English: Quarter 2 - Module 2

10
English
Quarter 2 – Module 2
Literature of the Ancient Rome:

Petrarch’s Canzoniere
English – Grade 10
Alternative Delivery Mode
First Edition, 2020
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10
English

Petrarch’s Canzoniere
Introductory Message
For the facilitator:
This module serves as a learning aid that you could use with the learner,
who for some unavoidable circumstances, is not able to interact in the regular
classroom learning activities.
Your task is to ensure that the learner goes through the entire process of
this module. The presentation of each lesson is written in a conversational manner
which allows the learner to interact with the material by him/herself.
Please remind the learners to use separate sheets of paper for their answers
in all activities and avoid unnecessary marks on any pages of the material. The
learner should check his/her answers accurately and honestly using the Key to
Correction found at the back page.
For the learner:
Welcome to Quarter 1 Module 1!
This module is designed to help you facilitate your learning in English

independently. It aims to develop your oral and written language skills through the
lessons and activities provided in this material. Before you start using this module,
it is necessary for you to familiarize yourself first with the different parts of this
learning material.
The different parts of this module are presented using the following
headings. Familiarize yourself with these headings so that you would know what to
do in each part.
What I Need to Know

This part presents the objectives. It also states the specific competencies
that should be developed after going through the entire module.
What I Know
This part includes the pre-assessment. It enables you and the facilitator
figure out the amount of knowledge that you already have regarding the
lessons in this module.
What’s In
This part includes lessons and activities from the previous module that serve
as review and prerequisite to the skills to be developed in this module.
What’s New
This part contains lesson and activities that aim to develop your vocabulary
building skills that is the first target competency.
What It Is
4
This part contains lessons and activities that aim to develop your reading
and comprehension skills of literary pieces that is the second target
competency.
What’s More
This part contains lessons and activities that aim to develop your grammar
and language skills that is the third target competency.
What I Have Learned

This part is the generalization. It allows you to process what you learned in
this material specifically on the Grammar lesson.
What I Can Do
This part contains activities where you can apply your learnings into
practical and real-life situations.
Post-Assessment
This part is similar to the pre-test. It determines how much you learn from
the lessons and whether you are able to develop the target competencies of
this module.
Additional Activities
This part provides you additional activities that allow you to explore other
exercises related to the lessons presented in this module.
Answer Key
This part contains the answers or possible answers to all the activities in
this module. This provides you opportunity to correct your own work at your
own pace. If you are able to answer all items correctly, you may proceed
immediately to the next learning activities. However, if you missed most of
the items in an activity, you may need to review the concept notes with the
help of the facilitator.
5
What I Need to Know
This module was designed and written with you in mind. It is here to help you
express ideas logically and critically in oral and written forms and demonstrate
interest in reading to meet your various needs. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using. The module is divided
into three parts:
 Part 1 – Vocabulary
 Part 2 – Literature
 Part 3 – Grammar
After going through this module, you are expected to:

1. Give technical and operational definition
2. Explain how the elements specific to a genre contribute to the theme of a
particular literary selection
3. Explain the literary devices used
4. Use words and expressions that affirm or negate
6
What I Know
General Directions: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. The English called him as the “Greatest Italian poet” of the 14 th

century.
a. John Gower c. Francesco Petrarch
b. Guillaume de Machaut d. Dante Alghieri
2. Below are affirmative expressions, except one.
a. Definitely c. That is indeed great
b. Pardon me, but… d. Certainly
3. Identify the affirmative expression below.
a. Exactly c. Pardon me, but…
b. You have a good point, but… d. I think it is better if…
4. It is a collection of poems by Petrarch.
a. Canzoniere c. Inferno
b. Song of Roland d. Sonnet XVIII
5. The ladylove of Petrarch to whom the poem is dedicated to.
a. Venus c. Jove
b. Laura d. Danaea
6. The recurring of words, phrases, lines and stanzas in a poem.
a. Repetition c. Rhyme Scheme
b. Rhyme d. Onomatopoeia
7. The sequence in which the rhyme occurs.
8. The use of words which imitate sound.
9. The repetition of initial consonant sounds.
a. Alliteration d. Onomatopoeia
b. Assonance d. Rhyme
10. The repetition of vowel sounds.
a. Alliteration c. Onomatopoeia
7
For numbers 11-15, identify the type of sound device used for each item.
11. “A single swan, swinging, sleek as a sequin.”

