Quarter 3 – Module 6

Literature

Department of Education ● Republic of the Philippines

English - Grade 8
Alternative Delivery Mode
Quarter 3 –Module 6: Literature
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Elena S. Javien; Christopher O. Risonar

Reviewer: Levie D. Llemit, PhD; Rolan B. Acido

Illustrator: Raul A. Mabilen

Layout Artist: Elena S. Jabien

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC-Assistant Schools Division Superintendent

Members
Levie D. Llemit, PhD – EPS-I English
Leah L. Tacandong – Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
Printed in the Philippines by
Department of Education – Division of Gingoog City
Office Address: Brgy.23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: [email protected]
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ENGLISH
Quarter 3 - Module 6
Literature
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 Table of Contents

What This Learning Package is About................................................................................................... i

What I Need to Know................................................................................................................................... i
How to Learn from this Module .............................................................................................................. i
Icons of this Learning Package............................................................................................................... ii

What I Know.................................................................................................................................................. iii

Lesson 1
Identifying the Notable Literary Genres Contributed by Southeast Asian
Countries........................................................................................................................ 1
What I Need to Know..................................................................................1
What I Know
Task 1. What’s the word?......................................................................1
What’s in (Review).....................................................................................2
What’s New
Task 2. Magic Square............................................................................3
Task 3. Great Names to Names.............................................................3
What Is It?
Task 4. Points to Ponder........................................................................4
What’s More
Task 5. Appreciating Poetry...................................................................6
Task 6. A. Previewing the Poem ...........................................................6
Task 6. B. Identifying Figurative Language ...........................................7
Task 6. C. Knowing the Mood ...............................................................7
Task 7. Understand What You Read .....................................................9
What I Have Learned
Task 8. Think Through...........................................................................10
What I Can Do
Task 9. All About Myself.........................................................................11

Lesson 2
Identifying the Distinguishing Features of Notable Poems, Short Stories,
Dramas and Novels Contributed by Southeast Asian Writers............................12
What I Need to Know..................................................................................12
What I Know
Task 1. Word Hunt................................................................................12
What’s in (Review).....................................................................................13
What’s New
Task 2. Match Me..................................................................................13
Task 3. Great Names To Names............................................................13
What Is It?
Task 4. Features To Remember............................................................14
What’s More
Task 5. Malaysia Literature....................................................................20
Task 6. A. Excavating the Text...............................................................22
Task 6. B. Name Me..............................................................................23
What I Have Learned
Task 7. Think Through...........................................................................23
 What I Can Do
Task 8. My Story Analysis.......................................................................23
Lesson 3
Explaining Figurative Language Used ..................................................................25
What I Need to Know..................................................................................25
What I Know
Task 1. Take Me...................................................................................25
What’s In (Review)
Task 2. Denote or Connote....................................................................26
Task 3. Take Me Out .............................................................................26
What’s New
Task 4. Read Me .................................................................................27
Task 5. Which is Which..........................................................................27
What Is It?
Task 6. Figurative – Array......................................................................30
What’s More
Task 7. Figurative Language Worksheet 1.............................................31
What I Have Learned
Task 8. Figurative Language Worksheet No 2 ......................................31
What I Can Do
Task 9. Poetry Scrap Book.....................................................................34
Lesson 4
Appreciating Literature as a Mirror to a Shared Heritage of People with
Diverse Backgrounds ...............................................................................................35
What I Need to Know..................................................................................35
What I Know
Task 1. Word Search..........................................................................35
What’s In (Review)...................................................................................36
What’s New
Task 2. Learning Goals and Targets...................................................36
Task 3. Reading a Text.......................................................................36
Task 4. Words Beyond My Thoughts ..................................................41
Task 5. Appreciating The Story ...........................................................42
What Is It?
Task 6. Key Points................................................................................42
What’s More
Task 7. Israel, The Chosen Land........................................................43
What I Have Learned
Task 8. ReflecT....................................................................................44
What I Can Do
Task 9. Story Log..................................................................................45

Summary ............................................................................................................................45
Assessment: (Post-Test) ..................................................................................................45
Key to Answers........................................................................................................................................…46
References....................................................................................................................................................49
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What This Module is About
This module will help the learners to learn the five macro skills in English subject.
Learners will encounter different literary works of Southeast Asia, listening task, reading
comprehension activities, and writing practices that would enrich their knowledge and
abilities in different macro skills.
Source: https://lrmds.deped.gov.ph

What I Need to Know

At the end of this module, you should be able to:

1. identify the notable genres contributed by Southeast Asian writers (EN8LT-IIIa-11).

2. identify the distinguishing features of notable poems, short stories, dramas and
novels contributed by Southeast Asian writers (EN8LT-IIIa-11.1).
3. explain figurative language used (EN8LT-IIId-2.2.4).
4. appreciate literature as a mirror to a shared heritage of people with diverse
backgrounds (EN8LT-IIIe-10).

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

1. Carefully read all the lessons.

2. Take your time on going through each lesson.
3. Answer the pretest honestly. The purpose of the pretest is for you to determine your
prior knowledge before going through the lessons and activities.
4. If you have a hard time understanding the lessons and activities, please do take a
break. Having breaks between lessons and activities will give you space where you
can absorb the lesson well.
5. You can use the internet if you need more information about the lesson.

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Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

I. A. Multiple Choice
Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.

1. It is the main character in a number of stories and regards as the humble animal.
a. Ramayana b. Kancil c. Seloka d. Madah
2. Refers to a poem similar to pantum.
a. Ramayana b. Kancil c. Seloka d. Madah

3. A poetry that sets to music.

a. Gurindan b. Pantum c. Madah d. Seloka
4. A sacred message of a text, repeated word or phrase in meditation.
a. Madah b. Mantera c. Kancil d. Gurindan
5. A didactic poem used to convey ideas on religion.
a. Mantera b. Syair c. Seloka d. Madah

(6-10 - Literary Devices) Read each statement and identify the kind of literary device
used. Choose your answer from the choices given in each number.

6. The snow was a soft white blanket.

a. Simile b.Metaphor c. Personification d. Hyperbole
7. The rain caressed my face.
a. Simile b.Metaphor c. Personification d. Hyperbole
8. Silence dropped like a curtain around them.
a. Metaphor b. Hyperbole c. Personification d. Simile
9. They say life is a highway and its milestones are the years.
a. Metaphor b. Hyperbole c. Personification d. Simile
10. The world will blow away
a. Simile b. Hyperbole c. Personification d. Metaphor

B. TRUE OR FALSE
Write True if the statement is correct and False if it is wrong.

______11. Khoo Seok Wan is a Singaporean poet who wrote ‘A letter to Lee Choon
Seng’.
______12. Usman Awang is known as the father of modern Malay Literature.

______13. The Taximan’s Story is a famous story in Singapore.

.
______14. Ponti is a book in Singapore that shows about friendship.

______15. Abdullah Kadir is one of the Malaysia’s leading dramatists.

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v
 Lesson Identifying Literary Genres

gni
1 Contributed by Southeast Asian
Writers
ni

What I Need to Know

Genres of literature are important to learn about. The two main categories
separating the different genres of literature are fiction and nonfiction. Genres are not wholly
fixed categories of writing, but their content evolves according to social and cultural
contexts and contemporary questions of morals and norms. In this lesson, the students are
expected to:

 identify the notable literary genres contributed by Southeast Asian writers

specifically Myanmar (Burma) and Philippines.

What I Know
Task 1. WHAT’S THE WORD?

Direction: Supply the correct letters to complete the missing word based on the meaning. The
first and last letters are given as clues.

g e a category of literature identified by form, content, and style.

p e a written work which contains sentences and paragraphs,

and does not have any metrical structure.
p y is a genre of literature which is based on a particular form, that
creates a rhyme.

f n a literary work based on imagination rather than on fact, like

a novel or short story.

d a tells a story through dialog and action.

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 What’s In

In the previous lesson, you had learned on how to judge the relevance and worth
of ideas presented in the material viewed. You were able to distingiush between fact
and opinion and you had also expressed your thoughts whether you’re convinced or
not on the speaker’s point of view of a particular speech. Furthermore, you learned how
to use figurative language effectively.

What’s New?

Task 2. MAGIC SQUARE: How well do you know these concepts?

Directions: Select from the numbered statements the best description for each of the
concepts. Put the number of your answer in the proper space in the “magic square box.” The
sum of the numbers will be the same across each row and down each column. Each correct
answer is worth 1 point, and if you find the MAGIC NUMBER, you get an additional 6 points.

Concepts Statements
A. Folk Tale 1. A long story which has a complicated plot and complex
themes.
B. Myth 2. A simple story about a human or animal character
which mostly teach lessons about human behavior.
C. Legend 3. A brief work that deals with one subject.
D. Fable 4. An account of a person’s life written by another.
E. Short Story 5. A brief, imaginative narrative which produces a single
unified impression about a particular cross section of
human life.
F. Novel 6. A short story coming down from the past.
G. Biography 7. An ancient story created to explain natural events
which gods and goddesses are the characters.
H. Essay 8. A long narrative poem about deeds of a hero.
I. Epic 9. A narrative that has a moral or a message or a point
which uses animals as characters.

MAGIC SQUARE BOX

A B C

D E F

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 G H I

Magic Number :___________

Task 3. GREAT NAMES TO NAMES:

Directions: You continue this lesson with a quiz on naming the famous writers of Burma
(Myanmar) and Philippines and their contribution to literature. Read about these writers
and be ready to name each one. Write the name of the writer in the space provided.

To help you in identifying these authors, their photos are provided here.

Ludu U Hla James Hla Kyaw

https://en.wikipedia.org/wiki/Ludu_U_Hla https://en.wikipedia.org/wiki/James_Hla_Kyaw

Francisco Baltazar José Rizal

https://www.poemhunter.com/franciscobal https://www.google.com/searchLifeandwo
tazar/biography rksofJoseRizal
1.
HHe was a prominent Filipino poet, and is
widely considered as the Tagalog equivalent of William Shakespeare for his impact on
Filipino literature. The famous epic, Florante at Laura, is regarded as his defining
work.
Answer:___________________________________________________________________________

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 2. A pioneer Burmese novelist and author of the first Burmese novel titled Maung Yin
Maung, Ma Me Ma. Burmese novels had existed before but they were written in verse
not in prose. Most of these novels were based on Buddhism, myth and legend and
history of Burma; therefore there were no novels that were based on everyday lives
like Maung Yin Maung, Ma Me Ma.
Answer:_____________________________________________________________

3. He is widely considered one of the greatest heroes of the Philippines and has been
recommended to be so honored by an officially empaneled National Heroes
Committee. However, no law, executive order or proclamation has been enacted or
issued officially proclaiming any Filipino historical figure as a national hero.[9] He was
the author of the novels Noli Me Tángere and El filibusterismo, and a number of
poems and essays.
Answer: ______________________________________________________________________________________________________

4. He was a Burmese journalist, publisher, chronicler, folklorist and social reformer

whose prolific writings include a considerable number of path-
breaking nonfiction works.
A library of 43 volumes of folk tales, a total of 1597 stories, that he collected between
1962 and 1977 from most of the ethnic minorities of Burma was a truly Herculean
undertaking. Many of these have been translated into several languages. [3] There are
5 other volumes of folktales from around the world to his credit.
Answer:
__________________________________________________________________

What Is It?

