Saturday, October 30, 2021

Thursday, September 30, 2021

CREATIVE WRITING - Various Elements, Techniques, and Literary Devices in Specific Forms and Poetry

Various Elements, Techniques, and Literary Devices in Specific Forms and Poetry

Background Information for Learners

Poetry is a writing that formulates a concentrated imaginative awareness of experience in language chosen and arranged to create a specific emotional response through meaning, sound, and rhythm (Merriam Webster Dictionary)

ELEMENTS

I. SOUND

Sound devices are resources used by poets to convey and reinforce the meaning or experience of poetry through the skillful use of sound.

A. Rhyme is the close similarity of sound as well as an exact correspondence; it includes the agreement of vowel sounds (Hat, cat and bat ; Cloud and allowed rhyme) and the repetition of consonant sounds. Usually, but not always, rhymes occur at the end of lines. Rhyme is the most common sound device in poetry.

The basic function of rhyme is to form units of sound and suggest units of sense.

Rhyming Patterns

◼ AABB – lines 1 & 2 rhyme and lines 3 & 4 rhyme

Ex. Twinkle, Twinkle Little Star

◼ ABAB – lines 1 & 3 rhyme and lines 2 & 4 rhyme

Ex. Shakespearean Sonnets

◼ ABBA – lines 1 & 4 rhyme and lines 2 & 3 rhyme

Ex. Sonnet VII by John Milton

◼ ABCB – lines 2 & 4 rhyme and lines 1 & 3 do not rhyme

Ex. Samuel Taylor Coleridge, “The Rime of the Ancient Mariner”

B. Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer and more memorable. It creates pattern, it increases rhythm and Strengthens feelings, ideas and mood in a poem.

1. Alliteration is the repetition of the first consonant sound in words.

Ex. Sheep should sleep in a shed

2. Assonance is the repetition of vowel sound, but start with different consonant sounds Ex. I made my way to the lake.

3. Consonance is the repetition of consonant sounds in the middle or at the end of words, as distinguished from alliteration where the initial sound is repeated. Ex. Mike likes his new bike 4. Onomatopoeia is the formation of a word that phonetically imitates, resembles, or suggests the sound that it describes to create a dramatic, or poetic effect such as, dogs “bark,” cats “purr,” thunder “booms,” rain “drips,” and the clock “ticks.”. Ex. I heard ding-dong so I knew someone is at the door.

II. Rhythm is the pattern of stressed and unstressed beats or the flow of the beat that gives it a musical beat. The rhythm of a poem can be analyzed through the number of lines in a verse, the number of syllables in the line, and the arrangement of syllables based on whether they are long or short, accented or unaccented

III. Imagery is the use of sensory details to make the audience feel as if they are present in the situation the author is sharing, allowing them to deeply feel the emotion being describe.

IV. Form. Poetry comes in a variety of forms. Some poems are extremely structured, following a certain rhyme scheme and syllable count, while others allow more creative freedom.

A. Lines and stanzas— Most poems are written in lines. The lines usually function as a natural pause to signal a break in the flow. Lines in poetry are similar to a sentence, except that writers are not obliged to use periods to end each line. A group of lines or a series of lines in a poem is called a stanza. These lines may vary depending on the type of poem being crafted. Stanzas separate ideas in a poem. They act like paragraphs.

1. Couplet is a poem, or stanza in a poem, written in two lines

2. Tercet is a poem, or stanza in a poem, written in three lines

3. Quatrain is a poem, or stanza in a poem, written in four lines

4. Quintet is a poem, or stanza in a poem, written in four lines

5. Sestet is a poem, or stanza in a poem, written in four lines

6. Octave is a poem, or stanza in a poem, written in four lines

B. ABC Poem. Each line of the poem begins with a letter of the alphabet, starting with A and moving in order through Z. Subject may be chosen by the author.

C. Acrostic. This is a form of poetry where the first or last letters of each line create a name, word, or phrase.

D. . Bio Poem. This is used to reveal information to the reader about the poet.

E. Cinquain . This is a 5-line poem that follows a specific format. There are various types of cinquains. Some are created with a number of words or syllables in mind. Another form is created using various parts of speech.

F. Concrete poem is written in a way that the words create the shape of the subject of the poem

G.. Diamante - is a 7-line poem that looks like a diamond. It does not have to rhyme. It can be used to describe one topic or two opposite topics.

H. Emotion Poem - is used to describe various emotions, good or bad, using descriptive language.

I. Free Verse poems do not follow any rules. Their creation is completely in the hands of the author. There is no right or wrong way to create these poems.

J. Haiku - This is a form of Japanese poetry that follows a specific syllable pattern. It's made up of 3 lines, consisting of 17 syllables in total. Haikus are usually about a specific part of nature.

K. Limerick - is a short, humorous poem that follows a determined rhyme scheme of AABBA. This five line poem also follows a syllable count.

L. Narrative - is a poem that tells the story of an event in the form of a poem.

M. Pantoum - is a poem that uses a lot of repetition. To create this poem, follow these steps.

• Write a quatrain (4 line stanza). Writing emotional lines usually works best.

• Take lines 2 and 4 of the first stanza and make them lines 1 and 3 of the second stanza.

• Take lines 2 and 4 of the second stanza and make them lines 1 and 3 of the third stanza.

• Continue your poem using this pattern.

• For your last stanza, go back to the first stanza of the poem. Make line 3 of the first stanza line 2 of your last. Make line 1 of the first stanza line 4 in your last.

N. Sonnet - is a 14-line poem with a specific rhyme scheme. Each type of sonnet follows a different rhyming scheme.

N.1 English (Shakespearean) Sonnet

14 line poem

3 quatrains (4 line stanzas) followed by 1 couplet (2 line stanza)

Rhyming scheme of ABAB CDCD EFEF GG

N.2 Italian (Petrarchan) Sonnet

14 line poem

1 octave (8 line stanza) followed by 1 sestet (6 line stanza)

Rhyming scheme of ABBAABBA CDCCDC (or CDECDE)

N.3 Spenserian Sonnet

14 line poem

3 quatrains followed by 1 couplet

Rhyming scheme of ABAB BCBC CDCD EE

O. Villanelle

5 tercets (3 line stanzas) with ABA rhyme scheme

Followed by 1 quatrain (4 line stanza) with ABAA rhyme scheme

The first and third lines of the tercet are alternately repeated as the last lines of the remaining stanzas.

P.. TANAGA- Haiku equivalent from the Philippines; consisting of four lines with each line equally having between seven and nine syllables. Mostly written in Tagalog Q. Senryu (also called human haiku) is an unrhymed Japanese verse consisting of three unrhymed lines of five, seven, and five syllables (5, 7, 5) or 17 syllables in all. Senryu is usually written in the present tense and only references to some aspect of human nature or emotions.

LITERARY TECHNIQUES/DEVICES

- Techniques and devices are specific, deliberate constructions of language which an author uses to convey meaning. An author's use of a literary technique usually occurs with a single word or phrase, or a particular group of words or phrases, at one single point in a text

I. FIGURES OF SPEECH

Figures of speech are tools that writers use to create images, or “paint pictures,” in the mind.

1. LITERAL LANGUAGE—The actual, dictionary meaning of a word. Writers use literal language solely by their defined or primary meanings

2. FIGURATIVE LANGUAGE- Language that goes beyond the normal meaning of the words used.

MOST COMMOM FIGURES OF SPEECH

A. Simile— It is a comparison between two distinctly different things and the comparison is indicated by the word as or like:

B. Metaphor— the use of a word which originally denotes one thing to refer to another with a similar quality. The comparison is implied, not expressed with the word as or like.

