En9 Lessons
En9 Lessons
En9 Lessons
• 1828-1865: The Romantic Period (Also known as: The American Renaissance or The
Age of Transcendentalism)
- writers of this period produced works of originality and excellence that helped shape the
ideas, ideals, and literary aims of many American writers
- Writers of the American Romantic Period include Ralph Waldo Emerson, Henry David
Thoreau, Edgar Allan Poe, Herman Melville, Nathaniel Hawthorne, Harriet Beecher
Stowe, Henry Wadsworth Longfellow, Emily Dickinson, and Walt Whitman
IMPORTANCE OF LITERATURE
✓ Literature improves command of language.
✓ It teaches about the life, cultures, and experiences of other people.
✓ It gives you information about other parts of the world.
✓ It entertains you and provides useful occupation in your free time.
✓ It helps you compare your experiences with the experiences of people or characters that you read.
✓ It gives you useful information to other subjects like history and social studies.
The Seven Ages of Man
The Author: William Shakespeare
• was an English poet and playwright who is considered one of the greatest writers to ever use the
English language
• also, the most famous playwright in the world, with his plays being translated over 50 languages
and performed across the globe for audiences of all ages
• Known colloquially as "The Bard" or "The Bard of Avon”
• was also an actor and the creator of the Globe Theatre, a historical theatre, and company that is
visited by hundreds of thousands of tourists every year
• wrote 154 sonnets and 37 plays
• born in Stratford-upon-Avon, England, in April 1564. The exact date of his birth is not recorded,
but it is most often celebrated around the world on 23 April. Shakespeare’s baptism is recorded in
the Parish Register at Holy Trinity Church, Stratford-upon-Avon on Wednesday 26 April 1564.
• son of John Shakespeare, an alderman, and Mary Arden, the daughter of the family's landlord and
a well-respected farmer.
• married Anne Hathaway on November 28, 1582. Hathaway gave birth to the couple's first child
six months later, a daughter named Susanna, with twins, named Hamnet and Judith, following two
years later in 1585.
• died on April 23, 1616, and was buried at the Holy Trinity Church in Stratford two days later, with
a curse written on his tombstone to ward of those who would disturb his bones. He was 52 years
old at the time of his death.
WORKS OF SHAKESPEARE
COMEDIES TRAGEDIES HISTORIES SONNETS
• All's Well That Ends • Antony and • Henry IV, Part I • Sonnet 1
Well Cleopatra • Henry IV, Part II • Sonnet 130
• As You Like It • Coriolanus • Henry V • Sonnet 17
• Comedy of Errors • Cymbeline • Henry VI, Part I • Sonnet 116
• Love's Labour's • Hamlet • Henry VI, Part II • Sonnet 129
Lost • Julius Caesar • Henry VI, Part III • Sonnet 55
• Measure for • King Lear • Henry VIII • Sonnet 18
Measure • Macbeth • King John • Sonnet 59
• Merchant of Venice • Othello • Pericles • Sonnet 60
• Merry Wives of • Romeo and Juliet • Richard II • Sonnet 65
Windsor • Timon of Athens • Richard III
• Midsummer Night's • Titus Andronicus
Dream • Troilus and
• Much Ado about Cressida
Nothing
• Taming of the Shrew
• Tempest
• Twelfth Night
• Two Gentlemen of
Verona
• Winter's Tale
Unlocking of Unfamiliar Words
1. Mewling - (especially of a baby) cry feebly or querulously; whimper.
2. Puking - vomit
3. Satchel - a bag carried on the shoulder by a long strap and typically closed by a flap
4. Woeful - characterized by, expressive of, or causing sorrow or misery
5. Pantaloon – a thin, foolish old man
6. Oblivion - the state of being unaware or unconscious of what is happening
7. Sans - without
Reading Text
All the world’s a stage,
And all the men and women merely players.
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms.
Then, the whining school-boy with his satchel
And shining morning face, creeping like a snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then, a soldier,
Full of strange oaths, and bearded like the pard,
Jealous in honour, sudden, and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then, the justice,
In fair round belly, with a good capon lined,
With eyes severe, and beard of formal cut,
Full of wise saws, and modern instances,
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.’
Sound Devices in Poetry (End Rhyme, Internal Rhyme, and Onomatopoeia)
Poetry
✓ from the Greek poiesis, a "making" or "creating “
✓ is a form of literary art in which language is used for its aesthetic and evocative qualities in
addition to, or in lieu of, its ostensible meaning. Poetry may be written independently, as discrete
poems, or may occur in conjunction with other arts, as in poetic drama, hymns or lyrics.
Sound Devices
✓ resources used by poets to convey and reinforce the meaning or experience of poetry through the
skillful use of sound.
Rhyme
✓ The basic definition of rhyme is two words that sound alike. Rhyme helps to unify a poem; it also
repeats a sound that links one concept to another, thus helping to determine the structure of a
poem.
✓ End Rhyme - is any rhyme that occurs at the end of a line of verse, in the final word or syllables.
This is by far the most common type of rhyme used in poetry.
Examples:
1. “Roses are red, violets are blue,
Sugar is sweet, and so are you.”
✓ Internal Rhyme - is rhyme that occurs in the middle of lines of poetry, instead of at the ends of
lines. A single line of poetry can contain internal rhyme (with multiple words in the same line
rhyming), or the rhyming words can occur across multiple lines.
Examples:
✓ I drove myself to the lake and dove into the water (internal rhymes in a single line)
✓ I drove myself to the lake
and dove into the water. (internal rhymes across multiple lines)
Examples:
Classification of Verbs
VERB
✓ expresses action, an occurrence or a state of being.
Examples:
run, walk, dance, think, sing, eat, cook, jump
CLASSIFICATION or TYPE
1. Action Verbs - are words that express actions (run, think, eat) which can be either transitive or
intransitive.
- expresses either physical or mental activity
Examples:
2. Linking Verbs - are words that connect the subject to a noun or an adjective that often renames
or describes the subject. (is, are, am, was, were)
Examples:
Examples:
b. We should have been listening instead of talking. (should have been –helping verb; listening -
main verb)
c. Did she paint the house? (did –helping verb; paint –main verb)
d. You can use my old books as your reference. (can – helping verb; use – main verb)
Pop Modals
MODALS
✓ are (auxiliary) helping verbs that are usually used with another verb to express ideas such as
permission, prohibition, obligation, ability, necessity, possibility and more.
POP MODALS
A. PERMISSION
Use can or could to indicate whether someone has permission to do something or not.
Examples:
1. You can use my new bike. (giving permission)
2. Can I be your partner? (asking permission)
✓ Could is more formal and polite than can. It is used to say that someone was allowed to do
something in the past.
✓
Examples:
1. He could borrow my cell phone.
2. She could have used my Messenger account.
✓ May is the most formal way to ask for and give permission.
Examples:
1. May I see your ID?
2. Customers may request an order receipt right after the delivery.
✓ Might
Examples:
1. He asked if he might visit you on Sunday.
2. They want to know if they might come later.
B. OBLIGATION
Use have to and must to express obligation. There is a slight difference between the way you use
them.
Examples:
1. I must submit my projects before the deadline.
2. You must finish your module on Tuesday or you will lose 90 percent of your grade.
NOTE: Use had to to express obligation in the past.
Example: I had to pay three thousand pesos for the process of my driver’s license.
✓ Have to shows that the obligation comes from someone else, not the speaker. This is usually
referring to a rule or law.
Examples:
1. We have to wear complete uniforms when we’re in school.
2. (Student to teacher) When do we have to return the module?
NOTE: don’t have to is used to show that there is no obligation. (not compulsory)
Examples:
1. You don't have to bring anything when you visit me.
2. They don't have to join us.
C. PROHIBITION
Use can't and mustn't to show that something is prohibited. (not allowed)
Examples:
1. We can't wear caps in class.
2. They can't enter the area for coronavirus patients.
✓ Mustn't/Must not
Use must not to talk about what is not permitted. It is common on public signs and notices
informing people of rules and laws.
Examples:
1. Visitors mustn’t go around the prohibited area in the hospital.
2. Personal belongings must not be left unattended.
Use mustn't particularly when the prohibition comes from the speaker.
Examples:
1. (Parent to child) You mustn't say things like that to someone older than you.
2. (Teacher to student) You mustn't be absent tomorrow.
Examples:
1. She may not enter the supermarket without quarantine pass.
2. Senior citizens may not go out unless necessary.
Conditional Sentences
Conditional sentences tell a possible situation in which the circumstance mentioned in the main clause may
happen or occur if the conditions mentioned in the if-clause are met. They may begin with a main clause
followed by the if-clause.
Structure:
If-clause = if +simple present tense of the verb + comma
Main clause = subject + will/shall/can/may + base verb
Example Explanation
If it is sunny tomorrow, I will go out for a walk.
It is possible that it will be sunny tomorrow. If
this happens, I will go out for a walk.