12. “The bat was blunt and flat”
13. “And so, all the night-tide, I lie down by the side.”
14. “For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west”
15. “Peter Piper picked a peck of pickled peppers.”
8
Lesson
1 Petrarch’s Canzoniere
What’s In
By nature, we are social creatures and it makes sense that relationships are central to
our happiness – the survival and evolution of the human race depend on it!
Our need to feel connected to other people – to love and be loved, and to care and be
cared for – is a fundamental human need.
Task 1. Love is in the Air
Instructions: Below are photos from different Philippine Telenovelas. Match

the description of the characters to its appropriate photo. Use a separate
sheet of paper for your answers.
1.
A. The story revolves around lovers

Yna Macaspac and Angelo
Buenavista. Unbeknownst to them,
their love story started 20 years
earlier between Amor de Jesús and
Eduardo Buenavista. Unfortunately,
Amor and Eduardo's love will be
destroyed because of greed,
ambition, and lies. Amor returns to
the Philippines as Amor Powers and
vows revenge on the Buenavista
family which will hurt her biological
daughter, Yna, in the process.
Source:
Meanwhile, Madam Claudia,
https://en.wikipedia.org/wiki/Maging_Sino_Ka_Man
Angelo's mother, will do anything to
destroy Yna and Angelo's
relationship and make Yna's life a
nightmare
9
2.
B. A soap opera that tackles

intricate filial relationships among
the elite and the poor and how
the social economic classes
respond to each other, longing for
love and justice. It revolves
around the lives of four main
characters (Eli, Jackie, Celine,
and JB) who each are searching
for purpose, freedom, and
happiness.
Eli is a hard-working guy who
comes from a poor family. He
believes that love can surpass
every challenge that may come
his way, even his stature in life.
An accident and a brutal
discovery lead him to taking back
what was originally his.
Source:
https://en.wikipedia.org/wiki/On_the_Wings_of_Love
_(TV_series)
3.
C. Leah Olivar grew up in a very

poor, but happy family. When she
was 12 years old, her mother
Rona goes to the United States to
work for their family's better
future. Life eventually becomes
better for Leah, her sister, Tiffany,
and their father, Sol. However, a
tragedy changes their lives
What’s New
forever. For Leah, Rona's death
creates a desire for her to go to
the America and fulfill her
mother's "American dream".
Source:
https://en.wikipedia.org/wiki/Pangako_Sa_%27Yo
10
Task 2
A. Instruction: Choose the answer which best expresses the meaning of

the italicized word.
1. I was at last tangled in the web of lies that he had told to everyone.
a. detach c. disengage
b. clear d. aware
2. I had love’s tinder heaped within my breast.

a. restrain c. subdue
b. excitement d. tamed
3. The suave gentleman was a great favorite of the elegant ladies who
attended parties at the embassy.
a. sophisticated c. uneasy
b. awkward d. rustic
4. The miser liked to sit and play with his money.

a. prodigal c. thief
b. spender d. squanderer
5. The lady soon grew weary of waiting for the man of her dream.
a. fascinated c. amused
b. tired d. thrilled
6. This latest setback has brought her to the depths of despair.

a. blissfulness c. gladness
b. optimism d. hopelessness
7. We spent a relaxing sojourn in her friend’s summer home.

a. visit c. reside
b. abide d. dwell
8. We all have wandered from the path of righteousness at least once in

our lives.
a. regret c. break from
b. stayed d. forgive
9. She was furious with them for telling an exaggerated story.

a. calm c. angry
11
b. satisfied d. tolerant
10. She seemed divine to those dreary folks.

a. sad c. joyous
b. merrily d. comforting
Operational Definition - It is used to define something in terms of process

needed to determine its existence, duration and quantity.
Example: Weight is the numbers that appear when the object placed on a
weighing scale.
Technical Definition - is defining terms in a particular subject or special

field.
Example: Weight of an object is usually taken to be the force on the object
due to gravity. (in science and engineering)
B. Instructions: The following terms are used in Petrarch’s “Canzoniere”.