Task 4. POINTS TO PONDER

Directions: The following are the Key points that will help you recall and ponder as you go
along with this lesson. Read each key point and remember it as you answer the succeeding
activities.

Literary genre refers to a style or category of literary composition. Genre means

a type of art, literature, or music characterized by a specific form, content, and style. For
example, literature has four main genres: poetry, drama, fiction, and non-fiction. All of
these genres have particular features and functions that distinguish them from one
another. Hence, it is necessary on the part of readers to know which category of genre
they are reading in order to understand the message it conveys, as they may have
certain expectations prior to the reading concerned.

Types of Genre

There are five types of genres in literature, which include:

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 Poetry

Poetry is the first major literary genre. All types of poetry share specific
characteristics. In fact, poetry is a form of text that follows a meter and rhythm, with each
line and syllable. It is further subdivided into different genres, such an epic poem,
narrative, romantic, dramatic, and lyric. Dramatic poetry includes melodrama, tragedy, and
comedy, while other poems includes ode, sonnet, elegy, ballad, song, and epic.

Popular examples of epic poems include Paradise Lost, by John Milton, The Iliad
and The Odyssey, by Homer. Examples of romantic poems include Red Red Rose, by
Robert Burns. All these poetic forms share specific features, such as they do not follow
paragraphs or sentences; they use stanzas and lines instead. Some forms follow very
strict rules of length, and number of stanzas and lines, such as villanelle, sonnet, and
haiku. Others may be free-form, like Feelings, Now, by Katherine Foreman, which is
devoid of any regular meter and rhyme scheme. Besides that, often poetry uses figurative
language, such as metaphor, simile, onomatopoeia, hyperbole, and alliteration to create
heightened effect.
 Prose

This type of written text is different from poetry in that it has complete sentences
organized into paragraphs. Unlike poetry, prose focuses on characters and plot, rather
than focusing on sounds. It includes short stories and novels, while fiction and non-fiction
are its sub genres. Prose is further categorized into essays, speeches, sermons, and
interpretations.

 Drama

Drama is a form of text that is performed in front of an audience. It is also called a

play. Its written text contains dialogues, and stage directions. This genre has further
categories such as comedy, tragedy, and tragicomedy. William Shakespeare is known as
the father of English drama. His well-known plays include Taming of the Shrew, Romeo
& Juliet, and Hamlet. Greek playwrights were the pioneers in this field, such as
Sophocles’ masterpiece Oedipus Rex, and Antigone, while modern dramas include
Death of a Salesman, by Arthur Miller.

 Fiction

Fiction has three categories that are, realistic, non-realistic, and semi-fiction. Usually,
fiction work is not real and therefore, authors can use complex figurative language to touch
readers’ imaginations. Unlike poetry, it is more structured, follows proper grammatical
pattern, and correct mechanics. A fictional work may incorporate fantastical and imaginary
ideas from everyday life. It comprises some important elements such as plot, exposition,
foreshadowing, rising action, climax, falling action, and resolution. Popular examples of
literary fiction include, James Joyce’s novel A Portrait of an Artist as a Young Man,
Charles Dickens’ A Tale of Two Cities, Jane Austen’s Pride and Prejudice, and Harper
Lee’s To Kill a Mockingbird.

 Non-Fiction

Non-fiction is a vast category that also has sub-genres; it could be creative like a
personal essay, or factual, like a scientific paper. It may also use figurative language,
however, not unlike poetry, or fiction has. Sometimes, non-fiction may tell a story, like an
autobiography, or sometimes it may convey information to readers.

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 Other examples of non-fiction include biographies, diaries, memoirs, journals,
fantasies, mysteries, and romances. A popular example of non-fiction genre is Michael
Pollan’s highly celebrated book, The Omnivore’s Dilemma: A Natural History of Four
Meals, which is an account of the eating habits of Americans.

Function of Genre

Different genres have different roles. For example, fiction and dramatic genres help
students and writers learn and improve their communication skills. A poetic genre, on the
other hand, enhances imaginative and emotional power of the readers. Non-fictional texts
and essays help readers develop analytical and persuasive capabilities. However, the major
function of genre is to establish a code of behavior between the writers and audience, and
keep the readers informed about the topics discussed or the themes presented.

Source: https://literarydevices.net/genre/

What’s More

Task 5. APPRECIATING POETRY

Directions: The following selection is an example of modern Burmese poems. Such poems
are typically short, simple and direct.
The poem that follows was written by Daw Nu Yin who, from an early age, was a
leading luminary of the Burmese literary scene. She wrote over 5,000 poems focusing mostly
on religious affairs and marriage for young couples. Having won many literary awards during
her lifetime, the well-known icon faded from life at the age of 90.
Read through this poem and feel its beautiful language and philosophical meaning.

Silvery Beach
Nu Yin
Once Like crumbling mountains
For relations With terrific sound
I visited this place. Like wanting to devour and
swallow,
Alone Being alone, I felt scared
On this silvery beach And took shelter from this tide
Beside the cliffs and rough wind
I walked in tonight.
I gazed at the endless sea Beyond the edge of cliff
And I pondered. While I was seeking shelter
I thought of the cliffs
Gazing at the sapphire and green And our lives.
sea
I felt calm. Though these dreadful waves
I did not tire of staring at the Could sometimes overleap,
waves coming toward the beach They could not overwhelm cliffs.
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 “Similarly in one’s existence While taking shelter behind a cliff
Though violent minds This thought came to me.
Like rough winds Source: Burmese Poems Through
May be attacking you, the Ages. Trans.
If one practices patience The Most Rev. Friedrich V. Lutig
One can have tranquility in one’s
heart.”

Task 6.
A. PREVIEW THE POEM
Directions: To get an idea of what you will be reading, look at the title of the poem. When
a poet uses words like my and I, in a poem the speaker is the main character, not the poet.
Read the first and second stanza of this poem. Then answer these questions.

1. Who is the main character?

________________________________________________________________
2. How does the character describe herself?
________________________________________________________________

B. IDENTIFYING FIGURATIVE LANGUAGE

Figurative language is a way of using words in different and unusual words to make
a strong point. One type of figurative language occurs when poets compare two things that
are very different. In the passage above, the poet compares the waves to a crumbling
mountain. The word crumbling creates the image of having the ability to destroy or
destruct (destroying or destructive). By using figurative language, she forcefully makes the
point that the waves were like destructive mountains.

_____3. In this passage the poet describes the “violent minds like rough winds”. What point
is she making about violent minds?

A. She emphasizes that violent minds can cause trouble or can bring danger.
B. She emphasizes that violent minds are cautious and careful.
C. She compares violent minds to an intelligent person.
D. She compares rough winds to witty minds.

C. KNOWING THE MOOD

Mood is said to be an emotional or emotional-intellectual attitude which the
author takes toward his subject or theme. Reread the poem and answer the question
below.

4. What does the title suggest? Does it establish the mood of the poem?

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 Answer:______________________________________________________________
__________________________________________________________________________
_______________________________________________________________________

 Expressing Appreciation of an Essay

As you recall, an essay is a short piece of nonfiction writing in which a

writer gives his or her opinion on one subject. Informal or personal essays
reflect a writer’s feelings about the topic.

Award – winning writer and editor Kerima Polotan Tuvera was born in
Jolo, Sulu on December 16, 1925. She has worked with Your Magazine This
Week, and the Junior Red cross Magazine. She has won several awards
including the Palanca Memorial awards, the Stonehill Award, and the Patnubay
ng Sining at kalinangan Award.
The essay below is written from a mother’s point of view. Is your mother
similar to the mother in this essay? Are you like the teenager in this selection?
What might have influenced the teenagers to behave differently?

There’s a Teenager in the House

Kerima Polotan Tuvera

There’s a teenager in my house. Until a few years ago, he was my son. But
when he turned thirteen, he became also this tall stranger with new pimples around
his nose and insolence in his manner.

For nearly two years, there’s been an undeclared war between him and me.
He wins the skirmishes but he loses the battles. He may get his way every now and
then, but he knows that I make the big decisions. I am always tempted to punish him,
and I am sure that he thought of fighting back. We are suddenly to each other two
people we don’t like very much. He has ideas that shock me and I have standards that
appall him.

Once or twice, we manage to rediscover each other. After a hundred

arguments over why he should roll up his bedding and pick up his soiled clothes, and
study his lessons, this teenager and I look into each other’s eyes. I search for the
baby I woke for each dawn for thirteen years ago. I do not know what he looks for in
my face but he finds it there because he smiles. The anger vanishes between us
although the issue is not solved. Strewn on the floor each morning will be his bedding.
Close by, like the molting of a snake, are the algebra lessons undone, the comic
books well-thumbed, the messy bathroom, the weeping young sisters, and the
unwatered lawn….

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 When I surprised him in his room, I find him staring at the ceiling,
daydreaming. I am reality. I am the enemy with my many dos and don’t’s. Sometimes,
I feel he and I will never reach each other again. Surely, he may not understand me till
he’s a father himself and stands where I do now.

He says he will never marry, which is typically thirteen’s. He says when he

grows up he will get a good job. Then he will buy a fast car, and take all the pretty girls
riding. He goes to school which is not a rich man’s son’s school, and not a poor man’s
either. He was doing better last year at his studies, passing by the skin of his teeth. I
am not too sure he will pass this year, not even if he has two sets of teeth.

He barely opens his textbooks. He reads adventures, detective stories,

aviation magazines- but he reads, thank God! He can sit for hours before the idiot
box, the TV, mesmerized by even the most stupid programs. He needs a pair of shoes
and school pants badly, but he wants me to buy him a set of drums (only P300). He
will master them, he says. To convince me, he goes about with a pair of sticks topping
out some crazy rhythm on table tops and window sills and sometimes, even on the
head of a younger brother.

He wants, like all his friends in school, a car and a pair of funny-looking
Spanish boots. He will not get them either but I am trying to save for a small
microscope he saw at Alemar’s.

He does not lie very well. I sent him once on an errand and he was gone for
three hours. When he returned, he told me that the man I wanted wasn’t there and
that he waited, etc. ten minutes later, he was telling me the truth. He had gone
joyriding with a classmate, a boy of 15 who obviously with his parents’ help, had
gotten a license and drove a car of his own.

I went to his school and sought out this license-owning, car-driving 15-year-
old. I found him nice and respectful. But since I will not hand over to this friend and to
anyone else the responsibility for my son’s safety, I asked him to stop taking my boy
along with him on these rides.

I do not know if it will happen again. He brings home too many envious stories
of too many cars on their high school campus. He want what all his friends want-
Noise, Speed, Glitter.

