Here are the types of communication and scenarios for the group activity:
Types of Communication | Scenario
- Small Group | Discussing with your groupmates about your group project
- Public | Giving a speech during your school's foundation day
- Interpersonal | Talking to your friend about your problems
- Mass Communication | Watching the evening news on TV
The Taximan's Story by Catherine Lim is about the knowledgeable Singlish-speaking taxi driver who makes extra money looking out for male tourists to take them to the city’s brothels. This PowerPoint contains a fun game about the elements of short story and Singapore, A trip to Singapore, the taximan's story, it's plot, characters, setting, theme, and conflict. A PowerPoint presentation for Lit102 A. Enjoy! Designed by FH Gregorio, JP Ibay, JR Jallores, and M Kim.
European literature (by group 1 gr.12- modeller in 21st century)Cedric Dela Rojo
Medieval LiteratureThe Fall of the Roman Empire marked the beginning of the Medieval or Middle Ages.
Also known as Dark Ages, due to the prevailing conditions during this period, barbarian invasion and Muslim conquests marked this era. Wars, famine, plagues and decline in culture and learning.
The Taximan's Story by Catherine Lim is about the knowledgeable Singlish-speaking taxi driver who makes extra money looking out for male tourists to take them to the city’s brothels. This PowerPoint contains a fun game about the elements of short story and Singapore, A trip to Singapore, the taximan's story, it's plot, characters, setting, theme, and conflict. A PowerPoint presentation for Lit102 A. Enjoy! Designed by FH Gregorio, JP Ibay, JR Jallores, and M Kim.
European literature (by group 1 gr.12- modeller in 21st century)Cedric Dela Rojo
Medieval LiteratureThe Fall of the Roman Empire marked the beginning of the Medieval or Middle Ages.
Also known as Dark Ages, due to the prevailing conditions during this period, barbarian invasion and Muslim conquests marked this era. Wars, famine, plagues and decline in culture and learning.
What to DoWrite two lyric poems, one conforming to a specif.docxmecklenburgstrelitzh
What to Do:
Write two lyric poems, one conforming to a specific prompt and one in a form and topic of your choice. Both poems should use extended metaphor (one metaphor that runs throughout the entire poem and shapes its theme). Examples of poems using extended metaphors include “Poetry Should Ride the Bus” and “How Poetry Comes to Me.”
How to Do It:
POEM ONE
should respond to the following three-part prompt:
Describe a natural object that interests you (a pinecone; a rabbit; a black hole). Do not make any comparisons yet; just describe it in as much detail as possible. This may be in prose or verse.
Take the natural object you chose and use it to describe one of your parents or siblings. In other words, indulge yourself in comparisons. Again, this may be in prose or verse.
Write a poem which, though it is a description of the natural object above, is
really
about your parent or sibling. (This must be in verse, though the form is up to you. For example, you may choose to write using rhythm and rhyme, or you may choose to write in free verse. You may choose short, compact, haiku-like lines as William Carlos Williams does, or you may write big, sprawling lines!)
Please turn in all parts, even though the finished poem from number 3 is the goal.
POEM TWO
is open form and topic. However, that doesn’t mean this poem should be form
less
; you should develop a form that is appropriate for your topic and your extended metaphor. Well-written poems (at least ones for an audience other than yourself) are made not by putting all of your feelings (or thoughts) onto a page in unformed fashion; instead they should be thoughtfully crafted. Every choice should be deliberate. Use the best
word
. Use the best
line break
. Consider everything! :)
Other considerations:
AVOID CLICHÉ in language, topic, mood, & metaphor
.
Clichés empty language of meaning because they are exceedingly overused. Some are groan-inducing because we’ve heard them so often, they sound a bit like advertising slogans (“plenty of fish in the sea”). Poetry is about using language in a fresh and unexpected way, so cliché is deadly. There are cliché topics (unrequited love), moods (excessive pathos, AKA melodrama), and metaphors (see below).
Examples of cliché metaphors include: love is blind; life is a highway; it’s the journey not the destination; skin white as snow; she’s a delicate flower. (See Shakespeare’s poem
“My mistress’ eyes are nothing like the sun” (Links to an external site.)
for a fun parody of the poetic clichés of his day.) Think of
original
turns of phrase and
original
metaphors, or turn a cliché on its head by radically revising it. Surprise your reader; surprise yourself. (Robert Frost said “no surprise for the poet, no surprise for the reader.”)
CONSIDER SOUND & SENSE
.
Poetry is a musical genre, as much about the
sound
of words as their
meaning
. Alexander Pope put it this way: “the sound should be an echo to the sense.” In other words, thi.
How to Quote and Cite PoetryYou will be required to quote and ci.docxwellesleyterresa
How to Quote and Cite Poetry
You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style.
Paragraph Basics
In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase.
To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence.
A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph.
Introducing Quotes
Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source:
According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96).
Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96).
To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes.
(Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.)
Introducing Lines of Verse *
Here are a few examples on h
ow to introduce lines of verse. (Source: WikiHow. Please visit the
webpage (link below) to read more about quoting and citing poetry):
Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest
evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the
desire to not return to his obligations.
Example: The notion of solitude appears in many notable poems including the famous
lines, "The woods are lovely, dark, and deep / But I have promises to keep / And
miles to go before I sleep" (Frost 13-15).
Example: Robert Frost writes about solitude and man’s relationship with nature:
Whose woods these are I think I know.
His house is in the village, though;
He will not see me stopping ...
Imagery, symbolism, and allusionImageryImagery refers MalikPinckney86
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
This is my powerpoint for my EDU 290 class. This would be incorporated in an English Lesson to teach students about poetry that we would be doing in a classroom
This is a slide report discussion about Prose and Poetry. What is their differences in terms of their usage and how they can be use.
Black out Poetry is also included in this report
Literature can be categorized into two main classifications based on the structure of language.
These two categories are known as prose and poetry. Prose is the language in its original and natural form, i.e., the language that is found in newspapers, textbooks, novels.
Poetry is a form of literature that uses aesthetic and rhythmic qualities of language to evoke meaning.
The main difference between prose and poetry is that prose is written naturally whereas poetry is written in a metrical structure.
Prose is a major form of literature; both fiction and nonfiction are included in prose. Novels, novellas, short stories, biographies, autobiographies, memoirs, essays, travel books, academic essays, thesauruses, textbooks, etc. are all written in prose.
The language is grammatical in nature and consists of a natural flow of speech, instead of metrical structure. It is composed of full grammatical sentences, and these sentences are then grouped in paragraphs. The language used in nonfiction such as newspaper, textbooks, travel books, etc. are devoid of figures of speech, and other decorations and ideas are expressed in a direct and straightforward manner. The spoken language can also be classified as prose.
Poetry is a form of literature that uses aesthetic and rhythmic qualities of language to evoke meaning. Factors such as rhyme, rhythm, metric syllables, etc. are taken into account to create poetry. Poetry is normally used to express something in an artistic and aesthetic way.
However, the language of poetry is not as natural or free as prose.
Poetic language tends to be more decorative and creative than the language used in prose; attention is especially paid to sound and rhythm.
A poem is composed of lines; a line can be very long or as short as one word. A stanza is made up of several stanzas.
Poems can be classified into different types depending on the structure of the stanzas. Free verse, blank verse, cinquain, diamante poems are some examples of these structures.
As mentioned above, poets use a limited number of words to express their ideas in poetry. This is why one line can be as short as one word. Sometimes it is difficult to understand the meaning of the poem by reading it only once or twice. An in-depth reading and analysis may be required to decipher the complete meaning.
Blackout Poetry Is A Fascinating Art Form You Can Try At Home Right Now.
Start by finding some pages with words on them.
These can come from magazines, newspapers, or very old falling-apart books that you are ready to let go.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3.
At the end of the lesson the students should be
able to:
A. identify the various elements, techniques, and
literary devices in poetry)
B. determine specific forms and conventions of
poetry.
C. use selected elements of poetry in short
exercises
D. explore innovative techniques in writing
poetry
OBJECTIVES:
4.
LANGUAGE OF CREATIVE WRITING
Creative writing aims to develop practical and creative skills in
reading and writing especially to Humanities and Social Sciences
learner like you. Here you will be introduced to the fundamental
techniques of writing fiction, poetry and drama.
As a Senior High learner, it is assumed that you are already well-
equipped with backgrounds on the use of imagery, diction, and
figures of speech in a written text.
In this lesson, you will tackle the language used in creative
writing. The information and activities in this learning material
will not only equip you manipulate literary devices in
expressing your thoughts and reflections; but also, help you
play with words; therefore, making your writing more appealing
to the readers.
What do we expect?
5.