Personification-Personification gives human traits and feelings to things that are not human-like animals or objects.

C. Apostrophe - It is a direct address either to an absent person or to a non- human entity.

D. Hyperbole -Exaggeration is used for emphasis or effect.

E. Onomatopoeia - It is the use of words that imitate the sounds associated with the objects or actions they refer to.

F. Oxymoron- is the combination of two contradictory terms to produce a special effect.

G. Alliteration- refers to the appearance of the same initial consonant sound in two or more words, such as:

Assonance- It is the repetition of identical/ similar vowel sounds

H. Consonance: It is the repetition of consonant sounds in the middle or at the end of words

I. Allusion - A figure of speech that makes a reference to a place, person, or something that happened.. The reference can be direct or may be inferred, and can broaden the reader’s understanding.

J. Irony-Words are used to convey a meaning contrary to their literal meaning

Anaphora-- The deliberate repetition of the first part of the sentence in order to achieve an artistic effect.

K. Metonymy- Metonymy is a figure of speech that replaces the name of a thing with the name of something else with which it is closely associated.

II.SYMBOLISM- Symbolism occurs when one thing stands for or represents something else. It is a reflection of our emotions written artistically to keep readers engaged as they embark on a journey inside a poet’s complex mind.

III. THEME- It is the lesson about life or statement about human nature that the poem expresses. This could be anything from a story to a thought that is being portrayed in the poem. IV.TONE - is the author's attitude towards the topic. V.MOOD-- The mood is the atmosphere of the story, it is the feeling the reader gets from a story. Mood is shown through the setting and the atmosphere. VI.DENSITY.It is what sets poetry apart from prose (normal speech patterns/ the way fiction and nonfiction books are written) Density is how much is said in how little of space. The ability to use metaphors, not conform to traditional grammar styles, and incorporate sounds and rhythms is unique to poetry. As you describe an image, you’re meant to use figurative language while still following a certain sound and rhythm to make a reader feel a certain way.

VII.LINE BREAKS, WHITE SPACES AND ENJABMENT

Line breaks—Line break is the place at which a poet chooses to break a line which is extremely important to the meaning and strength of a particular line and to the poem’s overall integrity. A poet might choose, for example, to break lines in certain places to preserve the correct meter or to create rhyme. Poets may even break lines in the middle of a word to tease a reader into going to the next line. A thought can go from one verse, or stanza, to another

White Spaces—White space appears to the right or left of the poem, or both if the poem is in the center of the page. White space may depend on the choice of the poet to create dramatic effect or to achieve the intended meaning.. There are no rules for placing line breaks 5 and white space. The “right” way lies in the poet’s heart— the intended meaning or effect

Enjabment-(in verse) the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza

Learning Competency:

MELC: Identify the various elements, techniques, and literary devices in specific forms of poetry (S1Q1)

CG: HUMSS_CW/MP11/12c-f-6

Wednesday, April 14, 2021

21st Century Literature from the Philippines and the World for Week 3-4

Quarter 1 – Module 3

Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary

Introductory Message

For the facilitator:

Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary.

This module was collaboratively designed, developed, and reviewed by educators both from public and private institutions to assist you, the teacher, or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.

Also, you will see this box in the body of the main text in this module:

As a facilitator, you are expected to orient the learners on how to use this module, encourage and assist them as they do the tasks, and track their progress while allowing them to manage their learnings.

For the learner:

Welcome to the 21st Century Literature 11 Alternative Delivery Mode (ADM) Module on Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary.

The hands are one of the most symbolized parts of the human body. They are often used to depict skill, action, and purpose. Through your hands, you may learn, create, and accomplish. Hence, the hands in this learning resource signify that you, as a learner, are capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided and independent learning. You will be enabled to process the contents of the learning resource while being an active learner.

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

iii

This module has the following parts and corresponding icons:

What I Need to Know

This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know

This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In

This is a brief drill or review to help you link the current lesson with the previous one.

What’s New

In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It

This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More

This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned

This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do

This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment

This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities

In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key

This contains answers to all activities in the module.

At the end of this module you will also find:

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other activities included in the module.

3. Read the instruction carefully before doing each task.

4. Observe honesty and integrity in doing the tasks and checking your answers.

5. Finish the task at hand before proceeding to the next.

6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!

References

This is a list of all sources used in developing this module.

What I Need to Know

This module was designed and written with you in mind. It is here to help you understand 21st Century Literature from the Philippines and the World. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary.

• Lesson 2 – Identifying Representative Texts from the Regions

After going through this module, you are expected to:

1. Identify geographic, linguistic, and ethnic dimensions of Philippine literary history from pre-colonial to contemporary and representative texts from the regions.

2. Write a close analysis and critical interpretation of literary texts.

3. Show a sense of adaptability of the Philippine Literary History

Notes to the Teacher

Use the module with care especially in turning each page. Please be reminded to ask the student to answer the Pre-Test before moving on to the Lesson Proper. Read and make sure that the students understand the directions in every exercise. Encourage the student to observe honesty in answering the tests and activities and in checking the answers. Do not put unnecessary mark/s on any part of this module. And answer on a separate sheet of paper.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. During this period, Jose Rizal’s works such as Noli Me Tangere and El Filibusterismo were written to awake the mind of our countrymen.

a. Spanish Period

b. American Period

c. Pre-Spanish Period

d. Period of Enlightenment

2. The Philippines had literature such as legends, folktakes, folksongs, and the like.

a. Spanish Period

b. Japanese Period

c. Pre-Spanish Period

d. Period of Enlightenment

3. In this period, religious books were written, such as Doctrina Cristiana and Urbana and Felisa, to support or contradict the Catholic Church.

a. Spanish Period

b. American Period

c. 21st Century Period

d. Period of Enlightenment

4. Filipino writers went into all forms of literature like news, reporting, poetry, stories play, essays, and novels which clearly depicted their love of country and their longings for independence.

a. Edsa I Period

b. American Period

c. Pre-Spanish Period

d. The 3rd Republic Period

5. Filipino literature was given a break during this period for the Filipino literature was prohibited from using. Many wrote plays, poems, short stories, etc. Topics and themes were often about life in the provinces.

a. Japanese Period

b. American Period

c. Pre-Spanish Period

d. American Period

6. Haiku and Tanaga were influenced by what period?

a. Spanish Period

b. Japanese Period

c. 21st Century Period

d. Period of Enlightenment

7. This period presented new trends in writing using modern technology.

a. Edsa I Period

b. 21st Century Period

c. Pre-Spanish Period

d. The 3rd Republic Period

8. This literary period witnessed newspapers which were once branded crony newspapers become instant opposition papers.

a. Japanese Period

b. American Period

c. Pre-Spanish Period

d. Edsa I Period

9. Poetry during this period were during this period were romantic and revolutionary.

a. The 3rd Republic Period

b. Edsa I Period

c. 21st Century Period

d. Pre-Spanish Period

10. Poetry during this period were dealt with patience, regard for native culture and customs.

a. The 3rd Republic Period

b. 21st Century Period

c. Edsa I Period

d. New Society Period

11. Philippine regional literature can be BEST described as ___________.

a. Dynamic

b. Outdated

c. Spoken

d. Traditional

12. Imagery in poetry pertains to _____________.

a. Mental pictures

b. Unique drawings

c. Vague resemblances

d. Word creations

13. The use of the vernacular in regional literature is ___________

a. discouraged because many people do not understand a piece not written in either English or Tagalog

b. encouraged so that the culture and tradition of a people are upheld despite effects of modernity

c. opposed for the reason that it constraints the expression of thoughts, feelings, and ideas of a writer

d. affirmed by many for it allows free flow of feelings and in-sights not understandable to readers

14. A valid observation of literary development in the Philippines is that _______.

a. History is recorded only in the oral tradition of the country.

b. No literature could reflect the richness of our country's experiences.

c. Literary masterpieces are written by great persons with great remembrances.

d. Literature developed alongside Philippine history.