Last week, on the eve of an induction party, I kept him home. He had me
believe it was a simple Boy Scout investiture ceremony with, perhaps Coke and
cookies later. It turned out to be something more elaborate. They had to have
sponsors and he had picked his one out. She was much older - a sophisticate from a
nearby college. She smoked and drank. She expected him to call her at her home and
take her back. I was quite sure liquor would be sneaked in. If his fifteen-year-old
friends could get licenses, bringing in a flask was no problem.

It was also his bad luck that day before the party, he handed me a report card
with four failing grades. I said simply, stay home. I felt guilty about making him miss
the fun, but he was over his hump quicker than expected. At 7:30 p.m., when the party

9
 was beginning somewhere in Pasong Tamo, he had a bottle of Coke in one hand, and
he was horsing around with his brothers and sister at home.

Next year, I will send him, to a school in the south. I want to take him away
from the city, away from souped-up cars and 15-year-old drivers and college girls who
smoke and drink at 17. I saw Silliman last summer and was impressed. He will board
at a place where he must get his own food and put his room in order.

I am not always right about him, but I am right about the things I want for him. I
want him to have all the virtues that seem to be going out of fashion: honesty, a
respect for the law, compassion, and a curious intelligence. Mine is certainly not a
modern attitude because I refuse to be his pal. I am his parent and I will not retreat
from that responsibility. I will not give up my parenthood with all its difficulties and
loneliness (and its bills) to become my son’s pal. I will not encourage him to think
along with his generation that life is one joyride. I allow him his Beatles haircut and his
passion for Presley. He must allow me my passion for his good future.

Source: R. Dumawal, N. Cay & P. Remolona, Communication Arts in English, Quezon City:
Vibal Publishing House, Inc., 1980.

Task 7. Understand What You Read

Direction: Write the answer to each question in the space provided.

1. Who is the “I” or the narrator in the selection?

Answer:_____________________________________________________________

2. What is she narrating?

Answer: ____________________________________________________________
____________________________________________________________________
__________________________________________________________________
___________________________________________________________________

3. Pick out at least four details from the essay that describe the son’s different
actuations or manners.
Answer_____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
___________________________________________________________________

4. What is the mother’s attitude towards her son? Is she indifferent? angry?
understanding? Give the details that support your answer.
Answer______________________________________________________________
____________________________________________________________________

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 ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________

5. How do you think teenagers from other Asian countries like Japan, Korea, Burma,
Thailand, Indonesia, and Malaysia with their different religions and cultures express
their unique personality?
Answer______________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________________

What I Have Learned

Task 8. THINK THROUGH

Directions: In the box is a pool of words you have learned in the lesson. Read each
definition and then choose the defined word from the pool. Write your answer in the space
provided before the number.

Novel Short Story Drama

James Hla Kyaw Epic Kerima Polotan Tuvera
Poetry Literary Genre Nu Yin
Prose Fiction Essay

____________1. An ancient story created to explain natural events which gods and
goddesses are the characters.
_________________2. Is a form of text that follows a meter and rhythm, with each line and
syllable.
_________________3. A long story which has a complicated plot and complex themes.
_________________4. This type of written text is different from poetry in that it has complete
sentences organized into paragraphs.
_________________5.A long narrative poem about deeds of a hero.
_________________6.Award – winning writer and editor who was born in Jolo, Sulu on Dec.
16, 1925.
_________________7. Is a form of text that is performed in front of an audience. It is also
called a play.
_________________8. A pioneer Burmese novelist  and author of the
first Burmese novel titled Maung Yin Maung, Ma Me Ma.

11
_________________9. She wrote over 5,000 poems focusing mostly on religious affairs and
marriage for young couples.
_________________10. Refers to a style or category of literary composition.
_________________11. A brief, imaginative narrative which produces a single unified
impression about a particular cross section of human life.
_________________12. A brief work that deals with one subject.

What I Can Do

Task 9. ALL ABOUT MYSELF

Directions: In an autobiography, a person tells his or her own life story. It describes the
important events, people and decisions in a person’s life from the one who actually had the
experiences. Write a three-paragraph composition describing your most interesting life
story/experience. Remember the parts of a narration (the introduction, body and
conclusion).

12
 Lesson
Identifying the Distinguishing
Features of Notable Poems, Short

2 Stories, Dramas and Novels

Contributed by Southeast Asian
Writers
gni
ni

What I Need to Know

One of the similarities between and among the literature of Malaysia, Singapore and
Philippines is their association to culture, customs and traditions. They are all based on stories
that depict the ways of the people.
Although there are cultural differences between Singapore and Philippines since
Singapore is mainly composed of the Chinese community, there are many similarities of
Malaysia and Philippine culture since people from both countries are of Malay descent.
https://brainly.ph/question/1886763

In this lesson, the students are expected to:

 identify the distinguishing features of notable poems, short stories, dramas

and novels contributed by the Malaysian and Singaporean writers.

What I Know
Task 1. WORD HUNT

L I T E R A T U R E S
O M N L N M O P N S T
S A M O O E R O O I A
E L E T V N Y E V N N

13
 T A S E A E L M E G G
T Y T R L D L A M A A
I S A A D R A M A P P
N I N T E A L X Y O L
G A Z O R P O J W R O
C H A R A C T E R E T

What’s In

In the preceding lesson, you had identified some of the Filipino and Burmese
writers. You were also able to identify the literary genres contributed by each writer. As
you go along with the succeeding lesson, you need to remember the key points you had
learned to connect to the topic on distinguishing the features of the notable poems, short
stories, dramas and novels contributed by the Southeast Asian writers.

What’s New?

Task 2. MATCH ME

Singaporean writers are tackling topics of loss, familial love, memory, female
friendships. And I am happy to say that no one is writing about chewing gum. The following
are the five novels by Singaporean writers. Examine each novel and be able to identify the
author. Write your answer in the space provided.

A. B. C. D. E.

B.

C.

1. Sharlene Teo
2. JY Yang
3. Thea Lim
4. Kirsten Chen
14
5. Clarissa Goenawan

Source : https://lithub.com/5-novels-by-singaporean-writers-you-should-read/

Task 3. GREAT NAMES TO NAMES: You continue this lesson with a quiz on naming the
famous Malaysian and Singaporean writers and their contribution to literature.
Directions: Read about these writers and be ready to name each one. Write the name of
the writer in the space provided.

To help you in identifying these authors, their photos are provided here.

1. A local Singaporean writer who has written many beautiful pieces of work, one of which
is her bestseller “Emily of Emerald Hill”.
Answer:_______________________________________________________________
____________
2. The best poet in the Malay language. A master at weaving words into striking phrases,
sentences and verses that are exceptional classical beauty and sometimes appear to
be nostalgic and even escapist.
Answer:_____________________________________________________________
3. A Singaporean fiction author known for writing about Singapore society and of themes
of traditional Chinese culture.
Answer: ______________________________________________________________________________________________________
4. A Malaysian writer of Indian origin. The father of modern Malay literature who wrote
Hikayat Abdullah, an autobiography.
Answer:
__________________________________________________________________
5. A Malaysian actor, director and writer based in Singapore. His plays often charged with
dark humor, political satire and surrealistic twists.
Answer: __________________________________________________________________

What Is It?

Task 4. FEATURES TO REMEMBER

15
The literature of Singapore comprises a collection of literary works by Singaporeans in
any of the country's four main languages: English, Chinese, Malay and Tamil.

While Singaporean literary works may be considered as also belonging to the literature
of their specific languages, the literature of Singapore is viewed as a distinct body of
literature portraying various aspects of Singapore society and forms a significant part of
the culture of Singapore. A number of Singaporean writers such as Tan Swie Hian and
Kuo Pao Kun have contributed work in more than one language. However, this cross-
linguistic fertilisation is becoming increasingly rare and it is now increasingly thought that
Singapore has four sub- literatures instead of one. The following are the features of
notable poems, short stories, dramas and novels that are written by the Singaporean
writers. They will help you recall and ponder as you go along with this lesson. Read each
key point and remember it as you answer the succeeding activities.

 Singaporean Poetry

Singaporean literature in English started with the Straits-born Chinese

community in the colonial era; it is unclear which was the first work of literature in
English published in Singapore, but there is evidence of Singapore literature
published as early as the 1830s. The first notable Singaporean work of poetry in
English is possibly F.M.S.R., a pastiche of T. S. Eliot by Francis P. Ng, published in
London in 1935. This was followed by Wang Gungwu's Pulse in 1950.
With the independence of Singapore in 1965, a new wave of Singapore writing
emerged, led by Edwin Thumboo, Arthur Yap, Robert Yeo, Goh Poh Seng, Lee Tzu
Pheng and Chandran Nair. It is telling that many critical essays on Singapore
literature name Thumboo's generation, rightly or wrongly, as the first generation of
Singapore writers. Poetry is the predominant mode of expression; it has a small but
respectable following since independence, and most published works of Singapore
writing in English have been in poetry.

A Singaporean Poem
A Letter to Lee Choon Seng
By: Khoo Seok Wan
In my humble hut Cooking meals to carry me
These cold, dismal days Through inclement weather

Sleepless And more,

As the rain creates The comfort of your presence
Its endless rhythms And the flow of your wine
Settled in the pavilion
You Here at my side.
A friend in times of need

Singapore Drama

16
 As a Singaporean, I can proudly say that Singapore dramas are good too!
One can watch them using Youtube, Iris Media, daily motion or toggle. Dramas
in toggle catch-up tv may not be free after sometime.
I Will update as soon as I can. Doing mostly based on memory.

Sealed with a Kiss (2015) 吻我吧，住家男

Genre: Romance, Comedy, Fantasy

Starring Elvin Ng as Zhu Jianan, Rebecca

Lim as Du Junning, Carrie Wong as Tian
Zhenzhen, Zhang Zhenhuan as Zheng
Danle, Jeffrey Xu as Xu Zhicheng, Charles
Lee as Zhou Yaowen.

Zoom into characters: Zhu Jianan is a

jinx. Whoever that touches him is bound to suffer misfortune ranging from tripping over
things to things falling on them. Because of that, he lives in solitude with only one
friend, avoiding people at all cost. After an occasion, he starts to crush on Junning and
as a drama addict imagines all sorts of romantic scenarios. However, in reality he is
running away from her whenever he sees her. Junning is living her ideal life with her
exceptional ability to please people. She also creates her perfect world through webs of
white lies. Everything including her career is in her control until Jianan does a CPR on
her. Due to the event, both their lives change completely: Jianan becomes extremely
lucky while Junning puts people off with her bluntness.

 5 Novels by Singaporean Writers

Only one of the five novels on this list, Sharlene Teo’s Ponti, is actually set in
Singapore. But I believe that Singapore shimmers beneath the surface of the
geographically varied, otherworldly settings of the remaining four.

