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Learning Module

English Skills Enhancement

Course Packet 04

Strategies for Reading

Creative Texts

Knowledge Area Code : LANG

Course Code : ESEN 0113
Learning Module Code : LM03-ESEN 0113
Course Packet Code : LM03-ESEN 0113-04

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Course Packet 04
Course Packet 04

Strategies for Reading Creative Texts

Introduction

In classroom setting, appreciative reading is undoubtedly included in the activities of

reading comprehension. More often, teachers engage their students in this kind of reading
in teaching literary works. Scholars claim this reading skill as the ability to process
aesthetically receptive and critical-creative reading activities (Setiartin, 2017). It has the same
characteristics of information processing, however, it appears more complex, as it involves
heightened sensitivity to the beauty of words that poets, fictionists and playwrights put
together to depict human life. In the process, readers are called to be critical and creative at
the same time.

Objective
1. State ideas derived from creative texts

Learning Management System

The synchronous class sessions shall be conducted via Google Meet or any free online
platform as agreed upon by the professor and the students, while the asynchronous sessions
shall be administered via Google Classroom or any free learning management system (LMS)
collaboratively identified and decided as well by the professor and the students.

Duration

Topic 01: Appreciating Poetry - 3 hours (1.5 hours of self-directed learning with practical
exercises and 1.5 hours discussion)
Topic 02: Appreciating Fiction

Delivery Mode
The delivery mode is online (both synchronous and asynchronous)

Assessment with Rubrics

This learning packet intended to assist the language learner enhance their skills in the
English language is a self-contained learning material. All activities found in the module can
be accessed through Google Docs except for group activities where students are expected to
post performance output in the Google Classroom Portal. Processing and assessment of
feedback is delivered and facilitated by the course instructor through synchronous meeting
via online.

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Requirement with Rubrics

Assessment activities that are objective and projective adapt the rubrics previously given.
Course Packet 04

However, the activity on Video Poetry Presentation in Topic 1 will adapt the following
rubrics:

Criteria Needs Work 1-2 pt. Satisfactory 3-4 pts. Strong 5 pts.

Needs Work Satisfactory Strong

The Video Poetry is The Video Poetry The Video Poetry clearly
vague in conveying the conveys an emotion conveys the emotion
Poem Presentation emotion and does not throughout most of the throughout the video.
create a strong sense of video. The content is The content is coherent,
purpose. Some of the organized for viewer organized, and relates
materials used does not understanding. emotion being
seem to fit conveyed.

Needs Work Satisfactory Strong

Inconsistency in either Images are presented in Images are presented in

the subject matter of the an appropriate sequence appropriate sequence
images or the for understanding the for understanding the
Images sequencing of the poem being presented. poem being presented.
images. Selected key images
emphasize content. All
images enhance the
content. There is a
consistent visual theme.

Needs Work Satisfactory Strong

Voice projection lacks The voice is animated Voice is completely

emotion and does not and assists the viewers compatible with the
Voice Projection contribute in the in understanding the images in the
enhancement of the meaning and message of presentation. It supports
meaning and message of the poem. the meaning and
the poem. message of the poem.

Needs Work Satisfactory Strong

There are many spelling There are a few spelling There are no spelling
Conventions and punctuations errors and punctuation errors. and punctuation error.

There are many There are a few There are no

pronunciation errors pronunciation errors pronunciation errors

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Rubrics for Comparison and Contrast Essay

Category 4 3 2 1
Transitions

The paper compares The paper The paper The paper compares or
and contrasts items compares and compares and contrasts, but does not
clearly. The paper contrasts items contrasts items include both. There is no
points to specific clearly, but the clearly, but the supporting information
Purpose & examples to supporting supporting or support is incomplete.
Supporting illustrate the information is information is
Details comparison. The general. The incomplete. The
paper includes only paper includes paper may
the information only the include
relevant to the information information that
comparison. relevant to the is not relevant to
comparison. the comparison.

The paper breaks the The paper The paper breaks Many details are not
information into breaks the the information in a logical or
whole-to-whole, information into whole-to- expected order. There
similarities -to- into whole-to- whole, similarities is little sense that the
differences, or point- whole, -to-differences, or writing is organized.
by-point structure. It similarities -to- point-by-point
follows a consistent differences, or structure, but
order when point-by-point some information
Organization &
discussing the structure but is in the wrong
Structure
comparison. does not follow section. Some
a consistent details are not in a
order when logical or expected
discussing the order, and this
comparison. distracts the
reader.

The paper moves The paper Some transitions The transitions

smoothly from one moves from work well; but between ideas are
idea to the next. The one idea to the connections unclear or
paper uses next, but there between other nonexistent.
comparison and is little variety. ideas are fuzzy.
contrast transition The paper uses
words to show comparison
relationships and contrast
Transitions between ideas. The transition
paper uses a variety words to show
of sentence relationships
structures and between ideas.
transitions.

Writer makes no Writer makes Writer makes 3-4 Writer makes more
errors in grammar or 1-2 errors in errors in grammar than 4 errors in
Grammar &
spelling that distract grammar or or spelling that grammar or spelling
Spelling
the reader from the spelling that distract the reader that distract the
(Conventions)
content. distract the from the content. reader from the
reader from the content.
content.

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Rubrics for Writing a Poem

Transitions

Category 4 3 2 1

Writer uses vivid Writer uses great Writer uses words Writer uses an
words and phrases words and phrases that lack in variety immature and
Word that paint a picture in that sometimes and it is sometimes limited vocabulary
Choice the reader’s mind. paint a picture in dull and boring. that is not at grade
Every word is in the the reader’s mind. level.
perfect place.

If mistakes in Writer makes 1-2 Writer makes 3-4 Writer makes 5 or

grammar and spelling mistakes in spelling mistakes in more mistakes in
are made it is clear and grammar. spelling or spelling or grammar
Grammar that they were made grammar. and/or the project is
and Spelling on purpose to presented in pencil.
advance the poem.
Other wise- no
mistakes were made.

The writer seems to The writer may be The writing does The ideas and the
be writing from writing from not “belong” to the way they are
experience. The ideas experience, but writer. It is boring, expressed seem to
Adding
are fresh and new! there is some lack of dull, or seems belong to someone
Personality
ownership. It does rushed. else. There seems to
(voice) not always sound be little effort shown
fresh and new. and/or it is presented
in pencil.

The writer uses 3 or The writer uses 3 or The writer uses The writer does little
more literary devices more literary less than 3 literary to attempt
and they are clearly devices. They devices. The identifying literary
Literary
and correctly labeled attempt to label and attempt to label devices or did not
Devices
and identified. identify them, but and identify them include any literary
some mistakes were is incorrect, no devices within their
made. obvious or rushed. poetry.

Length 20 or more lines 18-20 lines 15-17 lines Less than 15 lines

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Introduction
A reader of a work of literature finds meanings in the work, but Key Points:
also (even when the meaning is uncertain) takes delight in the details,
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takes delight in the way that the work has been constructed, takes • Appreciative Reading
delight in the “performance in words” as Robert Frost put it. When Skills
• Language of poetry
we have concluded at what we think may be the “meaning” of a work,
we do not value or hold on to the meaning only and turn away from
the work itself; rather, we value even more the craftsmanship that
the work displays. And we come to see that the meaning is inseparable
Definition of Terms:
from all of the details that go to make up the work. Hence, we look
at the beauty of a literary piece by being critical and appreciative at Denotation. The literal or
the same time, nonetheless, the appreciative level must persist. primary meaning of a
word, in contrast to the
feelings or ideas that the
TOPIC 1: Appreciating Poetry word suggests.
Pre-Assessment
Connotation. An idea or
Sense or Meaning of Words in Poetry feeling that a word
invokes in addition to its
A word is a sound or a combination of sounds which refers to or literal or primary meaning.
means something. A word may be used in different senses but for Imagery. The language
each sense, the word refers to an object, idea, action or quality. This used by poets, novelists
meaning is called the denotation of the word. But sometimes a word and other writers to create
images in the mind of the
may call to mind other meanings or ideas associated with the word.
reader.
These are connotations. Connotation are what the word suggests
beyond what it expresses. Its overtones of meaning. Look at how Figures of Speech. A
the poet Jose Garcia Villa (1908-1997) described a poem: word or phrase used in a
non-literal sense for
rhetorical or vivid effect.
Lyrics II (17)
First, a poem must be magical, Tone. In poetry, tone
Then musical as a sea-gull. refers to the feeling that
the poem has created in
It must be a brightness moving the reader.
And hold secret a bird’s flowering.
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

Discuss one of the descriptions that Villa compared poetry with. Explain why you
think he compared it with such an idea. Be ready to share it when we meet.

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The language of poetry is not only suggestive, but it is also vivid. To recreate experience or
present ideas, attitudes and feelings, the poet usually uses imagery. This consists of expressions
that appeal to our physical senses. These images may be: visual, aural, olfactory, gustatory,
Transitions

tactile, thermal and kinesthetic. These pictures through their vividness and compression imply
comparison that are more effective than direct statement.

The creation of mental images usually involves the use of figures of speech. A figure speaks of
one thing, usually an abstraction in terms of something else, something concrete and sensory.
There’s usually an observable association or similarity between the thing talked about and the
terms used. Metaphor is the general term applied to several figures of associations or similarity.
For a background on figures of speech, you might as well watch the following video:
[Link] video is also available in your resources)

It is important that you pay attention to the discussion, it will help you answer the following
exercise on poetry appreciation.

Review of the Previous Lesson

In your analysis of a Position and a Research Paper in the previous lessons, you engaged
yourselves in understanding one’s arguments through the lens of your critical reading skills.
Critical reading is often construed as a close reading of texts, however, there is a close reading
that does not end with meanings alone, rather it leaves in us as readers a certain feeling that does
not only hold our interest, it gives us pleasure at the same time. That is the reading of literature,
it takes us out of ourselves for a while, allows us to appreciate excellence and admire achievement
of performers who are the writers of such masterpiece.

Activity

Directions: Read the poem carefully, then answer the questions that follows.

Anecdote of the Jar

I placed a jar in Tennessee

And round it was, upon a hill.
It made the slovenly wilderness
Surround that hill.

The wilderness rose up to it,

And sprawled around, no longer wild.
And jar was round upon the ground
And tall and of a port in air.

It took dominion everywhere.

The jar was gray and bare.
It did not give of bird or bush,
Like nothing else in Tennesse.

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Vocabulary

The underlined words are taken from the poem, unlock them using context clues and
Transitions

synonyms. Encircle the letter of the best answer.

1. The slovenly appearance of the applicant did not qualify him for the job.

a. unkept c. sad
b. ugly d. dull

2. I’d like to pick the camote tops sprawled around our backyard than the ones
bought from the market.

a. grown c. sprayed
b. scattered d. rampant

3. The captain of the ship felt relief when he saw the port.

a. rescuers c. passage
b. runway d. board

4. The Americans took dominion over the Asian countries.

a. name c. power
b. position d. place

5. Which word is NOT a synonym of wilderness?

a. undisturbed c. populated
b. uncultivated d. virgin

6. What does the following words/phrases imply?

surround, rose up, sprawled around, port in air

a. overpower c. scatter
b. grow d. build

B. Comprehension Check

Identify the symbolisms of the following important words from the poem. Encircle your
answer.

7. wilderness a. pure b. chaotic c. cultivated

8. jar a. talent b. civilization c. intelligence
9. Tennessee a. modern b. festive c. undisturbed

C. Identify the figures of speech used focusing on the underlined words/phrases.

10. It made the slovenly wilderness

Surround that hill.

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11. It did not give of bird or bush

Like nothing else in Tennesse.
Transitions

12. It took dominion everywhere.

The jar was gray and bare.

13. Which statement best describes the theme of the poem?

a. A jar is a good display of art.
b. Man’s material progress can bring about unnatural death.
c. Modernization can destroy our abundant nature.
d. Man’s imagination can make him insane.

14. What does the jar symbolize in the poem?

15. What is the tone or mood of the persona that the poem created?

The Golf Links

The golf links lie so near the mill
That almost everyday
The laboring children can look at
And see the men at play.

16. The word links in the poem refer to…

a. relations c. boundary
b. family d. space

17. Which word is synonymous to the mill?

a. dinner c. farm
b. refinery d. factory

18. What figure of speech was used in the following passage?

“The laboring children can look at
And see the men at play.”

a. irony c. metaphor
b. personification d. hyperbole

19. What is the tone of the poem?

a. demanding c. sad
b. sarcastic d. defiant

20. Which statement best describes the theme of the poem?

a. Laboring children are our new heroes.

b. Golf is a game for everyone.
c. Man becomes apathetic in a materialistic world.
d. Rich people are cruel.

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Brief Lesson

In the above activity that required you to identify the rhetoric of poetry, we came about the
Transitions

difference between literal and figurative meanings of languages that forms imagery in one’s
imagination and elicit insights of realizations about life in general.

Poetry is an expression like an ordinary speech. The sounds of human speech do not come
out in one even flow but in varying pitches and stresses, volume and durations. These variety
provides the rhythm in language. In poetry this is more evident because it is used to stress
certain moods and feelings, ideas and attitudes. This brings us to the tone of a poem.

The tone is the feeling that the poem has created in the reader. It is communicated by the
writer’s or the speaker’s attitude towards his or her subject, audience or himself/herself. It is
the emotional coloring of the work. In spoken language, it is indicated by the inflection of
the speaker’s voice. A poet may treat his/her subject heroically, piteously, humorously,
detachly, callously or angrily. It is his or her attitude that is transmitted in rhythm, sound,
image and so on.

Enhancement Activity

With a group of three members, create an AVP (audio-visual presentation) of the “Anecdote
of the Jar” giving an appropriate interpretation of its message. Be sure that the tone of the
poem will be explicitly present in your presentation.

Generalization

What makes poetry different from other forms of writing? Write your answer in the form
of a comparison and contrast essay.

Application

Write your own poem describing the condition of our natural resources in the country. You
may read some articles and watch video presentations about particular issue that tackle
about our environment. Such materials may be the subject of your poem.

TOPIC 2: Appreciating Fiction

Pre-Assessment

The word “story” comes from “history”—the stories that historians, biographers, and journalists
narrate are supposed to be true accounts of what happened. The stories of novelists and short-
story writers, however, are admittedly untrue; they are “fiction,” things made up, imagined,
manufactured. As readers, we come to a supposedly true story with expectations different from
those we bring to fiction.

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Consider the difference between reading a narrative in a newspaper and one in a book of
short stories. If, while reading a newspaper, we come across a story of, say, a road accident,
we assume that the account is true, and we read it for the information about a relatively
Transitions

unusual event. Anyone hurt? What sort of people? In our neighborhood? Whose fault? When
we read a book of fiction, however, we do not expect to encounter literal truths; we read
novels and short stories not for facts but for pleasure and for some insight or for a sense of
what an aspect of life means to the writer.

Take this short quiz on the elements of a narrative or story.

characters setting plot theme point of view

1. A character in a narrative may be round or flat. Which among the pair of words
differentiate one from the other?

a. male versus female

b. major part versus minor part
c. dynamic versus fixed

2. The opposite of the protagonist but not necessarily the antagonist.

a. foil
b. villain
c. background

3. When the author does not directly describe the character, instead reproduced him/her
through instances in the story, what treatment of characterization did the author use?

a. figurative
b. dramatic
c. explicit

4. Which element refers to time and place?

a. setting
b. plot
c. conflict

5. Which among the plot structure were the characters introduced?

a. resolution
b. exposition
c. conflict

6. Which phrase differentiates the conflict from climax?

a. climax is a more interesting scene

b. climax is an uncontrollable action
c. climax is the highest peak of action

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7. What type of conflict did the story of “The Prodigal Son” in the bible present?

a. man versus himself

Transitions

b. man versus man

c. man versus nature

8. What type of ending is the concept, “the good is rewarded and the bad, punished”
associated with?
a. poetic justice
b. surprised ending
c. open ended

9. What element refers to the angle of narration in fiction?

a. characters
b. theme
c. point of view

10. What type of point of view is used when the author narrates somebody’s story?

a. First person point of view

b. Third person point of view
c. Omniscient point of view

Review of the Previous Lesson

In our previous lesson on “Appreciating Poetry”, you came across figurative languages that
create mental images helping us understand and appreciate better the works of poets. The
language of poetry is no different from prose or narratives, so to speak. Attributes of
language such as rhythm, rhyme, figurative language and imagery are also found in fiction
like short stories. Although in poetry, these language attributes are made to count more.
Hence, we would expect symbolisms, metaphors and other rhetorical devices that create
rhythm and rhyme in narration for dramatic effect and impact to the readers of fiction.

Can you cite an example of line/s from a poem (mention the author) and be able to describe
the figures of speech used? Post this in our Google Class Wall.

Example:

Shall I compare thee to a summer’s day – William Shakespeare

Answer: simile

Activity

A. The following is a short story entitled; “Samuel” written by Grace Paley in 1968. Although
the story was written long time ago, its message still boomerangs in our present time.

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Read it carefully and answer the questions that follow in between paragraphs. Let’s see if
you can give the message of the story afterwards. Encircle your answer
Transitions

Some boys are very tough. They’re afraid of nothing. They are the ones who climb a wall
and take a bow at the top. Not only are they brave on the roof, but they make a lot of noise
in the darkest part of the cellar where even the super hates to go. They also jiggle and hop
on the platform between the locked doors of the subway cars.

1. Which phrase was NOT mentioned as description of boys being tough?

a. afraid of nothing c. pick fights

b. brave on the roof d. make a lot of noise

Four boys are jiggling on the swaying platform. Their names are Alfred, Calvin, Samuel,
and Tom. The men and the women in the cars on either side watch them. They don’t like
them to jiggle or jump but don’t want to interfere. Of course, some of the men in the cars
were once brave boys like these. One of them had ridden the tail of a speeding truck from
New York to Rockaway Beach without getting off, without his sore fingers losing hold.
Nothing happened to him then or later. He had made a compact with other boys who
preferred to watch: Starting at Eighth Avenue and Fifteenth Street, he would get to some
specified place, maybe Twenty-third and the river, by hopping the tops of the moving
trucks. This was hard to do when one truck turned a corner in the wrong direction and
the nearest truck was a couple of feet too high. He made three or four starts before
succeeding. He had gotten his idea from a film at school called The Romance of Logging.
He had finished high school, married a good friend, was in a responsible job and going
to night school.

2. What does the word jiggling in the phrase “jiggling on the swaying platform”
suggest?
a. having fun c. dangerous act
b. laughing out loud d. attracting attention

3. What does the following sentences try to tell the readers?

The men and the women in the cars on either side watch them.
They don’t like them to jiggle or jump but don’t want to interfere.

a. The people riding on the train/cars were disturbed.

b. The people riding on the train/cars were busy.
c. The people riding on the train/cars were indifferent.
d. The people riding on the train/cars were too modest.

4. Whose point of view was used in the story?

a. first person c. third person

b. omniscient d. second person

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These two men and others looked at the four boys jumping and jiggling on the platform
and thought, it must be fun to ride that way, especially now the weather is nice and we’re
out of the tunnel and way high over the Bronx. Then they thought, these kids do seem to
Transitions

be acting sort of stupid. They are little. Then they thought of some of the brave things they
had done when they were boys and jiggling didn’t seem so risky.

5. Which word best describes the reaction of the men watching out the four boys?
a. mad c. envious
b. fascinated d. careful

The ladies in the car became very angry when they looked at the four boys. Most of them
brought their brows together and hoped the boys could see their extreme disapproval.
One of the ladies wanted to get up and say, Be careful you dumb kids, get off that platform
or I’ll call a cop. But three of the boys were Negroes and the fourth was something else
she couldn’t tell for sure. She was afraid they’d be fresh and laugh at her and embarrass
her. She wasn’t afraid they’d hit her, but she was afraid of embarrassment. Another lady
thought, their mothers never know where they are. It wasn’t true in this particular case.
Their mothers all knew that they had gone to see the missile exhibit on Fourteenth Street.

6. Which feeling was NOT expressed by the women in the train?

a. fascinated c. angry
b. irritated d. worried

7. Which of the following conflicts was NOT emphasized in the story?

a. male vs. female c. black vs. white

b. single vs. married d. young vs. old

Out on the platform, whenever the train accelerated, the boys would raise their hands
and point them up to the sky to act like rockets going off, then they rat-tat-tatted the
shatterproof glass pane like machine guns, although no machine guns had been exhibited.

For some reason known only to the motorman, the train began a sudden slowdown. The
lady who was afraid of embarrassment saw the boys jerk forward and backward and grab
the swinging guard chains. She had her own boy at home. She stood up with
determination and went to the door. She slid it open and said, “You boys will be hurt.
You’ll be killed. I’m going to call the conductor if you don’t just go into the next car and
sit down and be quiet.”

Two of the boys said, “Yes’m,” and acted as though they were about to go. Two of them
blinked their eyes a couple of times and pressed their lips together. The train resumed its
speed. The door slid shut, parting the lady and the boys. She leaned against the side door
because she had to get off at the next stop.

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The boys opened their eyes wide at each other and laughed. The lady blushed. The boys
looked at her and laughed harder. They began to pound each other’s back. Samuel
Transitions

laughed the hardest and pounded Alfred’s back until Alfred coughed and the tears came.
Alfred held tight to the chain hook. Samuel pounded him even harder when he saw the
tears. He said, “Why you bawling? You a baby, huh?” and laughed. One of the men whose
boyhood had been more watchful than brave became angry. He stood up straight and
looked at the boys for a couple of seconds. Then he walked in a citizenly way to the end
of the car, where he pulled the emergency cord. Almost at once, with a terrible hiss, the
pressure of air abandoned the brakes and the wheels were caught and held.

8. Why did the lady who was afraid to be embarrassed called the boys’ attention after
all?
a. she’s mad c. she’s worried
b. she’s ashamed d. she’s disturbed

9. For the boys in the story, their frolicking is simply….?

a. a challenge c. a game
b. a defiance d. a brag

10. What kind of conflict surfaced when the boys were able to insult the lady
who was older and higher in status?

a. gender conflict c. man against man

b. societal discrimination d. man against himself

11. What does the following phrase mean?

“One of the men whose boyhood had been more watchful than brave…”

a. a man who is a homebody c. a man who is religious

b. a man who is quite serious d. a man who is a loner

People standing in the most secure places fell forward, then backward. Samuel had let go
of his hold on the chain so he could pound Tom as well as Alfred. All the passengers in
the cars whipped back and forth, but he pitched only forward and fell head first to be
crushed and killed between the cars.

12. What caused the death of Samuel?

a. A man pulled the emergency cord

b. The operator suddenly stopped the train
c. Samuel accidentally fell
d. His companion pushed him hard

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The train had stopped hard, halfway into the station, and the conductor called at once for
the trainmen who knew about this kind of death and how to take the body from the
wheels and brakes.
Transitions

There was silence except for passengers from other cars who asked, what happened! What
happened! The ladies waited around wondering if he might be an only child. The men
recalled other afternoons with very bad endings. The little boys stayed close to each other,
leaning and touching shoulders and arms and legs.

13. What is the tone of the narrator when she narrated the death of Samuel?

a. factual c. unfeeling
b. sympathetic d. agitated

When the policeman knocked at the door and told her about it, Samuel’s mother began to
scream. She screamed all day and moaned all night, though the doctors tried to quiet her
with pills.

Oh, oh, she hopelessly cried. She did not know how she could ever find another boy like
that one. However, she was a young woman and she became pregnant. Then for a few
months she was hopeful. The child born to her was a boy. They brought him to be seen
and nursed. She smiled. But immediately she saw that this baby wasn’t Samuel.

14. What does the following statement try to suggest?

She and her husband together have had other children, but never again will a boy
exactly like Samuel be known.

a. Samuel is unique
b. Samuel is precious
c. Samuel is her child
d. Samuel is irreplaceable

15. Which type of writing can we best compare the narration of the story “Samuel”?
a. business writing c. formal writing
b. journalistic writing d. creative writing

Processing of the Activity

1. What figure of speech was used in the intent of the author to be too detached from the
characters?
2. Discuss how people in our everyday lives have the tendency to be indifferent with one
another. What particular barriers do people create that set them apart from each other?
Take lessons from the story of “Samuel”.

