Module 1 Lesson 5

Module 1
Lesson 1
Recognizing Goals in Life
Objectives:
In charting the course of your journey in this
lesson, you are expected to:
• share prior knowledge about the topic

• process information mentioned in the text you have heard
• perform tasks by following instructions
• infer thoughts, feelings, and intentions in the material to
view
• provide words or expressions appropriate for a given
situation
• analyse literature as a means of discovering the self
• DEPARTMENT OF EDUCATION
Objectives:
In charting the course of your journey in this
lesson, you are expected to:
• point out the distinguishing features of a poem

• determine the features of informative writing
• use the appropriate stress in delivering lines of poetry and
prose
• use capitalization and punctuations correctly
• present a well-prepared Community Services Brochure
DEPARTMENT OF EDUCATION
Target Output at the end of this lesson:
Community Services Brochure
DEPARTMENT
DEPARTMENTOF EDUCATION
OF EDUCATION
Rearrange correctly the stages of life. Drag the pictures to the lower part of the slide.
DEPARTMENT
OF EDUCATION
DEPARTMENT
OF EDUCATION
1.
2.
3.
http://www.philippinesaroundtheworld.com/philippines-life-expectancy-compared-to-overseas-
lifespans/ DEPARTMENT
OF EDUCATION
https://www.wnycstudios.org/shows/notetoself
If Filipinos’ average life expectancy is 69 years,

what three reminders do you propose yourself
should live by everyday?
DEPARTMENT
OF EDUCATION
Let’s tone down the highfalutin words.
http://www.thereluctantspeakersclub.com/wp-
content/uploads/2012/08/simpify1.png
DEPARTMENT
OF EDUCATION
mewling
http://www.abc.net.au/news/image/654502-3x2-940x627.jpg
crying
DEPARTMENT
OF EDUCATION
puking
vomiting
DEPARTMENT
OF EDUCATION
satchel
https://cdn.shopify.com/s/files/1/2418/7055/products/BAT151
009BHN10101_FRONT_1_large.jpg?v=1525462477
bag
DEPARTMENT
OF EDUCATION
spectacles
eyeglasses
DEPARTMENT
OF EDUCATION
sans
https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcSo4D3je-
039TqQzpXrvCSgWV8ZJT4QJxywH3S3GEcIVMrJHJ_RRw
nothing
DEPARTMENT
OF EDUCATION
THE SEVEN AGES OF MAN
From As You Like It by William
All the world's a stage,
Shakespeare
And all the men and women merely players;
They have their exits and their entrances,
And one man in his time plays many parts,
His acts being seven ages. At first, the infant,
Mewling and puking in the nurse's arms.
Then the whining schoolboy, with his satchel
DEPARTMENT
OF EDUCATION
And shining morning face, creeping like snail
Shakespeare
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
DEPARTMENT
OF EDUCATION
Even in the cannon's mouth. And then the justice,
Shakespeare
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
DEPARTMENT
OF EDUCATION
His youthful hose, well saved, a world too wide
Shakespeare
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
DEPARTMENT
OF EDUCATION
Oops! Let’s stop for a while and learn
something about the distinguishing features
of the poem.
https://sd.keepcalm-o-matic.co.uk/i-w600/stop-look-listen-
and-learn.jpg
DEPARTMENT
OF EDUCATION
http://3.bp.blogspot.com/-
DnKRiPGgBI0/T_tRD4EGA4I/AAAAAAAADuY/hJNPk1aICmI/s400/tub+crowd.jpg
http://slideplayer.com/759011/2/images/3/Pencils+If+I+had+a+pencil+I+wish+it+
was+a+smencil+And+if+it+smells.jpg
State the obvious.

RHYME
END RHYME INTERNAL RHYME
DEPARTMENT
OF EDUCATION
ONOMATOPOEIA
A sound device used by poets to suggest actions,
movements and meanings.
DEPARTMENT
OF EDUCATION
Doubting, drearing dreams no mortal
Enter dared to dream before
-Edgar Allan Poe, The Raven
alliteration
The repetition of consonant sounds at the beginning
of the words.
DEPARTMENT
OF EDUCATION
Along the window sill, the lipstick stabs
Glittered in their steel shells
-Rita Dove, form Adolescence III
assonance
The repetition of vowel sounds within words.
DEPARTMENT
OF EDUCATION
Some late visitor entreating entrance at
my chamber door
-Edgar Allan Poe, from The Raven
consonance
The repetition of consonant sounds within and at
the end of the words.
DEPARTMENT
OF EDUCATION
DEPARTMENT
OF EDUCATION
Identify the sound device used
in the lines of the poem.
DEPARTMENT
OF EDUCATION
kfdfdlf
DEPARTMENT
OF EDUCATION
Let’s go back to the poem…
(Giving meaning)
DEPARTMENT
OF EDUCATION
In these lines of the poem,
what stage of life does it describe?
At first, the infant,

Mewling and
puking in the
infancy
nurse's arms.
DEPARTMENT
OF EDUCATION
Then the whining

schoolboy, with his
satchel And shining
morning face,
Early childhood
creeping like snail
DEPARTMENT
OF EDUCATION
And then the lover,