As the name suggests, creative writing is a form of writing that goes
beyond the traditional realms of normal, professional, academic or
technical forms of writing.
Instead, it encompasses a number of different genres and styles across
a whole range of fields of both fictional and non-fiction writing;
storytelling, playwriting, poetry, prose, journalistic, and more.
Though the definition can be quite vague, creative writing can, for the
most part, be considered as any type of writing that is original and
expressive of oneself. Typically, it can be identified by an emphasis
on narrative craft, focusing on elements such as character
development, narrative and plot, infusing its structure with
imagination, invention and story.
In this sense, creative writing can technically be considered any
writing of contemporary, original composition – it’s bound by no
standard conventions and uses a whole range of elements in its craft.
What is creative
writing?
6.
Beginning with the modernist aesthetic revolution,
poetry has continuously shown a stubborn resolve to
respond to social, political and cultural shifts and crises
with technical innovation. Such innovativeness speaks
of the resilience of poetry, as genre, as it refuses to
succumb to various announcements of its death or
cultural irrelevance.
Tips on How To Write Poetry
Writing poems may sometimes be too expressive.
There are times also that you need to consider certain
rules which makes it sound too technical. With this,
you as a writer need to communicate well with your
reader. Below are some of the innovative techniques on
writing poetry:
WRITING POETRY
7.
Know your goal. If you don’t know where you’re going, how can you
get there? You need to know what you are trying to accomplish
before you begin any project. Writing a poem is no exception.
Avoid clichés. A work full of clichés is like a plate of old food:
unappetizing. Clichés dull meaning. Because clichéd writing
sounds so familiar, people can complete finish whole lines without
even reading them.
Avoid Sentimentality. When readers have the feeling that emotions
like rage or indignation have been pushed artificially for their own
sake, they will not take the poem seriously.
Use images. Poetry should stimulate six senses: Sight, Hearing,
Smell, Touch, Taste, and Motion
Use Metaphor and Simile. Use metaphor and simile to bring
imagery and concrete words into your writing.
Use concrete words instead of abstract words. Concrete
words describe things that people experience with their senses like
orange, warm, cat and others. Abstract words refer to concepts or
feelings like liberty, happy, love and the likes.
Communicate Theme. Poetry has a theme. Theme is not just a topic,
but an idea with an opinion. This also sows what the poet thinks
about a given event. The poet must strive to show the reader his/her
theme during the entire poem, making use of literary techniques.
8.
Subvert the ordinary. Poets’ strength is the ability to see what other
people see every day in a new way. You don’t have to be special or a
literary genius to write good poems–all you have to do is take an
ordinary object, place, person, or idea, and come up with a new
perception of it.
Rhyme with extreme caution. Rhyme and meter (the pattern of stressed
and unstressed words) can be dangerous if used the wrong way.
Remember sing-song nursery rhymes? If you choose a rhyme scheme
that makes your poem sound sing-song, it will detract from the quality
of your poem.
Revise, revise, revise. The first completed draft of your poem is only the
beginning. Poets often go through several drafts of a poem before
considering the work “done.”
Tricks with language. Repeating a word or phrase to emphasize its
importance/ create a regular rhythm.
Use personification. Describe an object/idea as though it were alive.
Giving it human qualities.
Use the idea of “contrast”. The poets place 2 very different things side by
side to emphasize something important towards the subject.
Use symbolism. It is a word that becomes a sign of something other than
simply itself. This is a powerful device because it encourages the reader
to read deeper layers of meaning into the poem.
Ambiguity. This is where words/ sentences have more than one
meaning/ are open to numerous interpretations.
“Fill Me In”
9.
CONVENTIONAL, FREE VERSE AND EXPERIMENTAL POETRY
CONVENTIONAL POETRY
Conventional poetry is often called the “traditional poetry”.
This follows certain format like the usage of meter, which is a
regular pattern of stressed and unstressed syllables that forms a
beat like in music. It often uses rhyme as well.
Forms of Conventional Poetry
The forms of conventional poetry are different in format,
rhyme scheme and subject matter. We will focus on the four (4)
forms namely: Tanaga, Diona, Haiku and Sonnet.
Tanaga is an indigenous type of Filipino poem, which is used
traditionally in the Tagalog language. This uses four (4) lines,
each line having seven (7) syllables only. The art exemplifies
teachings, idioms, feelings and ways of life. It contains many
figures of speech. It is traditionally do not have any titles,
however modern poet opt to give one. This is a kind of
rhymed poem usually follows AABB or AAAA rhyme
scheme. This poem follows a syllabic rhythmic pattern.
