THIRD YEAR ENGLISH
LITERARY EXPRESSIONS
MODULE 2 — SINGLING OUT DEVICES
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts, activities and competencies in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your particular context.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative purposes i.e. as measures of student performance. It is important that your students know what they will be assessed on.
Stages of Learning
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
This stage helps students recall their knowledge of figurative language through the lyrics of the song “
If
” by the Bread. The lyrics of the song contain images which describe something through the use of unusual comparisons, for effect, interest, and to make things clearer through the creation of these interesting images. Moreover, they will also express their opinions about the melody, rhythm, and lyrics of the song.Strategy
Brainstorming is one strategy which elicits different ideas on their background knowledge of the topic. This knowledge will help them connect the new concepts of the topic. In employing the Brainstorming Strategy, the teacher should emphasize the rules on brainstorming.
It is a process used for generating ideas. Participants brainstorm ideas which are recorded. These are the rules in brainstorming :
• Quantity not quality
• Be free-wheeling, anything goes
• Hitch-hiking on other's ideas is to be encouraged
• No criticism is allowed (positive or negative comments to be avoided) • Writer must write as said – no paraphrasing
Materials
• Student Activity 1 “If” on page 14 • highlighter pen
• marking pens • meta cards
Activity 1“If” We Sing
How to do the activity:
Let the students sing along with the tape. Please refer to Student Activity 1 “If” on page 14 for the lyrics of the song. If there is no tape available, students can recite or read or sing the song.
After singing, ask students to express their feelings about the melody, lyrics and rhythm of the song.
Then, divide the class into groups with five members each.
Next, instruct them to underline the lyrics of the song which are expressed in a creative way i.e. words/phrases whose meaning should not to be interpreted literally or
words/phrases which show images of comparison.
Then, let the groups write these words, phrases, etc. on the meta cards. One idea per meta card.
Let them post the meta cards on the board.
Formative Assessment
Ask volunteers from each group to explain to the class the the meaning of the words and phrases they have posted on the board.
Allow other students to share ideas not mentioned by the others.
To assess learning, teacher checks the responses of the students. The groups' outputs will inform the teacher of how much knowledge his/her students have on figurative language.
Roundup
To summarize the activity, ask the students: What is the message conveyed in the song?
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview of how the learning experience will fit into the larger scheme.
Background or purpose
In Stage 1, students recalled their knowledge of figurative language through a song. It would be easier then for the teacher to connect the information with the new concepts about figurative language.
So in this stage, students will make their own examples of figurative language. In Activity 2, they will be given a card where a figurative language and its definition is written. Then, in their group they will discuss the meaning and then give examples of it.
Figurative language (also known as figure of speech) is a word or phrase that departs from everyday literal language for the sake of comparison, emphasis, clarity or freshness.
In figurative language, words are used to express more than their dictionary meanings. Its meaning is not intended to be interpreted in a literal sense.
Examples of Figurative Language:
1. Simile – the comparison of two different things that have some common quality. The word as or like is used to show comparison or the use of as + adjective + as. He is as obedient as a puppet.
He shall be like a tree planted by rivers of waters.
2. Metaphor – the direct comparison of two unlike objects. The word like or as is not used.
Life is a sheet of white paper. Whereon each one of us must write. The question of federal aid to education is a bramble patch.
3. Personification– the attribution of human qualities to an inanimate object.
4. Hyperbole – an exaggeration used to make or reinforce a point.
His smile enchants a million ladies.
The cities are great, and walled up to heaven.
5. Metonymy - a name of a thing is substituted for another things by which it is usually associated.
The grave cannot praise you. We study Shakespeare today.
6. Synecdoche – the whole of something is used to mean a part of it, or a part of something is used to mean the whole.
The poor woman has ten hungry mouths to feed. A land flowing with milk and honey.
7. Apostrophe– the direct address of an abstract quality, object or an absent person.
O Liberty! O Liberty! What crimes are committed in thy name!