15. Because of the archipelagic nature of the Philippines, its geographical features, and the presence of various ethno-linguistic groups in the country, regional literature has become ____________.

a. Anti-modern and traditional

b. Short yet vivid

c. Rich and varied

d. Nationalistic

Lesson 1

Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-Colonial to the Contemporary

21st Century Literature from the Philippines and the World Module aims to engage students in appreciation and critical study of 21st Century Literature from the Philippines and the World, encompassing their various dimensions, genres, elements, structures, contexts, and traditions.

What’s In

1. What do you know about the different Literary Periods in Philippine Literature?

2. What are the essential elements of the literary pieces under different periods of literature?

What’s New

Task 1. Literary Timeline

Directions: Try to complete the literary TIMELINE below. Choose your answers from the given choices written below.

1565

1566- 1871

1872- 1898

1898- 1841

1941- 1945

1946- 1970

1970- 1980

1981- 1885

1886- 1999

2001- present

10.

a. Japanese Period f. 21st Century

b. Rebirth of Freedom g. Spanish

c. Post EDSA h. Period of Enlightenment

d. American Period i. Period of Activism & New Society

e. Pre-Spanish Period j. Period of Literature in English

What is It

Think About This!

Our forefathers already had their literature, which reflected in their customs and traditions. They had their alphabet even before they had colonized. The Spanish friars burned their alphabet in the belief that they were works of the devil or were written on materials that quickly perished, like the barks of trees, dried leaves, and bamboo cylinders, which could not have remained firm even if efforts were made to preserve them. Our unique geographic location is the reason why we are rich.

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life, adventure, love, horror, and humor where one can derive lessons.

An example of this is THE MOON AND THE SUN.

• The Epic Age. Epics are long narrative poems in which a series of heroic achievements or events, usually of a hero, are dealt with at length.

• Folk Songs. These are one of the oldest forms of Philippine literature that emerged in the pre-Spanish period. These songs mirrored the early forms of culture. Many of these have 12 syllables. Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit o Imno, Ang Oyayi o Hele, Diana, Soliraning and Talindaw

Understanding Literary History

Literature in this period may be classified as religious prose and poetry and secular prose and poetry.

• Spanish Influences On Philippine Literature

The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet. Also, the teaching of the Christian Doctrine became the basis of religious practices. European legends and traditions brought here became assimilated in our songs, corridos, and moro-moros.

• Folk Songs

It manifests the artistic feelings of the Filipinos and shows their innate appreciation for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen, Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.

• Recreational Plays

There were many recreational plays performed by Filipinos during the Spanish times. Almost all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong and Zarzuela.

PERIOD OF ENLIGHTENMENT (1972- 1898)

In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.

o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos Filipinos and Filipinas Dentro De Cien Aňos.

o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country), Kaingat Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).

o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the Friar), and Everything Is Hambug (Everything is mere show), Sa Mga Pilipino...1891), and

Talumpating Pagunita Kay Kolumbus (An Oration to Commemorate Columbus).

THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English language. Jose Garcia Villa became famous for his free verse.

Characteristics of Literature during this period:

The languages used in writing were Spanish and Tagalog and the dialects of the different regions. But the writers in Tagalog, continued in their lamentations on the conditions of the country and their attempts to arouse love for one’s native tongue and the writers in English imitated the themes and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign country, Japan, conquered the Philippines between1941-1945. Philippine literature in English came to a halt. This led to all newspapers not to be circulated in the community except for TRIBUNE and PHILIPPINE REVIEW.

o Filipino Poetry during this period

The common theme of most poems during the Japanese occupation was nationalism, country, love, and life in the barrios, faith, religion, and the arts.

o Three types of poems emerged during this period:

a. Haiku , a poem of free verse that the Japanese like. It was made up of 17 syllables divided into three lines and

b. Tanaga – like the Haiku, is short, but it had measure and rhyme.

c. Karaniwang Anyo (Usual Form)

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and publishing of works in English, Philippine literature in English experienced a dark period. For the first twenty years, many books were published both in Filipino and in English.

In the New Filipino Literature, Philippine literature in Tagalog was revived during this period. Most themes in the writings dealt with Japanese brutalities, the poverty of life under the Japanese government, and the brave guerilla exploits.

PERIOD OF ACTIVISM (1970-1972)

According to Pociano Pineda, youth activism in 1970-72 was due to domestic and worldwide causes. Because of the ills of society, the youth moved to seek reforms.

The Literary Revolution

The youth became vocal with their sentiments. They demanded a change in the government. It was manifested in the bloody demonstrations and the sidewalk expressions and also in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos Palanca Awards continued to give annual awards. Poems dealt with patience, regard for native culture, customs, and the beauties of nature and surroundings. Newspapers donned new forms.

News on economic progress, discipline, culture, tourism, and the like were favored more than the sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked in reading magazines and comics.

PERIOD OF THE THIRD REPUBLIC (1981-1985)

After ten years of military rule and some changes in the life of the Filipino, which started under the New Society, Martial Rule was at last lifted on January 2, 1981. The Philippines became a new nation, and this, former President Marcos called “The New Republic of the Philippines.” Poems during this period of the Third Republic were romantic and revolutionary. Many Filipino songs dealt with themes that were true-to-life like those of grief, poverty, aspirations for freedom, love of God, of country and fellowmen.

POST-EDSA 1 REVOLUTION (1986-1995)

History took another twist. Once more, the Filipino people regained their independence, which they lost twenty years ago. In four days from February 21-25, 1986, the so-called People Power (Lakas ng Bayan) prevailed. In the short span of the existence of the real Republic of the Philippines, several changes already became evident. It was noticed in the new Filipino songs, newspapers, speeches,

and even in the television programs. The now crony newspapers that enjoyed an overnight increase in circulation were THE INQUIRER, MALAYA, and the PEOPLE’S JOURNAL.

21st CENTURY PERIOD

The new trends have been used and introduced to meet the needs and tastes of the new generation. 21st Century learners are demanded to be ICT inclined to compete with the style and format of writing as well. New codes or lingos are used to add flavor in the literary pieces produced nowadays.

What’s More

Activity 1. Who’s Who?

Direction: Identify the author of the following literary pieces written by the Ilustrados. Write the letter of your correct answer.

A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena

1. Sa Mga Pilipino

6. El Filibusterismo

2. Mi Ultimo Adios

7. Kaingat Kayo

3. Filipinas Dentro De Cien Aňos

8. Ang Fray Botod

4. Pag-Ibig sa Tinubuang Lupa

9. Sobre La Indolencia Delos Filipinos

5. La Hija del Fraile

10. Dasalan at Tocsohan

Assessment 1. Characterize Me!

Directions: Complete the table below by writing the characteristics of the following literature during the Pre-Spanish Period

Activity 2. Thinker’s View

Directions: Given below is a sample of a Filipino Folktale in the Pre-Spanish Period. Answer the questions that follow.

Legends

Folk Tales

The Epic Age

Folk Songs

THE SUN AND THE MOON

(Tingguian folk tale)

In the olden days, like the moon, the sun had also star children which were yellowish in color, very bright and very hot.