A Singaporean writer myself, it wasn’t until asked by an interviewer about how

growing up in Singapore had influenced my work that I realized I’d been writing about
home all along. My own novel, Suicide Club, is set in a dystopian, near future New York,
where life expectancies average 300 years. But the ideas it deals with—state
paternalism, metric-driven notions of success and the darker side of meritocracy—had all
been deeply inspired by my upbringing. Thea Lim similarly attributes the themes of loss
in her novel, An Ocean of Minutes, to Singapore’s racing modernity and what often feels
like a tenuous relationship with the past; to the unsettling way old buildings and streets
back home have a habit of vanishing without a trace.

Amongst the novels on this list, you will find a historical drama set in early Maoist
China, a time-traveling love story that takes place in virulent flu-swept America, a
silkpunk universe where genders are not assigned at birth. In 2018, Singaporean writers
are tackling topics of loss, familial love, memory, female friendships. And I am happy to
say that no one is writing about chewing gum.

Set in an imagined town outside Tokyo, Clarissa Goenawan’s dark,

spellbinding literary debut follows a young man’s path to self-
discovery in the wake of his sister’s murder.

Named one of 2018’s most anticipated reads by The Huffington

Clarissa Goenawan Post and Bustle, Rainbirds “evokes the simple joys of early Haruki

17
 Murakami” (amNewYork) and is “a soulful whodunit full of deadpan
humor and whimsical narrative unpredictability” (Kirkus Reviews).

Set against the backdrop of 1950s China, Bury What We Cannot

Take tells the story of a family forced to flee their home after a nine-
year-old boy reports his grandmother vandalizing a framed portrait of
Chairman Mao.
Bury What We Cannot Take has been named one of 2018’s most
anticipated reads by Electric Literature, The Millions, The Rumpus,
Harper’s Bazaar, and InStyle. Celeste Ng calls it “an engrossing
historical drama and a nuanced exploration of how far the bonds of
familial love can stretch.”
Kirsten Chen,
Bury

In 1981 a deadly flu pandemic flays America, and to pay for her
lover Frank’s treatment, Polly takes a job elsewhere: the future. But
when Polly reaches 1998, she’ll have to risk everything to find
Frank again. An Ocean of Minutes asks: how much does it cost to
hold on to the past, and how much does it cost to let go?

Thea Lim

The third novella in Yang’s silkpunk fantasy world of The Tensorate Series, The
Descent of Monsters follows an investigation into atrocities
committed at a classified research facility that threaten to expose
secrets that the Protectorate will do anything to keep hidden.
Lauded as “joyously wild stuff” by The New York Times, the
Tensorate Series has been described as “full of love and loss,
confrontation and discovery” (Ken Liu) and “wonderfully
imaginative and original” (Aliette de Bodard). One of the earlier
novellas in the series, The Black Tides of Heaven, has been
nominated for a 2018 Nebula Award.
JY Yang

Set in Singapore, Ponti is the story of three women: 16-year-old

Szu; her mother Amisa, a once beautiful actress; and Circe, Szu’s
unlikely friend and confidant. Spanning five decades of their
interconnected lives, Ponti is a book about friendship, memory, and
how we change.
The winner of the inaugural Deborah Rogers Writers Award in
2016, Ponti has been called “remarkable” by awarding judge Ian
McEwan and compared to novels of Zadie Smith and Elena
Ferrante. Tash Aw raves: “Sharlene Teo has produced not just a
singular debut, but a milestone in South East Asian literature.”
Sharlene Teo
Source: https://lithub.com/5-novels-by-singaporean-writers-you-should-read/

18
  Famous Short Story

THE TAXIMAN’S STORY

By: CATHERINE LIM

CHARACTERS
The Taxi Man
The Protagonist of the story is a
very generous and hardworking father of
eight. He works as a taxi man, earning
by driving all day for his family. He
narrates the life and the significant
events that are happening as a taxi man
in their city. He thinks that success is
made if you work hard especially for
those who are like him, who didn’t get any chance to get an education nor have a a
capital in starting a business. He is very concerned of what was happening to the new
generation nowadays that unlike during their age, they were under by a disciplinary
action and should be obedient at all cost or else they’ll get punished.

Madam
The protagonist also of the story is a teacher and at the same the taxi man’s
passenger who's rushing for her meeting. As they travel along the way, she is
listening to the taxi man’s real story of what’s happening in their city. She was
innocent of how the teenagers are currently doing without her knowledge, not until the
taxi man tells every detail of those things that are undesirably happening at their city.

The taxi man’s daughter whom he was

proud of because she is very determined in
her studies and not until one day she was
caught by her father doing the thing that her
father knew and definitely not wanting and
expecting to happen to her.

PLOT
Exposition

19
 The story begins when the taxi man had his passenger who was rushing for
her meeting whom he called “Madam”. He drove their way to somewhere they can get
in a half hour due to the traffic. He told her that he had been driving for almost twenty
years and shared a thought that their city, Singapore, was very crowded unlike before.
Success for him is a matter of striving hard because he didn’t get a chance to get an
education nor have any capital for a business so he should have to go work hard to
earn and feed his family of 78 and his wife. He got a big family because there are no
such things like family planning before during his time which is now implemented
today in their city by their government. But then he was lucky because all of his
children are already grown-ups. Four of his sons are working-one businessman, two
clerks, one a teacher of a Primary school, one working in a National service and the
other one is still on her second year in her secondary level. His eldest daughter who is
now on her twenty’s is still at their home helping her mother. She is not yet married
because she is a shy type kind of a person and she had a bad health condition but
despite of that, she is a good and obedient woman. Opposite of his elder daughter is
her younger sister who isn’t good enough and goes against her parents. He tells that
long time ago he was being punished by his parents by a cane whenever he
disobeyed them even though he was big enough to get married. He said also that his
father was very strict but if not, he’ll might become useless like the other girls and
boys which is now currently happening in their city. When he finds out that his
passenger was a teacher, he told her that those schoolgirls who were about fifteen to
sixteen-year-old, go to school in the morning in their uniforms and instead of going
home, they proceed to a public lavatory or hotel and change their clothes which they
have in their school bag and put make-up on their face. In addition to that, that was
out of their parent’s mind then tells them that they have a school meeting or the like
but actually not. The taxi man then tells about the tricks and the dirty secrets that
these girls are doing so like earning a big amount of money from those foreigners and
that’s where also he get his big extra income. Like when last night, a young girl who
was very dolled up and wearing sexy dress and told him to take her to Orchid
Mansions, he was shocked into finding out that she had her purse full of American
notes and handed him ten dollars without even asking for a change! He further added
that he usually wait outside the Elroy Hotel, Tung Court or Orchid Mansions and
almost make nearly a hundred fifty dollars just for one day, some of it came from extra
services.

Rising Action
He then suddenly shared about and describes her daughter named Lay Choo,
as a good girl and striving hard for her studies. She always got a good compliment
from her teachers on her report card. She was his favorite daughter, asked her what
she wants after she left school and she answered him that she wanted to go to a
University. None of his children could go to a university unlike Lay Choo who is a
smart and very helpful on her mother even though she is sometimes a little lazy that
her teacher advises her to do extra work at her weak subject which is math. So then
he let her go back again at her school.

Conflict
One day, as he was driving, he saw a girl that looks familiar to him, she was all
dolled up with the other girls and some Europeans outside a coffee-house. He didn’t
think that it was Lay Choo because she was in her school and that girl was dressed-
up with make-up on and she was bold in her behavior. He then suspect her daughter
and then there find her out the next day, confirming that it was really her. He suddenly
20
 outraged going to her, slapped then dragged her to his taxi and went home. When
they arrived at their house, he trashed the food and beat her so bad that his wife and
his neighbors are pulling him away.

Falling Action
He decided to lock his daughter at her room for three days and lied to his
daughter’s teacher that she is sick so that she will be excused. Not long after that
incident, things are going on well according to what they want for them.

Resolution
They made a rule that she cannot leave the house but only by going to school.
He told also his wife that she shall check her every now and then to whatever that she
do and also her friends – what sort of people they are.

THEME
Genuine Love
Here we can tell that the story is patronizing about the taximan’s genuine love
towards his family especially to his children. He works all day eventhough sometimes
he can observe some of his passengers are doing “unlikeably things” in his car or
during his travels just for the sake of earning more for their family’s expenses. With his
knowledge about his passenger’s dirty little secrets (like some teenagers tend to bring
clothes in their bagpacks, telling their parents that they will be going home late due to
their meeting but then, they’ll change their uniforms in comfort rooms and go out
somewhere), he consider that as a lesson or a reminder for him if ever that’ll happen
to his daughter. Yes, it was when he confirmed that he saw his daughter at a cafe
looking so different and scolded her. Well for that, let us understand that as a parent
they have also the right to be mad and scold their children to discipline them not
because of their fault but for them to learn their lesson and never be doing stupid
things.

Trust
Here in the story, it also gives importance about the trust towards the other
people. Like for example, when the taximan lost his trust to his daughter because he
saw her unexpected to what he didn’t want to happen for his child. Moreover, when
the taximan gave a hint for his passenger which is usually the negative consequences
thereafter that ‘clue’, with this, it gave her doubt and was trying to earn her trust for
her children yet made her worried about. It further emphasizes that trust is something
that is very hard to earn and difficult also to earn back once you lost it.

Modernization
We can observe in the story that every happening and/or the things is
describing a modern lifestyle and how it influenced the society especially the
teenagers. It was mentioned in the story the buildings, the cafes, hotels and the like
which aren’t that famous a long time ago or from the past generations. In addition to
that, unlike before, the children is under control for every little move that they do but in
the story, it shows how they let their children just go on along their way unknowingly
what their teens are doing specifically, right after school.

ANALYSIS

21
 The story indeed awakens our minds about the reality of how the generation
nowadays are constantly changing, getting wilder, bolder and liberated. I think one of
the major reasons is the fact that their parents are very busy working hard for them and
those teens just don’t even think or care about it. In addition to that, their parents
therefore lack a social interaction with their interaction or simply ‘bonding’ with them.
That’s why they aren’t given much time and attention that their perspective in life
changes into something that we all don’t like to happen. They lack discipline and moral
guidance or support that’s why their behavior is undesirable. Thus, we cannot tell who
really got a problem with this, but it’s only a matter of time and attention that we should
fill in to our ‘lacks’. No one has to blame with such things that is happening, which we
cannot get rid of.

When we talk about the mood of the story, it is kind of like a typical normal day at
first then a sudden glimpse of ‘mysterious mystery’ popped in evolving into something
and revealing little by little with the taximan’s experiences from his work. The story is
somewhat like a revelation of the secrets that the teens are doing without their parent’s
knowledge about it. It is just so pitiful both with the taximan’s part and the parents’ that
they’re striving hard for them yet they do such things that is very disappointing on them.

Source: https://queentrovertblog.wordpress.com/2017/02/08/the-taximans-story/

MALAYSIAN LITERATURE

 Malaysian literature is typically written in any of the country’s four main

languages: Malay, English, Chinese, and Tamil.
 It portrays various aspects of Malaysian life.
 Early Malays literature was influenced by Indian epics, such as the Mahabharata
and the Ramayana.
 Begins with the coming of Islam in the late 15th century; no literary works dating
from the Hindu period (4th to late 15th centuries).