8. Irony – the poet says one thing and means another. It is a “ridicule in the guise of a compliment.”
Your father will surely like your report card – all in technicolor.
Strategy
Card Cluster is a strategy which involves collecting information/ideas in an organized visual form.
How to do the activity:
• Ask participants to write their responses on the meta card • Let them write one idea per card
• Allow them to work as individuals or groups • Instruct them to write clearly
• Clusters the cards according to the participants responses • Avoid over clustering the meta cards
• Explain the idea of each cluster clearly
Materials
• strips of Figurative Language on page 15 • meta cards, marking pens
• masking tapes
Activity 2 Figure It!
How to do the activity:Teacher divides the class into eight groups. Each group will choose a leader and a secretary.
Instruct the groups to brainstorm ideas of what the definition means. Then, they will make five examples of the figurative language device and write them on the meta cards.
Let the students post on the board the figurativelanguagestrip in one column, and the meta cards where they have written their examples in another column.
Formative Assessment
Students' learning can be assessed through their outputs.
Roundup
Ask the reporter of each group to share what they have discussed and explain their examples to the class.
3. Learning activity sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
In this stage, students will read a story. The story of Pyramus and Thisbe is a tragic story of love. Edith Hamilton translated the story so creatively with the use of different figurative language devices to describe feelings and events in the story. The use of different types of figurative language made the story more interesting and developed creative imagination among readers.
In this activity, students will be engaged in an interactive reading where they will make predictions/guesses of what will happen in the succeeding events of the story. Moreover, they will pick out the figurative language found in the story and will give their meaning.
It is very important for teachers to process some sensitive issues in the story but remember, not the value of the teacher should dominate but if there are some key Filipino values, they need to be foregrounded. The teacher is just a facilitator of learning and should encourage participation.
There are two activities in this stage.
Strategy
Directed Reading - Thinking Activity(DRTA) is a strategy which begins with a very open-ended questions and different/conflicting responses of the readers but moves towards more accurate predictions and text based inferences as they (readers) acquire information from reading.
Materials
• Teacher Resource Material 2 on page 17
• Reading Text “Pyramus and Thisbe” divided into parts on page 18
Activity 3 Unlocking of Difficult Words through Context Clues
In reading the text, students will encounter some unfamiliar words. One way of getting the meaning of unfamiliar words is through Context Clues. This is done by studying the other words in the sentence to help you understand the unfamiliar words.
crack mourn hideout morning dew satisfy robe
1. In the wall was a little chink where he could see who was inside the other house. 2. The couple lament because of the death of their new born baby.
3. The horse came to slake his thirst in the spring. 4. We can protect ourselves from cold by wearing a cloak
5. After classes, we meet in our favorite tryst. 6. The sun's rays had dried the hoarfrost on the grass.
Activity 4
Chunking and Predicting1. Divide the class into ten groups. Each group will read an assigned portion of the story aloud. But they should wait until the teacher tells them to read their part. 2. Show the class a picture. Refer to Teacher Resource Material 2 on page 17.
Let the students answer the following questions by merely looking at the picture:
What is the title of the story? Why do you think so? Where and when did the story happen? How did you know? What do you think is the story all about? Why do you think so?
3. Then the first group reads the title and the first paragraph of the story. 4. Students make guesses/predictions.
5. Another group reads the next paragraph that either proves or disproves predictions/guesses made.
6. Continue the process until the last part of the story.
7. Please refer to the chunked segments of the story “Pyramus and Thisbe”. Please refer to Reading Text on page 18.
Formative Assessment
Comprehension is checked after every segment of the story. These are the key questions asked:
1. What do you think will happen next? 2. Why do you think so?
3. What else might happen? 4. What has happened?
5. What did your predictions turn out?
Roundup
To roundup, ask the students to express their opinion about how the lovers ended their lives for love. Were they right in doing so? If you were Pyramus or Thisbe what would you have done instead?
