creative writing/malikhaing pagsulat-senior high school
TRANSCRIPT
Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery Mode 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:
Development Team of the Module Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L.
Calibo, Rowena A. Guioguio Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, and Marevel B. Caburnay
Editor: Stiffany S. Panoril, George B. Temonio, and Grace B. Ganceña Reviewers: Illustrator: Layout Artist: Management Team: Printed in the Philippines by ___________________________ ______________________________________________________________________ Office Address: _____________________________________ _____________________________________ Telefax: _____________________________________ E-mail Address: _____________________________________
Development Team of the Module:
Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L. Calibo, Rowena A. Guioguio, Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, Marevel B. CaburnayEditors: Stiffany S. Panoril George B. Temonio Grace B. GanceñaIllustrator: Jay Michael A. Calipusan
Management Team:
Chairperson: Dr. Arturo B. Bayocot, CESO III Regional DirectorCo-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMDMembers: Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English
Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000Telefax: (088) 880-7071, (088) 880-7072E-mail Address: [email protected]
Creative Writing/Malikhaing Pagsulat-Senior High School Alternative Delivery Mode 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Undersecretary: Assistant Secretary:
Development Team of the Module Authors: Geralyn J. Acero, Stifanny S. Panoril, Andresito S. Sorongon, Jr., Alma L.
Calibo, Rowena A. Guioguio Lorly L. Miquiabas, Noriza J. Esteban. Icel Jane H. Bete, Jessriel N. Bayucot, and Marevel B. Caburnay
Editor: Stiffany S. Panoril, George B. Temonio, and Grace B. Ganceña Reviewers: Illustrator: Layout Artist: Management Team: Printed in the Philippines by ___________________________ ______________________________________________________________________ Office Address: _____________________________________ _____________________________________ Telefax: _____________________________________ E-mail Address: _____________________________________
CREATIVE WRITING/ MALIKHAING PAGSULAT
Quarter 1 – Module 1 Creative Writing
Department of Education Republic of the Philippines
This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected].
We value your feedback and recommendations.
SENIOR HIGH SCHOOL
OVERVIEW
Welcome to this module! You must be very eager to start with the learning
activities. The activities in this module have been designed to provide you with rich and stimulating learning experiences that will help you communicate better in English! Familiarize yourself with the different sections of this module. This module has six lessons:
Lesson 1: Imaginative Writing Versus Technical Writing Lesson 2: Sensory Details Lesson 3: Image and Imagery Lesson 4: Diction Lesson 5: Figurative Language
At the end of this module, you are expected to:
1. Differentiate imaginative writing from among other forms of writing (HUMSS_CW/MP11/12-Ia-b-1);
2. Cull creative ideas from experiences (HUMSS_CW/MP11/12-Ia-b-2); 3. Utilize language to evoke emotional and intellectual responses from readers
(HUMSS_CW/MP11/12-Ia-b-3); 4. Use imagery, diction, figures of speech, and specific experiences
(HUMSS_CW/MP11/12-Ia-b-4); 5. Read closely as writers with a consciousness of craft (HUMSS_CW/MP11/12-
Ia-b-5) ; and
MODULE 1
CREATIVE WRITING
1
OVERVIEW
Welcome to this module! You must be very eager to start with the learning
activities. The activities in this module have been designed to provide you with rich and stimulating learning experiences that will help you communicate better in English! Familiarize yourself with the different sections of this module. This module has six lessons:
Lesson 1: Imaginative Writing Versus Technical Writing Lesson 2: Sensory Details Lesson 3: Image and Imagery Lesson 4: Diction Lesson 5: Figurative Language
At the end of this module, you are expected to:
1. Differentiate imaginative writing from among other forms of writing (HUMSS_CW/MP11/12-Ia-b-1);
2. Cull creative ideas from experiences (HUMSS_CW/MP11/12-Ia-b-2); 3. Utilize language to evoke emotional and intellectual responses from readers
(HUMSS_CW/MP11/12-Ia-b-3); 4. Use imagery, diction, figures of speech, and specific experiences
(HUMSS_CW/MP11/12-Ia-b-4); 5. Read closely as writers with a consciousness of craft (HUMSS_CW/MP11/12-
Ia-b-5) ; and
MODULE 1
CREATIVE WRITING
Before you go further, you should remember the following:
do not put some markings on this Module as there are still other students who will
be using it. Use a separate notebook as a REFLECTIVE JOURNAL to keep your answer in each activity. Be sure to LABEL your work according to the Module, lessons and the date you work on it;
each Module has a brief instruction and followed by a list of objectives. Read them and follow instructions carefully;
before going over the activities, answer the PRE-TEST first then find out how well you did by checking your answers given in the self-assessment activity. Each activity must be according to the objectives of this Module. Note the skills or strategies you tried to develop;
after each activity, you need to go over the items which you think you failed. Take the POST TEST when you think you have mastered all the activities.
.
o General Instruction
2
What I Need to Know
At the end of this lesson, you are expected to differentiate imaginative writing from technical writing.
(HUMSS_CW/MP11/12-Ia-b-1)
What I Know Direction: Write a check mark inside the box before the item if it is an example of creative writing. If not, write an X mark instead.
1. novels 2. Songs 3. Business letter/plan 4. Action plan 5. Fable 6. Speeches 7. Annual Reports 8. Student’s handbook 9. Movie scripts 10. Proposals 11. Personal essay 12. Editorial 13. Advertisement 14. Short story 15. Book review
What’s New
A. Create your own answer of the following ‘what if’ questions. Write your answer on the blank provided/on your answer sheet.
1. What if you are a super hero, who would you save first? ______________________________________________________________
Lesson 1
IMAGINATIVE WRITING VERSUS TECHNICAL WRITING
3
What I Need to Know
At the end of this lesson, you are expected to differentiate imaginative writing from technical writing.
(HUMSS_CW/MP11/12-Ia-b-1)
What I Know Direction: Write a check mark inside the box before the item if it is an example of creative writing. If not, write an X mark instead.
1. novels 2. Songs 3. Business letter/plan 4. Action plan 5. Fable 6. Speeches 7. Annual Reports 8. Student’s handbook 9. Movie scripts 10. Proposals 11. Personal essay 12. Editorial 13. Advertisement 14. Short story 15. Book review
What’s New
A. Create your own answer of the following ‘what if’ questions. Write your answer on the blank provided/on your answer sheet.