History of Literature
 The earliest works of Malaysian literature were transmitted orally in the absence
of writing scripts.

 By the 19th century, written literature occurred.

 Traditional Malay poetry was used for entertainment and the recording of history
and laws.

Three Forms of Traditional Malay Poetry

Mantera - a sacred message of a text; repeated word or phrase in meditation
(e.g “Om”, “Om Namo”)
Pantu - a traditional oral form of expression.
- consists of a quatrain which employs an abab rhyme scheme.

Syair - can be a narrative poem, a didactic poem, or a poem used to convey

ideas on religion or philosophy, or even one to describe historical event.

22
 Other Types

Seloka – a poem, similar to pantum

Madah – rhyming speech; a discourse through poetry

Gurindam – poetry that sets to music

 Fables in Malaysia:

Kancil (mouse deer)

- serves as the main character in a number of stories and regards as the humble
animal in the highest esteem.

 Famous Writers

Abdullah Abdul Kadir

 Malayan writer of Indian origin
 Most cultured Malay whoever wrote
one of the greatest innovators in Malay
 The father of modern Malay literature
 He wrote Hikayat Abdullah, an autobiography.

Usman Awang

 Best poet in the Malay language.

 Did not produce a very large corpus of poetry, only about
200 of them
 His poems are simple, clear, often romantic, and
beautiful
 A master at weaving words into striking phrases,
sentences and verses that are of exceptional classical
beauty and sometimes appear to be nostalgic and even
escapist.

Huzir Sulaiman
 A Malaysian actor, director and writer based in
Singapore.
 One of Malaysia's leading dramatists.
 His plays, often charged with dark humor, political
satire, and surrealistic twists, have won numerous
awards and international recognition.

What’s More
23
Task 5. A. EXCAVATING THE TEXT
Directions:The preceding facts are the preview of Singaporean and Malaysian literature.
Study the key points from a famous short story of Singapore, The Taximan’s Story and be
able to identify on what is being asked. Write your answer in the space provided.

1. Describe the characters

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________________________________________________
2. The plot of the story
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. The theme
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
___________________________________________________________
4. Your evaluation to the story
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________

24
 B. NAME ME
Malaysian literature is the collection of literary works produced in the
Malay Peninsula until 1963 and in Malaysia thereafter. Malaysian literature is
typically written in any of the country's four main languages: Malay, English,
Chinese and Tamil.
Review the previous facts of Malaysian literature and be able to answer to write
the fact on what is being asked. Write your answer in the space provided.
_____________1. a poem similar to Pantum.
_____________2. A poetry that sets to music.
_____________3. Refers to a rhyming speech, a discourse through poetry.
_____________4. It is the main character in a number of stories and regards as the humble animal.
_____________5. a sacred message of a text, repeated word or phrase in meditation.
_____________6. a didactic poem used to convey ideas on religion.
_____________7. consists of a quatrain which employs an abab rhyme scheme.
_____________8. the early Malay’s literature which was influenced by Indian epics.
_____________9.
_____________10. was used for entertainment and the recording of history and laws.

What I Have Learned

Task 7. THINK THROUGH

Direction: Complete each clause below.

Summing up what I learned in my journey through this lesson, it enables me to

___________________________________________________________________

It made me realize that ________________________________________________

I therefore commit to ____________________________________________________

25
 What I Can Do
Task 8: MY STORY ANALYSIS

Directions: In evaluating a story, you need to look at the elements separately: characters,
structure (plot), point – of – view, setting and theme as reflected in the Taximan’s Story.
Read an interesting short story and make or write your own story analysis.

RUBRIC FOR WRITING STORY ANALYSIS

1 2 3 4
Introduction Introduction is There is an Basic Introduction is
not stated attempted introduction is complete
introduction stated

26
Details of the There is no Only two details of There are three Details of the
Plot statement of plot the plot are details of the plot are orderly
included plot are included given
Theme The theme is There is an The theme is The theme is
not included attempted partly stated correctly stated
statement of
theme
Conclusion There is no There is an The concluding Conclusion is
concluding attempted statement is completely
statement concluding incomplete stated
statement

27
 Lesson
Explaining Figurative Language

gni
3 Used
ni

What I Need to Know

Poetry uses language in a special way. Poets want the reader to use their
senses to experience a scene. They often use vivid words that bring a picture, or an
image to the reader’s mind. Poets do not just give facts or information. They choose
words carefully to convey feelings or experiences.
In this lesson, students are expected to learn how figurative language makes a
strong point as used by a poet in a poem with the following objectives:

 Identify at least four commonly used figurative language with examples.

 Explain how figurative language is used in a poem.

What I Know

Any form of written communication is open for interpretation. If we look at

many different pieces of classic literature, you will see how the same work means
different things to different people. Any form can be taken literally which means that it is
taken at face value for what the dictionary meaning is. There is also nonliteral language
which means the work goes beyond the dictionary. This is common in figurative
language.
Figurative and Literal language

Literally: words function exactly as defined

The car is blue.
He caught the football.
Figuratively: figure out what it means
I’ve got your back.
You’re a dool.
^ Figure of speech

Source:https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideserve.com%2Fkert%2Ffigurative-
language&psig

28
Task 1. TAKE ME

Direction: Read the sentences and decide if they should be taken literally (L) or
figuratively (F).

_____1.He was the apple of my eye.

_____2.He caught the football.
_____3.She had a mouth like a speedboat.
_____4.He had a crush on her.
_____5. Her hair is a jungle.

What’s in?

Task 2. DENOTE OR CONNOTE

Direction: Study the key concepts below as your reference to the succeeding
activity.

Source:https://www.google.com/url?sa=i&url=http%3A%2F%2Fwww.kneadlansitu.x pg.com.br
%2Fwhat-is-connotation-and-denotation-in-poetry

29
Task 3. TAKE ME OUT

Directions: Read the following paragraphs below. Replace underlined wrds with words from
each bx that have the same dentation as the underlined wrd but a different connotation.
Write your answers on the lines.

unpleasant stroll odor pretty

A. I am grateful for the beautiful 1._________flowers. They have such a nice smell
2.___________. After the terrible 3._______________day I had, those flowers were
amazing to see! I love to walk 4. ___________into the room to see and smell them!

yelling bright pounded animal

B. The glittering1._________sun shone on the water. Waves crushed

2.________________into the beach. Two children were shouting 3.________and
laughing as they looked down at a sea creature 4. __________.

What’s New

Task 4. READ ME

Read the poems below.

Stupidity Simplicity
By: Amy Lowell By: Emily Dickinson

Dearest, forgive that with my clumsy touch How happy is the little stone
I broke and bruised your rose. That rambles3 in the road alone,
I hardly could suppose And doesn't care about careers,
It were a thing so fragile that my clutch And exigencies4 never fears;
Could kill it, thus.
Whose coat of elemental5 brown
It stood so proudly up upon its stem, A passing universe put on;
I knew no thought of fear, And independent as the sun,
And coming very near Associates or glows alone,
Fell, overbalanced, to your garment's1 hem, Fulfilling absolute decree6
Tearing it down. In casual simplicity.
Now, stooping, I up gather, one by one,
The crimson petals, all
Outspread about my fall.
They hold their fragrance still, a blood-red cone
1. garment: clothing; the speaker is
Of memory.
referring to the rose's petals
2. grieve: to feel deep sorrow or regret
And with my words I carve a little jar
3. ramble: to walk for pleasure
To keep their scented dust,
4. exigency: an urgent need or demand
Which, opening, you must
5. elemental: primary or basic
6. decree: an order
Breathe to your soul, and, breathing, know me far
More grieved2 than you.

30
Task 5. WHICH IS WHICH

Directions: Answer the following questions. Choose and encircle the letter that corresponds
the correct answer.

1. Which of the above poems has a stronger rhythm

a. Stupidity b. Simplicity
2. Which of the above poems use rhyme?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems
3. Which of the above poems uses simile?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems
4. Which of the above poems uses personification?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems
5. Which of the above poems uses metaphor?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems
6. In which of the above poems does the speaker use a pleasant or joyful tone?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems
7. In which of the above poems does the poet repeat a line?
a. Stupidity b. Simplicity c. both of these poems d. neither of these poems

Fireflies in the Garden

Here come real stars to fill the upper skies,

And here on earth come emulating flies,
That though they never equal stars in size,
(And they were never really stars at heart)
Achieve at times a very star-like start.
Only, of course, they can't sustain the part

8. What kind of insect is this poem about?

a. dragonflies b. b. ants c. c. fireflies d. d.
grasshoppers

9. What does the poet compare and contrast fireflies with in this poem?
a. planes b. b. planets c. c. comets d. d. stars

10. Read these lines from the poem:

And here on earth come emulating flies,
That though they never equal stars in size,
(And they were never really stars at heart)
Achieve at times a very star-like start.
Only, of course, they can't sustain the part.

What can you conclude from these lines?

a. The fireflies cannot act like they are stars for very long.
b. The fireflies do not want to be like stars.
c. The fireflies are able to shine brightly like stars without ever stopping.
d. The fireflies can grow to be the same size as stars.

31
11. Read these lines from the poem:
That though they never equal stars in size,
(And they were never really stars at heart)
Achieve at times a very star-like start.
Only, of course, they can't sustain the part.

Why might the poet have included the phrase “of course” in the last line?

a. to show that the poet does not really know much about fireflies
b. to show that the poet thought the fireflies would be able to sustain the part
c. to show that the poet wishes that fireflies could sustain the part
d. to show that the poet is not surprised that fireflies cannot sustain the part

12. What is the main idea of this poem?

a. Fireflies can seem very star-like, but only for a short time.

b. Although stars are larger in size, fireflies are more beautiful than stars.

c. Fireflies live in the garden, while stars appear in the sky.

d. Fireflies and stars are both interesting things to study.

13. Read these lines from the poem:

And here on earth come emulating flies,
That though they never equal stars in size,
(And they were never really stars at heart)
Achieve at times a very star-like start.
Why might the poet have chosen to use the word “achieve” in the last of these lines?
a. to make it seem like fireflies do not want to look like stars
b. to make it seem like fireflies sometimes look like stars by accident
c. to make it seem like fireflies are very intelligent insects
d. to make it seem like fireflies are trying and succeeding at looking like stars

14. What does the word “they” refer to throughout the poem?

a. stars b. skies c. flies d. parts

15. What are two ways that the poet contrasts flies and stars in this poem?

(written answer)

16. In what way are flies similar to stars, based on the poem?

32
(written answer)
17. “Emulating” means imitating, or trying to be like something else. Why might the poet have called
fireflies “emulating flies” in this poem? Use evidence from the text to support ‘’’

Source: www.readworks.org/article/fireflies-in-the-garden/fe2891f4-ofa6-4213

What Is It
Task 6. FIGURATIVE – ARRAY

Study the key concepts given that will help you answer the succeeding activities.