The star children of the moon, however, were reddish and cool. That moon was scared that his stars would wither and die if they play with the star children of the sun.

The moon suggested to the sun that they kill their children who were crowding the heavens with their number.

When the sun had killed her children, the moon merely hid behind the clouds.

In the evening, when the clouds faded, the moon stars appeared.

This angered the sun so he gave chase to the moon. Thus, when he overtakes the moon, we have the so-called eclipse.

Every morning, the sun kills the moon stars that he catches.

Until now, this chase continues and because the moon still continues…

KASAYSAYAN NG PASYONG MAHAL NI HESUKRISTONG

PANGINOON NATIN

Panalangin sa Diyos Oh Diyos

sa kalangitan Hari ng sangkalupaan

Diyos na walang kapantay,

mabait lubhang maalam

at puno ng karunungan.

Ikaw ang Amang tibobos

ng nangungulilang lubos

amang di matapus-tapos,

maawi't mapagkupkop sa taong lupa't alabok. Iyong itulot sa amin

Diyos Amang maawain mangyaring aming dalitin.

1. What is the concern of the moon regarding his stars?

2. Why does the moon anger the sun?

3. What particular phenomenon is described in the Filipino Folktale?

Assessment 2. Closer Look

Directions: Write three words that will highlight the message of the excerpt from one of the most famous literary pieces during Spanish time, Pasyon.

Assessment 3. Saying a Song

Directions: One of the songs in the Post-EDSA I era is the song Ang Bayan Ko. Analyze and interpret the emotions of Filipinos and situations of the country found in each paragraph of the song.

Ang Bayan Ko

I. Ang bayan kong Pilipinas

Lupain ng ginto't bulaklak

Pag-ibig na sa kanyang palad

Nag-alay ng ganda't dilag

II. II. At sa kanyang yumi at ganda

Dayuhan ay nahalina

Bayan ko, binihag ka

Nasadlak sa dusa

CHORUS

Ibon mang may layang lumipad kulungin mo at

umiiyak bayan pa kayang sakdal-dilag

ang 'di magnasang makaalpas,

Pilipinas kong minumutya pugad ng luha at dalita

aking adhika makita kang sakdal laya

What I Have Learned

1. Pre-Spanish Literature is characterized by Legends, Folk Tales, The Epic Age, and Folk Songs.

2. The Propaganda Movement (1872-1896) was spearheaded mostly by the intellectual middle-class like Jose Rizal, Marcelo del Pilar, Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, Jose Ma. Panganiban and Pedro Paterno.

3. In the American Regime, Americans influenced Filipino writers to write using the English language. English as a medium of instruction was introduced in the schools as the intellectual language of education.

4. In the Period of Activism, campus newspapers were written to show their protest. They held pens and wrote on placards in red paint the equivalent of the word MAKIBAKA (To dare!).

5. Period of the New Society poems dealt with patience, regard for native culture, customs, and the beauties of nature and surroundings.

6. The period of the Third Republic was romantic and revolutionary.

7. Post EDSA I noticed in the new Filipino songs, in the newspapers, in the speeches, and even in the television programs.

What I Can Do

Task 1. As a grade 11 Filipino learner, in what way you can show a sense of adaptability to the diverse Philippines Literary History? State your answer in a 3 -5 paragraph essay.

Lesson 2

Identifying Representative Texts from the Regions

The country’s rich repertoire of literary masterpieces may be rooted in the diverse cultural heritage of the Filipino people. They have produced varied texts because of differences. The mighty roar of the North and the fiery temperament of the South blended well. The Filipinos speak of the collective experiences from the people who have gone through difficulties, triumphs, struggles, successes, armed conflicts, bloodless revolutions, and others. It is the reason why these masterpieces resonated loud and clear in the Philippine archipelago.

What’s In

1. What are the different Literary Periods in Philippine Literature?

2. What are the basic elements of the literary pieces under the Japanese Regime? American Period? Spanish Period?

3. What are changes in Literature during the 21st Century?

What’s New

Imagery is a poetic element that tries to create a picture in the mind of the reader or a mental image through the use of figural language. It represents objects, places, ideas, or even actions that appeal to the senses of the readers.

1. What image does the poem, Gabu, try to create?

2. Which word or group of words from the poem help you form this

image? Draw this on a separate sheet of paper.

What is It

A Taste of Philippine Poetry

Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of four provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is bordered to the west by the turbulent South China Sea, to the east by the Cordillera Administrative Region, the northeast and southeast by Cagayan Valley and the South by Central Luzon. Most of the inhabitants of the Ilocano homeland are concentrated along a narrow coastal plain. Because of geographical boundaries, these people often experience heavy rains and violent typhoons, especially during rainy seasons.

Gabu

by Carlos A. Angeles

The battering restlessness of the sea

Insists a tidal fury upon the beach

At Gabu, and its pure consistency

Havos the wasteland hard within its reach.

Brutal the daylong bashing of its heart

Against the seascape where, for miles around,

Farther than sight itself, the rock-stones part

And drop into the elemental wound.

The waste of centuries is grey and dead

And neutral where the sea has beached its brine,

Where the spilt salt of its heart lies spread

Among the dark habiliments of Time.

The vital splendor misses. For here, here

At Gabu where the ageless tide recurs

All things forfeited are most loved and dear.

It is the sea pursues a habit of shores.

The region, then, takes pride in long stretches of white sand and clear waters alongside its rich cultural heritage. What you are about to read is a poem written by a Carlos Palanca Memorial Awardee in Poetry in 1964, Carlos A. Angeles. His collection of poems entitled, Stun of Jewels, also bagged him the Republic Cultural Heritage Award in Literature in the same year.

A Moment of Silence

Gabu depicts a coastline in Ilocos that is constantly experiencing the battering restlessness of the sea. The water that comes back to the shore seems furious and ruthless with its daylong bashing, which havocs the wasteland. Being an archipelagic country, the Philippines knows the importance of water and the sea.

A Taste of Tagalog Essay

More popularly known now as the CALABARZON referring to the provinces of Cavite, Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog-speaking people in the Philippines. Recognized all over the country for their bravery and fearlessness in battles, CALABARZON has participated actively in the country’s fight for freedom and democracy. It is home to many Philippine heroes foremost, and among them are Rizal of Laguna, Mabini of Batangas, and Aguinaldo of Cavite.

A Taste of Creative Nonfiction

The island of Visayas is one of the major geographical divisions in the Philippines, the other two being Luzon and Mindanao. It is divided into Western, Central, and Eastern Visayas. The Visayas region is comprised of several islands circling the Visayan Sea. Its people, therefore, share a sea-based culture and tradition that may be rooted in a strong religious foundation.

The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog, Pintados, and Maskara, the Visayas may indeed be considered as one of the cradles of Philippine civilization.

What’s More

Activity 1. Graphic Organizer

Directions: Delve deeper into the poem Gabu by Carlos A. Angeles using the graphic organizer. You may re-read the poem to get the details that would complete the organizer.

Title of the Text:

Author:

QUESTIONS

RESPONSE

TOPIC

What is the text all about?

SITUATION

What is the setting referred to or described in the text?

CLIENT

Who is the target group of readers of the text?

How would you describe the group in terms of skills, values, beliefs and attitudes?

PURPOSE

Why was the text written?

What does it hope to achieve especially among its client?

PERSONA

Who is the voice behind the text?

What is known about him or her?

Assessment 1. Reflect On Me

Direction: Read and answer the questions.

Aug 2009 by SIGLIWA

Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg, Dominador B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R.

