21st Century Literature_Unit 2_Lesson 1_Sound Devices.pptx

21st Century Lit

1. Lesson 1 Sound Devices

2. Identify and define the sound devices in a text (EN6RC-Ia-2.3.1-3/9). 1

3. identify the literary techniques in a text; identify the sound devices in a text; and use sound devices in your own writing.

4. How can sound devices help in reading a literary text?

5. Name and list down famous rappers or spoken poetry performers. Consider the following questions: What makes them famous? Do they write their own lyrics or spoken poetry? Divide yourselves into groups of three. Write your own short three-stanza rap or spoken poem about teenage life. Prepare to share your work with the class.

6. After the groups have finished sharing, discuss the following questions as a class: In your opinion, what makes rap music and spoken poetry effective? What literary techniques did you use in your own rap or spoken poetry?

7. Vocabulary Words apparition ( noun ) - the ghostly image of a person I walk quickly whenever I have to use the bathroom in the middle of the night for fear that I might see an apparition . countenance ( noun ) - a person’s facial expression Because of the way my resting face looks, people often ask why I have such an unpleasant countenance . transient ( adjective ) - lasting a very short time Some artists, particularly in Japan, believe in the idea that the more transient something is, the more beautiful we remember it. wiles ( noun ) - devious, cunning, or manipulative strategies Because he can’t best him in strength, Loki usually relies on his wiles to attempt to defeat Thor. foresight ( noun ) - the ability to predict the future, usually through intelligent guessing or smart use of information Alcibiades gave one final piece of counsel to Diodorus, but the latter’s lack of foresight caused him to ignore the advice, leading to the defeat of the Athenian army.

8. Sound devices help form visual images and highlight the mood and tone of a text. Alliteration is the repetition of similar sounds at the beginning of closely spaced words. Assonance is the repetition of vowel sounds that form internal rhymes in a line. Consonance is the repetition of consonant sounds, usually at the end of words. Cacophony is the use of jarring sounds, meant to convey disorder.

9. Euphony is the use of sound devices meant to create a pleasant experience to the ear. Onomatopoeia is the use of words that mimic the natural sound of what is being described. Repetition is the repetition of words or phrases to form rhythm or to emphasize an idea. Rhyme is the repetition of identical (or similar) sounds in two or more words, most often at the end of lines in a poem.

10. She was a Phantom of delight by William Wordsworth

11. Guide Questions How does the use of sound devices help the poet convey their intent to the reader/listener? How does it help convey emotion? How does it help convey meaning? How do you think poets decide which types of sound devices to use in their poetry? Reread the poem carefully. See if you can give other examples of sound devices and what their purpose was in the poem.

12. Read the poem carefully and answer the following questions. Cite textual evidence. The Affliction of Margaret by William Wordsworth

13. Guide Questions: Which sound devices were used in the poem? Enumerate and interpret them by filling in the table in the next slide. Take note that the poet may have used multiple types of sound devices in the same line/verse/stanza. Try to keep your explanation of the meaning within 2-3 sentences. If you feel that an entire stanza needs to be examined to glean meaning, you may use up to 5 sentences.

14. Line/Verse/Stanza Sound Device Used Meaning Gleaned

15. Guide Questions: 2. Do you think the use of sound devices enriched the poem? Why or why not? 3. What do you think was the poet trying to convey in this poem?

16. Criteria Score Content (The question is answered comprehensively. Textual evidence is provided to support the given answer.) 2 pts Organization (Logical progression of details/events; clear transitions between ideas.) 2 pts Language (spelling, mechanics, grammar, and word choice) 1 pt Score: /5

17. Values Integration How will knowing the different sound devices help you better understand your future lessons in poetry?

18. Group yourselves into three or four. Write two three-stanza poems per group. Each poem must use at least four types of sound devices. Each poem must use at least six separate examples of sound devices. Between the two poems, the students all of the sound devices tackled in this lesson must be used. Prepare to share your poems in class. Synthesis Activity

19. After you write the poems, answer the following questions on a separate piece of paper: Which sound devices did you use for each poem? Why did you choose those particular sound devices? Enumerate and explain the lines in the poems that made use of sound devices. How do you think your poem was strengthened by the use of sound devices? Explain.

20. Assignment Do research on poems in the library or online. Choose a poem you like that makes use of at least four sound devices. Photocopy or transcribe another copy of the poem.

21. Assignment On a separate piece of paper, answer the following questions: Which sound devices were used in the poem? Enumerate and interpret them using the table on the next slide. Do you think the use of sound devices enriched the poem? Why or why not? Taking into account the elements of poetry and the sound devices used, what do you think was the author trying to convey in this poem? Submit both a copy of the poem and your analysis.

22. Assignment Line/Verse/Stanza Sound Device Used Meaning Gleaned

23. Lesson 2 Figurative Language

24. Identify the figures of speech and other literary techniques in a text (EN7V-II-c/d/e-10.1.2; EN7V-II-f/g-10.1.3). 1 Explain the use of language in literature as well as the formal features and conventions of literature (EN8LT-IVf-2.2.4). 2

25. identify the figurative language in a text; and use figurative language in your own writing.

26. How can figurative language affect the meaning of a text?

27. Pair up with your seatmate. Match each word to its definition: hyperbole oxymoron connotation exaggeration metaphor suggestive meaning comparing by saying that one thing is like another comparing by saying that one thing is another thing simile contradicting combination metonymy associated substitution

28. After all the pairs have finished the activity, discuss the following questions as a class: What helped you match the terms to their definitions? Which words were you already familiar with? How can we use these when we write?

29. Unlocking of Difficulty corbeille ( noun ) - an elegant basket of flowers used for courtship Young men and women of high social stature would customarily not marry until the husband-to-be could present his intended bride with a corbeille . negroes ( noun ) - a dated word for black people, now offensive Many old stories written during the time when slavery was still prevalent referred to black people as negroes —a term which is now a racial slur. clammy ( adjective ) - unpleasantly damp and cold He was so nervous while waiting for his turn to deliver a speech that he kept wiping his clammy hands on his pants. bayou ( noun ) - marshy outlets near rivers/lakes in southern USA Watching her adventures through the bayous of New Orleans was a novel experience for people outside the USA. layette ( noun ) - sets of clothing and linens for infants For my baby shower, my grandmother sent me a beautiful layette she had preserved since my mother was still an infant.

30. Figurative Language Analogy - a comparison that presents the similarities between two concepts or ideas Cliché - a word, a phrase, a sentence, or a whole text that used to be perceived as clever but has become démodé Connotation - the secondary or suggestive meaning of the word, one that is not its literal or primary meaning in the dictionary

31. Euphemism - used to substitute for a description that is considered harsh or blunt Hyperbole - a gross exaggeration to achieve an effect, usually for humor or emphasis Metaphor - compares two seemingly unlike objects that have similar or common characteristics without the use of like or as Metonymy - a word or phrase that is substituted for another that is closely associated to it Oxymoron - a combination of two ideas that appear to be opposite or contradictory

32. Paradox - an assertion that seems to be contradictory or silly but actually reveals some truth Personification - a statement wherein an animal, object, or abstract idea is given human attributes or characteristics Simile - compares two seemingly unlike objects by using the words like or as Synecdoche - used when a part of something is used to represent the whole or vice versa

33. Désirée’s Baby by Kate Chopin

34. Guide Questions How does the use of figurative language help the writer convey her intent to the reader? How does it help convey emotion? How does it help convey meaning? How do you think a writer decides which types of figurative language to use in a poem?

35. Guide Questions Imagine that the author did not use figures of speech and used purely literal language. How do you think the story would be affected? Reread the story carefully. See if you can give other examples of figurative language and their purposes in the story.

36. Read the poem carefully and answer the following questions. Cite textual evidence. To Rhea by Ralph Waldo Emerson

37. Guide Questions Which types of figurative language were used in the poem? Enumerate and interpret them by filling in the following table. Take note that the poet may have used multiple types of figurative language in the same line/verse/stanza. Try to keep your explanation of the meaning within 2-3 sentences. If you feel that an entire stanza needs to be examined to glean meaning, you may use up to 5 sentences.

38. Line/Verse/Stanza Figurative Language Used Meaning Gleaned

39. 2. Do you think the use of figurative language enriched the poem? Why or why not? How would using literal instead of figurative language impact the literary value of the piece? 3. Taking into account the elements of poetry and the figurative language used, what do you think was the author trying to convey with this poem? How do you think the meaning of the poem would change if the poet used literal instead of figurative language?

40. Criteria Score Content (The question is answered well. Textual evidence is given, and the answers provided show adequate knowledge and understanding of the different types of figurative language.) 2 pts Organization (Logical progression of details/events; clear transitions between ideas.) 2 pts Language (spelling, mechanics, grammar, and word choice) 1 pt Score : /5

41. Values Integration How will understanding figurative language help you become a better writer of poetry and/or prose?

42. Group yourselves into three or four. Choose which of the following to write: Two three-stanza poems One short story (500 to 1000 words) Synthesis Activity

43. Make sure to follow the following parameters: For the poems: Each poem must use at least four types of figurative language. Each poem must use at least six separate examples of figurative language. Between the two poems, you must use at least eight of the types of figurative language tackled in this lesson.

44. For the short story: The story must include at least eight of the types of figurative language tackled in this lesson. Although figurative language can overlap, the story must contain at least six separate examples of figurative language.

