Uses mental image to reinforce the theme. Effectively uses mental to reinforce the theme. Assessment Multiple Choice. Read each statement. Choose and write the letter of the best answer on a separate sheet of paper. 1. The persona in the poem “Padre Faura Witness The Execution of Rizal” was _______. a. Danton Remoto b. Dr. Jose Rizal c. Padre Faura d. You 14 2. The mood of the poem was _______. a. Mournful b. Delightful c. Joyful d. Mysterious 3. The speaker was shivering while standing in the roof because _______. a. He was dizzy. b. It was cold. c. It was December. d. It was high. 4. In stanza 2 & 3 the persona recalled what transpired between him and Pepe. This literary device is called _______. a. Prophecy b. Symbolic c. Flashbacking d. foreshadowing 5. Pepe came from Europe where winter was bitter. His face became ruddy because _______. a. He was exposed to humiliation b. He was exhausted. c. He was not accustomed to the weather d. He was exposed to sudden sun. 6. The characteristics of the star were used to compare with Jose Rizal was shimmering because _______. a. he was well-known b. he was about to die c. he studied astronomy d. his teacher was in the observatory 7. Months before Pepe’s execution, he visited Padre Faura. Pepe talked about purgatory instead of colliding star maybe because _______. a. Padre Faura was sick b. Pepe was terminally ill c. Pepe knew he would be executed d. Pepe did not believe in the afterlife 8. Padre Faura witnessed the execution of Rizal from the Azotea of Ateneo because _______. a. there was no building in between Bagumbayan b. the old Ateneo de Manila was in Intramuros c. the Observatory was part of Ateneo d. he was invited 9. The author in the poem below expressed her willingness to do some impossible tasks stated below. What makes the tasks impossible to do? I will Count the multitude of stars The leaves in all the branches The flock of birds perched in the loft The blades of grass in the meadow And the cogon flowers in the air. 15 a. The tasks were impossible to do because birds are flying high. b. The tasks were impossible to do because the birds are perched on a loft. c. The tasks were impossible to do because quantifiers are needed. d. The tasks were impossible to do because nouns there are uncountable. 10. In this stanza, the author used auditory imagery which appeals to the sense of hearing. Among the sounds, which could not be heard clearly. I will Listen to the sound of breeze To the rustling of leaves To the chirping of birds To the buzzing of the bees To the flapping of butterfly’s wings a. Rustling b. Buzzing c. Flapping d. Chirping 11. Dr. Jose Rizal was being compared to a shimmering star in the poem. In the line, the star itself is already dead means _______. Star: Still shimmering Even if millions of miles away, The star itself Is already dead. a. Dr. Jose Rizal was no longer shimmering. b. Dr. Jose Rizal was not a star. c. Dr. Jose Rizal was sent to the sky. d. Dr. Jose Rizal was sent down. 12. In the poem, Preludes by T.S. Eliot, imagery is used. Which line appear to the sense of touch? 1. The winter evening settles down 2. With smell of steaks in passageways. 3. Six o'clock. 4. The burnt-out ends of smoky days. 5. And now a gusty shower wraps 6. The grimy scraps a. 4 b. 5 c. 6 d. 2 13. In the poem below, which word is used to refer to snow? "Kissed by Snow" - Kelly Roper 1. Standing in darkness with face upturned as 2. Frosty, feathery stars drift down from the sky 3. And land like gentle kisses from cold lips 4. 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Almario (Ed.), Sagisag Kultura (Vol. 1). Manila: National Commission for Culture and the Arts, 2015. Retrieved from https://philippineculturaleducation.com.ph/faura-federico/ Remoto, Danton, Goodreads, “Summer Reading”, Goodreads Inc. 2020, https://www.goodreads.com/author/show/524322.Danton_Remoto https://www.merriam-webster.cm/dictionary 20 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph