SENIOR HIGH SCHOOL

CLL1103: 21st Century Literature from the Philippines and

the World
(Core Curriculum Subject for Senior High School)

Module 1: LITERATURE
Prepared by

VANESSA IPONG SANTILLAN

Subject Teacher
 INTRODUCTION

https://www.google.com.ph/search?q=san+francisco+bridge&source=lnms&tbm=isch&sa=X&ved=0ahUKEwitmNnxva_UAhXJGpQKHfkaB0IQ_AUIBigB&biw=1242&
bih=602#imgrc=dLAQOsKlk5E0vM:

Philippine Literature withstood time and periods and has evolved through generations. For every period that
passed, different genres appeared, and these literary works rooted from all regions reflecting their culture, society
and lifestyle.
As we engage in technology more and more, we create and discover more existing forms of expressive culture as
well. We have a wide range of resources through the internet and this gave opportunities to people, especially
the youth, to begin writing and expressing your thoughts, ideas and feelings. Take the example of the WattPad
that became popular to the Filipino Youth in 2006.

Lesson Objectives:

At the end of the module, the students should be to:

 Identify and explain the literary elements, genre and tradition present in 21 st century poem of Billy
Collins, Litany.
 Demonstrate understanding of the text through the integration of groups tasks.
 Apply the use of specific literary elements through the creation of individual poems of students in
their own choice of topic.
 Lesson 1.1: Explain the texts in terms of literary elements,
genres, and traditions

Things We Need:

 Multimedia Equipment
 PowerPoint Presentation
 Individual print of the poem Litany
 Vocabulary Worksheet
 Reflective Journal Slip
Expectations

 The teacher will start the class with a prayer to be led by the prayer leader student followed by a greeting.
 The teacher will review the class of their previous discussion while fixing the PowerPoint presentation.
 The teacher will give the students the motive questions
 The teacher will distribute to the class the vocabulary worksheet
 The teacher will prepare the reflective journal slip for the teacher evaluation
 The teacher will remind the students of their group assignment of the 21 st century play that they will be
performing.
Let’s begin:

 Go over this podcast the Invocation of the Beginnings (Zefrank 1 origins retrieved from
https://www.youtube.com/watch?v=RYlCVwxoL_g)
 Prepare your answers for teacher’s Motive Questions
ACTIVITIES
Phase 1: Pre- Reading

 Please answer the vocabulary worksheet individually. You will be given 10 minutes to fill out the
worksheet with correct answer

WORKSHEET: Below are definitions of words from the poem. Can you identify what the given words are?
Read through the poem once more then write the word being defined in the box. The stanza number (S)
will be indicated where the word cab be found as a given clue.

1. A drinking container (S1)

2. A type of tree that produces large, sweet nuts that can be
eaten (S6)
3. Round, juicy fruit that has red purple skin (2)
4. A park walk bordered by tress or bushes (6)
 5. Darkened or black (3)

 Using a dictionary check how these words are pronounced, then practice saying
them aloud altogether in the class.

Phase 2: During Reading

 Prepare your copies of the poem Litany

 Read the poem silently before we read it all together

Prepare for the following Guide Questions:

A. Describe the character talking in this poem from the Litany. To whom is the persona
talking?
B. What is your initial reaction as you begin to read the poem?
C. What situations in the story remind me of people and situations in my own life? How are
they similar and how are they different?
D. What do the speaker try to imply in the last stanza? What is the significance of the message
to the addressee?

I am also the moon in the trees

and the blind woman's tea cup.
But don't worry, I'm not the bread and the knife.
You are still the bread and the knife.
You will always be the bread and the knife,
not to mention the crystal goblet and--somehow--the wine.

E. What are the rhyming words used in the poem. Is there a rhyme scheme used?
F. Does the poem follow a metric pattern?
G. What is the dominant tone and mood in the poems? Cite some lines from the poem.
H. What is the central theme of the poem. How is it revealed in the poem?
I. Enumerate the imageries that appeal to the senses used in the poem. Identify the particular
lines supporting the imagery.
J. What figures of speech used in the poem. Explain how they are used in the poem.
 K. What do you think the title means? If I could change the title, how would I change it and
why?

