English 9 Learning Package Q2 PDF

**CATHOLIC SCHOOLS IN IFUGAO** **ENGLISH 9** **SECOND QUARTER -- A.Y. 2024-2025** --------------------------------------------------------------------------- **TOPIC 1: CLASSIFICATION OF LITERATURE: [PROSE AND POETRY]** -----------------------------------------------------------------------...

**CATHOLIC SCHOOLS IN IFUGAO** **ENGLISH 9** **SECOND QUARTER -- A.Y. 2024-2025** --------------------------------------------------------------------------- **TOPIC 1: CLASSIFICATION OF LITERATURE: [PROSE AND POETRY]** --------------------------------------------------------------------------- Literature expresses thoughts, feelings, ideas and other special aspects of human experience. Both poetry and prose are forms of literature. The main difference between the two is the structure. Poetry has lines and stanzas, is more expressive and is usually written metrically while prose is made up of sentences and paragraphs, is generally straightforward and uses ordinary or everyday language. Prose follows the natural flow of speech, whereas poetry is highly rhythmic. **A. Prose** came from the Latin '*prosa oratio*', which means [direct or straightforward speech]. It is written in ordinary form. It follows conventions, like grammar, structure, organization, etc. **Two divisions of Prose:** **[1. Non-Fiction Prose]** is more informative and factual prose writing. It does not invent characters, events, or places. 1. 2. 3. 4. 5. 6. Examples: Essays by Michel de Montaigne Nature by Ralph Waldo Emerson **[2. Fictional Prose]** describes imaginary events and people. 1. 2. 3. 4. 5. 6. 7. 8. **B. Poetry** is said to have come from ancient songs, prayers, or rituals. Now, it has evolved to any literary work that is associated with the [expression of feelings and ideas]. **The basic elements of poetry**: 1\. [Rhyme] is the resemblance of sound between words or the endings of words, especially when these are used at the ends of the lines of poetry. 2\. [Meter] is the number of syllables per line and the designated stress on syllables. 3\. [Stanza] is a group of lines forming the basic recurring metrical unit of a poem. 4\. [Line Break] is the interval that marks the end of a line in a poem. 5\. [Figurative Speech] is a word or phrase used in a non-literal sense for vivid or rhetorical effect. **Kinds of poetry** 1\. **[Lyric Poetry]** was originally [intended to be sung] to the accompaniment of a lyre, hence the name lyric. Today, lyric poetry refers to any poem that expresses the writer's personal feelings and emotions. - **2.** **[Narrative Poetry]** tells a larger and longer series of events. **3. [Dramatic Poetry]** is a poetry performed on stage. Lights, music, and props are used to achieve effects such as a change in mood, setting, etc. **FORMATIVE ASSESSMENT 1**: Make one-stanza poem about any topic. Use any type of poetry.(15 points) Examples: **Misty Mountains** Silent sighs and sullen songs, Indifferent rain to the days passing, Echoes through her mem'ries -- Rumbling rhythm of thunder then lightning, Rugged roads around the rolling terrain, **Nowhere Place** Life may be the simplest, and Yesterday may be the hardest, but Neither can atop this peaceful place Nowhere I could trace. Arriving at last to the misty mountains in heaven. ---------------------------------- **TOPIC 2.1: FIGURES OF SPEECH** ---------------------------------- A figure of speech is a word or phrase used in a non-literal sense for vivid or rhetorical effect. 1\. **SIMILE**- It is a figure of speech that shows likeness or comparison between two objects or events, usually introduced with the words like and as. Example: My **love** is [like] a pure and white **sampaguita**. 2\. **METAPHOR**- It is like simile. Two objects are compared without the words 'like' or 'as'. Example: My **love** is a pure and white **sampaguita**. - Examples: [Simile]- Your eyes are like the sun. 🡪 [Metaphor]- You are the sun. [Simile]- He eats like a pig. 🡪 [Metaphor]- He is a pig. 3. [Necessity] knows no law. 4. Examples: "[God], why have you forsaken me?" "Oh [wind], where have you been?" 5. Examples: I can hear the [silent scream] of the victims of injustice. The defeated warriors marched through the desserts like [living dead]. 6. Examples: United we stand, divided we fall. Hope for the best, prepare for the worst. 7. The homeless lived in their cardboard palaces. 8. Lost, broken, wrecked and dead. 9. Examples: She lost her husband, her children, and her phone. He is a great philosopher, a teacher, an adviser, and a gossiper. 10. Her brain is the [size of a pea]. 11. Examples: The trees [s]way [s]hyly over the [s]ummer breeze. [C]ute [c]ats [c]ooking [c]arrots. 12. Examples: [Zip] goes the jacket. ("Zip" is the sound of the zipping zipper) AI heard a strong [boom] during the explosion of the bomb. (Boom is the sound of explosion). 13. 14. ***Let's Practice***: Determine the figure of speech used in each of the following lines. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_1. The moon witnessed the hideous thing that happened that night. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_2. He had to beat the icy chill of the season. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_3. Hundreds of men listened to the humming at a distance. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_4. He does not have the heart for this kind of job. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_5. We need a thousand hands to reach out for peace. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_6. Her love life is an open secret to the village. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_7. I saw the land pleading for attention. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_8. The lovely beast was oblivious to the world outside. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_9. Parting is such a sweet sorrow. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_10. Lenard discovered his enemy's nest. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_11. Man proposes, God dispossess. +-----------------------------------+-----------------------------------+ | ***The [Nymph]'s | | | Reply to the Shepherd*** | | | | | | ***By: Sir Walter Raleigh*** | | +===================================+===================================+ | *If all the world and love were | *Thy gowns, thy shoes, thy beds | | young,* | of Roses,* | | | | | *And truth in every | *Thy cap, thy | | [Shepherd]'s tongue,* | [kirtle], and thy | | | [posies]* | | *These pretty | | | [pleasures] might me | *Soon break, soon | | move,* | [wither], soon | | | forgotten:* | | *To live with thee, and be thy | | | love.* | *In [folly] ripe, in | | | reason rotten.* | | *Time drives the | | | [flocks] from field | *Thy belt of [straw] | | to fold,* | and Ivy [buds],* | | | | | *When Rivers rage and Rocks grow | *The [Coral] clasps | | cold,* | and [amber] | | | [studs],* | | *And [Philomel] becom | | | eth | *All these in me no means can | | dumb,* | move* | | | | | *The rest complains of cares to | *To come to thee and be thy | | come.* | love.* | | | | | *The flowers do fade, and | *But could youth last, and love | | [wanton] fields,* | still [breed],* | | | | | *To [wayward] winter | *Had joys no date, nor age no | | [reckoning] | need,* | | [yields],* | | | | *Then these | | *A honey tongue, a heart of | [delights] my mind | | [gall],* | might move* | | | | | *Is [fancy]'s spring, | *To live with thee, and be thy | | but [sorrow]'s fall.* | love.* | +-----------------------------------+-----------------------------------+ **FORMATIVE ASSESSMENT 2.**Share your thoughts on the following questions about the poem 'The Nymph's Reply to the Shepherd'. 1\. If you received a love confession from someone, how would you respond? 2\. What character trait of the nymph is revealed in the poem when she rejected the love of the shepherd? 3\. How can you show love to your (a) friends and (b) family ----------------------------- **TOPIC 3.1: Paraphrasing** ----------------------------- It means you put what you have read into your own words. You paraphrase by reading something, thinking about what it means, and then restating it in your own words. When paraphrasing. It is important to keep the original meaning and to present it in a new form. Basically, you are simply writing something in your own words that expresses the original idea. **5 Steps to Effective Paraphrasing:** 1. 2. 3. 4. 5. **4 R's of paraphrasing:** Reword: Can you replace any words with synonyms? REARRANGE: Can you move some words or phrases around? REALIZE: Some information (names, dates, titles, etc.) can't be changed RECHECK: Did you include the important information? Does it make sense? To know how to paraphrase is very essential. Why? - - - **Paraphrasing is a valuable skill because:** - - - - - **Paraphrasing Example:** ***Let's Practice*: Paraphrasing Exercises** 1. 2. **Paraphrase version: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **TOPIC 3.2: ADVERBS** a. - - -- -- -- -- b. ***Modifying an*** The evenings have become **[rather]** chilly. -------------------- ----------------------------------------------------------------------------------------------------------------- ***Adjective*** (*Chilly* is an adjective. *Rather* is an adverb that modifies *chilly*. It tells how chilly the evenings are.) +-----------------------------------+-----------------------------------+ | **Modifying an** | Thunderstorms [can | | | strike] **very** | | **adverb** | suddenly. | +===================================+===================================+ | | (Suddenly is an adverb. Very is | | | an adverb that modifies suddenly. | | | It tells how suddenly | | | thunderstorms can strike.) | +-----------------------------------+-----------------------------------+ ***Let's* FORMATIVE ASSESSMENT 3. Use the adverbs given in brackets in the right places.** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. -- -- **Print Media** is an example of non -linear text which are publication printed on paper. **Kinds of Print Media** **1. [Brochures]** are used for passing information about something. These advertising devices are used by companies or organizations to introduce their products and services. Brochures may be handed personally or distributed in brochure racks. They are often printed on thick, glossy paper using four color process to give an impression of quality. **Types of Brochures** **2. [Pamphlet]** is a booklet without hard cover or binding. Pamphlets are technically single sheets that have two to four folds, creating panels for texts and graphics. The word pamphlet came from the Middle English word '*pamhilet*' or '*panflet*'. It is widely used in commerce as a marketing strategy. **3.** **[Periodicals]** are publications issued on regular schedule. **Types of Periodicals** - - - - - - - - - - - - - - - - - - Critique the sample materials provided and be able to share to class your outputs. (20 points) **Elements** **Very Good (5)** **Good (4)** **Fair (3)** **Needs Improvement (2)** ---------------------------------------------------- ----------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------- Content All important details are included with 3 or 4 best features added in the brochure. All important details are included with 1 or 2 best features added in the brochure. All important details are included with 3 or 4 best features added in the brochure. 1 or 2 important details are not included in the brochure. Grammar, Spelling, Punctuation, and Capitalization There are no errors in grammar, spelling punctuation, and capitalization. There are 1 or 2 errors in grammar, spelling punctuation, and capitalization. There are 3 and 4 errors in grammar, spelling punctuation, and capitalization. There are more than 5 errors in grammar, spelling punctuation, and capitalization Organization of details Important details are arranged in a very clear manner. The contents can be understood easily. Important details are arranged in a clear manner. Most contents can be understood easily. Some details are arranged in a clear manner. Few contents can be understood easily. Details were not arranged and are confusing when reading the brochure. Oral Delivery The rate of word flow (too fast/too slow) holds the audience's attention all of the time The rate of word flow (too fast/too slow) holds the audience's attention most of the time The rate of word flow (too fast/too slow) holds the audience's attention some of the time The rate of word flow (too fast/too slow) does not hold the audience's attention any of the time **TOPIC 4.2: PERSUASIVE TEXT** **[Persuasive text]** is a form of writing that tries to persuade a reader to a point of view, opinion or idea about an issue. - - - **Goal**- To persuade the reader to take the side of the writer. Use logic and reason to show that one idea is more legitimate than another. 1. 2. 3. 4. 5. 6. 7. 8. **Persuasive Technique:** 1\. **[Rhetorical Questions]** -- are the ones that do not need an answer, but they get the reader or listener thinking. This is used in advertisements. 2\. **[High modality]-** words that show a group of certainty like - must, ought to, shall, has to. In comparison to words such as may, might, could and would that have low modality and show less certainty. 3\. **[Emotive language]-** descriptive words that appeal to the emotions like - wonderful, horrible, cruel, amazing, frightening, perfect. 4\. **[Formal]**- voice that is more authoritative and has more power of persuasion. 5\. **[Repetition]**- of words or phrases and concepts to push your point of view. The more you hear something, the more likely it is to be true. 6\. [C**onnectives**]- that help sequence your argument like -- 'Firstly...', 'Secondly...' 7**. [Opinion as Fact]** -- writers will state their opinion as if it is fact to convince the reader of their argument. This technique persuades the reader to trust the writer and their opinion on this topic. Example: If a persuasive text discusses the topic of deforestation, the writer might say that ['deforestation is a cruel way to rid so many species of their homes']. 8\. [Facts and Statistics]- If you want to convince someone, that they should listen to you, you could use facts, reasoning, and statistics. Evidence is frequently used in persuasive text to convince the audience that the writer or company advertising to you is trustworthy and reliable. **General Specific Personal Evaluation** -It is often thought that... - According to... - In my view... - Clearly... \- Many people believe that... - To quote from x... - In my opinion -Obviously... \- Some people think that... - X makes the point that... - To my mind... - Without a \- One point of view is that\... - X draws our attention to - I personally think (that)... doubt... \- It has been claimed that... the fact that... - I personally believe (that)... - It is easy \- Current opinion suggest that... - X suggests that... - It seems to me that... to see why... **Tips for better persuasive writing:** 1. 2. 3. 4. 5. 6. 7. 8. **Persuasive Text Example:** Analysis: - - - - ***FORMATIVE ASSESSMENT 4.