In a separate sheet of paper, define these terms operationally and
technically.
Term Operational Definition Technical Definition
1. tinder
2. bow
3. Venus
What is It
The theme “being sensitive to others” means understanding human

being’s joys, pains, and complex situations. Being sensitive is when we
understand other people without bias or prejudice.
Love is a predominant theme 12 in different kinds of art including
poetry. It is a central aspect in human life as people were sensitive in
striving to find or give love. In treating the theme of love, different poets
have attempted to balance between physical and spiritual aspects of love.
Thoughts to Ponder
 Before you start reading, think about this: How would you describe
someone you are passionately in love with?
 Here is the poem from Petrarch’s “Canzoniere”. Read and enjoy the
rhyme and rhythm as you discover the message of poem.
LAURA
Translated by Morris Bishop
She used to let her golden hair fly free

For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
(Seldom they shine so now.) I used to see
Pity look out of those deep eyes on me.
(“It was false pity,” you would now protest)
I had love’s tinder heaped within my breast;
What wonder that the flame burned furiously?
She did not walk in any mortal way,
But with angelic progress; when she spoke,
Unearthly voices sang in unison.
She seemed divine among the dreary folk
O earth. You say she is not so today?
Well, though the bow’s unbent, the wound bleeds on.
13
Source: “Celebrating Diversity through World Literature”, page 171
Task 3 Getting the Message

A. Instructions: In a separate sheet of paper, answer the questions
about the three poems.
Laura
1. In the poem “Laura”, what lines best describe Laura?
2. What are the common details the speaker remembers about Laura?
3. What does the speaker mean about the line, “She did not walk in
any mortal way”?

Poetry is a special form of writing that allow us to express ideas,
emotions, or experiences
Here are common directlyused
sound devices through words in verse. It is probably
in Poetry.
the most artistic of all genres of writing because of the combination of:
Sound Devices in Poetry
a. Rhythm
b. Sound
1. Alliteration devices
- The repetition of initial consonant sounds.
Ex. From somewhere far beyond, the flag of fate's caprice unfurled
Some poets use sound devices as a strategy to create an
2. Assonance - Theresponse
emotional repetitionto
of vowel sounds. and/or reader. Sound
the listener
devices are fade
Ex. date and special tools the poet can use to create certain
(eɪ sound)
effects in the poem to convey and reinforce meaning through
3. Onomatopoeia
sound. - The use of words which imitate sound.
Ex. shhh! – whispering sound;
buzzzz – buzzing sound of bees
4. Rhyme - The similarity of ending sounds existing between two words.
Ex. For the wind to toy and tangle
14 and molest;
Her eyes were brighter than the radiant west
5. Rhyme Scheme - The sequence in which the rhyme occurs. The first
B. Instructions: Reread the poem “Laura” and enjoy the sound devices
used in the poem. In a separate sheet of paper answer the following
questions below.
1. How many lines are there in the poem?

2. Identify examples of sound devices used in the poem.
3. How do sound devices contribute to the overall beauty of the
poem?
4. Would the poem attract listeners if the sound devices were not
used? Why?
15
What’s More
One of the most important way to communicate yourself to your

loved ones is through the use of affirmations and negations. You should
not sit and be silently mad at people because they have crossed
boundaries you never expressed.
Your boundaries, needs and desires are a reflection of who you are
and your character. Therefore, you should find effective means to
communicate who you are to people who matter. In light with this, the
importance of using affirmations and negations can help you save the
day.
Here are Frequently used Adverbs of Affirmation and Negations:
Adverb of Affirmation: It is an adverb which is used in the sentence to

affirm it was true. Generally, these adverbs are used to answer the
questions raised by others.
They are: absolutely, affirmatively, all right, alright, assertedly,
certainly, clearly, definitely, doubtlessly, exactly, obviously, positively,
really, surely, truly, undoubtedly.
Adverb of Negation: It is an adverb which is used in the sentence to

deny it as true. Generally, these adverbs are used to answer the
questions raised by others like almost, contradictory, invalidly, never, no,
not, rarely
16
A person is entitled to his own opinion. In his interaction with
others, one affirms or negates to ideas expressed for a certain motion or
issue.
Affirming expressions:
That’s right! No doubt about it. Certainly.
Task 4 Express Yourself

Instructions: Express your affirmation or negation on the following current
issues stated below. Use a separate sheet of paper for your answers.
1. Nearly 86,000 overseas Filipino workers have been granted the one-
time ₱10,000 financial assistance with the Abot Kamay Ang Pagtulong
(AKAP) program amid the coronavirus crisis, the Department of Labor
and Employment said Sunday.
2. A 69-year-old senior citizen suffered a heart attack in Cataingan,

Masbate after he went to the town hall but failed to get his family's
share under the government's social amelioration program.
17
3. Law enforcers manned checkpoints along the streets of Tondo, District
1. The area was put under a 48-hour lockdown since 5am this
Sunday, May 3 2020.
Your standpoints will be graded based on this rubric. Consequently, use this
rubric as a guide when explaining your stand and check it again before
submitting.
Exemplary Above Average Adequate Inadequate