POET IN FOCUS: BILLY COLLINS

Born in 1941, in New York and dubbed “the most popular poet in America” by Bruce
Weber in the New York Times, Billy Collins is famous for conversational, witty poems
that welcome readers with humor but often slip into quirky, tender or profound
observation on the everyday, reading and writing, and poetry itself. Collins’s level of
fame is almost unprecedented in the world of contemporary poetry: his readings
regularly sell out, and he received a six-figure advance when he moved publishers in
the late 1990s. He served two terms as the US Poet Laureate, from 2001-2003, was
New York State Poet Laureate from 2004-2006, and is a regular guest on National
Public Radio programs. In 2002, as U.S. Poet Laureate, Collins was asked to write a
poem commemorating the first anniversary of the fall of the Twin Towers of the World
Trade Center on September 11. The reading was in front of a joint session of Congress
held outside of Washington D.C.

(Retrieved from https://www.poetryfoundation.org/poems-and-

poets/poets/detail/billy-collins)

Presentation: Lesson on the literary elements, genres, and traditions

Retrieved from: http://learn.lexiconic.net/elementsofpoetry.htm
: http://learn.lexiconic.net/elementsofpoetry.htm

 The teacher will continue the lecture discussion using the powerpoint
presentation
Literary Elements
 Refer to the overall or universal quality or description of any written or oral text

Literary Elements of Poem

STANZAS: Stanzas are a series of lines grouped together and separated by an empty line from other
stanzas. They are the equivalent of a paragraph in an essay. One way to identify a stanza is to count the
number of lines. Thus:

 couplet (2 lines)
 tercet (3 lines)
 quatrain (4 lines)
 cinquain (5 lines)
 sestet (6 lines) (sometimes it's called a sexain)
 septet (7 lines)
 octave (8 lines)

RHYME: Rhyme is the repetition of similar sounds. In poetry, the most common kind of rhyme is the
end rhyme, which occurs at the end of two or more lines. It is usually identified with lower case letters,
and a new letter is used to identify each new end sound. Take a look at the rhyme scheme for the
following poem

I saw a fairy in the wood,

He was dressed all in green.
He drew his sword while I just stood,
And realized I'd been seen\

RHYTHM: Creates the pleasant gliding effect when we read a poem. It helps readers to travel along the
lines of the poem with a certain enjoyable tempo created by the components of rhythm.

Never in my lonely life,

Could you make it -- be my wife.

or,

If only then she had seen,

That crime and anger were to have been.

METER: the systematic regularity in rhythm; this systematic rhythm (or sound pattern) is usually
identified by examining the type of "foot" and the number of feet.

WORD SOUNDS: Another type of sound play is the emphasis on individual sounds and words:

 Alliteration: the repetition of initial sounds on the same line or stanza - Big bad Bob
bounced bravely.

 Assonance: the repetition of vowel sounds (anywhere in the middle or end of a line or
stanza) - Tilting at windmills

 Consonance: the repetition of consonant sounds (anywhere in the middle or end of a line or
stanza) - And all the air a solemn stillness holds. (T. Gray)
  Onomatopoeia: words that sound like that which they describe - Boom! Crash! Pow!
Quack! Moo! Caress...

 Repetition: the repetition of entire lines or phrases to emphasize key thematic ideas.

 Parallel Stucture: a form of repetition where the order of verbs and nouns is repeated; it
may involve exact words, but it more importantly repeats sentence structure - "I came, I
saw, I conquered".

FIGURATIVE/CONNOTATIVE DEVICES

 Simile is the rhetorical term used to designate the most elementary form of
resemblances:most similes are introduced by "like" or "as." These comparisons are usually
between dissimilar situations or objects that have something in common, such as "My love
is like a red, red rose."

 Metaphor leaves out "like" or "as" and implies a direct comparison between objects or
situations. "All flesh is grass."

 Personification occurs when you treat abstractions or inanimate objects as human, that is,
giving them human attributes, powers, or feelings (e.g., "nature wept" or "the wind
whispered many truths to me").