What is figurative language? Here’s a quick and simple definition:

Figurative language is language that contains or uses figures of speech. When people use the
term "figurative language," however, they often do so in a slightly narrower way. In this narrower
definition, figurative language refers to language that uses words in ways that deviate from their
literal interpretation to achieve a more complex or powerful effect. This view of figurative language
focuses on the use of figures of speech that play with the meaning of words, such as metaphor,
simile, personification, and hyperbole.

Common Types of Figurative Language

There are many, many types of figures of speech that can be involved in figurative
language. Some of the most common are:

 Metaphor: A figure of speech that makes a comparison between two unrelated things by
stating that one thing is another thing, even though this isn't literally true. For example, the
phrase "her lips are a blooming rose" obviously doesn't literally mean what it says—it's a
metaphor that makes a comparison between the red beauty and promise of a blooming
rose with that of the lips of the woman being described.

 Simile: A simile, like a metaphor, makes a comparison between two unrelated things.
However, instead of stating that one thing is another thing (as in metaphor), a simile states
that one thing is like another thing. An example of a simile would be to say "they fought
like cats and dogs."

 Hyperbole: Hyperbole is an intentional exaggeration of the truth, used to emphasize the

importance of something or to create a comic effect. An example of a hyperbole is to say
that a backpack "weighs a ton." No backpack literally weighs a ton, but to say "my
backpack weighs ten pounds" doesn't effectively communicate how burdensome a heavy
backpack feels.

33
  Personification: In personification, non-human things are described as having human
attributes, as in the sentence, "The rain poured down on the wedding guests,
indifferent to their plans." Describing the rain as "indifferent" is an example of
personification, because rain can't be "indifferent," nor can it feel any other human
emotion.

Source: www.litcharts.com/literacy-devices-and-terms/figurative-language

What’s More

Task 7. Figurative Language Worksheet 1

Directions: Read the following examples of figurative language. Identify the poetic device
being used. Write the letter of your answer on the line to the right.

1. Their thoughts were like golden birds._____

a. simile b. metaphor c. hyperbole d. personification
2. Fear lurks, watching me, waiting for the moment to pounce. _______
a. hyperbole b. metaphor c. simile d. personification
3. The sound of your breath is a music of which I will not soon tire._______
a. hyperbole b. personification c. metaphor d. simile
4. After she left, the sun never shined again._______
a. hyperbole b. personification c. metaphor d. simile
5. Their trumpets crying, their white plumes flying, And their sabers flashing in the sun.______
a. hyperbole b. personification c. metaphor d. simile
6. Wisdom gently whispers to us to part from evil.____
a. hyperbole b. personification c. metaphor d. simile
7. My mind is like a clamorous market-place._____
a. hyperbole b. personification c. metaphor d. simile
8. The night sky was a loom threaded with darkness._____
a. hyperbole b. personification c. metaphor d. simile
9. If I had the chance to hold her, I would never let her go.____
a. hyperbole b. personification c. metaphor d. simile
10. His eyes were sad as fishes that swim up and stare upon the land that is not theirs.____
a. hyperbole b. personification c. metaphor d. simile

What I Have Learned

Generalization
Direction: Complete each clause below.

1. My journey through this lesson enables me to __________________________________

34
2. It made me realize that _________________________________________________

3. I therefore commit to __________________________________________________

35
 What I Can Do
Task 9. Poetry Scrap Book

Directions: Make a collection of poems.

1. Each poem must be at least eight lines long.

2. Your book and your poems should show effort.
3. Each poem must demonstrate at least two of the following techniques:

Simile metaphor hyperbole personification idiom

Rubric: How you will be graded.

Completion
0 ------- 1 --------- 2 ------- 3 ------- 4 ------- 5 ------ 6 ------ 7 ------ 8 ------- 9 ------- 10
Project is not nearly complete Missing many poems Missing a poem or two Complete

Content
0 --------- 1 --------- 2 --------- 3 --------- 4 --------- 5 --------- 6 -------- 7 -------- 8 -------- 9 --- 10
Poems show many serious misunderstandings Minor mistakes in understanding Accurate

Quality
0 --------- 1 --------- 2 --------- 3 --------- 4 --------- 5 --------- 6 -------- 7 -------- 8 -------- 9 --- 10
Sloppiness makes this difficult to read Seems rushed Nicely done with finishing
touches
Bonus (extra credit)
0--------------------- 1 ----- 2 ----- ---- 3 ---- ---- 4 ------ ---- 5
is capable of much better work Some nice touches a little extra effort Strong Effort Amazing

36
 Lesson Appreciating Literature as a Mirror to a
4 Shared Heritage of People with Diverse
Backgrounds

What I Need to Know

The content of this module is to introduce the students to interpret literature
based on their personal views and opinions. Key topic includes appreciating
literature to a shared heritage of people with diverse backgrounds.

Primary purpose is to develop their mental and emotional capabilities in formulating

their insights about certain topic. Students are expected to:

 comprehend the text and relate their behavior or characteristics from the text
provided.

What I know

Task 1. WORD SEARCH

Directions: Here are the words found in the succeeding story “The Cat”. Find and circle
each of the words from the list below. Words may appear forwards or backwards,
horizontally or vertically on the grid.
D L P C E N T I M E T E R S W V C T Y
I E U Q R F S Y T L I M Y O U R Y I N
C R E B T Y U P L P L U N G E U K M E
T U D T Y O L S Y O I V W V Q O L N V
A T P L E A S A N T H B O C V L W J I
T A Y S W C N V G A J L T Y U O E R T
O R S T O R Y K T C U X F J L C A P I
R E X V H G T P A T D V X I T S F G S
S T F Y D V B O I T G S X Z W F R Z N
H I X C S F V O N X E A E R C W Q R E
I L M I S U N D E R S T A N D I N G S
P X Z S R F G H Y R D S E W D R T U O
pleasant centimeters Lubyanka revolution
judge dictatorship plunge colour
misunderstanding sensitive cat time

37
 What’s In
THE PAST
What is Figurative language? It uses figures of speech to be more effective,
persuasive, and impactful.
Figures of speech such as metaphors, similes, and allusions go beyond the literal meanings
of the words to give readers new insights. On the other hand, alliterations, imageries, or
onomatopoeias are figurative devices that appeal to the senses of the readers. The four
commonly used figures of speech are simile, metaphor, hyperbole and personification. The
previous lesson had helped you understand how figurative language is used in poetry.

What’s New
Task 2. Learning Goals and Targets

Directions: Write your goals and objectives in the scroll provided. Let this piece of writing be
your constant guide and reminder so that you can finish this module successfully.

SOURCE: shorturl.at/qrADG

38
Task 3. Reading a Text : A touch of modern Israel: "The Cat"

Directions: Read the short story about a political prisoner uses magic to escape execution.
Be able to give the meaning of difficult words and write a critical review of the selection.

Zygmunt Frankel
SHORT STORY

THE CAT

He lay on the bunk in his cell, smoking a cigarette. The day had been hot, but
now,with the dusk falling, a pleasant breeze had sprung up and was coming in from the
courtyard, along the corridor, and into his cell. The old prison was very much like the ones in
cowboy movies. The door of his cell, as well as the one at the end of the corridor were steel
frames with iron bars less than twenty centimetres apart; too close for even the thinnest man
to squeeze through, but ample for a cat. One could see through the bars, talk with the
guards and the prisoners in the other cells, and be disturbed by someone snoring at night,
and the barred doors made the prison airy.
It was much better than the foreign prisons he had read about, with solid doors,
peepholes, and electric bulbs burning the whole night long. Although the local revolution
modelled itself on the Russian one to some extent, it did not have the means to imitate
Lubyanka. The revolution was also milder in other respects. A political prisoner usually had
done something against the regime, be it only grumbling in public. The interrogations were
mostly carried out without torture. Although no public or journalists were admitted to the
more serious political trials, the prisoner had the right to defend himself, and, in case of a
death sentence - these, unfortunately, were rather common and mostly undeserved - the
condemned man had the right to appeal to the President, although in most cases it only
delayed the execution by a few days.
The prisoner finished his cigarette, put it out in an empty sardine tin which served him
as ashtray, sat on his bed, and looked at the door again. The spaces between the bars were
fine, even for the largest cat to pass through, and the door at the end of the corridor was the
same. In the small rectangular cobbled courtyard where they took their daily walks and
where they shot condemned prisoners at dawn, a couple of skinny young trees, hardly more
than saplings, grew by the wall on the right, a few of the thin branches reaching the top of
the wall; nothing to support a man, but good enough for a cat. It was not the wall where they
shot people; that one was opposite it, at right angle to the door. On days following an
execution, of which they had heard every word and shot through the barred doors, walking in
a circle during their daily exercise, they would look furtively for traces of blood on the
cobblestones or bullet marks on the wall, but there weren't any; the courtyard would be
thoroughly hosed down as soon as the body was taken away, and the holes in the wall
plastered over and whitewashed. The prisoner, himself a likely candidate for an execution,
thought calmly that an old mattress or two propped against the wall would spare them the
need for constant repairs, but in a backward country one could not expect a revolution to
bring instant efficiency.

39
 His decision to change into a cat rather than some other small creature in case an
escape became necessary due to a death sentence or a long prison term was reached after
considerable reflection. A mouse or a rat would run too great a risk in a town with a lot of
cats, and even if it got out of the town safely, the distance to the border - some twenty
kilometres - might be too much for it, and the danger still there: wild cats, foxes, coyotes,
snakes, hawks by day and owls by night. As a cat, he would only need a couple of days to
reach and cross the border and change back into man, and it was just as well. The Indian
witch-doctor had warned him that if it took too long, the animal body would start taking over
the human mind; he would find it increasingly difficult and finally impossible to change back,
and spend the rest of his life as an animal with an animal's mind. When he died, his body
would also remain that of an animal, which would not be the case if he died shortly after the
metamorphosis.
It would be fastest and easiest to cross the border as a bird, preferably of prey so as
to be safe of predators; but, apart from the fact that farmers sometimes shot at birds of prey,
he wasn't sure about flying. On both previous occasions, the first under the witch-doctor's
guidance and, after his return from the expedition, on his own, he changed into mammals, a
monkey and a fox. This time, with so much at stake, he didn't want to introduce new and
unknown factors.
A dog would not be able to get over the wall, and might be shot on suspicion of
hydrophobia. A cat was best.
Behind the wall with the two trees was a large garden which he knew well. It
surrounded the now confiscated villa of his friend the judge who had placed most of his
money in a Swiss bank before escaping to Miami when the revolution broke out. The judge
had had problems with old regime as well by always trying to be just and fair, but he knew it
wouldn't help him with the new one. The judge had tried to talk him into leaving together,
keeping a seat for him on the little chartered plane until the last moment, but he decided to
stay, see what would happen, and even offer his services to the revolution if it turned out
well. It showed signs of doing so for a while and then degenerated into a dictatorship backed
by terror, and he had just about decided to follow his friend the judge into exile when he was
arrested. They did not have anything against him as an anthropologist but he had also been
a friend of the judge and that was enough nowadays. But there were fascinating things to be
still discovered in anthropology and primitive magic, and he already knew enough not to let
himself be shot in the prime of life.
Something the witch-doctor once told him stirred uneasily in his memory. It was right
after his first, successful, change into a monkey and back. He was bubbling with enthusiasm
about the possibilities, and the old witch-doctor, his face lined and wise, listened to him
quietly and then said:
"Well, not quite. The possibilities are indeed great but not unlimited; no magic can
change one's destiny beyond a certain extent. A warrior who is to be killed in battle will not
escape his fate by changing into an animal; he will still be killed by an arrow, and the hunter
might even turn out to be the same man who was supposed to kill him in battle." But the
prisoner dismissed the unease without much difficulty. He was a Westerner, and destiny to
him was not all that rigid; one could shape it to a much greater extent than the primitive
fatalistic tribes imagined.