Criteria (far exceeds (exceed (Meets (Below
standard) standard) Standard) Standard)
5 pts 3 pts
4 pts 1 pt
Writing shows Writing is Writing is Writing lacks
high degree of coherent and coherent and logical
attention to logic logically logically organization It
and reasoning of organized with organized. shows some
Organization points. Unity transitions used Some points coherence but
clearly leads the between ideas to remain ideas lack unity.
reader to the create coherence misplaced and
conclusion and stray from the
stirs thought topic.
regarding the
topic
Content indicate Content indicates Content Shows some
synthesis of original thinking indicates thinking and
ideas, in-depth and develops thinking and reasoning but
Level of analysis and ideas with reasoning most ideas are
Content evidences sufficient and applied with unoriginal
original through firm evidence. original
the support for thought on a
the topic few ideas.
Main points are Main points are Main points Main points lack
well developed well developed are present detailed
with high quality with quality with limited development.
Development and quantity supporting detail and
support. Reveals details and development.
high degree of quantity.
critical thinking.
18
What I Have Learned
Instructions: Pretend you are Petrarch with undying love for Laura. In a
separate sheet of paper, write a poem to her. Don’t forget to use sound
devices in your poem.
19
Your poem will be graded based on this rubric. Consequently, use this
rubric as a guide when writing your poem and check it again before you
submit your poem.
poem.
20
What I Can Do
Instructions: Petrarch describe Laura in a most vivid way using different

sound devices to spark interest to the readers. In a separate sheet of paper,
draw an image of your loved one. Don’t forget to describe him/her on the
space provided below. You can use sound devices to make your description
clear and vivid.
My Loved One
Description:
21
Your activity will be graded based on this rubric. Consequently, use this
rubric as a guide when doing your activity and check it again before
submitting.
Criteria 5 4 3 2 1
The Well drawn Clearly Not creative Boring

Creativity and illustration is with an drawn with but neat and and/or
originality well drawn, interesting an expected organized sloppy
unique and point-of-view point-of-view
shows a
different
point of view
Simple and Simple but A little too Complex Impossible

very easy to not easy to complex and and difficult to tell what
Simplicity understand tell what not easy to to tell what image is
what image image is tell what image is being
is being being image is being illustrated
illustrated illustrated being illustrated
illustrated
Visual Strong Good Poor Poor

elements composition composition composition composition
Quality of work well and minor and some and several and almost
composition and are elements elements elements nothing is
and design consistent are not are not are not consistent
with the consistent consistent consistent with the
descriptions with the with the with the descriptions
descriptions descriptions descriptions
22
Assessment
Instructions: Identify the type of sound device used in each number.

Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. “How much wood would a woodchuck chuck if a woodchuck could

chuck wood?”
b. Assonance d. Repetition
2. “Oh, the swinging and the ringing

of the bells, bells, bells –
Of the bells, bells, bells, bells
Bells, bells, bells –
To the rhyming and the chiming of the bells!”
3. “Fleet feet sweep by sleeping geese.

Free and easy. Make the grade.
The stony walls enclosed the holy space.”
4. “Tlot-tlot; tlot-tlot! Had they heard it? The horse hoofs ringing clear;
Tlot-tlot, tlot-tlot, in the distance? Were they deaf that they did not
hear?”
5. “I think that I shall never see

A poem lovely as a tree.
A tree that may in summer wear
A nest of robins in her hair.”
23
a. Onomatopoeia c. Alliteration
b. Repetition d. Rhyme Scheme
6. “The wild and wooly walrus waits and wonders when we will walk by.”
7. “It was many and many a year ago,

In the kingdom by the sea,
That a maiden there lived, whom you may know
By the name of Annabel Lee;
And this maiden she lived with no other thought
Than to love and be loved by me.”
8. “…on a proud round cloud in white high night…” - E. E. Cummings

9. “I made my way to the lake.”

10. “I heard a Fly buzz – when I died

The Stillness in the Room
Was like the Stillness in the Air
Between the Heaves of Storm”
11. “Hark, hark!

Bow-wow.
The watch-dogs bark!
Bow-wow.
Hark, hark! I hear
The strain of strutting chanticleer
Cry, ‘cock-a-diddle-dow!”
24
12. “Peter Piper picked a peck of pickled peppers.”