Sikat, sa aklat katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas, muling umalon at binasa ang namimitak na lupain ng panitikang Filipino nang mailimbag ang ikalawang edisyon ng Mga Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang lumabas ang ikat-long edisyon nito noong 1993.

Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang patuloy na lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta ang pagbugso ng mga Agos sa Disyerto.

1. In what language was the text, Maga Agos sa Disyerto written?

2. What did the text aim to accomplish?

Activity 2. Outline

What does the writer want to say about the use of Filipino especially in awakening the social and moral consciousness of the masses? Outline the main points of the essay through the graphic organizer below.

Assessment 2. Theme’s Up

1. What is the central theme of this text?

Pananalamin sa Tubig ng Katotohanang Panlipunan

Sinalamin ng 25 akdang isinama sa Agos (na 20 lamang noong ika-2 edisyon) katotohanang umiiral sa lipunan. Binigyang mukha ng mga ito ang kalagayan ng karaniwang tao, maging ang pingkian ng kapangyarihan at karumaldumal na karalitaan at kawa-langhiyaang umiiral sa ating lipunan.

Nilaro ng mga akda ang emosyon at kaisipan, na bagaman ginagawa na noon, hindi ganoong kahantad.

What I Have Learned

1. Imagery is a poetic element that tries to create a picture in the mind of the reader or a mental image through the use of figurative language.

2. Gabu depicts a coastline in Ilocos that is constantly experiencing the battering restlessness of the sea.

3. Panahon na muling Padaluyin ang Agos is a persuasive essay that focuses on the potent capacity of a national language to arouse patriotism and love of country and its people.

4. The Dreamwaevers is a text written by a feminist Filipina who strongly promotes women’s rights.

What I Can Do

Activity 1. Verse of the Day

The text you are about to encounter is written by a native Visayan who was born in Maribojoc, Bohol. Considered by many as a feminist Filipina who strongly promotes women’s rights, Marjorie Evasco is not only a Don Carlos Palanca Memorial Awardee but also recipient to several accolades here and abroad. Give the meaning of the following verses: 1, 6, & 7

Dreamweavers

Marjorie Evasco

We are entitled to our own

definitions of the worlds

we have in common:

earth house (stay)

water well (carry)

fire stove (tend)

air song (sigh)

ether dream (died)

and try out new combinations

with key words

unlocking power

house on fire sing!

stove under water stay.

earth filled well die.

The spells and spellings

Of our vocabularies

Are oracular

In translation

One woman in Pagnito-an

Another in Solentiname

Still another in Harxheim

And many other women

Naming

Half the world together

can move their earth

must house their fire

be water to their song

will their dreams

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. Chant (Bulong) was used in witchcraft or enchantment especially in remote places in the Visayas.

a. Japanese Period

b. Rebirth of Freedom

c. Pre-Spanish Period

d. Period of Enlightenment

2. Lagaylay was used in a special occasion for the Pilareños of Sorsogon during May time to get together.

a. Spanish Period

b. New Society Period

c. Pre-Spanish Period

d. Period of 3rd Republic

3. PAGIBIG SA TINUBUANG LUPA was translated from the Spanish

AMOR PATRIA of Rizal, published on August 20, 1882, in Diariong Tagalog.

a. Spanish Period

b. American Period

c. Pre-Spanish Period

d. Period of Enlightenment

4. Tagalog Zarzuela, Cenaculo and the Embayoka of the Muslims were presented in the rebuilt Metropolitan Theater, the Folk Arts Theater and the Cultural Center of the Philippines.

a. New Society Period

b. American Period

c. 21st Century Period

d. Period of 3rd Republic

5. Haiku, is short with a measure and rhyme consisting of 17 syllables which had favorable diminishing effect on Tagalog literature.

a. New Society Period

b. American Period

c. 21st Century Period

d. Period of 3rd Republic

6. English as medium of instruction was introduced in the schools as intellectual language of education in this period.

a. New Society Period

b. American Period

c. 21st Century Period

d. Period of 3rd Republic

7. This is the period wherein the youth became vocal with their sentiments and demanded change in the government.

a. Spanish Period

b. Period of Activism

c. Pre-Spanish Period

d. Period of 3rd Republic

8. Filipinos during this period were hooked in reading magazines and comics.

a. New Society Period

b. American Period

c. Period of 3rd Republic

d. 21st Century Period

9. “Ang Bayan ko” was a song popularized in this period.

a. Period of 3rd Republic

b. New Society Period

c. 21st Century Period

d. Post-EDSA 1 Period

10. This period is notable in the reawakening of the Filipino spirit when the 3 priests Gomez, Burgos and Zamora were guillotined without sufficient evidence of guilt.

a. Post-EDSA 1 Period

b. Period of 3rd Republic

c. Period of Enlightenment

d. Period of Activism

11. A statement of fact about Philippine regional literature is _______.

a. It mirrors the deeply ingrained Filipino values, culture and tradition even when keeping up with the changing times.

b. It reflects the conservatism of indigenous folks who have maintained a backward expression style.

c. It embraces only the written compilation of literary works in various styles and genres.

d. It depicts the influences of various colonizers that occupied the country for more than three centuries.

12. An element in poetry that refers to the image or picture created in the minds of readers that helps give light to the main idea is _______.

a. form

b. imagery

c. rhythm

d. sound pattern

13. Many Filipino authors, writers, or poets are encouraged to use the mother tongue as the medium of expression in their craft because _______.

a. Readers fail to comprehend a piece not written in either English or Tagalog.

b. Our people’s culture and tradition are upheld through this despite effects of colonization or even modernity.

c. The expression of thoughts, feelings, and ideas of a writer are emphasized in the personalized codes that they use.

d. The continuous flow of feelings and insights are inhibited when a foreign language is used instead.

14. The development of literature in the Philippines __________.

a. is given life only in the oral tradition of the country.

b. could reflect the richness of our country’s resources.

c. may be attributed to both local and foreign influences.

d. grew and prospered alongside the country’s history.

15. Philippine regional literature has become rich and varied because of _______.

a. the contributions of numerous artists who patterned after the Western literary masters.

b. the nationalistic fervor of texts written in various stages of our history as a nation.

c. various topics used as themes by the writers and their alignment to world events.

d. the archipelagic nature of the Philippines, its geographical features, and the presence of various ethno-linguistic groups in the country.

Additional Activities

Activity 1 Short Reflection

1. In what ways can you as a Filipino reader be affected by such works (short stories in Tagalog) that endeavor to open the minds of people on socio-political and moral issues confronting the country.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Answer Key

References

Chua, R. G. (2016). 21st Century Literature from the Philippines and the World. Makati City: DIWA Learning Systems

Croghan SJ, Richard V. (1975). The Development of Philippine Literature in English: Quezon City:Alemar-Phoenix Publishing House.

Fosdick, Carolyn, and Tarrosa (1954). Literature for Philippine High Schools. New York: Macmillan Company.

SIGLIWA, “Salubungin ang (bagong) Daluyong ng mga Agos sa Disyerto, Agosto 20, 2019, https://panitikanatbp.wordpress.com/2009/08/20/salubungin- ang- bagong-daluyong-ng-mga-agos-sa-disyerto/

Velasco, Nel, “CNF Figures of Speech and Literary Devices, February 26, 2020, https://versozanelson.blogspot.com/

Zaide, Gregorio F. (1970). Jose Rizal: Life, Works and Writings. Manila: Villanueva Book Store. Retrieved from https://www.scribd.com/doc/26364271/Philippine-Literature-Pre-Spanish- Period.