1. What if you are a super hero, who would you save first? ______________________________________________________________
Lesson 1
IMAGINATIVE WRITING VERSUS TECHNICAL WRITING
2. What if your parents let you name yourself when you were born, what would
your name be? ______________________________________________________________
3. What if you could have a full scholarship to any university, what would you choose to study? ______________________________________________________________
B. Read, evaluate and arrange the following instructions in making a lemonade. Write only the number in each blank. 7 Steps in Making a Lemonade
_____Add a very small amount of water to your container. _____Squeeze all the juice out of it that you can. _____Serve and enjoy.
_____Cut the lemon in half. _____Pour the juice into the container with ¼ sugar. _____Fill up the container with water and ice. _____Stir the solution until sugar dissolves.
What Is It LESSON 1.1. What is creative writing?
“Creative Writing” is additionally called the “art of constructing things up”. It's
any writing that doesn't follow the traditional skilled, print media, tutorial or technical types of literature, usually known by a stress on narrative crafts, character development and therefore the use of literary tropes or with numerous traditions of poetry and literary study. It's wherever the aim of writing is to specific thoughts, feelings and emotions instead of to feed information. Creative Writing vs. Technical Writing
Let’s look at the fundamental differences between creative and technical writing.
Creative Writing Technical Writing
Fictional & Imaginative Factual
4
Entertaining, Provocative & Captivating
Informative, Instructional or Persuasive
Artistic, Figurative, Symbolic or Even Vague
Clear, Precise and Straightforward
Subjective Objective
Generalized Vocabulary Specialized Vocabulary
To add it up, creative writing is for masses but technical writing is for specific audience. In creative writing, the most of the part is self – created, although the idea might be inspired but in technical writing the facts are to be delivered and the ideas are delivered from leading on what others have thought.
What’s More Think and write. Go over with the following texts given below. Write CW if the writing is an example of Creative Writing and write TW if it is an example of Technical Writing. Write your answer on the space provided.
_______ 1. “Let me not to the marriage of true minds, Admit impediments, Love is not love “
- Sonnet 116 by William Shakespeare (Source : https://en.wikipedia.org/wiki)
_______ 2. “He could not have been bigger than this,” the frog said. But the little Frogs all declared that the monster was much, much bigger… “
- Aesop Fable : The Frog and the Fox (Source : https://en.wikipedia.org/wiki)
5
Entertaining, Provocative & Captivating
Informative, Instructional or Persuasive
Artistic, Figurative, Symbolic or Even Vague
Clear, Precise and Straightforward
Subjective Objective
Generalized Vocabulary Specialized Vocabulary
To add it up, creative writing is for masses but technical writing is for specific audience. In creative writing, the most of the part is self – created, although the idea might be inspired but in technical writing the facts are to be delivered and the ideas are delivered from leading on what others have thought.
What’s More Think and write. Go over with the following texts given below. Write CW if the writing is an example of Creative Writing and write TW if it is an example of Technical Writing. Write your answer on the space provided.
_______ 1. “Let me not to the marriage of true minds, Admit impediments, Love is not love “
- Sonnet 116 by William Shakespeare (Source : https://en.wikipedia.org/wiki)
_______ 2. “He could not have been bigger than this,” the frog said. But the little Frogs all declared that the monster was much, much bigger… “
- Aesop Fable : The Frog and the Fox (Source : https://en.wikipedia.org/wiki)
_______ 3. “It isn’t a new problem. Addiction is an ugly foe that ruins lives.”
- - EDITORIAL entitled “Drug
Addiction: A Public Health Crisis “ (Source : www.countytimes.com/opinion)
_______ 4. “Go placidly amid the noise and the haste,
and remember what peace there may be in silence. As far as possible, without surrender, be on good terms with all persons.”
- Desiderata by Max Ehrmann ( Source : https://www.desiderata.com )
_______ 5. “According to the Indian census, carried out in 2011,
the population of India was exactly 1,210,193,422, which means India has crossed the 1-billion mark.”
- News Overpopulation in India (Source : https: //www.mapsofindia.com)
_______ 6. ” All creatures great and small; all things wise and wonderful, the Lord God made them all “
All Things Bright & Beautiful by Cecil Frances Alexander (Source : https://www.lds.org )
_______ 7. “The little prince “tells the story of a pilot stranded in the desert fixing his airplane, until one day he meets a little boy – the Little Prince. “
- Book Review: The Little Prince (Source: https://www.imagineforest.com )
6
_______ 8.
School absenteeism is an alarming problem for administrators, teachers, parents, society in general, and pupils in particular. Unaccepted absences have a negative effect on peer relationships, which can cause further absences.
Action Research on Student and Pupil Absenteeism in School
(Source: https://owlcation.com/academia ) _______ 9. The Intruder is a 2019 American psychological thriller film
directed by Deon Taylor and written by David Loughery. The film stars Michael Ealy and Meagan Good as a couple who buy a house in the country, only to realize its previous owner refuses to let it go.
- The Intruder Movie (Source : https://en.wikipedia.org/wiki )
_______ 10. “Who am I, that the Lord of all the earth Would care to know my name, Would care to feel my hurt?
- Who am I by Casting Crowns (Source : https://www.azlyrics.com )
ASSESSMENT Arrange the following terms into their proper type of writing. Write the correct word in either Creative Writing or Technical Writing.
personal research formal inform
story Serious entertaining instructional conversational informal
CREATIVE WRITING TECHNICAL WRITING
7
_______ 8.
School absenteeism is an alarming problem for administrators, teachers, parents, society in general, and pupils in particular. Unaccepted absences have a negative effect on peer relationships, which can cause further absences.
Action Research on Student and Pupil Absenteeism in School
(Source: https://owlcation.com/academia ) _______ 9. The Intruder is a 2019 American psychological thriller film
directed by Deon Taylor and written by David Loughery. The film stars Michael Ealy and Meagan Good as a couple who buy a house in the country, only to realize its previous owner refuses to let it go.
- The Intruder Movie (Source : https://en.wikipedia.org/wiki )
_______ 10. “Who am I, that the Lord of all the earth Would care to know my name, Would care to feel my hurt?
- Who am I by Casting Crowns (Source : https://www.azlyrics.com )
ASSESSMENT Arrange the following terms into their proper type of writing. Write the correct word in either Creative Writing or Technical Writing.
personal research formal inform
story Serious entertaining instructional conversational informal
CREATIVE WRITING TECHNICAL WRITING
8
What I Need to Know
At the end of this lesson, you are expected to cull creative ideas from experiences and utilize language to evoke
emotional and intellectual responses from readers (HUMSS_CW/MP11/12-Ia-b-3 and HUMSS_CW/MP11/12-Ia-b-2)
What I Know Direction: Write TRUE if you agree with the statement. Otherwise, write FALSE. Write the answer in each blank.
_______ 1. Sensory details are used in any great story, literary or even in movie. _______ 2. Writers employ the 4 senses in writing to engage a reader’s interest. _______3. When sensory details are used, readers can not personally experience
what you want them to experience. _______ 4. In using the sensory details, the writer is able connect with readers
personally. _______ 5. Without sensory details, stories would still come to life.
What’s New Using the five senses (sight, sound, touch, taste or smell) in your writing to show details, fill in the blanks with the appropriate sensory
information in every situation given.
1. I saw a bird in the tree. I was amazed with its _____________________wings. 2. The boy shouted and the sound irritated my ears. The sound was so
________________. 3. The ice cream was excellent. It tasted
_________________________________. 4. I walked along the sand on the beach. The sand felt ___________________. 5. Her perfume seemed friendly in my nose. It was fragrant and smelled like
________________.
Lesson 2
SENSORY DETAILS
What Is It LESSON 1.2. Sensory Details in Writing: Definition & Examples
The writer’s ability to produce a strong and memorable story has much to do with appealing our five senses. Writers use the sense of sight, sound, touch, smell and taste to arouse a reader’s interest. When sensory details are being added to writings, your readers can personally experience whatever you are trying to describe, let them remember of their own experiences, giving the writing a universal feel. Without using sensory details, stories would fail to come to real life. Let’s look at the sensory details in action. Compare the following two passages describing a trip to the grocery store. Here is the passage without sensory details: “I went to the store and bought some flowers. Then I headed to the meat department. Later I realized I forgot to buy bread.” Now, this doesn’t give an impact on you. There’s nothing to bring you into the writer’s world. Read this with the addition of sensory details: “Upon entering the grocery store, I headed directly for the flower department, where I spotted colorful daisies. As I tenderly rested the daisies in my rusty shopping cart, I caught a familiar enchanted scent, so I added the fragrant bouquet of roses to my cart. While heading for the meat department, I smelled the stinky of seafood, which made my appetite disappear. Later I realized I forgot to buy bread. “
See how the additional details made that situation come to life? Writing with the 5 senses is an important part of writing very well. Adjectives excite writing to life and bring the reader into the text and help activate his or her imagination. Sensory details make the reader feel like he or she was there and create more close connection to the writer and a greater understanding of the text.
(Source : https://study.com/academy)
9
What Is It LESSON 1.2. Sensory Details in Writing: Definition & Examples
The writer’s ability to produce a strong and memorable story has much to do with appealing our five senses. Writers use the sense of sight, sound, touch, smell and taste to arouse a reader’s interest. When sensory details are being added to writings, your readers can personally experience whatever you are trying to describe, let them remember of their own experiences, giving the writing a universal feel. Without using sensory details, stories would fail to come to real life. Let’s look at the sensory details in action. Compare the following two passages describing a trip to the grocery store. Here is the passage without sensory details: “I went to the store and bought some flowers. Then I headed to the meat department. Later I realized I forgot to buy bread.” Now, this doesn’t give an impact on you. There’s nothing to bring you into the writer’s world. Read this with the addition of sensory details: “Upon entering the grocery store, I headed directly for the flower department, where I spotted colorful daisies. As I tenderly rested the daisies in my rusty shopping cart, I caught a familiar enchanted scent, so I added the fragrant bouquet of roses to my cart. While heading for the meat department, I smelled the stinky of seafood, which made my appetite disappear. Later I realized I forgot to buy bread. “
See how the additional details made that situation come to life? Writing with the 5 senses is an important part of writing very well. Adjectives excite writing to life and bring the reader into the text and help activate his or her imagination. Sensory details make the reader feel like he or she was there and create more close connection to the writer and a greater understanding of the text.
(Source : https://study.com/academy)
10
What’s More Read the selection below. Select and write in the blanks the corresponding sensory details for each of the following senses.
The sweet smell of chocolates seems to call me in the evening. The attraction of
its delectable taste is really hard to resist. When the temptation is too much to handle, I tip-toe into the kitchen, past the photos of colorful flowers hanging on the wall and over the cracking sounds of the hardwood floors. The sight of those beautifully- rounded chocolates only increases the fast beating of my heart and salivating in my mouth. The taste of its delectable, melting goodness on my tongue causes all my senses to celebrate.
1. Sense of sight ____________________________________________________________________________________________________________________________
2. Sense of sound
____________________________________________________________________________________________________________________________
3. Sense of smell ____________________________________________________________________________________________________________________________
4. Sense of taste ____________________________________________________________________________________________________________________________
5. Sense of touch ____________________________________________________________________________________________________________________________
What I Have Learned
These are the key points discussed in this lesson:
1. Creative writing is written mainly to entertain with the creativity of the mind. 2. Technical writing is written mainly to inform in a formal manner or to incite
the reader to make an action such as purchase the writer’s product. 3. Sensory details include sight, sound, touch, smell and taste. 4. Another note about sensory details, there’s no one sense that’s more
important than the other. It all depends on the scene you are trying to create. However, the sight sense is a common feature in vivid writing.
5.
Assessment Read each clue. Using the word bank, decide on the sensory word that best matches the context. Then, write it in the blank beside each clue. WORD BANK
_____________________ 1. Characteristics of a burning building _____________________ 2. The taste of spoiled food _____________________ 3. Sound that thunder might make _____________________ 4. How satin feels when you touch it _____________________ 5. When there are a lot of people in one location _____________________ 6. Feeling very sharp when it is touched _____________________ 7. Speaking very quietly and muffled _____________________ 8. Having lots of muscles _____________________ 9. Making very wet with water _____________________ 10. Seeing the room dirty or stinky
ADDITIONAL ACTIVITY Look around and choose 5 things found in your surroundings. In the
2nd column, draw the objects chosen. In the 3rd column, describe them using the sensory detail asked.
Senses
Object Description
1. Sense of Sight 2. Sense of Smell 3. Sense of Touch 4. Sense of Sound 5. Sense of Taste
Silky rumbling mumbling crowded scratchy messy smoky Tart soaking
muscular crispy
11
12
What I Need To Know At the end of this lesson, you are expected to be able to use imagery.