IMAGERY is the name given to the elements in a poem that spark off the senses. Despite "image" being
a synonym for "picture", images need not be only visual; any of the five senses (sight, hearing, touch,
taste, smell ) can respond to what a poet writes

Literary Genres

Retrieved from http://literarydevices.net/genre/

 It is a category of literary composition. Genres may be determined by literary

technique, tone, content, or even (as in the case of fiction) length.

A. EPIC POEM is a long, narrative poem that is usually about heroic deeds and events that are
significant to the culture of the poet. Many ancient writers used epic poetry to tell tales of
intense adventures and heroic feats.
B. NARRATIVE POETRY is a form of poetry that tells a story, often making use of the voices of
a narrator and characters as well; the entire story is usually written in metered verse.
Narrative poems do not have to follow rhythmic patterns.
 C. ROMANTIC POEM is a poetry that emphasized intuition over reason and the pastoral over
the urban, often eschewing consciously poetic language in an effort to use more colloquial
language
D. DRAMATIC POETRY is any drama that is written in verse that is meant to be recited. It
usually tells a story or refers to a situation. This would include closet drama, dramatic
monologues, and rhyme verse.
E. LYRIC POEM it has have a musical rhythm, and their topics often explore romantic feelings
or other strong emotions.

LITERARY TRADITIONS

 Literary tradition is the passing down of stories which give meaning to human
experiences, according to Literary Articles. Every linguistic group has a literary
tradition, which is transmitted either orally or through writing.

Phase 3: Post-reading
A. Extension
 Going back to the guide questions provided in the second reading, analyze the
correct answers or the mistakes that you have committed during reading.
 Feel free to raise concerns subjects for clarifications from the teachers and
provide feedback from the discussion
 Brief discussion and examples of the 21st century poem and explain the
significance of it in the curriculum.
B. Group Tasks
 The teacher will ask the class to divide into three groups.
 Each group should select their leader who will lead their activity.
 The distribution of the activity to be done will be made using the fishbowl technique
and whatever they have selected, that is what they are going to perform.
 Each group will be tasked to do a creative activity in response to the lesson
discussed. They will be given a maximum of 5 minutes to perform. A rubric will be
presented for the evaluation of their performance.
 Rubric of Performance

Group Number

Retrieved from http://secondaryelar.weebly.com/uploads/1/0/5/4/10543478/spoken_word_rubric.pdf

An overview of Conic Sections

 Circle - when the plane is horizontal
 Ellipse - when the (tilted) plane intersects only one cone to form a bounded curve
 Parabola - when the plane intersects only one to cone to form an unbounded curve
 Hyperbola - when the plane (not necessarily vertical) intersects both canes to form two unbounded curves
(each called a branch of hyperbole)

There are other ways for a plane and those cones to intersect, to form what we referred to as Degenerate
conics: a point, one line, and two lines.

A point One line Two lines

Definition and Equation of a Circle

A circle may also be considered a special kind of ellipse (for the special case when tilted plane is horizontal)
For our purpose, we will distinguish between these two conics.
See figure below left-side, with the point C(3,1) shown. From the figure, the distance of A(-2,1) from C is AC=5.
By distance formula, the distance of B(6,5) from C is BC= 6  32  5 12  5 . There are other points P such
that PC=5. The collection of all such points which are 5 units away from C, forms a circle.
More Properties Of a Circle
Solution
Solution

Are You Ready?

Lesson Assessments
Written examinations
  Derivation of the standard equation of a circle
 Graphing circles
 Solving situational problems involving circles

Lesson 1.2:Parabolas

Lesson Objectives:

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

 Define a parabola
 Determine the standard form of equation of a parabola
 Graph a parabola in a rectangular coordinate system
 Solve situational problems involving conic sections (parabolas)

Teaching-Learning Activity:

A parabola is one of the conic sections. We have already seen parabolas which open upward or downward, as
graphs of quadratic functions. Here, we will see parabolas opening to the left or to the right.
Definition and Equation of a parabola
More properties of Parabolas
Solution for (2)
Are you ready?
Lesson Assessment:

Written assessment

 Graphing parabolas

 Determining the standard form of equation of a parabola

 Finding the standard equation of the parabola which satisfies the given condition