WRITING A THESIS STATEMENT ON AN ACADEMIC TEXT (EAPP ADVANCE STUDY WEEK 3)

WRITING A THESIS STATEMENT ON AN ACADEMIC TEXT

Background Information for Learners

Thesis statement usually appears at the conclusion of the introductory paragraph of a paper. It offers a concise summary of the main point or claim of the essay, concept paper, reaction paper, position paper, reports, and research paper. Thesis statement is usually expressed in one sentence, and statement may be reiterated elsewhere. It contains the topic and the controlling idea.

Moreover, thesis statement is developed, supported, and explained in the course of the paper by means of examples and evidence. Thesis statements help organize and develop the body of the writing piece. They let readers know what the writer’s statement is and what it is aiming to prove.

This topic covers the important concepts of Thesis Statement’s Dos and Don’ts as basis for an impressive discourse.

DOs: What do I have to know when writing thesis statement?

Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to aid the reader’s understanding. It has a formal tone and style, nut it is not complex and does not require the use of long sentences and complicated vocabulary.

1. A thesis statement should consist of three parts: a context, subject and a claim.

2. A thesis statement should be objectively proven.

3. A thesis statement should be debatable.

4. A thesis statement should reveal a perspective point.

DON’Ts: What do I have to avoid when writing thesis statement?

1. A thesis statement must be a complete sentence, not a fragment.

2. A thesis statement should not be worded as a question.

3. A thesis statement neither be too broad nor too specific.

4. A thesis statement should not contain elements which are extraneous or irrelevant to your paper.

5. A thesis statement should avoid phrases like I think and, in my opinion, because they weaken the writer’s argument.

6. A thesis statement should not be a self-evident statement.

Practice personal hygiene protocols at all times 47

Learning Competency:

MELC: States the thesis statement on an academic text (CS_EN11/12A-EAPP-Iac-6)

Directions and Instructions:

Good morning, everyone! In this time of global crisis, everything has changed a lot and I know that this crisis gives us burdens and challenges, but we are all united to fight for this battle. And for the new normal that we have right now, it is expected to have some adjustments regarding with the teaching and learning process. Anyways, I have made different activities for you to enjoy and to answer. First activity is the LOAD wherein you have to load your armors with the terms and define them through your own interpretations. Second activity is what we call ENGAGE wherein you will be reading the two thesis statements, then you will choose the best thesis statement. Third activity is the ADVANCE wherein you will be advancing to recognize the better thesis statement and explain it afterwards. Fourth activity is the REFINE wherein you will be reading and analyzing the given speeches and identify the thesis statement. The last activity is the NURTURE wherein you will be nurturing your knowledge by writing an exact thesis statement.

So, prepare yourselves to Load, Engage, Advance, Refine and Nurture with the different tasks given to you.

LOAD

Load up your armors with terms!

Directions: Dear learner, look for the words which are associated to thesis statement and define them after extracting them from the crossword puzzle. Write the key terms in the box below.

Engage and gear up!

Directions: Read the following situations and the two thesis statements given for each. Choose the better thesis statement by encircling the letter of your answer.

1. Early on in life, people develop an admiration for heroes. In a well-developed essay, discuss a person you admire and why you chose this person.

A. One person I admire is Babe Ruth, who played baseball from 1914 until 1935.

B. One person I admire is Babe Ruth, the greatest baseball player at all time.

2. Discuss the social, political, and economic effects of World War II on the United States.

A. World War II was a costly war that had a major impact on the economy of the United States.

B. World War II not only affected the economy of the United States, but also altered the role of American government and the American people forever.

3. Discuss the effect of climate change and the vegetation on Sub-Saharan Africa. Be sure to discuss the factors contributing to climate, and the impact human activity has on the vegetation.

A. Human activity is altering the vegetation of Sub-Saharan Africa and causing desertification, which will have devastating effects on the people of the region.

B. Even though the climate and vegetation of Sub-Saharan Africa varies as a result of latitude and human activity, they are still the two most important factors in determining the quality of life.

Practice personal hygiene protocols at all times 49

4. In South Asia, globalization has played a big role in the developing economies of the region. Discuss the positive and negative effects of globalization in one South Asian country.

A. Globalization in India has offered solutions to poverty for some and created more severe poverty for others.

B. In India, globalization has meant new jobs for India’s emerging middle class.

5. 5. Discuss three physical features of Latin America and their importance to the region.

A. The Andes Mountains, the Amazon River and Yucatan Peninsula are the three most significant physical features of Latin America.

B. Three physical features found in Latin America are the Andes Mountains, the Amazon river, and the Yucatan Peninsula.

ADVANCE

Advance your stance by recognizing differences!

Directions: To be an effective writer, one should organize his/her thoughts in a writing thesis for an academic essay. Just keep in mind that an effective thesis statement should be more focused and specific, not a general statement of fact. Read the following statements carefully and choose the better thesis statement for each item. Write the letter of your answer on the space provided and explain your answer briefly afterwards.

______ 1. A. There are several steps that teachers can take to encourage academic integrity

and curtail cheating in their classes.

B. There is an epidemic of cheating in America’s schools and colleges, and there are no easy solutions to this problem.

Explanation: ________________________________________________________________

____________________________________________________________________

______ 2. A. J. Robert Oppenheimer, the American physicist who directed the building of the

first atomic bombs during World War II, had technical, moral, and political reasons for opposing the development of the hydrogen bomb.

B. J. Robert Oppenheimer often referred to as “the father of the atomic bomb,” was born in New York City in 1904.

Explanation: ________________________________________________________________

____________________________________________________________________

______ 3. A. The iPad has revolutionized the mobile-computing landscape and created a

huge profit stream for Apple.

B. The iPad, with its relatively large high-definition screen, has helped to revitalize the comic book industry.

Explanation: ________________________________________________________________

____________________________________________________________________

______ 4. A. Like other addictive behaviors, internet addiction may have serious negative

Practice personal hygiene protocols at all times 50

consequences, including academic failure, job loss and a breakdown in personal relationships.

B. Drug and alcohol addiction is a major problem in the world today, and many people suffer from it.

Explanation: ________________________________________________________________

____________________________________________________________________

______ 5. A. When I was a child, I used to visit my grandmother in Moline every Sunday.

B. Every Sunday we visited my grandmother, who lived in a tiny house that was undeniably haunted.

Explanation: ________________________________________________________________

____________________________________________________________________

REFINE

Refine your analysis skills!

Directions: At this point, read and analyze the different speech excerpts from notable speakers below. After analyzing them, identify and explain the thesis statement for each speech on the second column.

5TH STATE OF THE NATION ADDRESS OF RODRIGO ROA DUTERTE

Good Morning.

We live in a troubled time. Our dream of prosperity for our country was suddenly snuffed by a pandemic virulent virus. No nation was spared. Neither rich nor poor were exempt from the onslaught of this deadly disease.

But let us not despair. The vaccine is around the corner. Sooner or later, the virus that gobbled up thousands of lives will itself be laid to rest.

In the meantime, let us express the nation’s gratitude to those who courageously and willingly put their lives on the line to serve the people and country. We share the griefs of their families and no amount of tears can compensate their great losses.

The dealers and purveyors of illegal drugs, hiding in the shadow of COVID-19, have stepped up their activities. The amount of shabu valued at millions of pesos seized during police operations speak volumes of the enormity and weight of the problem that we bear.