(HUMSS_CW/MP11/12-Ia-b-4)
What I Know
Let’s do a Self-Audit. Answer the following questions to assess how much you know about imagery. Write only the letter of your answer.
1. What are the words or phrases that enable a reader to create vivid sensory experiences? A. Imagery B. Image C. Sensual words
2. What are the words that trigger the sense of sight of the reader? A. Olfactory imagery B. Visual imagery C. Tactile imagery
3. What are the words that trigger the sense of hearing of the reader? A. Gustatory imagery B. Auditory imagery C. Olfactory imagery
4. What are the words that trigger the sense of smell of the reader? A. Gustatory imagery B. Tactile imagery C. olfactory imagery
5. What are the words that trigger the sense of touch of the reader? A. Tactile imagery B. Olfactory imagery C. Auditory imagery
6. What are the words that trigger the sense of taste of the reader? A. Auditory imagery B. Visual imagery C. Gustatory imagery
Lesson 3
LANGUAGE: IMAGERY
What’s New
1. What do you see, hear, feel, touch and smell at home? 2. What do you see, hear, feel, touch and smell in the streets? 3. What do you see, hear, feel, touch and smell along the halls of the school? 4. What do you see, hear, feel, touch and smell inside the classroom?
CLOSE READING
What do you give/offer to the one you love? Read the poem silently and complete the activity to follow.
The Passionate Shepherd to His Love (1599) Christopher Marlowe
Source: https://bit.ly/2OZcoD5
Come live with me and be my love, And we will all the pleasures prove
That valleys, groves, hills, and fields, Woods, or steepy mountain yields.
And we will sit upon rocks, Seeing the shepherds feed their flocks,
By shallow rivers to whose falls Melodious birds sing madrigals.
And I will make thee beds of roses And a thousand fragrant poises,
A cap of flowers, and a kirtle Embroidered all with leaves of myrtle;
13
What’s New
1. What do you see, hear, feel, touch and smell at home? 2. What do you see, hear, feel, touch and smell in the streets? 3. What do you see, hear, feel, touch and smell along the halls of the school? 4. What do you see, hear, feel, touch and smell inside the classroom?
CLOSE READING
What do you give/offer to the one you love? Read the poem silently and complete the activity to follow.
The Passionate Shepherd to His Love (1599) Christopher Marlowe
Source: https://bit.ly/2OZcoD5
Come live with me and be my love, And we will all the pleasures prove
That valleys, groves, hills, and fields, Woods, or steepy mountain yields.
And we will sit upon rocks, Seeing the shepherds feed their flocks,
By shallow rivers to whose falls Melodious birds sing madrigals.
And I will make thee beds of roses And a thousand fragrant poises,
A cap of flowers, and a kirtle Embroidered all with leaves of myrtle;
14
A gown made of the finest wool Which from our pretty lambs we pull;
Fair lined slippers for the cold, With buckles of the purest gold;
A belt of straw and ivy buds, With coral clasps and amber studs;
And if these pleasures may thee move, Come live with me, and be my love.
The shepherds’ swains shall dance and sing For thy delight each May morning:
If these delights thy mind may move, Then live with me and be my love.
What I Can Do
Activity 4. Complete the Sense Chart. Write inside the circle the words/phrases found in the poem that trigger your five (5) senses.
Smell
What Is It
LESSON 1.3. Image & Imagery
I M A G E
Image is a representation of an experience or object perceived through the senses – sight, smell, taste, touch and hearing.
An image does not always suggest the same thing to all readers because readers have different sets of experiences. An image, however, enables readers to evoke specific emotions, which shall approximate the experience the author wishes to create.
Mental pictures stimulated by words that appeal to the senses. A single image or comparison extending throughout the literary work, thus shaping its meaning is called controlling image.
I M A G E R Y
It most commonly refers to the visual pictures within a work produced verbally; though it is often defined more broadly to include sensory experiences, other than the visual.
Imagery is a literary device of forming images collectively (Webster’s Dictionary of the English Language, 1992).
This refers to words and phrases that create vivid sensory; is used to signify all the objects and qualities of sense perception referred to other works of literature.
Imagery is categorized into five types: a. Visual imagery – objects that provoke the sense of sight b. Auditory imagery – those that trigger the sense of hearing c. Olfactory imagery - those that stimulate the sense of smell d. Tactile imagery - those that apprehend the sense of touch e. Gustatory imagery - those that compel the sense of taste
15
What Is It
LESSON 1.3. Image & Imagery
I M A G E
Image is a representation of an experience or object perceived through the senses – sight, smell, taste, touch and hearing.
An image does not always suggest the same thing to all readers because readers have different sets of experiences. An image, however, enables readers to evoke specific emotions, which shall approximate the experience the author wishes to create.
Mental pictures stimulated by words that appeal to the senses. A single image or comparison extending throughout the literary work, thus shaping its meaning is called controlling image.
I M A G E R Y
It most commonly refers to the visual pictures within a work produced verbally; though it is often defined more broadly to include sensory experiences, other than the visual.
Imagery is a literary device of forming images collectively (Webster’s Dictionary of the English Language, 1992).
This refers to words and phrases that create vivid sensory; is used to signify all the objects and qualities of sense perception referred to other works of literature.
Imagery is categorized into five types: a. Visual imagery – objects that provoke the sense of sight b. Auditory imagery – those that trigger the sense of hearing c. Olfactory imagery - those that stimulate the sense of smell d. Tactile imagery - those that apprehend the sense of touch e. Gustatory imagery - those that compel the sense of taste
16
The terms that seem most concrete, those that evoke sensual images, are underlined.
Siargao: A Surfing Paradise Source: https://bit.ly/2HbnGOj
Retrieved: August 16, 2019
The unspoiled teardrop shaped island called Siargao is a Shangri-la for adventurers and nature lovers. It is the surfing capital of the Philippines. This surfing haven is located 800 kilometers Southeast of Manila. Siargao is now one of the world's great frontiers for surf exploration. Its most popular break is "Cloud Nine." Surfing is best from July to November when strong waves are in constant motion. The powerful wave-off "Cloud 9" has been hailed as one of the world's five toughest breaks and has been frequently compared to the famous surf of Hawaii and Australia.
Siargao's "Cloud Nine", a powerful hollow right hander, featured in "Surf
Magazine" as one of the ten best waves in the world. East of Siargao Islands lies the Philippine Deep that rises from over 34,000 ft to a belt of reefs. This Oceanic trench is the reason for the excellent surf in Siargao; because it is so deep and the continental shelf narrow, the waves break with juice straight out of deep water and focus the wave energy straight at the beach. This area is set to become Asia's next hot surfing destination and is truly one of the worlds' last great frontiers for surf exploration.
Without those terms the passage would be thin and flat. There would be
no verbal picture, no sensual re-creation of place.
What’s More
Activity 5. The paragraphs below are the continuation of the travelogue above. It is now your turn to underline/write the words/phrases that evoke sensory experience through imagery.
Siargao Island is Surigao Del Norte's "last frontier" facing the Pacific
Ocean. The island boasts of quite a number of untapped natural resources that tourists marvel. Aside from the white beaches that abound, the seas of Siargao are the fishermen's choice to catch fish and other marine products. This year, under the administration of Gov. Robert Lyndon Barbers, Siargao's infrastructure development got the much needed "shot in the arm" with its people seeing and feeling the improvements where during the previous provincial leaderships, "it was only but a dream," so they said.
Are you ready for island hopping? There are islets where you'll find fine white sand beaches and crystal clear waters comparable to Boracay Paradise. The three favorites - Guyam, Daku and Naked Islands are close to General Luna and can be visited by renting your own banca for only P1,000.00. Traveling around the town makes easier with habal-habal, a motorcycle that can load up to 7 passengers to that will bring you to different destinations in town.
What I Can Do
Activity 6. Think of a song that abounds in imagery. Write/secure the lyrics of the song and underline the words/phrases that employ imagery. Label the underlined words/phrases with the type of imagery utilized; write the label above the underlined words/phrases. Use VI if it is visual imagery; AI for auditory imagery; OI for olfactory imagery; TI for tactile imagery and GI for gustatory imagery. An example is given for you.
Example:
Your Love (by Alamid)
Chorus:
VI VI
Your love is like the sun that lights up my whole world
TI
I feel the warmth inside
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Siargao Island is Surigao Del Norte's "last frontier" facing the Pacific
Ocean. The island boasts of quite a number of untapped natural resources that tourists marvel. Aside from the white beaches that abound, the seas of Siargao are the fishermen's choice to catch fish and other marine products. This year, under the administration of Gov. Robert Lyndon Barbers, Siargao's infrastructure development got the much needed "shot in the arm" with its people seeing and feeling the improvements where during the previous provincial leaderships, "it was only but a dream," so they said.
Are you ready for island hopping? There are islets where you'll find fine white sand beaches and crystal clear waters comparable to Boracay Paradise. The three favorites - Guyam, Daku and Naked Islands are close to General Luna and can be visited by renting your own banca for only P1,000.00. Traveling around the town makes easier with habal-habal, a motorcycle that can load up to 7 passengers to that will bring you to different destinations in town.
What I Can Do
Activity 6. Think of a song that abounds in imagery. Write/secure the lyrics of the song and underline the words/phrases that employ imagery. Label the underlined words/phrases with the type of imagery utilized; write the label above the underlined words/phrases. Use VI if it is visual imagery; AI for auditory imagery; OI for olfactory imagery; TI for tactile imagery and GI for gustatory imagery. An example is given for you.
Example:
Your Love (by Alamid)
Chorus:
VI VI
Your love is like the sun that lights up my whole world
TI
I feel the warmth inside
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VI & OI
Your love is like a river that flows down through my veins
TI
I feel the chill inside
What’s New
CLOSE READING. Read the short story ‘The Flowers’ by Alice Walker and do the activity to follow.
The Flowers (1973)
Alice Walker
(1) It seemed to Myop as she skipped lightly from hen house to pigpen to smokehouse that the days had never been as beautiful as these. The air held a keenness that made her nose twitch. The harvesting of the corn and cotton, peanuts and squash, made each day a golden surprise that caused excited little tremors to run up her jaws. (2) Myop carried a short, knobby stick. She struck out at random at chickens she liked, and worked out the beat of a song on the fence around the pigpen. She felt light and good in the warm sun. She was ten, and nothing existed for her but her song, the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment. (3) Turning her back on the rusty boards of her family's sharecropper cabin, Myop walked along the fence till it ran into the stream made by the spring. Around the spring, where the family got drinking water, silver ferns and wildflowers grew. Along the shallow banks pigs rooted. Myop watched the tiny white bubbles disrupt the thin black scale of soil and the water that silently rose and slid away down the stream. (4) She had explored the woods behind the house many times. Often, in late autumn, her mother took her to gather nuts among the fallen leaves. Today she made her own path, bouncing this way and that way, vaguely keeping an eye out for snakes. She found, in addition to various common but pretty ferns and leaves, an armful of strange blue flowers with velvety ridges and some sweet suds bush full of the brown, fragrant buds. (5) By twelve o'clock, her arms laden with sprigs of her findings, she was a mile or more from home. She had often been as far before, but the strangeness of the
land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove in which she found herself. The air was damp, the silence close and deep. (6) Myop began to circle back to the house, back to the peacefulness of the morning. It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself. It was only when she saw his naked grin that she gave a little yelp of surprise. (7) He had been a tall man. From feet to neck covered a long space. His head lay beside him. When she pushed back the leaves and layers of earth and debris Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers, and very big bones. All his clothes had rotted away except some threads of blue denim from his overalls. The buckles of the overall had turned green. (8) Myop gazed around the spot with interest. Very near where she'd stepped into the head was a wild pink rose. As she picked it to add to her bundle she noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a noose, a bit of shredding plowline, now blending benignly into the soil. Around an overhanging limb of a great spreading oak clung another piece. Frayed, rotted, bleached, and frazzled--barely there--but spinning restlessly in the breeze. Myop laid down her flowers. (9) And the summer was over. Source: https://bit.ly/2Zb7Q0l Retrieved: August 16, 2019
What’s More Activity 7. Be imagery-fic! Choose a paragraph in the story ‘The Flowers’ that you like the most. Draw a vignette that depicts the images portrayed in that paragraph.
What I Can Do Activity 8. Imagine introducing the most influential person in your life to a person who is both deaf and mute. Since that person cannot hear nor speak, think and draw the best image that best represents the person whom you consider the most influential person in your life.