13. “How strange it is

To hover over words, like the smoke
From the loggers’ fires, over the valley”
14. “In the sepulcher there by the sea,

In her tomb by the sounding sea.”
15. “The wind was a torrent of darkness among the gusty trees.
The moon was a ghostly galleon tossed upon cloudy seas.
The road was a ribbon of moonlight over the purple moor.
And the highwayman came riding-
Riding – riding—
The highwayman came riding, up to the old inn-door.”
25
Additional Activities
Instructions: In a separate sheet of paper, write down your stand whether

affirming or negating each statement below.
1. If the child is in permanent foster care because the parent has lost
rights, can that parent nevertheless protest against the parents who
would adopt that child on the basis of religion or some other ethnic
criterion?
2. How should the community relate to the problem of euthanasia or

“mercy killing”? Should there be any legal constraints at all?
3. Should abortion be allowed? Should the community regulate

contraception or is this for the individual to decide?
4. Should death penalty be imposed especially in a religious country

such as Philippines?
5. Is it ethical for a collective to take steps to control population growth?

Is it ethical to push contraception even to people who don't believe in
it religiously?
26
Your
standpoints will be graded based on this rubric. Consequently, use this
rubric as a guide when explaining your stand and check it again before
Exemplary Above Average Adequate Inadequate
Criteria (far exceeds (exceed (Meets (Below
standard) standard) Standard) Standard)
5 pts 3 pts
4 pts 1 pt
Writing shows Writing is Writing is Writing lacks
high degree of coherent and coherent and logical
attention to logic logically logically organization It
and reasoning of organized with organized. shows some
Organization points. Unity transitions used Some points coherence but
clearly leads the between ideas to remain ideas lack unity.
reader to the create coherence misplaced and
conclusion and stray from the
stirs thought topic.
regarding the
topic
Content indicate Content indicates Content Shows some
synthesis of original thinking indicates thinking and
ideas, in-depth and develops thinking and reasoning but
Level of analysis and ideas with reasoning most ideas are
Content evidences sufficient and applied with unoriginal
original through firm evidence. original
the support for thought on a
the topic few ideas.
Main points are Main points are Main points Main points lack
well developed well developed are present detailed
with high quality with quality with limited development.
Development and quantity supporting detail and
support. details and development.
quantity.
Answer Key
27
What
What is It
I Know What’s In What’s New
Task1.
3.AC Task 1.A Task 2.A
2. Laura
1. B was described as:
3. A 1. B 1. D
a. She used to let her golden2.hair
C fly free 2. B
4. A
b. Her eyes were brighter than3. the
A radiant west 3. A
5. B
c. She did not walk in any mortal way 4. C
6. A
7. Cd. But with angelic progress; when she spoke 5. B
8. D Unearthly voices sang in unison 6. D
2.
9. AThe speaker only remembers her hair, eyes, the way she 7.and
walks A her voice.
3.
10. The 8.
B line “She did not walk in any mortal way” means that Laura was C dead and the
11. poem
A was actually intended to describe her ladylove, Laura. 9. C
12. C 10. A
13. B
14. D
15. A
What’s New
Task 2.B
1. Tinder
Operational: a social media app for meeting new people.
Technical: something that serves to incite or inflame.
2. Bow
Operational: a weapon that is used to propel an arrow and that is made of a strip of
flexible material.
Technical: to incline especially in respect or submission.
3. Venus
Operational: the planet second in order from the sun.
Technical: The Roman goddess of love and beauty; pertaining to something
beautiful.
28
29
Task 3.B
1. The poem “Laura” consist of 14 lines.

2. The following are sample lines with sound devices taken form the poem “Laura”
a. Assonance
She used to let her golden hair fly free
(Seldom they shine so now.) I used to see
Pity look out of those deep eyes on me.

What wonder that the flame burned furiously?
She did not walk in any mortal way

O earth. You say she is not so today?
b. Rhyme
For the wind to toy and tangle and molest;
Her eyes were brighter than the radiant west.
(“It was false pity,” you would now protest)

I had love’s tinder heaped within my breast;
But with angelic progress; when she spoke,

She seemed divine among the dreary folk
Unearthly voices sang in unison.