Practice personal hygiene protocols at all times 51

SPEECH OF SENATOR MIRIAM DEFENSOR-SANTIAGO EXPLAINING GER VERDICT ON CHIEF JUSTICE RENATO CORONA, MAY 29, 2012

The Constitution provides that in all criminal prosecutors, the accused shall be presumed innocent until the contrary is proved. The burden of proof is on the Prosecution. How much proof is necessary? In other words, what is that standard of proof?

I have adopted the very high standard of overwhelming preponderance of evidence pursuant to the recommendation of Prof. Charles Black of Yale University, author of The Impeachment, considered the bible for the whole world on impeachment process in a democracy.

My standard is very high because removal by conviction on impeachment is a stunning penalty, the ruin of a life.

The Defendant admitted that he did not declare his dollar accounts and certain commingled peso accounts in his SALN. Let us begin with this threshold question: Did this omission amount to an impeachable offense? No.

The Constitution simply provides that the public officer shall submit a declaration under oath of his assets, liabilities, and net worth. I am quoting the Constitution. That is all. There are no details. The Constitution is a brief declaration of fundamental principles. Many constitutional provisions are not self-executory. Hindi naman puwede na basahin mo ang Constitution na para ka bang nagbasa ng diyaryo, tapos kanya-kanya kayo ng interpretasyon. Hindi ganuon iyon. Kaya nga mayroon tayong constitutional law, which is said to be the most difficult subject to pass in the entire college of law.

Practice personal hygiene protocols at all times 52

NURTURE

Nurture your knowledge!

Directions: One the of the best practices of an effective writer is to write an exact thesis statement that leads to a good composition. In this activity, you are given five examples of academic texts. Your final task is to state the thesis statement of each text. Write your answer on the space provided.

1. On March 12, hours before Philippines President Rodrigo Duterte announced a community quarantine would be implemented in Metro Manila due to the coronavirus outbreak, an informal settlement in the city was demolished, leaving the vast majority of its more than 1,000 residents homeless. Days later, the quarantine was made into an island-wide lockdown of Luzon, where Manila is located, and many municipalities implemented curfews and other restrictions on movement. Within a week, the settlement’s impoverished residents had lost their shelter and, stranded on the streets, become de facto curfew violators in the midst of a global pandemic.

Answer:

2. MANILA- A leading media network in the Philippines was forced off the air on Tuesday, making it the first major broadcaster to have met such a fate during the administration of President Rodrigo Duterte, which is cracking down on news outlets that have been critical of his leadership.

Answer:

3. ABS-CBN is known for its prime-time flagship news program, TV Patrol, as well as soaps and variety TV shows. Its offerings also include coverage of popular sports such as basketball and boxing.

Answer:

Practice personal hygiene protocols at all times 53

4. Mr. Duterte’s administration has created a difficult and at times hostile environment for reporters. He has leveled death threats against some reporters and said that none should be “exempted from assassination.”

Answer:

5. “The Filipino people should reject this despotic move to harass and silence a media organization known not only for its reach but also for its competence and dedication to deliver the news,” said Phil Robertson, the rights group’s deputy Asia director.

Answer:

Reflection:

What have you learned about this lesson and how would you apply it in the near future?

References:

• Aspinwall, Nick. (2020, April 03). The Philippines’ Coronavirus Lockdown Is Becoming a Crackdown. Retrieved from https://www.thediplomat.com

• Anna Malindog-Uy. (2020, May 24). The ABS-CBN Shutdown Controversy. Retrieved from https://www.theasianpost.com

• (2020, July 27). Posted under Historical Papers & Documents, Speeches, State of the nation Address Tagged Rodrigo Roa Duterte, SONA 2020, speeches, State of the nation Address. Retrieved from https://www.officialgazette.gov.ph

• (2012, May 29). Posted under Impeachment Trial, Senate. Bookmark the permalink. Retrieved from https://www.officialgazette.gov.ph

Practice personal hygiene protocols at all times 54

ANSWER KEY:

LOAD

Definitions: Answers may vary

ENGAGE

1. Early on in life, people develop an admiration for heroes. In a well-developed essay, discuss a person you admire and why you chose this person.

One person I admire is Babe Ruth, who played baseball from 1914 until 1935.

Although this does address the writing prompt, this is a factual statement. A thesis statement should be something you can argue for or against.

√

One person I admire is Babe Ruth, the greatest baseball player at all time.

This statement addresses the prompt, and presents an opinion that can be argued.

2. Discuss the social, political, and economic effects of World War II on the United States.

World War II was a costly war that had a major impact on the economy of the United States.

Although this meets all the criteria for a thesis statement, it only addresses part of the writing prompt.

√

World War II not only affected the economy of the United States, but also altered the role of American government and the American people forever.

This is correct because it addresses the social, economic and political effects as stated in the prompt.

Practice personal hygiene protocols at all times 55

3. Discuss the effect of climate change and the vegetation on Sub-Saharan Africa. Be sure to discuss the factors contributing to climate, and the impact human activity has on the vegetation.

Human activity is altering the vegetation of Sub-Saharan Africa and causing desertification, which will have devastating effects on the people of the region.

This one would be perfect for a thesis but there is one thing wrong with it. It does not address all of the writing prompt. It only addresses the vegetation, but not the climate or the factors for climate.

√

Even though the climate and vegetation of Sub-Saharan Africa varies as a result of latitude and human activity, they are still the two most important factors in determining the quality of life.

This statement gives an argument and addresses all the aspects of the writing prompt (topic, effect, factors).

4. In South Asia, globalization has played a big role in the developing economies of the region. Discuss the positive and negative effects of globalization in one South Asian country.

√

Globalization in India has offered solutions to poverty for some and created more severe poverty for others.

There is an opinion (it has offered solutions; it has created more severe poverty). It addresses the positive (solutions) and negative (poverty) effects.

In India, globalization has meant new jobs for India’s emerging middle class.

This would be a perfect thesis statement if the prompt only asked for the effects of globalization.

5. Discuss three physical features of Latin America and their importance to the region.

√

The Andes Mountains, the Amazon River and Yucatan Peninsula are the three most significant physical features of Latin America.

This statement gives an argument, it presents the three physical features asked for the prompt, and makes reference to the importance (significance).

Three physical features found in Latin America are the Andes Mountains, the Amazon river, and the Yucatan Peninsula.

This is a topic sentence. The reason why it is nit a good thesis is because it does not present an argument or address the whole prompt. This is a factual statement.

ADVANCE

1. B

2. A

3. A

4. A

5. B

Explanations:

Answers may vary

REFINE

1. 5TH STATE OF THE NATION ADDRESS OF RODRIGO ROA DUTERTE

Thesis Statement: We live in a troubled time. Our dream of prosperity for our country was suddenly snuffed by a pandemic virulent virus.

2. SPEECH OF SENATOR MIRIAM DEFENSOR-SANTIAGO EXPLAINING GER VERDICT ON CHIEF JUSTICE RENATO CORONA, MAY 29, 2012

Thesis Statement: The Constitution provides that in all criminal prosecutors, the accused shall be presumed innocent until the contrary is proved.

Practice personal hygiene protocols at all times 56

NURTURE

2. MANILA- A leading media network in the Philippines was forced off the air on Tuesday.

3. ABS-CBN is known for its prime-time flagship news program, TV Patrol, as well as soaps and variety TV shows.

4. Mr. Duterte’s administration has created a difficult and at times hostile environment for reporters.

5. “The Filipino people should reject this despotic move to harass and silence a media organization known not only for its reach but also for its competence and dedication to deliver the news,”

Reading and Writing Skills Advance Studies for Week 3-8

Reading and Writing Skills

Properties of a Well-Written Text

Lesson 1 Organization

Arranging our thoughts to deliver a purposeful message is essential in all forms of communication. This is clearly evident among written texts, which are supposed to be well-organized, coherent and cohesive, using proper language and mechanically neat.