Note:
4. Check for Understanding of the topic or skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
In this stage, students will be engaged in different activities such as employing communicative and non-communicative strategies for the teacher to check if they have understood the story and the concept of using figurative language.
The use of non-verbal communication strategies such as graphic organizers like the
Concept Web and Venn Diagram will help students organize ideas visually. With the Venn Diagram, students will compare, contrast and find commonalities of things and people in the story. The Concept Web will help students organize their ideas by identifying the figurative language found in the story and their meaning.
Materials
• Student Activity 5A on page 21 • Student Activity 5B on page 22 • Student Activity 5C on page 23 • Student Activity 5D on page 24
• Student Activity 6 “That's My Word. It's Final”. on page 25 • flip charts, marking pens, and masking tapes
Strategies
Non-Verbal Communication:
Venn Diagram is a strategy used to compare and contrast two objects wherein similarities are written in the space where two circles overlap. The differences of the two are written in the remaining space in each circle.
Concept Web is useful for generating ideas and concepts that have topics and subtopics, or themes and minor themes.
Verbal Communication:
Final Word Protocol is a strategy which encourages discussion of the content of issues. Each member of the group is given the opportunity to talk about what they personally think and feel about an issue. The protocol permits each member to speak without being interrupted. It also ensures that everybody has the time to talk and discussion is not dominated by the few.
Activity 5
Non-verbal RepresentationsDivide the class into four groups. Let each group get one task card.
Task 1. Fill in the Concept Web by identifying the different figurative language found in paragraphs 1 – 5 and give its figurative meaning.
Show the group what a Concept Web looks like. Refer to Student Activity 5A on page 21. Task 2. Fill in the Concept Web by identifying the different figurative language found in paragraphs 6 – 10 and give its figurative meaning.
Task 3. Fill in the Venn Diagram by comparing and contrasting the characteristics, attitudes, and roles of the CHINK and the PARENTS of Pyramus and Thisbe in relation to the love of Pyramus and Thisbe. Refer to Student Activity 5C on page 23.
Task 4. Fill in the Venn Diagram by comparing and contrasting the characteristics,
attitudes, and roles of the SWORD and the LIONESS in relation to the love of Pyramus and Thisbe. Refer to Student Activity 5D on page 24.
Remind the students to work cooperatively and collaboratively as a group. Ask reporters of each group to present their output.
Ask students to share with the class additional figurative language not mentioned in the group presentations.
Activity 6
“That's My Word. It's Final”In this activity, students interpret, explain and react to the figurative language used by the writer in the story. With the use of the Final Word Protocol strategy, students will share with the group the figurative language which struck him/her most. It will also give students the opportunity to utilize and express emotional reactions as to what is explicitly and implicitly stated in the text.
How to do the activity:
1. Form groups of five members each.
2. The students in each group will read again the text silently. Please see Student Activity 6 That's My Word. It's Final.” on page 25 for the copy of the story. Then students will highlight/underline the figurative language which struck them most. 3. The first person in the group reads out the figurative language he/she has chosen,
explains why he/she has selected it and interpret its meaning. ( 1 minute for each member)
4. Proceeding to the members in the circle, each member of the group responds briefly; positively or negatively to what the first person has explained.
5. Then, the first person has the “final word” to respond to what was said. (1 minute)
6. The second person in the group reads out his/her chosen figurative language, explains why he/she has selected it and interpret its meaning.
7. Continue the process until all members had his turn.
Formative Assessment
Student's learning is assessed through observation. The teacher observes and makes written notes about student's comments and insights.
Roundup
Teacher can ask the students the following questions:
1. What is the message of the story?
2. Why do you think the writer used figurative language in conveying his message? 3. If you were the writer of the story, would you also use figurative language in
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
In this stage, students will apply what they have learned in a different learning situation. Figurative language can be used in real life and people use them everyday in their own native tongue. In this activity, students will be given different situations where they will use figurative language in expressing their feelings.