Well, though the bow’s unbent, the wound bleeds on
c. Rhyme Scheme
She used to let her golden hair fly free a
For the wind to toy and tangle and molest; b
Her eyes were brighter than the radiant west. b
30
Assessment
1. A
2. D
3. B
4. C
5. D
6. C
7. D
8. B
9. B
10. C
11. C
12. A
13. A
14. D
15. D
31
References
n.d. https://en.wikipedia.org/wiki/Pangako_Sa_%27Yo_(2015_TV_series).
n.d. https://en.wikipedia.org/wiki/Pangako_Sa_%27Yo.
n.d. https://en.wikipedia.org/wiki/Maging_Sino_Ka_Man.
n.d. https://en.wikipedia.org/wiki/On_the_Wings_of_Love_(TV_series).
n.d. http://homepage.smc.edu/meeks_christopher/SOUND%20DEVICES%20USED%20IN
%20POETRY.htm.
Blatner, Adam M. 2006. January. https://www.blatner.com/adam/psyntbk/ethicissues.htm:

https://www.blatner.com/adam/psyntbk/ethicissues.htm.
Cator, Currie. 2020. CNN Philippines. May 03. https://www.cnnphilippines.com/. Retrieved
from https://www.cnnphilippines.com/:
https://www.cnnphilippines.com/news/2020/5/3/DOLE-cash-aid-86K-OFWs-COVID-
19.html?fbclid=IwAR3o2BQx9fCxyBxA-wTNMrQETTKPycxA_Gg1aqFeB_vDR9ya1Ve-2YLs8uE.
Isbister, J. 2001. Capitalism & Justice: Envisioning social and economic fairness. Bloomfield,
CT: Kumarian.
L. R. Almonte, L. L. Flandez, A. L. Hermosa, N. Lagustan, L. A. Mangaluz, E. R. Miranda, . . . K.
B. Villanueva. 2015. Celebrating Diversity through World Literature. Pasig: REX Book Store,
Inc.
n.d. LiteraryDevices Editors. “Metaphor”. Accessed November 4, 2014.
http://literarydevices.net/metaphor/.
32
For inquiries or feedback, please write or call:
Department of Education – (Bureau/Office)
(Office Address)
Telefax:
Email Address:
33

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English: Quarter 2 - Module 2

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Literature of the Ancient Rome:

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by ________________________

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: ____________________________________________

Literature of the Ancient Rome:

For the learner:

Welcome to Quarter 1 Module 1!

This module is designed to help you facilitate your learning in English

What I Need to Know

What I Have Learned

After going through this module, you are expected to:

1. The English called him as the “Greatest Italian poet” of the 14 th

11. “A single swan, swinging, sleek as a sequin.”

Task 1. Love is in the Air

Instructions: Below are photos from different Philippine Telenovelas. Match

A. The story revolves around lovers

B. A soap opera that tackles

C. Leah Olivar grew up in a very

A. Instruction: Choose the answer which best expresses the meaning of

2. I had love’s tinder heaped within my breast.

4. The miser liked to sit and play with his money.

6. This latest setback has brought her to the depths of despair.

7. We spent a relaxing sojourn in her friend’s summer home.

8. We all have wandered from the path of righteousness at least once in

9. She was furious with them for telling an exaggerated story.

10. She seemed divine to those dreary folks.

Operational Definition - It is used to define something in terms of process

Technical Definition - is defining terms in a particular subject or special

B. Instructions: The following terms are used in Petrarch’s “Canzoniere”.

Term Operational Definition Technical Definition

The theme “being sensitive to others” means understanding human

She used to let her golden hair fly free

Task 3 Getting the Message

any mortal way”?

1. How many lines are there in the poem?

One of the most important way to communicate yourself to your

Here are Frequently used Adverbs of Affirmation and Negations:

Adverb of Affirmation: It is an adverb which is used in the sentence to

Adverb of Negation: It is an adverb which is used in the sentence to

Task 4 Express Yourself

2. A 69-year-old senior citizen suffered a heart attack in Cataingan,

Exemplary Above Average Adequate Inadequate

Instructions: Petrarch describe Laura in a most vivid way using different

The Well drawn Clearly Not creative Boring

Simple and Simple but A little too Complex Impossible

Visual Strong Good Poor Poor

Instructions: Identify the type of sound device used in each number.

1. “How much wood would a woodchuck chuck if a woodchuck could

2. “Oh, the swinging and the ringing

3. “Fleet feet sweep by sleeping geese.

5. “I think that I shall never see

7. “It was many and many a year ago,

8. “…on a proud round cloud in white high night…” - E. E. Cummings

9. “I made my way to the lake.”

10. “I heard a Fly buzz – when I died

11. “Hark, hark!

12. “Peter Piper picked a peck of pickled peppers.”

13. “How strange it is

14. “In the sepulcher there by the sea,

Instructions: In a separate sheet of paper, write down your stand whether