 Determining the vertex, focus, directrix, and axis of symmetry of the parabola with a given equation

Lesson 1.3: Ellipses

Lesson objectives

 Define an ellipse
 Determine the standard form of equation of an ellipse

 Graph an ellipse in rectangular coordinate system; and

 Solve situational problems involving conic sections (ellipse)

Teaching-Learning Activity

An ellipse is one of the iconic sections that most students have not encountered formally
before, unlike circles and parabolas. Its shape is bounded curve which looks like a
flattened circle. The orbits of the planets in our solar system around the sun happen to
be elliptical shape. Also, just like parabolas, ellipse have reflective properties that have
been used in construction of certain structures.
Example
Example

More properties of an ellipse

Number 1

Voila!
Number 2
Are you ready?
 Lesson Assessments
Written exam
 Derivation of the standard equation of an ellipse
 Graphing ellipses
 Solving situational problems of an ellipse

Lesson 1.4: Hyperbolas

Lesson Objectives:
At the end of the lesson, the student is able to:
 Define a hyperbola
 Determine the standard form of an equation of a hyperbola
 Graph a hyperbola in a rectangular coordinate system; and
 Solve situational problems involving conic sections (hyperbolas)

Teaching-Learning Activity:
A hyperbola is one of the iconic sections that most students have not encountered formally before, unlike circles
and parabolas. Its graph consists of two unbounded branches which extend in opposite directions. It is a misconception
that each branch is a parabola. This is not true, as parabolas and hyperbolas have different features. An application of
hyperbolas in basic location and navigation schemes as presented in an example and some exercises.
\
e you ready?
Lesson Assessment

Written exam
 Definition of a hyperbola

 Derivation of the standard equation of a hyperbola

 Graphing hyperbolas
 Lesson 2.1: Systems of Nonlinear Equations
by Graphing

Lesson Objectives:
 Solves systems of nonlinear equations by the following methods
 Graph
 Substitution
 Elimination

Let’s Brace Up:

Review of systems of linear equations

Teaching-Learning Activity

A "system" of equations is a set of equations that you have to deal with all together. That is, you're
dealing with more than one equation at once when you're dealing with a system of equations.

Think back to when you were first learning about equations. "Solutions" to equations were the points
that made the equation true, that made the equation work correctly. For instance, in the equation "2x =
–6", the "solution" is "x = –3" because, if you plug in –3 for x, you will get a true statement: 2(–3) = –6 =
–6. On the other hand, "x = 3" is not a solution to the equation, because plugging 3 in for x would
create a false statement: 2×3 = 6 is not equal to –6.

Eventually, you moved on to two-variable equations, such as "y = 3x + 2". You could "evaluate" these
equations (usually meaning that you were given a value for x which you plugged in, and then you solved
for the value of y), or you could graph them. You could also check solutions. For instance, suppose you
were given "y = x – 4". Is the point (6, 3) a solution? No, because plugging in 6 for x and 3 for y makes
the equation false:

However, the result is the same: you would have shown, in either case, that (6, 2) is a solution to the
equation. That's the important thing to see here:

"SOLUTIONS" FOR EQUATIONS ARE "POINTS" ON THE GRAPHS

When you are solving a system of equations, you are looking for the points that are solutions for all of
the system's equations. In other words, you are looking for the points that are solutions for all of the
equations at once.
So when you're trying to solve a system of equations, you're trying to find the coordinates of the intersection points.
 Some more examples:

Are You Ready?

Lesson 2.2: Systems of Nonlinear Equations by
substitution

Lesson Objectives:
 Solve for systems of nonlinear equation by substitution
Let’s Brace Up:

Review on solving for linear equation by substitution

Teaching-Learning Activities:

By Substitution
Solve the following nonlinear equations:

x +y=6
x y = 14

To solve this system we first need to isolate one of the variables. In this example, we can use
the second equation to solve for y,
x y = 14
y=x 14

Now we can substitute this value of y in the second equation:

x +y=6
x + (x 14) = 6
x +x 14 6=0
x +x 20 = 0

By factoring we find two possible values of x:

(x + 5)(x 4) = 0
x = 5 or x = 4

From the first equation, we can use the value of x to find a value for y
For x = 5; y = x 14 = 19
For x = 4; y = x 14 = 10
 As a result, the solution set for the nonlinear system is {(4, 10), ( 5, 19)}Voila!