45. After writing your texts, answer the following questions on a separate piece of paper: Which types of figurative language did you use for your work? Why did you choose those particular types? Enumerate and explain the lines with figurative language. How do you think your work was strengthened by the use of figurative language? Explain.

46. Assignment Do research on short stories in the library or online. Choose a story you like that makes use of at least 8 types of figurative language. On a separate piece of paper, answer the following questions: Which types of figurative language were used in the story? Enumerate and interpret them using the table in the next slide. Do you think the use of figurative language enriched the story? Why or why not?

47. Assignment 3. If the story was written with only literal language, how would the overall quality of the work change? 4. Taking into account the sound devices and figurative language used, what do you think was the author trying to convey with this short story?

48. Assignment Line/Paragraph Figurative Language Used Meaning Gleaned

49. Lesson 3 Other Literary Techniques

50. Identify other literary techniques in a text (EN7LT-I-IV-d-2.2.2). 1 Explain the use of language in literature as well as the formal features and conventions of literature. 2

51. explain the use of language in literature as well as the formal features and conventions of literature; identify the literary devices in a text; and use different literary devices in your own writing.

52. What other literary techniques can we use to critically read and analyze a text?

53. Research about your favorite novel. Focus on the following: Plot Setting Characters Themes Symbols Prepare to share your findings in class.

54. After the sharing, discuss the following questions as a class: What different allusions can be seen in the novel? In a way, do you think your novel is an allegory? Give one example. Did you notice a juxtaposition or dichotomy in the story? Explain your answer.

55. Vocabulary Words trifling ( verb ) - treating someone with no respect Charlotte chose to switch jobs because her supervisor at her old job was always trifling with her. garret ( noun ) - a small attic room The student was so poor he could only afford to rent the garret of the local inn. listless ( adjective ) - lacking energy or enthusiasm Anna had been working nonstop for the last few days, so she was listless when the weekend arrived. shabby ( adjective ) - in poor condition due to lack of care Harry had to make do with shabby hand-me-down uniforms once used by his cousin. foundry ( noun ) - a workshop or factory dedicated to casting metal Georgina had never opened the windows in her bedroom on the second floor, as they kept smoke from the foundry next door from coming in.

56. An allusion is a passing reference, without explicit identification, to a literary or historical person, place, or event, or to another literary work or passage. An allegory is a narrative in which the characters and their actions, and sometimes the setting, are contrived by the author to represent a currently significant event/issue.

57. A dichotomy divides a concept, idea, story, or plot into two equal and contradictory parts; or between two opposing groups. Juxtaposition is a technique wherein two or more ideas, places, characters, and their actions are placed side by side to develop comparisons and contrasts.

58. The Happy Prince by Oscar Wilde

59. Guide Questions What do you think is the purpose of using allusions in a text? When contriving allusions to make a point, what do you think an author should consider? Why are dichotomies ideal in generating conflict in a story? When writing a story, when/for what reason do you think it is most effective to juxtapose? Reread the story carefully and see if you can find any other examples of the literary techniques discussed.

60. Read the poem carefully and answer the following questions. Gerontion by T.S. Eliot

61. Guide Questions Find and enumerate the instances when each literary technique was used. For each instance, you can use two to three sentences to explain your answer. Allusion Allegory Dichotomy Juxtaposition

62. Guide Questions Do you think the poet was able to utilize each technique effectively? Why or why not? Based on all the literary techniques you’ve learned, what do you think this poem means? Explain in five to seven sentences.

63. Criteria Score Content (The question is answered well. Textual evidence is given, and the answers provided show adequate knowledge and understanding of the different literary techniques.) 2 pts Organization (Logical progression of details/events; clear transitions between ideas.) 2 pts Language (spelling, mechanics, grammar and usage) 1 pt Score : /5

64. Values Integration How does learning the different techniques tackled in this lesson make you a better writer?

65. Pair up with the classmate you are most comfortable working with. Write a short (500 to 1000 words) story. Make sure to follow the following parameters: The story must include at least three of the literary techniques tackled in this lesson. Although instances of the techniques can overlap, the story must contain at least two separate examples of each literary technique. Synthesis Activity

66. After writing your text, answer the following questions on a separate piece of paper: Which literary techniques did you use for your work? Why did you choose those techniques? Explain and interpret how you used each technique. How do you think your work was strengthened by the use of literary techniques? Explain. Prepare to share your ideas in class.

67. Assignment Do research on short stories in the library or online. You can either choose one story that has at least 3 of the literary techniques we discussed, or find 4 separate stories that make use of one different literary technique each. Photocopy or transcribe another copy of the story/stories.

68. Assignment On a separate piece of paper from the story/stories, answer the following questions for each story: Which literary technique(s) was/were used in the story? Enumerate and explain how the author used the technique(s), and what meaning can be gleaned from it. Do you think the the author used the literary technique effectively? Why or why not? Prepare to share your work.