In this lesson, we will focus on the essence of organization. Thus, later, you are expected to determine the beginning, middle, and end of a story, and to write the episodes of your life from childhood to young adulthood using a graphic organizer.

What I Need to Know

Writing, like speaking, is a form of expressing and communicating one’s thoughts and ideas. When you speak clearly, other people can understand what you are saying. Likewise, when you write, you have to familiarize yourself with the properties of a well-written text: organization, coherence and cohesion, language use, and mechanics. These will serve as your “compass” in weaving your train of thoughts and connecting one idea to another.

This lesson will help you identify and utilize your writing prowess through your awareness and application of the properties of a written text. Here, you can also better appreciate good grammar as fundamental to written communication. More so, using it on a personal basis can help you express ideas precisely and gain other people’s respect in whatever you have to say.

The lesson is divided into four lessons, namely:

· Lesson 1 – Organization

· Lesson 2 – Coherence and Cohesion

· Lesson 3 – Language Use

· Lesson 4 – Mechanics

After going through this lesson, you are expected to:

1. determine the beginning, middle, and end of the story read;

2. write the episodes of your life from childhood to young adulthood using a graphic organizer;

3. organize ideas using proper transitional devices;

4. construct a coherent and cohesive paragraph;

5. determine the essence of proper language use in written texts;

6. evaluate a written text based on the appropriateness of language use;

7. utilize writing prowess through practice skills in grammar; and

8. use proper mechanics in writing such as spelling, punctuation, capitalization, and paragraph development.

What’s In

In the previous lesson, you learned that persuasion is one of the patterns of written text. A persuasive text can be an argument, exposition, discussion, review, or even an advertisement.

Can you still remember the following guide questions in constructing a persuasive text?

1. What is the issue?

2. What is your position or opinion?

3. What is the opposing position/opinion?

4. What are some reasons for your position/opinion?

5. What are some cases or examples that support this?

Notice that the guides are made in a specified order that will help clarify your thoughts and encourage your readers to either believe in your opinion or do something based on your claims. This is the power of organization in writing texts well.

What’s New

Are you familiar with Star Cinema’s “Seven Sundays”? This local movie features famous celebrities like Aga Muhlach, Dingdong Dantes, Cristine Reyes, Enrique Gil, and Ronaldo Valdez. Inside the succeeding text boxes are three different situations from the movie. Read and analyze each event to determine which comes first, next and last.

1 When the four children learned about the bad news that their father was diagnosed of a lung cancer, they at once

decided to pay their father a visit by sleeping overnight under the same roof.

2 The widowed father of the Bonifacio family, Manuel, was diagnosed with lung cancer by the family physician. What saddened Manuel was the doctor’s prediction that he had only about two months or roughly “seven weeks” to live.

3 After his birthday with his nephew Jun (because no one among his children showed up), Tatay Manuel received a

call from the family doctor telling him of the good news – that he was not terminally ill.

How do you think are the scenes arranged in the movie? Complete the following:

Event # is the beginning because . Event # is the middle because . Event # is the ending because .

What is It

A well-organized piece of writing is not only clear but also logical and aesthetic. Existence of organizational markers and coherent flow of ideas are typically the focus in evaluation of writing (Dayagbil 2016, 63-64).

In writing a story or an essay, it is necessary for students like you to identify the sequence of events from the beginning to the end because a strong organization comprises proper paragraphing and logical order of presentation of ideas.

You are introduced to this lesson by sequencing events to help you understand how to organize your understanding of the text or story, then later, to apply it in your own composition.

What’s More

Read the excerpt of the film review lifted from (Lionheartv.net 2017). Then, record the sequence of events on a graphic organizer.

MOVIE REVIEW: “SEVEN SUNDAYS” (excerpt)

Star Cinema’s “Seven Sundays” revolves around the story of Bonifacio family, whose patriarch, Manuel, (Ronaldo Valdez) is diagnosed with a terminal illness. Seeing the family he built with his now deceased-wife, falling apart, Manuel has only one dying wish: see his four children together again and reconnected, happy and looking for each other, like when they were still kids.

But time and distance have taken a great toll on his children’s relationships which have been mostly strained by insecurities and pride among them.

His eldest, Allan (Aga Mulach), is a struggling father trying to make ends meet for his own family. Bryan (Dingdong Dantes), the middle child, who in spite of being the most successful, harbors bitterness towards Allan, whom he thinks has remained his father’s favorite. Cha (Cristine Reyes), now a mother of three, tries to hide her malfunctioning marriage, and Dexter (Enrique Gil), the youngest, keeps himself distant from the family he thinks abandoned him.

They are forced to reconcile under the same roof, and as they try to grant their dying father’s wish, a recollection of their history and some assessment of where they are and have gone as a family, are inevitably ensued.

But Dingdong Dantes has arguably emerged as the strongest performer. There is a powerful exchange of accusations and revelation of insecurities among the siblings, where Bryan bares his bitter struggle to prove himself and his worth in the family.

Enrique Gil’s Dexter has practically the same baggage. He struggles to connect to the members of his family whom he feels left him when he was in need of someone to guide him through growing up. As anticipated, every member of the family has to survive the pains of

growing up, but it is growing apart that proves to be more damaging to the Bonifacio family, and it is more evident in Dexter.

But then, all these characters radiate around Manuel, played by Ronaldo Valdez, who has singularly maintained his dramatic genius throughout the film. His struggle as a father trying to keep the foundations of his already rattled family makes his character accessible, hence it emerges as the most relatable element of the film.

For what it’s worth, while “Seven Sundays” struggles to abandon the conventions of its genre, this Cathy Garcia-Molina-helmed family drama turns out to be actually memorable. Its utter earnestness to relate a familiar story moves the film to levels that are bracing enough to capture audience and tug at their heartstrings. With its poignant sentiments about family, it hits right in the heart, and for that, “Seven Sundays” is exceptional.

On a separate sheet of paper, use the graphic organizer to show the order of events recounted in the film review.

What I Have Learned

Complete the following statements for you to remember the most essential takeaways from the lesson:

· A well-organized piece of writing , and .

· In writing a story or an essay, it is necessary to identify the of events from the beginning to the end.

· A strong organization comprises proper and logical of presenting ideas

What I Can Do

Using a graphic organizer, write an episode of your life by providing events beginning from childhood to young adulthood. Provide a catchy title for your story.

Title:

Date	Event

Additional Activities

Write a three-to-five paragraph essay about the episodes of your life, using the events that you recorded on the table beginning from childhood to young adulthood. Be guided by the following criteria.

CRITERIA	YOUR SCORE	TEACHER’S SCORE
Completeness (5) Did you write to the prompt? Did you write enough? Was your story complete?
Content (5) Did your story have a beginning, middle and end?
Language (5) Did you use clear and thoughtful language? Did you use the events as reflected in the episodes of your life?
Formatting/Organization (5) Is your story broken up into paragraphs?
TOTAL

Lesson 2 Coherence and Cohesion

One of the most important elements in writing is the form or structure. Without a solid structure in place, the content you have gathered would fall apart. After sequencing the events in your paragraph – a group of related sentences that leads to a single topic or idea, it is time to get on to unifying your writing.

In this lesson, we will focus on structuring an effective paragraph through coherence and cohesion. Thus, you are later expected to organize ideas using proper transitional devices and eventually construct a coherent and cohesive paragraph.