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land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove in which she found herself. The air was damp, the silence close and deep. (6) Myop began to circle back to the house, back to the peacefulness of the morning. It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself. It was only when she saw his naked grin that she gave a little yelp of surprise. (7) He had been a tall man. From feet to neck covered a long space. His head lay beside him. When she pushed back the leaves and layers of earth and debris Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers, and very big bones. All his clothes had rotted away except some threads of blue denim from his overalls. The buckles of the overall had turned green. (8) Myop gazed around the spot with interest. Very near where she'd stepped into the head was a wild pink rose. As she picked it to add to her bundle she noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a noose, a bit of shredding plowline, now blending benignly into the soil. Around an overhanging limb of a great spreading oak clung another piece. Frayed, rotted, bleached, and frazzled--barely there--but spinning restlessly in the breeze. Myop laid down her flowers. (9) And the summer was over. Source: https://bit.ly/2Zb7Q0l Retrieved: August 16, 2019
What’s More Activity 7. Be imagery-fic! Choose a paragraph in the story ‘The Flowers’ that you like the most. Draw a vignette that depicts the images portrayed in that paragraph.
What I Can Do Activity 8. Imagine introducing the most influential person in your life to a person who is both deaf and mute. Since that person cannot hear nor speak, think and draw the best image that best represents the person whom you consider the most influential person in your life.
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What I Need To Know
At the end of this lesson, you are expected to be able to use diction.
(HUMSS_CW/MP11/12-Ia-b-4)
What I Know
Let’s do a Self-Audit. Please assess the following sentences. Are they correctly written? If yes, write Y; if not, write N.
1. My sister she can’t go to school today. 2. This here shoe is yours. 3. Between the three of us, you are the slowest. 4. Where is your paper at?
If any of your
answer is ‘N’, you better read
what lies ahead of
you! Enjoy!
If all your answers are ‘Y’, then your
assessment is commendable.
You deserve a star! Still, read on!
Lesson 3
LANGUAGE: DICTION
What Is It
Lesson 1.4. What is Diction?
Diction is the author’s choice or selection of words or vocabulary; the artistic arrangement that words constitute. Good writing makes good use of diction. The words should be right and accurate, appropriate to the context in which they are used, and comprehensible to the intended audience. Otherwise, a message maybe perceived differently or erroneously from the intended message.
What is diction error?
A diction error is a “wrong word” error. Diction error is a word that almost sounds right. For instance, if an employer says “We interviewed perspective candidates”, she has committed an error in diction. Instead, ‘prospective’, not ‘perspective’ should be used. Perspective means point of view, but prospective means potential.
Thus, “We interviewed prospective candidates”, is more appropriate.
Correcting Diction Error
1. That there woman is our teacher.
‘There’ is misplaced in the sentence. Thus, the better way of writing it is:
“That woman there is our teacher.”
2. The teacher will learn us the rules.
The word ‘learn’ is inappropriately used. Thus, it is better to say:
“The teacher will teach us the rules.”
3. In this class, all accept one boy passed. ‘Accept’ means to take, receive or admit. Considering the context, the sentence means that all boys except for one. Thus:
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“In this class, all except one boy passed.”
Assessment
Activity 9. Correcting Diction Error. Rewrite the following sentences to correct the diction error.
1. Oh, I ate two much! 2. Janet doesn’t work hear anymore. 3. No thanks, I don’t want none of that cake. 4. The man which stole the car was caught. 5. My book is their on the table.
What I Need To Know At the end of this lesson, you are expected to use figures of speech.
(HUMSS_CW/MP11/12-Ia-b-4).
What I Know
Let’s do a Self-Audit. Answer the following questions to assess how much you know about figures of speech. Read closely the sentences below then identify the figures of speech employed in each sentence. Choose your answers from the words inside the box below.
1. Oh, my love is like a red, red rose. 2. I am silver and exact. I have no preconceptions.
3. Oh flat 1! Why play hard to get?
4. If somebody throws stones at you, throw him bread.
5. Seize the throne!
6. Lake Pinatubo is a beautiful disaster.
7. Pitter, Patter, Pitter, Patter. Softly it falls. Hurry home quickly before mother calls
8. Our cat meows and our dog barks loudly when the stranger passes by in the middle of the night.
9. The trees sway as the strong wind blows.
10. Oh! With this hunger I have, I could eat a horse!
11. I am feeding 11 mouths at home.
Simile metaphor onomatopoeia personification Apostrophe hyperbole alliteration synecdoche Metonymy oxymoron paradox
Lesson 3
LANGUAGE: FIGURES OF SPEECH
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What’s New Activity 10. If I Were… Complete the statement, “If I were an inanimate object, I would be a/n ____________” and explain why.
What’s New Close Reading. What does an ambulance do? Read the poem silently
and answer the questions that follow.
Auto Wreck (1942) Karl Shapiro
Its quick soft silver bell beating, beating, And down the dark one ruby flare Pulsing out red light like an artery,
The ambulance at top speed floating down Past beacons and illuminated clocks Wings in a heavy curve, dips down,
And brakes speed, entering the crowd. The doors leap open, emptying light;
Stretchers are laid out, the mangled lifted And stowed into the little hospital.
Then the bell, breaking the hush, tolls once. And the ambulance with its terrible cargo Rocking, slightly rocking, moves away,
As the doors, an afterthought, are closed.
We are deranged, walking among the cops Who sweep glass and are large and composed.
One is still making notes under the light. One with a bucket douches ponds of blood
Into the street and gutter. One hangs lanterns on the wrecks that cling,
Empty husks of locusts, to iron poles. Our throats were tight as tourniquets,
Our feet were bound with splints, but now, Like convalescents intimate and gauche, We speak through sickly smiles and warn With the stubborn saw of common sense,
The grim joke and the banal resolution. The traffic moves around with care, But we remain, touching a wound That opens to our richest horror.
Already old, the question Who shall die? Becomes unspoken Who is innocent?
For death in war is done by hands;
Suicide has cause and stillbirth, logic; And cancer, simple as a flower, blooms.
But this invites the occult mind, Cancels our physics with a sneer,
And spatters all we knew of denouement Across the expedient and wicked stones.
Source: https://bit.ly/2KClEsH
Retrieved: August 16, 2019 What Is It Lesson 1.5. Figurative Language
Figurative language is used and should be understood imaginatively and non-literally. It is composed of tropes or figures of speech. There are several figures of speech. The most commonly used by authors are: simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Simile is comparing unlike objects, which have something in common through the use of expressions ‘like’ or ‘as’.