40
 There were steps in the corridor and the sergeant, accompanied by a soldier with a
rifle, stopped by his door and unlocked it.
"The captain wants to see you in his office," he said.
"Is it the sentence already?" the prisoner thought as he walked between the two
soldiers. It was quite possible. His interrogation ended almost two weeks before, and the
military courts worked fast.
The captain got up from behind his desk when the prisoner was brought in. There
was another man there, a civilian in a sober grey suit, standing, with his hands behind his
back, a little to one side of the captain's desk. He looked like an official visitor, probably of a
high rank.
The captain took from the desk a document with a large seal and several signatures
and began to read it aloud. It was the death sentence. The prisoner has been found guilty of
cooperation with the old reactionary regime, of anti-revolutionary propaganda, and of failing
to prevent the escape of one of the oppressors of the people (his friend the judge). He had
three days in which to submit an appeal to the President of the Republic if he so wished.
He signed a statement that the sentence has been announced to him and that he
understood it. He said that yes, he would like to avail himself of the opportunity to appeal to
the President, in the hope that the President's generosity and kindness would make him
reduce the sentence. By all means, the captain said kindly; he would have paper and pen
delivered to his cell that very evening.
Back in his cell, the prisoner began to prepare for the metamorphosis. It was mainly
mental. He had to bring himself - this would take two or three days - into the state of
absolute belief that at the end of that period he would change into a cat. Very few people
could do it, and it was only after he had been with the tribe for some weeks that the witch-
doctor began to suspect that this white man who came from a different world to learn their
customs might be one of them. The physical part of the preparation was easy - actually
easier in prison than outside. It consisted mainly of eating very little, practically fasting
towards the end, and of not doing anything to distract the mind from its task. The final part -
the silent incantations, the spells, the names of gods - were merely means to finally plunge
the mind so deeply into the conviction that the body followed suit.
When the block of writing paper, the fountain pen, a candle, and an extra packet of
cigarettes were brought to him with his supper, he thanked the guard and asked whether he
could have just plain bread, preferably dry, and weak tea, or even just water, for the next
couple of days, explaining that his stomach was upset and that diet was the best thing for it.
The guard asked whether he would like to see the doctor. No, he said, it was nothing; he's
always had a nervous, sensitive stomach, and today, what with the death sentence, it was
quite entitled to act up a little. But the whole thing was a misunderstanding and he was
confident that the President, who was a just and wise ruler, would put it right as soon as he
has read his appeal.
He finished the appeal the same evening, leaving the couple of corrected drafts in
the writing block to show how hard he had worked on it, and gave the final copy, together
with the writing block, the pen, and the remainder of the candle to the sergeant, who
promised to give the petition to the captain first thing in the morning. He estimated that he
now had at least four days at his disposal - two for the letter to reach the president and two
more for the rejection to arrive - and four days were more than enough.

41
 He went to bed early and before falling asleep lay there for a long time with his eyes
closed imagining himself as a cat: passing through the iron bars, climbing a tree, crossing
the garden, travelling through fields and woods, perhaps catching a bird or a mouse if
hungry, and drinking from streams. When he finally fell asleep he managed to get a lot of
this into his dreams as well. In the morning he was already feeling light-headed, in a sort of
trance, already beginning to feel and think like a cat. A couple of times he even stretched
and yawned like one. It was a familiar feeling. His second metamorphosis had been easier
than the first - the witch-doctor told him that one improved with practice - and he felt that this
one was going to be a success too.
On the third night he was ready. He had slept through most of the afternoon and
awoke at dusk feeling fresh and strong. The prison was slowly settling for the night.
Someone was snoring lightly in one of the cells. The guard on duty was seated
behind the table at the end of the corridor, reading a paper and smoking a cigarette. He sat
sideways to the corridor, glancing at it only from time to time. Even if he noticed a cat
slinking along the corridor towards the courtyard door he might wonder what it was looking
for, but it was extremely unlikely that he would fire at it, and if he did, even less likely that he
would hit it.
The prisoner undressed except for his underwear and, once under the blanket,
removed his vest and underpants as well. The blanket was coarse and not very clean, and it
was a little chilly to lie there naked, but he did not want to have to disengage himself from
the underwear afterwards.
The prison was silent now, with the snores from a cell at the end of the corridor
barely audible. He pulled the blanket over his head and closed his eyes. In the double
darkness, of the cell and the blanket, silent incantations began to flow. To their rhythm, his
mind gradually reduced everything to the world of a small, four-legged animal. Time was
passing but he didn't know how much. He became dizzy for a while, with strange but well-
remembered sensations passing through his body. Then the flow of incantations and trance
gradually slowed down, stopped, settled. His skin did not feel the coarseness of the blanket
any more. He was also warmer. He moved his limbs cautiously. His claws bit into the blanket
and he retracted them.
He crawled slowly towards the edge of the blanket, peered out, and listened. The
prison was dark and quiet. The cell now loomed large and tall, and the bed was high above
the floor. He could see much better in the dark than he did before. He listened a little longer,
then jumped down and hid under the bed. He noticed the colour of his fur: it was grey, with
dark stripes, and a light, almost white belly.
The bars of the cell would now let him through without any difficulty. He peered into
the corridor. The guard, in profile, was nodding over his paper.
Silently, he passed through the bars of the door, glided along the corridor, passed
between bars again, turned right, out of sight, and crouched under the wall. There was a full
moon shining onto the deserted courtyard. His sight was very keen. He moved along the wall
and climbed the first of the two trees. A branch took him right to the top of the wall. He
looked at the garden on the other side of the wall for a while. It was as he remembered it
except that it was rather neglected. He wondered whether anyone lived in the villa now -
perhaps one of the new officials - or whether it was still unoccupied. He jumped into the
garden.

42
 Now the most difficult part was behind him. He moved among some trees, then
began to cross a large moonlit stretch of the lawn towards some bushes at the back of the
garden where there was a low easily passable slat fence, behind which the countryside was
practically beginning.
He did not see the large tall shape of the dog detach itself from the shadow of the
villa; noticed it only after it had covered half the distance between them, loping fast and
silently, trying to cut him off from the fence. He hissed and took off. The dog chasing him
was a large hound, obviously trained not to growl or bark while attending to business. Their
paths were converging. He saw that he might have difficulty reaching the fence before the
dog caught up with him, but any change of direction might waste precious moments. If the
worst came to the worst he could turn around and counterattack, using his teeth, claws,
screech, and spittle to confuse the dog and reach the fence.
With a dozen yards still to go, he heard the shuffle of the dog's feet right behind him
and felt its breath on his neck. He leaped and, turning around in mid-air, gave the most
frightening screech he was capable of, and struck. His claws ripped one side of the dog's
face just as the dog hit him with one shoulder, with all its weight and speed behind the
impact. The cat rolled over, regaining his footing almost at once, but for one brief moment
the scruff of his neck became exposed and he felt the teeth go in. The he was flying through
the air being shaken left and right while the teeth were going in deeper. Then, very clearly,
he felt his neck snap.
***
The captain stood in his office, facing the desk this time, without his pistol, and
between two soldiers. The official who had been present at the reading of the prisoner's
sentence sat behind the desk. "I am sorry to see that the psychiatrist's report pronounces
you perfectly sane, captain," he said. "We were very satisfied with your work to date, and
saw a good career for you in the service of the revolution. It is all the more sad having to tell
you that your situation looks hopeless. If there are two things that the president hates more
than anything else it is people taking the law into their own hands and sadism.
The prisoner's naked body was found in the garden of your villa. The wounds in the
neck were inflicted with some pointed though not particularly sharp tool like a pick or a
pitchfork. Your dog can't be blamed for it because the size of the wounds is such that an
animal with teeth large enough to inflict them would have to be larger than the victim, and we
don't have any lions or tigers around here. The only logical explanation is that you took the
prisoner from his cell at night and murdered him in your garden by repeatedly stabbing him
in the neck and then breaking it."
"But the guard on duty that night..."
"Is also under arrest. He either participated, or had fallen asleep, or you drugged him
or bribed him or talked him into keeping quiet; we shall find out which. In the meantime the
president is disgusted with the whole thing and unless you can come up with some really
convincing proof of your innocence, I wouldn't like to be in your shoes, captain."

Source: http://www.zygmuntfrankel.com/zf108.html

43
Task 4. WORDS BEYOND MY THOUGHTS

Directions One way of understanding the story is to know the meaning of the key
words that connect the essence of the story. Look for the meaning of each word
below from a dictionary and write in the space provided. Let each word be used in a
sentence.

WORDS MEANING SENTENCE

1. Revolution    

2. Regime    

   
3. Loping

   
4. Chasing

   
5. Grumbling

Source: shorturl.at/gyK18

Task 5. APPRECIATING THE STORY

Use the Venn diagram in expressing your ideas. Explain how the story affects your
behavior. Provide one character in each circle. In the middle, explain how it differs or
resembles your character.

44
 You Story

Source: shorturl.at/qxTZ2

What Is It
Task 6. KEY POINTS

What is Literature?

Literature is a term used to describe written and sometimes spoken material. Derived
from the Latin word literature meaning "writing formed with letters," literature most commonly
refers to works of the creative imagination, including poetry, drama, fiction, nonfiction, and in
some instances, journalism, and song. 

It is a representation of a culture and tradition of a language or a people. The concept

is difficult to precisely define, though many have tried; it's clear that the accepted definition of
literature is constantly changing and evolving.
For many, the word literature suggests a higher art form; merely putting words on a
page doesn't necessarily equate to creating literature.

Why Is Literature Important?

Works of literature, at their best, provide a kind of blueprint of human society from the
writings of ancient civilizations to all the world's societies. In this way, literature is more than
just a historical or cultural artifact; it can serve as an introduction to a new world of
experience. But what we consider to be literature can vary from one generation to the next. 