I will be very thankful if you come to my It is possible that you will attend my wedding. If
wedding. this happens, I will be very thankful.
**Please take note that if you put the main clause first, then you don’t need the comma.
Structure:
If-clause = if +simple past tense of the verb + comma
Main clause = subject + would/should/could/might + base verb
Example Explanation
If I won the Bb. Pilipinas title, I would treat all It is possible that I would treat all my friends on
my friends. the condition that I will win the Bb. Pilipinas
title.
I could be sick if I didn’t take care of myself. It is possible that I could be sick if I will not take
care of myself.
Structure:
If-clause = if + had + past participle of the verb + comma
Main clause = subject + would have/should have/could have/might have + past participle of the verb
Example Explanation
If I had won the Bb. Pilipinas title, I would have It is possible that I would treat all my friends on
treated all my friends. the condition that I will win the Bb. Pilipinas
title.
I would have saved more money if I had It is possible that I could be sick if I will not take
controlled my spending. care of myself.
• The root of the word communication in Latin is communicare which means to share or to make
common.
• Is defined as the process of understanding and sharing meaning (Pearson & Nelson, 2000)
• An act of conveying meanings from one entity or group to another through the use of mutually
understood signs, symbols, and semiotic rules. (Wikipedia)
Types of Communication
• Verbal communication is the use of words to share messages with other people. The term spoken
or oral communication is also used to describe face-to-face conversations or communicating
through distance delivery mode such as telephone calls, radio broadcasts or television shows.
However, written works like books, e-mails, journals, letters, and newspapers, for instance, are also
considered as examples of verbal communication because words are used to convey the message of
the writers.
• Nonverbal communication is the transmission of feelings and attitude that add impression in
order to convey intended messages without words. They are sent thru nonverbal ways such as eye
contact, facial expressions, gestures, posture, and distance. It is common knowledge that how we
deliver our thoughts is as important as what we actually say them.
Communicative Styles
According to Martin Joos, a linguist and German professor, communicative or speech style is a form
of language that the speaker uses which is characterized by degree or level of formality. He identified the
styles in five classes or types. These are frozen, formal, consultative, casual, and intimate.
Communicative Styles Definition/Description Examples
• Poems
The format is ceremonial, unchanging,
• Plays
and may even be ancient in nature. The
• Declamations
Frozen language used is highly established. The
• Laws
speaker does not need responses or
• Vows
reactions from the listeners.
• pledge
The sentence structures are well-
organized and include technical • speeches, such as SONA,
Formal vocabulary. The speaker is welcome address,
straightforward in communicating announcements
information.
The style involves spontaneous speech. It • group discussion, e.g., in
is characterized as semi-formal. The school, business or
Consultative conversation is a two-way process, where companies;
the speaker considers the remark or • patient- doctor
observation of the audience. conversation
The conversation takes place between
• phone calls
friends or among group of people who
• letters to friends
are familiar with each other. The style is
Casual • chats
informal because it has interval and
• emails
allows the use of slang in daily
• blogs
conversation.
• conversation between
Nonverbal messages are shared among
couples
people who have known each other a
• conversation between
Intimate long time and have common experiences.
close friends
It is private in nature may include self-
• sharing secrets
talk.
• close family reunion talks
Adverbs
Adverbs - are words used to modify a verb, an adjective, or another adverb.
Types of Adverbs
• Adverbs of manner are used to tell the way in which something happens. They mainly modify verbs
and are formed by adding –ly to their equivalent adjectives. However, there are adverbs of manner
which do not end in –ly such as fast, hard, straight, and well.
Example:
“What number are you calling, Madam?” the operator asked patiently.
• Adverbs of degree modify verbs, adjectives or other adverbs by showing their intensity or extent.
Some examples are almost, completely, enough, extremely, just, nearly, quite, completely, too, very.
Example:
After repacking the relief goods, the volunteer worker was exhausted completely.
• Adverbs of place tell where something happens such as above, everywhere, here, nowhere, and
there. They modify verbs in the sentence.
Example:
People have started to work from home almost everywhere.
• Adverbs of time identify when the verb took place. Examples of these are: now, nowadays,
yesterday, monthly, and lately.
Example:
The new normal nowadays is staying at home, wearing a mask, and observing social distancing.
• Adverbs of frequency explain how often the verb occurs. They are placed right before the main
verb in the sentence that they modify. For example, usually, never, oftentimes, repeatedly, and
constantly.
Example:
The Department of Health constantly reminds the public that washing of hands is best way to prevent
contagion due to the virus.