Example: “Does it dry up like a raisin in the sun? or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over – Like a syrupy sweet?”
-Langdon Hughes, “What Happens to Dream Deferred?” In here, two unlike things are under comparison through the use of
the word “like”.
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The grim joke and the banal resolution. The traffic moves around with care, But we remain, touching a wound That opens to our richest horror.
Already old, the question Who shall die? Becomes unspoken Who is innocent?
For death in war is done by hands;
Suicide has cause and stillbirth, logic; And cancer, simple as a flower, blooms.
But this invites the occult mind, Cancels our physics with a sneer,
And spatters all we knew of denouement Across the expedient and wicked stones.
Source: https://bit.ly/2KClEsH
Retrieved: August 16, 2019 What Is It Lesson 1.5. Figurative Language
Figurative language is used and should be understood imaginatively and non-literally. It is composed of tropes or figures of speech. There are several figures of speech. The most commonly used by authors are: simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Simile is comparing unlike objects, which have something in common through the use of expressions ‘like’ or ‘as’.
Example: “Does it dry up like a raisin in the sun? or fester like a sore- And then run? Does it stink like rotten meat? Or crust and sugar over – Like a syrupy sweet?”
-Langdon Hughes, “What Happens to Dream Deferred?” In here, two unlike things are under comparison through the use of
the word “like”.
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Metaphor comes from the Greek word meta and trans which mean across; phor and fer which mean carry. Hence, metaphor treats something as if it were something else. It is a means of comparing things that are essentially unlike; the comparison however is implied unlike simile – that is, the figurative term is substituted for or identified with the literal term.
Onomatopoeia or sound words uses words that imitate sounds associated with objects or actions.
Example:
“Hope is the things with feathers- That perches in the soul- And sings the tune without words- and never stops - at all- “
-Emily Dickinson, “Hope is the Things with Feathers”
In here, hope is directly compared to feathers; it perches
and sings without a tune that never stops. Unlike simile which is an indirect comparison, metaphor is more direct.
Example:
“How they tinkle, tinkle, tinkle, In the icy air of night!
To the tintinnabulation that so musically wells From the bells, bells, bells, Bells, bells, bells- From the jingling and the tinkling of the bells.”
-Edgar Allan Poe, “Bells”
The sound of bells: tinkle, tintinnabulation, jingling and
tinkling are examples of onomatopoeia. Other very common onomatopoeic words are sounds
produced by animals. Hiss for snake, moo for cow/buffalo, cock-a-doodle-doo/tiktilaok for rooster etc.
Personification, on the other hand, endows human attributes, qualities or abilities to inanimate objects or abstractions.
Apostrophe is addressing someone absent as if s/he were present, someone
dead as if s/he were alive or something and someone non-human as if human.
Hyperbole/overstatement is the exaggeration for emphasis or ‘in the service for
truth’; the exaggeration can create a vivid and instant picture about the idea. Aside from achieving emphasis, hyperbole is used to simply achieve humor.
Example:
“Ah, William, we’re weary of weather,” Said the sunflowers, shining with dew. “Our traveling habits have tired us. Can you give us a room with a view?”
-William Blake, “Two Sunflowers Move in the Yellow Room”
The sunflowers here are given the human ability to speak.
Example:
“Death be not proud, though some have called thee Mighty and dreadful, for, thou art not soe, For, those, whom thou think’st, thou dost overthrow, Die not, poor death, nor yet canst thou kill me.”
-John Donne, “Death be not Proud”
Death, an abstraction is being addressed to by the persona
in the poem as if it were a person.
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Personification, on the other hand, endows human attributes, qualities or abilities to inanimate objects or abstractions.
Apostrophe is addressing someone absent as if s/he were present, someone
dead as if s/he were alive or something and someone non-human as if human.
Hyperbole/overstatement is the exaggeration for emphasis or ‘in the service for
truth’; the exaggeration can create a vivid and instant picture about the idea. Aside from achieving emphasis, hyperbole is used to simply achieve humor.
Example:
“Ah, William, we’re weary of weather,” Said the sunflowers, shining with dew. “Our traveling habits have tired us. Can you give us a room with a view?”
-William Blake, “Two Sunflowers Move in the Yellow Room”
The sunflowers here are given the human ability to speak.
Example:
“Death be not proud, though some have called thee Mighty and dreadful, for, thou art not soe, For, those, whom thou think’st, thou dost overthrow, Die not, poor death, nor yet canst thou kill me.”
-John Donne, “Death be not Proud”
Death, an abstraction is being addressed to by the persona
in the poem as if it were a person.
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Alliteration is the repetition of the initial (first) consonant sound (not letter) in a
series of words/phrases.
Synecdoche is the use of the part for the whole or the whole for the part.
Example:
“Peter piper picked a peck of pickled pepper A peck of pickled pepper Peter piper pick If Peter piper picked a peck of pickled pepper, Where’s the peck of pickled pepper Peter piper pick?”
-Tongue Twister, “Peter Piper”
The initial consonant /p/ sound is repeated all over the text.
Example:
“Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun: O I will love thee still, my dear, While the sands o’ life shall run” -Robert Burns, “A Red, Red Rose”
What are the exaggerations used here?
Example (part for the whole): “The western wave was all a-flame The day was well was nigh done! Almost upon the western wave Rested the broad bright Sun”
-Samuel Taylor Coleridge, “The Rime of the Ancient Mariner”
The wave is part of the ocean. The wave refers to the whole ocean. Example (whole for the part):
“Philippines won the Ms. Universe 2018 crown.”
The statement is an example that the whole represents the part. Only one person, not the whole country, could have won the Miss Universe crown.
Metonymy is the use of something closely related to substitute the thing
actually meant or when something is described indirectly by referring to things around it.
Paradox is a statement that appears to contradict itself, but on second reading, has an element of truth.
Oxymoron is a figure of speech where two obviously contradictory terms are juxtaposed or are side-by-side.
Example:
“Why then, O brawling love! O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh?”
-William Shakespeare, “Romeo and Juliet”, Act 1, Scene 1
Example:
“Nobody wants to go to that restaurant because it is crowded” At first glance, the sentence does not seem to make sense. However, when read closely, it means that many people are discouraged to patronize the restaurant because everytime they pay a visit, it is already full.
Example:
“Malacañan Palace declared Martial Law in Mindanao.”