Strategy
Simulation is a strategy of using natural activities to take on a role play for the purpose of exploring real-life situations.
Materials
• Criteria for Group Presentation -TRM 3 on page 27
Activity 7 My Scene
How to do activity:1. Divide the class into four groups.
2. Explain to the class the mechanics of the activity.
Each group chooses a stage director and the rest of the members will be the performers/props.
The group Director will assign a character for each member. Others can act as props. They must act their part.
The speaking scenes should include the use of different figurative languages in the words they say to describe how they feel about the situation.
Performers will do the scene in 8 minutes.
Then the director will say FREEZE! And all performers will freeze in a gesture which will convey a message of the scene.
3. Now, let each group choose one of the following scenes to be presented.
Task 1. Pyramus courting Thisbe
Task 2. Pyramus and Thisbe whispering on the wall expressing their love for one another.
Task 3. Thisbe's mother discouraging her love for Pyramus. Task 4. Thisbe expressing her grief beside Pyramus' dead body.
Formative Assessment
Teacher evaluates students' performance using the Criteria for Group Presentation -TRM 3 on page 27.
Roundup
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
As this stage brings the series of lessons to an end, students will express in writing their feelings of satisfaction or dissatisfaction of what the lover did to end their lives because of love. Other students may find it the right solution and others may not. Their opinions will depend upon their values and the experiences. In this activity, the teacher will discover more of his students' values, attitudes and past experiences.
There are different ways of expressing one's appreciation or disappointment. One uses exclamatory sentences which begins with either how or what. Other expressions are simply adjectives said in an interested voice or in rhetorical questions. Questions which do not need answers.
Examples:
1. How embarrassed we were with what you have done! 2. My goodness! You should have not done that!
Strategy
Letter Writing
Letters remain hugely important in our everyday lives. People still feel the need to have something confirmed in writing and a letter can add all the important personal touch. Letter writing is a strategy which allows students to write their thoughts in an organized form while the writer can also carefully observe the sentence structure and grammar.
Materials
• Student Activity 8 Straight From the Heart on page 28 • Rubric for Letter Writing on page 29
Activity 8
Straight from the Heart
Let the students pretend to be a friend of Pyramus or Thisbe. Then, ask them to write a letter to their friend and express satisfaction or dissatisfaction of what they (the lovers) have done to their lives.
Students can write their letter using Student Activity 8 Straight From the Heart on page 28.
Explain to the class the Rubric for Letter Writing on page 29.
Formative Assessment
Ask the students to share with the class what they have written.
Roundup
To end the lesson, the teacher can ask this question: “If you were the writer, how would you end the story. Why?”
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
Student Activity 1
“If”
If a picture paints a thousand words
Then why can't I paint you
The words will never show
The you I've come to know
If a face could launch a thousand
ships
Then where am I to go
There's no one home but you
You're all that's left me to
And when my love for life is running
dry
You've come and pour yourself on
me
If a man could be in two places
At one time I'll be with you
Tomorrow and today
Beside you all the way
If the world should stop revolving;
Spinning slowly down to die
I'll spent the end with you
And when the world was through
Then one by one the stars would all
go out;
Then you and I woulld simply fly
away.
Teacher Resource Material 1
Figurative Language
Hyperbole is an exaggeration used to make or
reinforce a point.
His smile enchants a million ladies.
The cities are great and walled up to heaven.
Metonymy is a name of a thing substituted for
another thing by which it is usually associated.
We study Shakespeare today.
The grave cannot praise you.
Synedoche
is when the whole of something is used
to mean a part of it, or a part of something is used
to mean the whole.
The poor woman has ten hungry mouths to feed.
A land flowing with milk and honey.
Apostrophe
is the direct address of an abstract
quality, object or an absent person.
Simile
is the comparison of two different things
that have some common quality.