*** As an officer of the student body or your classroom, you need to prepare a 2-3 minutes' speech to convince your schoolmates on some school discipline. **Note**: The more facts you present, the greater the principal will consider your suggestion. Write first your viewpoint /title of your speech before making your speech. Criteria 5 4 3 2 --------------------------- ------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------- Content Content provided is focused, purposeful, and reflects clear insight and ideas Content provided is sufficient, clear but has some inconsistencies. Content provided is lacking, not very clear, and has many inconsistencies. Content provided is very lacking, unclear, and has many inconsistencies. Delivery The rate of word flow (too fast/too slow) holds the audience's attention all of the time The rate of word flow (too fast/too slow) holds the audience's attention most of the time The rate of word flow (too fast/too slow) holds the audience's attention some of the time The rate of word flow (too fast/too slow) does not hold the audience's attention any of the time REMARKS: Score:\_\_\_\_\_ **TOPIC 4.3: Non-verbal Communication** **Non-verbal communication** is a form of communication without using words, which includes the use of hand gestures, facial expressions, body movement, eye contact, and many others **Importance of Nonverbal Communication:** **Nonverbal Communication** adds value to verbal communication. It helps overcome cultural barriers and helps communicate with the nonliterate or people with a hearing disability. It also reinforces trust and credibility. **Different Forms of Non-verbal Communication:** **[1. Gestures]** -- can help express a speaker's point better. For instance, when a speaker describes something as being tall, the speaker may raise his or her hands to add emphasis to what is being spoken. \- Speaker can also use hand gestures to try to visualize the physical appearance of what he or she is describing. \- A speaker must be aware of the cultural ideas an audience may associate with gestures, he must take extra care in his or her gestures and must be sensitive enough to the reaction of his or her audience to the way he or she executes them It is a deliberate body movement because they express specific and intentional meaning. Body movements include nodding or gesturing with your hands. These common examples of body movements can convey your excitement about a conversation or topic. **[2. Eye Contact]** -- when a speaker maintains eye contact with his or her listeners, he or she gives the impression of being serious about what is being discussed. Lack of eye contact on the part of the speaker can mean several things. It could mean that the speaker is unsure of what to say or that he or she does not clearly remember what to say. It is how and how much we look at people with whom we are communicating. The way you look at someone can communicate many things, including interest, affection, hostility, or attraction. Eye contact can also maintain the flow of conversation and for gauging the other person's interest and response. Ex. Those who avoid eye contact are often perceived as shy or less confident. **[3. Posture]** -- Good posture is beneficial not only for health reasons but also for relating to others when speaking. In some cultures, there are postures that are unacceptable because they seem to be too relaxed when the setting calls for seriousness. Consider how your perceptions of people are affected by the way they sit, walk, stand, or hold their head. The way you move and carry your self-communicates a wealth of information to the world. The way you sit or stand and how open your body is to others around you communicates a lot about your attitude and emotional state. **[4. Facial Expression]** -- A speaker's facial expression must match the topic of discussion. The amount and extent of facial expression depends on how academic, informal, or dramatic the speech situation is. A more personal, informal and dramatic speech situation calls for more intense use of facial expression than in an academic speech situation. The human face is extremely expressive, able to convey countless emotions without saying a word. Facial expressions are one of the main indicators of someone's attitude. The expressions for happiness, sadness, anger, surprise, fear, and disgust are the same across cultures. An emotional expression like frown or smile can be hard to consciously control. Ex. A smile makes any situation easier to handle. **[5. Proxemics]** -- The use of space in communication is called proxemics. Speakers must make use of the space around them properly. This is also the measure of physical distance between people when they communicate. This expresses the degree of intimacy and individual acceptance. ***Let's Practice***: **Identify what [type of nonverbal communication] is used in the different situation.** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10\. A frowning face expresses disapproval.