It is not possible that a palace, an inanimate object can speak and declare anything. However, the rightful person living in the palace, the President of the Republic of the Philippines, can be substituted by the word ‘palace’; something which is closely associated to him/her.
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Metonymy is the use of something closely related to substitute the thing
actually meant or when something is described indirectly by referring to things around it.
Paradox is a statement that appears to contradict itself, but on second reading, has an element of truth.
Oxymoron is a figure of speech where two obviously contradictory terms are juxtaposed or are side-by-side.
Example:
“Why then, O brawling love! O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is! This love feel I, that feel no love in this. Dost thou not laugh?”
-William Shakespeare, “Romeo and Juliet”, Act 1, Scene 1
Example:
“Nobody wants to go to that restaurant because it is crowded” At first glance, the sentence does not seem to make sense. However, when read closely, it means that many people are discouraged to patronize the restaurant because everytime they pay a visit, it is already full.
Example:
“Malacañan Palace declared Martial Law in Mindanao.”
It is not possible that a palace, an inanimate object can speak and declare anything. However, the rightful person living in the palace, the President of the Republic of the Philippines, can be substituted by the word ‘palace’; something which is closely associated to him/her.
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What’s More
Activity 11.
Closer Look
1. Look at the lists you made in the previous activities. 2. Is a figure of speech used in your first list? What figure of speech is it? 3. What about in your second list? What figure of speech is used, if any? 4. Can you categorize the words listed in your third list into figures of speech?
Deeper Look 1. Upon reading the word ‘ambulance’, what words or scenes did you associate it
with? 2. What do you think happened in the poem? Why was an ambulance present?
Was there an emergency? What word or phrase tells us this? 3. Was there a patient? Did the patients live or die? What word or phrase tells us
this? 4. What was the feeling of the onlookers? Were they happy or sad? What word or
phrase tells us this? 5. Can you point out the line that tells us the cause of death? What is the attitude
of the author toward death and its cause? What word or phrase gives us a clue to this?
6. Have the figures of speech used helped you ‘picture’ the scenario described in the poem? Explain.
7. What is the poem about?
What I Have Learned Let’s Summarize!
1. Image is a representation of an experience or object perceived through the senses – sight, smell, taste, touch and hearing.
2. Imagery on the other hand refers to words and phrases that create vivid sensory. It is categorized into five (5) - visual imagery, auditory imagery, olfactory imagery, tactile imagery and gustatory imagery.
3. Diction is the author’s choice or selection of words or vocabulary; the artistic arrangement that words constitute. Inappropriate use of diction is called diction error.
4. There are countless figures of speech but there are those which are commonly used by authors - simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Assessment
Write your own sentence demonstrating the figure of speech being asked in each item.
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3. Diction is the author’s choice or selection of words or vocabulary; the artistic arrangement that words constitute. Inappropriate use of diction is called diction error.
4. There are countless figures of speech but there are those which are commonly used by authors - simile, metaphor, onomatopoeia, personification, apostrophe, hyperbole, alliteration, synecdoche, metonymy, oxymoron and paradox.
Assessment
Write your own sentence demonstrating the figure of speech being asked in each item.
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1. Simile 2. Metaphor 3. Hyperbole 4. Synecdoche 5. Metonymy 6. Alliteration 7. Oxymoron 8. Paradox 9. Onomatopoeia 10. Personification 11. Apostrophe
Additional Activity
Activity 12. Look and See Draw a symbolic representation of the poem.
Theme of the Poem:
Explanation (of the symbolic representation):
Relationship (of the poem and the symbol):
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Explanation (of the symbolic representation):
Relationship (of the poem and the symbol):
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Creative Writing versus Technical Writing
Pretest:
1./ 2./ 3.X 4./ 5.X 6./ 7.X 8.X 9./ 10.X 11./ 12.X 13.X 14./ 15./
Activity 1:
A. 1-3 Answers may vary
B. 4, 2, 7 , 1 , 3 , 6 , 5
Enrichment Activity
1.CW 2.CW 3.TW 4.CW 5.TW 6.CW 7.CW 8.TW 9.CW 10.CW
Post Test
CW TW Personal Research Story Formal Entertaining Serious Conversational Inform informal instructional
Sensory Details
Pretest
1. TRUE
2. FALSE
3. FALSE
4. TRUE
5. FALSE
Activity 2.
1-5 Answers may vary
Enrichment Activity
1.Sense of sight *photos of colorful flowers *sight of those beautifully-rounded chocolates
2. Sense of sound
*cracking sounds of hardwood floors
3. Sense of smell
*sweet smell of chocolate
4. Sense of taste
*salivating in my mouth
*taste of its delectable, melting goodness on my mouth
5. Sense of touch/feel
*attraction of its deliciousness
*tiptoe into the kitchen
*fast-beating of my heart
Key Answers
Touch
• Rock
• Beds of roses
• Embroidered kirtle
• Finest wool
• Cold
• Coral clasp
• Amber studs
Taste
• Feed their flock
Smell
• Fields
• Fragrant poises
• Cap of flowers
• Leaves of myrtle
• Belt of straw and ivy buds
IV. WHAT’S MORE
Note: Answers may vary. Teacher’s discretion is advised.
Activity 5 (Imagery)
• natural resources
• white beaches
• seas
• fish
I. WHAT I KNOW (IMAGERY)
1. A
2. B
3. B
4. C
5. A
6. C
II. WHAT’S NEW (IMAGERY)
Note: Answers may vary.
III. WHAT I CAN DO (IMAGERY)
Note: Answers may vary. Teacher’s discretion is advised.
Sight
• Valley
• Groves
• Hills
• Fields
• Wood
• Steepy mountain
• Rock
• Seeing the shepherds
• Rivers
• Birds
• Beds of roses
• Poises
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VIII. ASSESSMENT (DICTION)
Activity 9
1. Oh, I ate too much!
2. Janet doesn’t work here anymore.
3. No thanks, I don’t want any of that cake.
4. The man who stole the car was caught.
5. My book is there on the table.
IX. WHAT I KNOW (FIGURES OF SPEECH)
1. Simile
2. Metaphor
3. apostrophe
4. paradox
5. metonymy
6. oxymoron
7. alliteration
8. onomatopoeia
9. personification
10. hyperbole
11. synecdoche
X. WHAT’S NEW (FIGURES OF SPEECH)
Note: Answers may vary.
XI. WHAT I CAN DO (FIGURES OF SPEECH)
Note: Answers may vary.