10.
Example:
“Palay”
by Ildefonso Santos
Palay siyang matino,
Nang humangi’y yumuko;
Ngunit muling tumayo
Nagkabunga ng ginto.
11.
Diona is another indigenous type of Filipino poem. It is
popular during the pre-Hispanic period. It has been labeled
by some Filipino literary enthusiast as the Pinoy Haiku. This
poem is consisting of three (3) lines with seven (7) syllables
in each line that all rhyme with one another. It often
expresses ways of life and native culture. Like Tanaga, this
poem follows a syllabic rhythmic pattern.
Example:
Ang payong ko’y si inay
Kapote ko si itay
Sa maulan kong buhay.
- Raymond Pambit
12.
Haiku is a traditional Japanese fixed poetic form.
One of the most famous practitioners of the haiku is
Matsou Basho. It is composed of three (3) non-
rhyming lines. The first and third lines have five(5)
syllables each and the second line has seven (7)
syllables. It often expresses feelings and thoughts
about nature; however, you could write a poem
about any subject that you would like to in this
form. This is a kind of unrhymed poem that doesn’t
follow any specific rhythmic pattern.
Example:
The Old Pond by Matsuo Basho
An old silent pond
A frog jumps into the pond,
Splash! Silence again.
13.
Sonnet is a single-stanza lyric poem containing fourteen lines.
In some formulations, the first eight (8) lines (octave) pose a
question or dilemma that is resolved in the final six (6) lines
(sestet). It often expresses romantic love. There are three (3)
predominant sonnet forms.
Italian or Petrarchan sonnet: Developed by the Italian poet
Petrarch, this sonnet is divided into an octave with the rhyme
scheme ABBAABBA or ABBACDDC and a sestet with the
rhyme scheme CDECDE or CDCCDC.
Shakespearean sonnet: Also called the English son net or
Elizabethan sonnet, this poetic form, which Shakespeare made
famous, contains three quatrains and a final couplet. The
rhyme scheme is ABAB CDCD EFEF GG.
Spenserian sonnet: A variant that the poet Edmund Spenser
developed from the Shakespearean sonnet. The Spenserian
sonnet has the rhyme scheme ABAB BCBCCDCD EE.
Meter: This is a kind of rhymed poem written in iambic
pentameter. An iamb is a rhythmic unit that includes an
unstressed syllable followed by a stressed one. It has the rhythm
bah-BAH, as in the words "about," or "predict," or "parade." Iambic
pentameter is a line of poetry consisting of five iambs.
14.
Example
Sonnet 130 by William Shakespeare
(A)My Mistress' eyes are nothing like the sun;
(B) Coral is far more red than her lips' red;
(A)If snow be white, why then her breasts are dun;
(B) If hairs be wires, black wires grow on her head.
(C )I have seen roses damasked, red and white,
(D) But no such roses see I in her cheeks;
(C) And in some perfumes is there more delight
(D) There in the breath that from my mistress reeks.
(E) I love to hear her speak; yet well I know
(F) That music hath a far more pleasing sound
(E) I grant I never saw a goddess go;
(F) My mistress, when she walks, treads on the ground
(G) Any yet, by heaven, I think my love as rare
(G) As any she belied with false compare.
15.
Rhythmic
Units
Description
Iamb Consists of an unstressed syllable followed by a
stressedsyllable
Trochee Consists of a stressed syllable followed by an
unstressedsyllable
Dactyl Consists of a stressed syllable followed by two
unstressedsyllables
Anapest Consists of Two (2) unstressed syllables followed
by astressed syllable
Spondee Consists of two (2) successive syllables with strong
stresses
16.
FREE VERSE POETRY
Free verse is a literary device that can be defined as poetry that
is free from limitations of regular meter or rhythm, and does not
rhyme with fixed forms. Such poems are without rhythm and
rhyme schemes, do not follow regular rhyme scheme rules, yet
still provide artistic expression. In this way, the poet can give
his own shape to a poem however he or she desires. However,
it still allows poets to use alliteration, rhyme, cadences, and
rhythms to get the effects that they consider are suitable for the
piece. (www.literarydevices.net) Free verse poems have no
regular meter or rhythm. They do not follow a proper rhyme
scheme; these poems do not have any set rules. This type of
poem is based on normal pauses and natural rhythmical
phrases, as compared to the artificial constraints of normal
poetry. Free verse makes use of line breaks to accent and break
up the words. The line break may occur mid-clause, creating
enjambment, a term that literally means 'to straddle'.