Let’s have some more examples:

Let’s have some more examples:

 Solve the following system algebraically:

y = x2
y = 8 – x2

Since I am looking for the intersection points, I am therefore looking for the points where the equations overlap, where they
share the same values. That is, I am trying to find any spots where y = x2 equals y = 8 – x2:

y = x2 = y = 8 – x2

The algebra comes in when I manipulate useful bits of this last equation. I can pick out whichever parts I like. (They're all equal,
after all -- at least at the intersection points, but the intersection points are the only points that I care about anyway!) So I can
pick out any of the following:

y = x2
y = 8 – x2
y=y
x2 = 8 – x2

Each of these sub-equations is true, but only the last one is usefully new and different:

x2 = 8 – x2
 I can solve this for the x-values that make the equation true:

x2 = 8 – x2
2x2 = 8
x2 = 4
x = –2, +2

Then the solutions to the original system will occur when x = –2 and when x = +2.

What are the corresponding y-values? To find them, I plug the x-values back in to either of the two original equations.
(It doesn't matter which one I pick because I only care about the points where the equations spit out
the same values. So I can pick whichever equation I like better.) I'll plug the x-values into the first equation,
because it's the simpler of the two:

x = –2:

y = x2
y = (–2)2 = 4

x = +2:

y = x2
y = (+2)2 = 4

Then the solutions (as we already knew) are (x, y) = (–2, 4) and (2, 4).

Are you Ready?

The first part would be done by pair.

Exercise 1. solve the following using substitution.

Exercise 2 : Answer individually the following using substitution method.
 Lesson Assessment:

Written exam:
 Solving systems of nonlinear equation using substitution

Lesson 2.3:Systems of Nonlinear Equations by

Elimination
 Lesson Objectives:

The learner is able to solve systems of nonlinear equation by using the method Elimination

Let’s Brace up:

Recall solving systems of linear equation by elimination

Teaching-Learning Activity

We have seen that substitution is often the preferred method when a system of equations includes
a linear equation and a nonlinear equation. However, when both equations in the system have like
variables of the second degree, solving them using elimination by addition is often easier than
substitution. Generally, elimination is a far simpler method when the system involves only two
equations in two variables (a two-by-two system), rather than a three-by-three system, as there are
fewer steps. As an example, we will investigate the possible types of solutions when solving a
system of equations representing a circle and an ellipse.
Voila!
 Voila!

Let’s have some more examples:

By Elimination
Solve the following nonlinear equations:
x + y = 34
x 2y = 7

To solve this system we multiply the first equation by 2

(x + y = 34) 2
2x + 2y = 68

We then add that product to the second equation

2x + 2y = 68
+x 2y = 7
3x = 75

Now we can solve for x

3x = 75
x = 25
x= 5

We can substitute this value of x into the first equation to find all possible values for y. Since
we are substituting into a square, x = 5 and x = 5 will give us the same value:
y = 34 x
y = 34 25
y =9
y= 3
The solution set for the nonlinear system is {(5,3), (5, 3), ( 5,3), ( 5, 3)
Are You Ready?
Exercise 1. to be done by pair. Solve using Elimination.
Exercise 2 to be done individually.
 Lesson Assessment

Written exam:
 Solving systems of nonlinear equation by elimination

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Sources:

https://www.khanacademy.org/math/precalculus/conics-precalc

https://www.brightstorm.com/math/precalculus/conic-sections/

http://rapidlearningcenter.com/mathematics/pre-calculus/19-Conics-Parabolas-Ellipses-and-
Parabolas.html

http://www.sparknotes.com/math/precalc/conicsections/summary.html

https://www.mathway.com/examples/Precalculus/Conic-Sections

http://www.lincolnps.org/files/uploads/docs/Curriculum/Math/Docs/Math%20Precalculus%20Q4.p
df

http://www.shelovesmath.com/

http://www.dummies.com/education/math/pre-calculus/conic-sections-in-pre-calculus/