What’s More

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Task 7. Israel, The Chosen Land

The state of Israel, established in 1948, is an independent nation located between

the eastern shores of the Mediterranean Sea and the head of Israel literature written in the
State of Israel by Israelis. Most works classed as Israeli literature are written in the Hebrew
language, although some Israeli authors write in Yiddish, English, Arabic and Russian. The
greatest masterpiece, the Bible, has profound influence on human development. Scholars
based their teachings on the Bible. Below is a sample poem from the Book of Psalms. Read
this poem.

Task 9. CONNECT TO THE POEM

Directions: To understand well the gist of the poem Psalm 23 you need to answer the
following questions. Write your answer in the space provided.

1. Who is the author of this Psalm? What are the three main points of the Psalm?
Answer_____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 2. How does David describe the physical and the spiritual necessities provided by the
Lord?
Answer_____________________________________________________________
___________________________________________________________________
__________________________________________________________
3. What is the author's purpose of writing the Psalm? What is manifested in his
character as he wrote this verse? What does this tell us of the Israeli character?
Answer
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________
__________

Source: shorturl.at/lqsxH

What I Have Learned

Task 8. REFLECT

Directions: What should be the appropriate behavior of a reader so that he/she can freely
and responsibly express his thoughts without having difficulties or in trouble? Write your
reflection on the space provided.

My Reflection
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

What I Can Do
Task 9. STORY LOG

Instructions:

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 1. Look for a story.
2. Identify the characters in the story.
3. Write your insights about the story.
Rubrics:

Score Description
4 Demonstrate understanding on tasks given. All tasks are completed
3 Demonstrate understanding on tasks given. Most of the tasks are completed.
2 Demonstrate understanding on tasks given. Many of the tasks are completed
1 No response

Summary

One of the similarities between and among the literature of Malaysia, Singapore and
Philippines is their association to culture, customs and traditions. They are all based on
stories that depict the ways of the people.

Although there are cultural differences between Singapore and Philippines since
Singapore is mainly composed of the Chinese community, there are many similarities of
Malaysia and Philippine culture since people from both countries are of Malay descent.

Source: https://brainly.ph/question/1886763

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 Assessment (Post-Test)

I. A. Multiple Choice

Directions: Read and answer the questions below. Select the letter of the correct
answer among the given choices.

1. It is the main character in a number of stories and regards as the humble animal.
a. Ramayana b. Kancil c. Seloka d. Madah
2. Refers to a poem similar to pantum.
a. Ramayana b. Kancil c. Seloka d. Madah
3. A poetry that sets to music.
a. Gurindan b. Pantum c. Madah d. Seloka
4. A sacred message of a text, repeatedword or phrase in meditation.
a. Madah b. Mantera c. Kancil d. Gurindan
5. A didactic poem used to convey ideas on religion.
a. Mantera b. Syair c. Seloka d. Madah

(6-10 - Literary Devices) Read each statement and identify the kind of literary device
used. Choose your answer from the choices given in each number.

6. The snow was a soft white blanket.

a. Simile b. Metaphor c. Personification d. Hyperbole
7. The rain caressed my face.
a. Simile b. Metaphor c. Personification d. Hyperbole
8. Silence dropped like a curtain around them.
a. Metaphor b. Hyperbole c. Personification d. Simile
9. They say life is a highway and its milestones are the years.
a. Metaphor b. Hyperbole c. Personification d. Simile
10. The world will blow away
a. Simile b. Hyperbole c. Personification d. Metaphor

B. TRUE OR FALSE

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 Directions: WriteTrue if the statement is correct and False if it is wrong.

______11. Khoo Seok Wan is a Singaporean poet who wrote ‘A letter to Lee Choon
Seng’.
______12. Usman Awang is known as the father of modern Malay Literature.

______13. The Taximan’s Story is a famous story in Singapore.

.
______14. Ponti is a book in Singapore that shows about friendship.

______15. Abdullah Kadir is one of the Malaysia’s leading dramatists.

PRETEST/POST TEST

Multiple Chioce True or False Lesson 1

Task 1 What’s the Word
1. b 6. b 11. True 1. Genre
2. c 7. c 12. False 2. Prose
3. a 8. d 13. True 3. Poetry
4. b 9. a 14. True 4. Fiction
5. b 10. b 15. False 5. drama

Task 2 Magic Square Task 3 Great Names to Names

A B C
2 7 6
D E F
9 5 1
G 4 H 3 I 8

1. Francisco Baltazar
2. James Hla Kyaw
3. Jose Rizal
4. Ludu U Hla

Magic No. 15

Task 6 Preview Task 8

1. Narrator 1. Myth 7. Drama

2. Lonely 2. Poetry 8. James Hla Kyaw
3. A 3. Novel 9. NU Yin

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 4. Hope in the midst of trials 4. Prose 10. Literary Genre
and problems 5. Epic 11. Short Story
6. Kerina Polotan Truvera 12. Essay
Lesson 2
Task 1 Word Hunt
L I T E R A T U R E S
O M N L N M O P N S T
S A M O O E R O O I A
E L E T V N Y E V N N
T A S E A E L M E G G
T Y T R L D L A M A A
I S A A D R A M A P P
N I N T E A L X Y O L
G A Z O R P O J W R O
C H A R A C T E R E T
Task 2 Match Me
A. Clarissa Goenawan C. Thea Lim E. Sharlene Teo
B. Kirsten Chen D. JY Yang

Task 3 Great Names to Names

1. Stella Khon 4. Abdulla Abdul
2. Usman Awang Kadir
3. Catherine Lim 5. Huzir Sulaiman
Task 6 B – Name Me Task 8 Think Through
1. Seloka 6. Syair 1. Khoo Seok Wan
2. Gurindan 7. Pantu 2. Taximan’s Story
3. Madah 8. Ramayana 3. Ponti
4. Kancil 9. Mahabharata 4. Huzir Sulaiman
5. Mantera 10. Traditional Poetry 5. Usman Awang
6. Abdulla Abdul Kadir
Lesson 3
Task 1 – Take Me Task 3 – Take Me Out
1. F A. B.
2. L 1. Pretty 1. Bright
3. F 2. Odor 2. pounded
4. L 3. Unpleasant 3. yelling
5. F 4. Stroll 4. Animal
Task 5 Connect to the Poems
1. a 6. b 11. d
2. c 7. b 12. a
3. b 8. c 13. b
4. a 9. d 14. c
5. c 10. a

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15. Use of simile and 16. Fireflies are 17. Achieve at times a
alliteration able to shine brightly very star-like-start
like starts

Task 7
1. a 5. b 9. a
2. d 6. b 10. d
3. a 7. d
4. a 8. c

Task 8
1. Simile (Sick man’s bed – burnt-out-torches)
2. Hyperbole (raindrops can’t burn to an oaken log)
3. Personification (Stars threw down their spears and watered heaven with tears)
4. Hyperbole (direct comparison of moon and ghostly galleon, road and ribbon of moonlight)

Lesson 4
Task 1 Word Search

D L P C E N T I M E T E R S W V C T Y
I E U Q R F S Y T L I M Y O U R Y I N
C R E B T Y U P L P L U N G E U K M E
T U D T Y O L S Y O I V W V Q O L N V
A T P L E A S A N T H B O C V L W J I
T A Y S W C N V G A J L T Y U O E R T
O R S T O R Y K T C U X F J L C A P I
R E X V H G T P A T D V X I T S F G S
S T F Y D V B O I T G S X Z W F R Z N
H I X C S F V O N X E A E R C W Q R E
I L M I S U N D E R S T A N D I N G S
P X Z S R F G H Y R D S E W D R T U O
pleasant centimeters Lubyanka revolution
judge dictatorship plunge colour
misunderstanding sensitive cat time

Task 6 Words Beyond My Thoughts Task 7

1. Rebellion (Answers will vary))
2. Government
3. Hurrying
4. Rushing
5. Complaining

Task 9

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 1. King David
2. For him God is everything.
3. Author’s purpose is to give reverence to the Almighty Father. (answers vary)

REFERENCES

“Common Types of Figurative Language.”www.litcharts.com/literacy-devices-and-

terms/figurative-language.
“ConnotationVS.Denotation.”https://www.google.com/url?sa=i&url=http%3A%2F
%2Fwww.kneadlansitu.xpg.com.br%2Fwhat-is-connotation-and-denotation-in-poetry.
“FigurativeLanguageandLiteralLanguage.”https://www.google.com/url?sa=i&url=https%3A
%2F%2Fwww.slideserve.com%2Fkert%2Ffigurative-language&psig.
“Figurative Language Worksheet 1 & 2.” www.slideshare.net/mobile/notesmaster/figurative-
languageworksheet.
“Fireflies in the Garden.” www.readworks.org/article/fireflies-in-the-garden/fe2891f4-ofa6-
4213.
“Identifying Author’s Images.”Https://en.wikipedia.org/wiki/Ludu_U_Hla,
https://en.wikipedia.org/wiki/James_Hla_Kyaw,
https://www.poemhunter.com/franciscobaltazar/biography/#:~:text=The% enUS 20famous,
https://www.google.com/search?q=Life+and+works+of+Jose+Rizal&hl=
&source=lnms&tbm=isch&sa=X&ved=2ahUKE.
“Psalm 23” (Poem & Questions). shorturl.at/lqsxH.
“My Goals in Learning.” shorturl.at/qrADG.
“Silvery Beach.” (Poem) R. Dumawal, N. Cay & P. Remolona, Communication Arts in
English, Quezon City: Vibal Publishing House, Inc., 1980.
“Singaporean’s 5 Novels Authors.” https://lithub.com/5-novels-by-singaporean-writers-you-
should-read/
“The Cat.” (Story) http://www.zygmuntfrankel.com/zf108.html.
“The Taximan’s Story.” https://queentrovertblog.wordpress.com/2017/02/08/the-taximans-
story/.
“There’s a Teenager in the House.” R. Dumawal, N. Cay & P. Remolona, Communication
Arts in English, Quezon City: Vibal Publishing House, Inc., 1980.

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“Venn Diagram.” shorturl.at/qxTZ2.
Learning, Lumen. “Writing 102.” Lumen. Accessed June 25, 2020.
https://courses.lumenlearning.com/englishcomp2kscopex92x2/chapter/how-to-
analyze-visual-media/.
"PREDICTING OUTCOME." Share and Discover Knowledge on LinkedIn SlideShare. Last
modified February 24, 2015. https://www.slideshare.net/jocellemacariola/predicting-
outcome-45056956.
"Predicting." Reading Strategies & Misconceptions. Accessed June 19, 2020.
https://readingstrategiesmsu.weebly.com/predicting.html.
"Predicting Lesson." TeacherVision. Last modified February 22, 2007.
https://www.teachervision.com/reading/predicting-lesson.
Accessed June 24, 2020.
"Wake Up Clipart." ClipartBarn. Last modified February 21, 2017.
https://clipartbarn.com/wake-up-clipart.
Wells 2019 - 2020. Accessed June 19, 2020.
https://mrswellsenglishavid.weebly.com/uploads/4/3/0/1/43017695/predicting_the_m
ain_idea.pdf

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: [email protected]

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