Enjambment tends to increase the pace of the poem. Free
verse is somewhat like prose written rich in imagery and
broken up with line breaks.
Here are some of the most common types according to
Hood,2013:
17.
Narrative poem. The poet tells a story. Often, there is rising
action, climax, and resolution, like a short story. The poet
composes the narrative by using simile, metaphor,
imagery, vivid description, line breaks, and so forth.
Example:
"The Raven"
Edgar Allan Poe
An excerpt from The Raven
Once upon a midnight dreary, while I pondered, weak and
weary, Over many a quaint and curious volume of forgotten
lore—
While I nodded, nearly napping, suddenly there came a
tapping, As of some one gently rapping, rapping at my
chamber door. “’Tis some visitor,” I muttered, “tapping at my
chamber door—
Only this and nothing more.”
18.
Anecdote. The poet describes some incident or experience or
event that is humorous or interesting, and ends the poem
with some insight. Poets also use anecdotes to illustrate a
truth.
Example:
“Jack”
Maxine Kumin
An excerpt from Jack
That spring, in the bustle of grooming
and riding and shoeing, I remember I let him go
to a neighbor I thought was a friend, and the following
fall she sold him down the river. I meant to
but never did go looking for him, to buy him back…
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19.
Sometimes we talk to our self and reflect
upon our actions. Say for example if the
teacher scolded you because you didn’t
submit your assignment. After you have been
scolded, you will reflect from your actions
and you will tell your self that you will not
do it again. And that’s an example of
Intrapersonal Communication. Who can give
me another example?
20.
Why is it important to
have a conversation
with a certain group of
people?
21.
Having a conversation with
different people will give us the
chance to enhance our
communication skills. Do you
know what kind of
communication is this class?
22.
Small Group – This refers to
communication that involves at least
three but not more than twelve people
engaging in a face-to-face interaction to
achieve a desired goal. In this type of
communication, all participants can
freely share ideas in a loose and open
discussion.
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23.
In this type of communication
class, the participants have the
opportunity to talk and share
their ideas or opinions. Who
can give me an example of this
one?
24.
That’s right also. Those you have
mentioned class are example of
Small Group Communication.
Now let’s talk about the other type
of communication.
25.
Public – This type refers to communication that
requires you to deliver or send the message before or
in front of a group. The message can be driven by
informational or persuasive purposes. “In public
communication, unlike in interpersonal and small
group, the channels are more exaggerated. The voice
is louder and the gestures are more expansive
because the audience is bigger. The speaker might
use additional visual channels such as slides or a
Power Point presentation.” (Hybels & Weaver, 2012,
p 19)
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26.
Have you ever been experience talking
in front of many people class?
How do you feel?
Why do you think you feel that way?
27.
It takes courage to talk in front of
many people but that is a thing
that we should face for us to grow
in the world of communication.
Now class, who can give me an
example of this one?
28.
How do you feel
when you watch a
news on the T.V?
29.
Class the communication which takes
place in Television, radio, newspapers,
and magazines, books, billboards, and
other types of media is what we call
Mass Communication. Who among you
class dream to be a reporter someday?
Why do you want to be a reporter ?
MASS
COMMUNICATION
30.
This time, let’s have another activity. With
your same group, identify under what type
of communication are the following scenarios
belong to. You will be putting the following
scenarios inside the table and submit it after 6
minutes. The group who will submit first and
who will get the perfect score will be the
winner and will receive a yellow star.
Understood class?
(“Identify Me Baby”)
31.
I think everyone of you already understood the
different types of Speech Context. To enhance more
your knowledge and skills, I will be giving you
another activity and we will call it “Choose Me,
Stand for Me”. This time you are task to act out the
speech context or speech type which you will pick
inside the box. You are only given 10 minutes to do
your task. The group who will present the best
output will be announced as the winner.
“Choose Me, Stand for
Me”
33.
For now, class, let’s all compute the stars you
gathered during our activities. May I call the
leader from each group to collect the stars of
their own group. Group 1 will tack their stars
first on the scoreboard and after that count
the stars you’ve earned and followed by
other groups.
Are you ready class?
36.
Identify and discuss the
differences among the types of
speech contexts using the
graphic organizer presented on
page 34 of Your Learners
Guide.
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