The word
as
or
like
is used to show comparison
.
He is as obedient as a puppet.
He shall be like a tree planted by rivers of waters
Metaphor is
the direct comparison of two unlike
objects. The word
like
or
as
is not used.
Life is a sheet of white paper. Whereon each
one of us must write.
Personification
is the attribution of human
qualities to an inanimate object.
Conscience whispered in his ear.
The land mourns – the oil languishes.
Irony
is when the poet says one thing and means
another.
It is a “ridicule in the guise of compliment.”
Teacher Resource Material 2
Reading Text
Pyramus and Thisbe
Adapted from : Mythology Timeless Tales of Gods and Heroes by: Edith Hamilton 1999
Once upon a time the deep red berries of the mulberry trees were white as
snow. The change in color came about strangely and sadly. The death of two
young lovers was the cause.
STOP. Make Predictions.
What do you think was the cause of their death?
Pyramus and Thisbe, he the most beautiful youth and she the loveliest maiden of
all the East, lived in Babylon, the city of Queen Semiramis, in houses so close
together that one wall was common to both. Growing up thus side by side they
learned to love each other. They longed to marry, but their parents forbade.
Love, however, cannot be forbidden. The more that flame is covered up, the
hotter it burns. Also, love can always find a way. It was impossible that these
two whose hearts were on fire should be kept apart.
STOP. Prove predictions.
What do you think will the lovers do?
Why do you think so?
In the wall both houses shared there was a little chink. No one before had
noticed it, but there is nothing a lover does not notice. Our two young people
discovered it and through it they were able to whisper sweetly back and forth.
Thisbe on one side, Pyramus on the other. The hateful wall that separated them
had become their means of reaching each other. “But for you we could touch,
kiss,” they would say. “But at least you let us speak together. You give a passage
for loving words to reach loving ears. We are not ungrateful.” So they would
talk, and as night came on and they must part, each would press on the wall
kisses that could not go through to the lips on the other side.
STOP. Prove predictions.
Can the lovers endure this situation?
Every morning when the dawn had put out the stars, and the sun's rays had dried
the hoarfrost on the grass, they would steal to the crack and, standing there,
now utter
words of burning love and lament their hard fate, but always in softest
whispers. Finally, a day came when they could endure no longer. They decided
that that very night they would try to slip away and steal out through the city
into the open country where at last they could be together in freedom. They
agreed to meet at a well-known place, the Tomb of Ninus, under a tree there, a
tall mulberry full of snow-white berries, near which is a cool spring bubbles up.
The plan pleased them and it seemed to them the day would never end.
STOP. Prove predictions.
Would their plan succeed?
Why do you think so?
At least the sun sank into the sea and the night rose. In the darkness Thisbe
crept out and made her way in all secrecy to the tomb. Pyramus had not come;
still she waited for him, her love making her bold. But all of a sudden she saw by
the light of the moon a lioness. The fierce beast had made a kill; her jaws were
bloody and she was coming to slake her thirst in the spring. She was still far
away for Thisbe to escape, but as she fled she dropped her cloak. The lioness
came upon it on her way back to her lair and she mouthed it and tore if before
disappearing into the woods.
STOP. Prove prediction.
Did Pyramus arrive?
What did he see?
Why do you think so?
That is what Pyramus saw when he appeared a few minutes later. Before him lay
the bloodstained shreds of the cloak and clear in the dust were the tracks of the
lioness. The conclusion was inevitable. He never doubted that he knew all.
Thisbe was dead. He had let his love, a tender maiden, come alone to a place
full of danger, and not been there first to protect her.
STOP. Prove predictions.
What will Pyramus do?
“It is I who killed you,” he said He lifted up from the trampled dust what was
left of the cloak and kissing it again and again carried it to the mulberry tree.
“Now,” he said, “you shall drink my blood too.” He drew his sword and plunged
it into his side. The blood spurted up over the berries and dyed them a dark red.
