21st Century Literature from the Philippines and the World - Poetry PDF

21 stCentury Literature from the Philippines and the World Loving and Merciful God, Creator of all, we thank You for this day and the chance to grow in wisdom. We ask for Your forgiveness and strength to learn from our faults, striving to become better in Your sight. Bless our classroom; help us li...

21 stCentury Literature from the Philippines and the World Loving and Merciful God, Creator of all, we thank You for this day and the chance to grow in wisdom. We ask for Your forgiveness and strength to learn from our faults, striving to become better in Your sight. Bless our classroom; help us listen, communicate respectfully, and work together harmoniously. As we begin today's lessons, grant us understanding and the ability to apply what we learn to our lives. We pray for the safety and well-being of our families, teachers, and friends. Protect us from harm and distractions, filling us with Your love and peace to share with others. Poetry  the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts (www.dictionary.com)  "poem" comes from the Greek word "poíēma" (ποίημα), which means "a thing made" or "a creation", eventually came to be associated specifically with literary works composed in verse  early poetry often served religious, ceremonial, or cultural purposes  The Epic of Gilgamesh (circa 2100 BC), an ancient Sumerian text, is one of the earliest known examples. Lines and Stanzas  Poetry is divided into lines, or groups of words.  Lines are organized in units of meaning called stanzas. The lines in a stanza work together to express one key idea.  A blank line, called a stanza break, signals that one stanza has ended and a new stanza  Stanzas can be of varying lengths, such as  couplet (2), tercet (3), quatrain (4), quintet (5),  sestet (6), septet (7), and octave (8) Refrains  a line, a part of a line, or a group of lines that is repeated at regular intervals in a poem, usually at the end of a stanza  similar to the chorus in a song  often carry the central theme or message of the poem, reinforcing it through repetition Repetitions  broader term for any repeated word, phrase, line, or stanza in a poem  can occur anywhere in the poem, not just at the end of stanzas, and is used to emphasize particular words or ideas, create rhythm, or contribute to the overall structure of the poem Narrative Poetry  tells a story and includes elements like characters, plot, and setting  often lengthy and can be either simple or complex in its storytelling  subtypes are epics and ballads Epic Poetry  long, grand, and often about heroic deeds and events that are significant to a culture or nation  typically written in a formal style  Some examples are The Iliad by Homer, The Aeneid by Virgil, and The Divine Comedy by Dante Alighieri Ballad Poetry  narrative poems that are typically written in quatrains with a rhyme scheme of ABAB  often tell stories of love, tragedy, or adventure Lyric Poetry  more personal and introspective, focusing on the poet's emotions, thoughts, and feelings  does not tell a story but rather explores a theme or a moment in time  often musical in nature Sonnet  a 14-line poem, usually written in iambic pentameter, and it often explores themes like love, mortality, or nature  two main types: the Italian (Petrarchan, named after the Italian poet Francesco Petrarca) (ABBAABBA CDECDE) and the English (Shakespearean) (ABAB CDCD EFEF GG) Ode  a type of lyric poem that is typically elaborate and celebrates a person, event, or thing  often expresses deep emotion or admiration Elegy  a mournful or reflective poem, often written in honor of someone who has died  typically explores themes of loss, grief, and mortality Dramatic Poetry  written in verse and is meant to be spoken or performed, often by characters in a play  focuses on the characters’ thoughts and spoken dialogue Dramatic Monologue  a type of poem in which a single speaker, who is not the poet, addresses an audience, revealing their character and situation Soliloquy  a type of dramatic poem where a character speaks to themselves, revealing inner thoughts and feelings Free Verse  does not adhere to regular meter or rhyme schemes  gives the poet greater freedom to experiment with the form and structure, focusing more on natural rhythms and speech patterns Haiku  a traditional form of Japanese poetry that consists of three lines with a syllable pattern of 5-7-5  often captures a moment in nature, evoking a specific mood or emotion Limerick  a short, humorous poem consisting of five lines with a distinctive rhythm and an AABBA rhyme scheme Concrete Poetry  (or visual poetry) focuses on the visual arrangement of words on the page, forming a shape or pattern that reflects the poem's subject or theme Villanelle  a 19-line poem with a specific structure: five tercets (three-line stanzas) followed by a quatrain (four-line stanza)  The first and third lines of the opening tercet are alternately repeated as the last lines of the subsequent stanzas and are joined as the final couplet in the quatrain. Denotation  refers to the literal, dictionary definition of a word—the explicit meaning that is universally recognized o Rose - a type of flowering plant known for its thorny stems and fragrant blooms Connotation  refers to the emotional, cultural, or associative meanings that a word carries beyond its denotative meaning o Rose - love, romance, beauty, passion o "My love is like a red, red rose." (Robert Burns) - The connotation of the rose includes feelings of love, beauty, and passion, making the line rich with emotional meaning.  