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Brief Lesson

A work of literature is not a nut to be cracked open so that a kernel of meaning can be
Transitions

extracted and devoured, and the rest thrown away; the whole—a performance in words—is
something to be experienced and enjoyed. Like the story you have just read, we have to put
together the various elements that the author intricately woven in order to put across the
message of his story. The characters of the boys and the men and women in the story were
seen in conflict not just of their age and sex, it also presented other societal issues that has
made our world inhuman despite our claims that we maintain to live a civilized society.
Enhancement Activity

1. If you will write a news story about the story of “Samuel”, can you fill the following
table with facts that a news story provides.

Who
What
Where
When
Why

2. Which of the information will you emphasize in your news? Explain your answer.
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Generalization

In the culture of Filipinos nowadays, describe how we show our concern for each other? Or
do you see us divided despite the pandemic? Explain your answer.

Application
Read a news story today, share with the class what it is about and how the news would
affect our lives as Filipinos.

Course Packet Discussion Forum

1. How does literary works like poems and short stories become a reflection of life?
2. Can you differentiate the means and ways that poets and fictionists use in describing
human lives?

Post-Assessment

Let us recall what you have learned from the previous lessons. Encircle the letter of the best
answer in each of the following questions.

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1. Why do literary works a distinct work of art?

a. they use rhetorical devices c. they are mysterious

Transitions

b. they are a performance in words d. they reflect life

2. Meaning of words that are suggestive beyond what the words express?

a. connotation c. denotation
b. literal d. literary
3. What rhetorical device is explicit in the poem of Jose Garcia Villa?

a. onomatopoeia c. anaphora
b. alliteration d. rhythm

4. Which word does NOT refer to the language of poetry?

a. suggestive c. direct
b. vivid d. rhythmic

5. What is the general term applied to several figures of associations or similarity?

a. alliteration c. simile
b. allegory d. metaphor

6. What figure of speech was illustrated in the following passage?

It did not give of bird or bush
Like nothing else in Tennesse

a. litotes c. metaphor
b. irony d. simile

7. What does the jar symbolize in the poem?

a. nature c. craftsmanship
b. civilization d. advancement

8. Identify the words/phrases that constitute the irony in this passage?

The laboring children can look at

And see the men at play.

a. children - men c. laboring children - men at play

b. laboring – play d. look at - see the men at play

9. The literary term referring to the feeling that literary works created in the readers?

a. figurative languages c. rhetoric

b. rhythm d. tone

10. Which among the following words/phrases does NOT refer to fiction?

a. impossible c. manufactured
b. things made-up d. imagined

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11. Why do we consider the narrator of “Samuel” as omniscient?

a. the narrator knows everything

Transitions

b. the narrator knows what the other characters think

c. the narrator knows the lead character personally
d. the narrator knows nothing about the other characters

12. What type of conflict dominated the story of “Samuel”?

a. man vs nature c. man vs. society

b. man vs. himself d. man vs. man

13. What particular issue in our present time can we associate the story of “Samuel”?

a. COVID 19 pandemic
b. Territorial disputes in the West Philippine Sea
c. Campaign Against Drugs
d. Black Lives Matter

14. Which city in America was the story of “Samuel” told?

a. New York c. Texas

b. Washington d. California

15. What literary genre does the story of “Samuel” belong to?

a. fiction c. drama
b. poem d. essay

References

Barnet S., Burto W. & Cain W. (2006). An introduction to literature: fiction, poetry, drama.
New York:USA, Pre-Press Company, Inc.

Setiartin T. (2017). Aesthetic-receptive and critical-creative in appreciative reading. Journal of

Education: Teaching and Learning, 2(2), 117-120.

Jose Garcia Villa (n.d) [Link] [Link]

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Learner’s Feedback Form

Name of Student: __________________________________________________________
Transitions

Program : __________________________________________________________
Year Level : ______________ Section : __________________
Faculty : __________________________________________________________
Schedule : __________________________________________________________

Course Packet : Code : _________ Title : __________________________________

How do you feel about the topic or concept presented?

 I completely get it.  I’m struggling.
 I’ve almost got it.  I’m lost.

In what particular portion of this course packet, you feel that you are struggling or lost?
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Did you raise your concern to you instructor?  Yes  No

If Yes, what did he/she do to help you?

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If No, state your reason?

___________________________________________________________________________________
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To further improve this course packet, what part do you think should be enhanced?
___________________________________________________________________________________
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How do you want it to be enhanced?

___________________________________________________________________________________
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