STOP. Prove predictions.
Will Thisbe come back?
Why do you think so?
Thisbe, although terrified of the lioness, was still more afraid to fail her lover.
She ventured to go back to the tree of the tryst, the mulberry with shinning
white fruit. She could not find it. A tree was there but not one gleam of white
was on the branches. As she stared at it, something moved on the ground
beneath. She started back shuddering. But in a moment, peering through the
shadows, she saw what was there. It was Pyramus, bathed in blood and dying.
She flew to him and threw her arms around him. She kissed his cold lips and
begged him to look at her, to speak to her. “It is I, your Thisbe, your dearest,”
she cried to him. At the sound of her name, he opened his heavy eyes for one
look. Then death closed them.
STOP. Prove predictions.
What will Thisbe do?
Why do you think so?
She saw his sword fallen from his hand and beside it her cloak stained and torn.
She understood all. “Your own hand killed you,” she said, “and your love for me.
I too can be brave I too can love. Only death would have the power to separate
us. It shall not have that power now.” She plunged into her heart the sword that
was still wet with his life's blood.
STOP. Prove predictions.
Will they come back to life?
Why do you think so?
Student Activity 5A
Non-Verbal Representation
Task 1. Fill in the concept web with the figurative language
found in paragraphs 1 – 5 and give its figurative meaning.
Additional circles can be added if necessary.
PYRAMUS
&
THISBE
PYRAMUS
&
THISBE
FIGURATIVE
LANGUAGE
FIGURATIVE
LANGUAGE
FIGURATIVE
MEANING
FIGURATIVE
MEANING
sunset;
dusk
Student Activity 5B
Non-Verbal Representation
Task 2. Fill in the Concept Web with the figurative language found in
paragraphs 6 – 9 and write its figurative meaning.
Figurative
Language
Figurative
Language
Figurative
Meaning
Figurative
Meaning
death closed
his eyes
Student Activity 5C
Non-verbal Representation
Task 3. Fill in the Venn Diagram by comparing and contrasting
the characteristics, attitudes and roles of the
CHINK
and the
PARENTS of Pyramus and Thisbe
in
relation to their love.
CHINK
PARENTS
OF
Student Activity 5D
Non-verbal Representation
Task 4. Fill in the Venn Diagram by comparing and contrasting
the characteristics and the roles of the
LIONESS
and the
SWORD
in relation to the love
of Pyramus and Thisbe.
LIONESS
Student Activity 6
“That's My Word. It's Final.”
Pyramus and Thisbe
Once upon a time the deep red berries of the mulberry trees were white as snow. The change in color came about strangely and sadly. The death of two young lovers was the cause.
Pyramus and Thisbe, he, the most beautiful youth and she, the loveliest maiden of all the East, lived in Babylon, the city of Queen Semiramis, in houses so close together that one wall was common to both. Growing up thus side by side they learned to love each other. They longed to marry, but their parents forbade. Love, however, cannot be forbidden. The more that flame is covered up, the hotter it burns. Also, love can always find a way. It was impossible that these two whose hearts were on fire should be kept apart. In the wall both houses shared there was a little chink. No one before had noticed it, but there is nothing a lover does not notice. Our two young people discovered it and through it they were able to whisper sweetly back and forth. Thisbe on one side, Pyramus on the other. The hateful wall that separated them had become their means of reaching each other. “But for you we could touch, kiss,” they would say. “But at least you let us speak together. You give a passage for loving words to reach loving ears. We are not ungrateful.” So they would talk, and as night came on and they must part, each would press on the wall kisses that could not go through to the lips on the other side.
Every morning when the dawn had put out the stars, and the sun's rays had dried the hoarfrost on the grass, they would steal to the crack and, standing there, now utter words of burning love and lament their hard fate, but always in softest whispers. Finally, a day came when they could endure no longer. They decided that that very night they would try to slip away and steal out through the city into the open country where at last they could be together in freedom. They agreed to meet at a well-known place, the Tomb of Ninus, under a tree there, a tall mulberry full of snow-white berries, near which is a cool spring bubbles up. The plan pleased them and it seemed to them the day would never end.