69. Lesson 4 Literary Elements in Prose

70. identifies the literary elements in prose (EN5LC-Ib to d-2.17.1-3). 1 uses different literary devices in writing prose. 2

71. identify the literary elements in a text; and use knowledge of the literary elements to write prose.

72. How can we use common literary elements to further enhance the reading and writing of literary prose?

73. Bring a copy of your favorite novel. Make sure that the cover of the book has a drawing or design. Show your book to the class. Do not say anything about the story. Ask your classmates to guess the following: What is the story all about? Who is the main character? What is the possible plot or theme of the story?

74. Literary elements are used by writers to make a text interesting to the readers.

75. Unlocking of Difficulty poplar (noun) - a tall tree that grows in cold climate We saw a lot of poplars when we went to Ireland in the wintertime. turret (noun) - a small tower attached to a larger tower Some old castles in the British countryside still have their turrets intact. rapture (noun) - a feeling of intense joy It is difficult to compare anything to the rapture of accomplishing something you’ve worked on for years. disillusioned (adjective) - disappointment that something/someone you thought was good turned out to be bad I became disillusioned when I saw that the singer I liked was mean to his staff. fancy (verb) - imagine While on the plane, I passed the time by fancying that I was traveling through a kingdom of clouds.

76. The plot is the sequence of events that make up the story, told in either a chronological or a nonchronological order.

77. The atmosphere in prose refers to the creation of a mood or feeling by the use of descriptions and setting. Characterization in prose refers to how the author describes the character, either directly or indirectly through action, using details or nuances to add depth.

78. The problem or challenge faced by the character or characters in the story is called the conflict .

79. The perspective or vantage point of the speaker or the narrator is called the point of view . First person Second person Third-person objective Third-person omniscient The setting is the time and place where the story is set. Theme is the central idea of the story, and to an extent, the purpose for its utterance.

80. Literary techniques are used in texts to convey its meaning.

81. A flashback is a scene or a passage that interrupts the present action of a plot to introduce a past event. Foreshadowing is the use of clues or indication suggesting at a future event in the story.

82. A Lady’s Story by Anton Chekhov

83. Guide Questions Recall what you know about the relationship between plot and setting. Explain. Discuss why each is an important part of writing prose: Atmosphere Characterization Theme How do you decide which type of conflict is most appropriate for your story?

84. 4. How about the type of point of view? 5. In what situation is it best to use literary techniques like: Flashback? Foreshadowing?

85. Read the story carefully and answer the following questions. The Diamond Necklace by Guy de Maupassant

86. Guide Questions 1. Summarize the plot of “The Diamond Necklace.” In two to three sentences each, detail the following: Exposition Rising Action Climax Falling Action Resolution 2. Detail how the author illustrated the following: Atmosphere Characterization Theme

87. 3. Which type of point of view did the author use? Was it the most appropriate type for the story? Why or why not? 4. What kind/s of conflict/s did the story have? Explain. 5. What literary techniques did the author use? Enumerate examples.

88. Criteria Score Content (The question is answered well. Textual evidence is given, and the answers provided show adequate knowledge and understanding of the literary elements in prose.) 2 pts Organization (Logical progression of details/events; clear transitions between ideas.) 2 pts Language (spelling, mechanics, grammar and usage) 1 pt Score : /5

89. Values Integration How does learning about the literary elements in prose help you become a better reader and writer?

90. Write a short (500 to 1000 words) story. Make sure to follow the following parameters: The story must make use of at least five types of figurative language tackled in Lesson 2. The story must include at least two of the literary techniques tackled in Lesson 3. Synthesis Activity

91. All of the following elements must be present in the story: They make use of at least one of the following: Flashback Foreshadowing Plot Atmosphere Characterization Setting Theme Point of View Conflict (one or more types)

92. Answer the following questions on a separate piece of paper: Which types of figurative language did you use for your work? Why did you choose those types? Which literary techniques did you use for your work? Why did you choose those techniques? Does knowing about the elements of prose make your story writing easier or harder? Why or why not? Do you think you would have been able to write a good story without knowing the elements of prose? Why or why not?

93. Assignment Search for some short stories in the library or online. Choose one short story you like. Photocopy or transcribe another copy of the story. On a separate piece of paper from the story, write your own version of the story. For example, if the story occurs in the past, they can write how the story would go if it would happen in the present. Follow the following parameters: The story must make use of at least five types of figurative language tackled in Lesson 2. The story must include at least two of the literary techniques tackled in Lesson 3.

94. Assignment All of the following elements must be present in the story: Plot Atmosphere Characterization Setting Theme Point of View Conflict (one or more types) They make use of at least one of the following: Flashback Foreshadowing