Diction  refers to the poet’s choice of words, which affects the tone and meaning of the poem  Poets may choose formal, informal, colloquial, or even slang language, depending on the desired effect Imagery  involves the use of vivid and descriptive language to create pictures in the reader’s mind, appealing to the senses (sight, sound, touch, taste, smell) Symbolism  using symbols—objects, characters, or events that represent something beyond their literal meaning  "Two roads diverged in a yellow wood,  And sorry I could not travel both... "  "The Road Not Taken" by Robert Frost  The roads in the poem symbolize life choices. The speaker stands at a fork in the road, representing a point of decision in life. Tone  refers to the poet’s attitude toward the subject of the poem, which could be serious, humorous, sarcastic, etc.  "I have measured out my life with coffee spoons;  I know the voices dying with a dying fall  Beneath the music from a farther room."  "The Love Song of J. Alfred Prufrock" by T.S. Eliot  The tone in this poem is melancholic and reflective, as the speaker, J. Alfred Prufrock, contemplates his own insecurities, social Mood  refers to the emotional atmosphere that a poem creates in the reader  "And the silken, sad, uncertain rustling of each purple curtain  Thrilled me—filled me with fantastic terrors never felt before."  "The Raven" by Edgar Allan Poe  The mood of "The Raven" is dark, eerie, and filled with a sense of impending doom. Figurative Language  involves the use of words or expressions with meanings different from their literal interpretations  enriches writing by creating vivid imagery, expressing complex ideas, and evoking emotions Metaphor  a direct comparison between two unlike things without using "like" or "as"  implies that one thing is another o "Time is a thief. " Simile  a comparison between two unlike things using "like" or "as"  explicitly shows how one thing is similar to another o "Her smile was as bright as the sun." Personification  involves giving human qualities or characteristics to non-human objects, animals, or ideas o "The wind whispered through the trees." Hyperbole  an intentional exaggeration for emphasis or comedic effect, not meant to be taken literally o "I'm so hungry I could eat a horse." Alliteration  repetition of initial consonant sounds in neighboring words o "Peter Piper picked a peck of pickled peppers." o The repetition of the "p" sound at the beginning of multiple words creates alliteration. Assonance  repetition of vowel sounds in nearby words o "The rain in Spain stays mainly in the plain.“ o The repetition of the long "a" sound in "rain," "Spain," "stays," and "plain" is an example of assonance. Consonance  repetition of consonant sounds, typically at the end of words o " He gives his harness bells a shake … " (Stopping by Woods on a Snowy Evening’ by Robert Frost) o The repetition of the "s" sound in “gives," “harness," “bells" creates consonance. Onomatopoeia  words that imitate sounds o "The bees buzzed." o The word "buzzed" imitates the sound that bees make. Rhythm  refers to the pattern of stressed (accented) and unstressed (unaccented) syllables in a line of poetry Meter  refers to the rhythmic structure of a poem, determined by the number of syllables and the pattern of emphasis on those syllables  gives poetry its musical quality Feet  basic unit of rhythm in a line of poetry  usually consists of one stressed syllable and one or more unstressed syllables o monometer: one foot o dimeter: two feet o trimeter: three feet o tetrameter: four feet o pentameter: five feet o hexameter: six feet o heptameter: seven feet o octameter: eight feet Iambic Pentameter Trochaic Tetrameter Rhyme  refers to the repetition of similar sounding words  often used to create rhythm, musicality, and unity within a poem o The sun is shining bright  This is a lovely sight Rhyme Scheme  pattern of rhymes at the end of each line of a poem  typically described using letters to indicate which lines rhyme with each other  The people along the sand (A)  All turn and look one way. (B)  They turn their back on the land. (A)  They look at the sea all day. (B)  “Neither Out Far Nor In Deep” by Robert Frost Loving and Merciful God, Source of light and wisdom, we thank You for the opportunity to study and for the presence of our teachers, classmates, and friends who enrich our learning. As we conclude today's class, help us fully grasp the knowledge gained and nurture it within us. Grant us the grace to stay enthusiastic in our studies, deepening our connection with You and empowering us to help others. May we become vessels of Your love and peace. We look forward to our next study session, which we humbly offer to You. Deo gratias!