At last the sun sank into the sea and the night rose. In the darkness Thisbe crept out and made her way in all secrecy to the tomb. Pyramus had not come; still she waited for him, her love making her bold. But of a sudden she saw by the light of the moon a lioness. The fierce beast had made a kill; her jaws were bloody and she was coming to slake her thirst in the spring. She was still far away for Thisbe to escape, but as she fled she dropped her cloak. The lioness came upon it on her way back to her lair ans she mouthed it and tore if before disappearing into the woods. That is what Pyramus saw when he appeared a few minutes later. Before him lay the bloodstained shreds of the cloak and clear in the dust were the tracks of the lioness. The conclusion was inevitable. He never doubted that he knew all. Thisbe was dead. He had let his love, a tender maiden, come alone to a place full of danger, and not been there first to protect her.
“It is I who killed you,” he said. He lifted up from the trampled dust what was left of the cloak and kissing it again and again carried it to the mulberry tree. “Now,” he said, “you shall drink my blood too.” He drew his sword and plunged it into his side. The blood spurted up over the berries and dyed them a dark red.
Thisbe, although terrified of the lioness, was still more afraid to fail her lover. She ventured to go back to the tree of the tryst, the mulberry with shining white fruit. She could not find it. A tree was there but not one gleam of white was on the branches. As she stared at it, something moved on the ground beneath. She started back shuddering. But in a moment, peering through the shadows, she saw what was there. It was Pyramus, bathed in blood and dying. She flew to him and threw her arms around him. She kissed his cold lips and begged him to look at her, to speak to her. “It is I, your Thisbe, your dearest,” she cried to him. At the sound of her name, he opened his heavy eyes for one look. Then death closed them.
She saw his sword fallen from his hand and beside it her cloak stained and torn. She understood all. “Your own hand killed you,” she said, “and your love for me. I too can be brave I too can love. Only death would have the power to separate us. It shall not have that power now.” She plunged into her heart the sword that was still wet with his life's blood.
The gods were pitiful at the end, and the lovers' parents too. The deep red fruit of the mulberry is the everlasting memorial of these lover, and one urn holds the ashes of the two whom not even death could part.
Source:
Teacher Resource Material 3
Criteria for Group Presentation
Points
4 Excellent
3 Very Good
2 Fair
1 Needs Improvement
Total
Participation
Members of the group participated.
Content knowledge
Students displayed understanding of the concepts of the story.
Delivery / Self Confidence
The delivery was spontaneous.
Creativity
Students expressed creativity in their
presentation.
Message
The picture conveyed a message.
Different Figurative
Different figurative language devices were used in expressing their
ideas.
Student Activity 8
Straight from the Heart
Teacher Resource Material 4
Criteria for Letter Writing
Points
3
2
1
TOTAL
Structure
All parts of the
letter were
included.
At least three
parts of the
letter were
included.
At least two
parts of the
letter were
included.
____
Content
The stand of the
writer is clearly
stated.
The stand of
the speaker is
not clearly
stated.
The stand of
the speaker is
not stated.
____
Use of
figurative
language
devices
The letter
contains at least
4 or more
figurative
language
devices.
The letter
contains at
least 2-3
figurative
language
devices.
The letter
contains at
least one
figurative
language
device.
____
Legibility
Legible
handwriting,
typing, or
printing
Marginally
legible
handwriting,
typing, or
printing
Writing is not
legible.
____
Mechanics
and Grammar
Letter has no
error in
punctuation,
capitalization,
and spelling.
Letter has at
least 1 - 4
errors in
punctuation,
capitalization,
and spelling.
Letter has 5 or
more errors in
punctuation,
capitalization,
and spelling.
____
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