Sighing like
furnace, with a
woeful ballad
Made to his Teenage years
DEPARTMENT
OF EDUCATION
Then a soldier,
Full of strange oaths and
bearded like the pard,
Jealous in honour, sudden
and quick in quarrel,
Seeking the bubble
reputation. Even in theadulthood
cannon's mouth.
DEPARTMENT
OF EDUCATION
And then the justice,
In fair round belly with good
capon lined,
With eyes severe and beard
of formal cut,
Full of wise saws and modern
instances;
Retirement age/
Early old age
And so he plays his part.
DEPARTMENT
OF EDUCATION
The sixth age shifts
Into the lean and slippered
pantaloon,
With spectacles on nose and
pouch on side; His youthful
hose, well saved, a world too
wide Old age
For his shrunk shank, and his
DEPARTMENT
OF EDUCATION
Last scene of all,
That ends this strange
eventful history,
Is second childishness
and mere oblivion,
Sans teeth, sans eyes, death
sans taste, sans
DEPARTMENT
OF EDUCATION
On using expressions
appropriate to situations
DEPARTMENT
OF EDUCATION
Read these samples dialogues aloud and spot the difference
of words/expressions indicating agreement or disagreement.
DEPARTMENT
OF EDUCATION
MINI DEBATE
Which stage of life is better: young or old?
DEPARTMENT
OF EDUCATION
Punctuation
Punctuation rules
Punctuation marks are symbols which
•organize the structure of written
language,
•and indicate intonation and pauses to
be observed when reading aloud.
Punctuation marks are also used to avoid
ambiguity. For example, "woman, without
her man, is nothing" has a different
meaning from "woman: without her, man
is nothing“ This is a summary of
punctuation rules. Read the punctuation
rules and study the examples given.
End punctuation marks:
1. Full stop , or period (.)
•Used a full stop at the end of a sentence:
She stood up and went away. She was
furious.
•Used for abbreviations:
Co. (Company)
M.P. (Member of Parliament)
•2. Question marks (?)
•Question marks are used at the end of direct
questions:
Where do you live?
Are you crazy?
Did you do the homework?
•Use a question mark at the end of tag
questions:
You will help me, won't you?
He likes soccer, doesn't he?
3. Exclamation marks (!)
•Used to indicate strong emotions:
She's so beautiful!
What a nice girl!
How interesting!
•Used after interjections:
Oh! It's awful.
Hi! What's up?
Commas (,)
•Commas are used between items in a series or
list. The last two items of the series usually do
not need a comma between them. They are
separated by "and".
I like spaghetti, fish, pizza and couscous.
•Commas are also used between adjectives or
adverbs:
I'd like to have a big, black, German car.
She speaks slowly, quietly and eloquently.
•After the street address and city in an
address:
34 Hassan II Street, Rabat, Morocco.
•Before or after direct speech:
He said,"I hate being treated like that."
"I'm sorry", she replied.
•Before a coordinating conjunction (for, and,
nor, but, or, yet, so)
He woke up late, so he had to drive to work.
Semicolons (;)
•Semicolons are used instead of a full stop or
period to separate independent sentences:
They woke up early; then they went jogging.
•Use a semicolon to separate items in a series
when those items contain punctuation such
as a comma:
They visited the Eiffel Tower, Paris; Big Ben,
London; and the statue of liberty, New York
Dashes (--)
•To introduce parenthetical information:
I put on a blue jacket --the one my
mother bought me-- and blue jeans.
•To show an afterthought:
I explained to him my point of view-- at
least I tried!
Apostrophes (')
•Use an apostrophe to indicate a missing
letter or letters in a contraction.
I'm fed up with his stories
•Use an apostrophe plus the letter "s" to
show possession.
My brother's girlfriend is such a sweet
girl.
Quotation marks ("")
•Quotation marks are used to quote
speech, sentences or words.
She said, "I love you."
Group activity
6. a)Paul's neighbors were terrible; so his brother's
friends went round to have a word.
b) Paul's neighbors were terrible: so his brother's
c) Paul's neighbors were terrible, so his brother's
d) Paul's neighbors were terrible so his brother's
Group activity
7. a)After stealing Tims car, the thief lost his way and
ended up the chief police’s garage.
b) After stealing Tim's car the thief lost his way and
c) After stealing Tim's car, the thief lost his way and
d) After stealing Tim's car, the thief lost his' way and
Drill:
1. We had a great time in France the kids really
enjoyed it
2. Some people work best in the mornings others
do better in the evenings
3. What are you doing next weekend
4. Mother had to go into hospital she had heart
problems
5. Did you understand why I was upset
•6. It is a fine idea let us hope that it is going to
work
7. We will be arriving on Monday morning at
least I think so
8. A textbook can be a wall between teacher and
class
9. The girls father sat in a corner
10. In the words of Murphys Law Anything that
can go wrong will go wrong
1. We had a great time in France ; the kids
really enjoyed it.
2. Some people work best in the
mornings; others do better in the
evenings.
3. What are you doing next weekend?
4. Mother had to go into hospital: she had
heart problems.
5. Did you understand why I was upset?
6. It is a fine idea; let us hope that it is going
to work.
7. We will be arriving on Monday morning –
at least, I think so.
8. A textbook can be a ‘wall’ between
teacher and class.
9. The girl’s father sat in a corner.
10. In the words of Murphy’s Law: ‘Anything
that can go wrong will go wrong.’
Punctuation Exercise
•Put in semicolons, colons, dashes,
quotation marks, where ever they are
needed in the following sentences.
•1. The men in question Harold Keene,
Jim Peterson, and Gerald Greene
deserve awards.
•2. Several countries participated in
the airlift Italy, Belgium, France, and
Luxembourg.
•3. There's no room for error, said
the engineer so we have to double
check every calculation.
•4. Judge Carswell later to be
nominated for the Supreme Court
had ruled against civil rights.
•5. In last week's New Yorker, one of
my favorite magazines, I enjoyed
reading Leland's article How Not to
Go Camping.
•6. Yes, Jim said, I'll be home by
ten.
•7. There was only one thing to do
study till dawn.
•8. Montaigne wrote the following
A wise man never loses anything,
if he has himself.
•9. The following are the
primary colors red, blue, and
yellow.
•10. Arriving on the 8 10
plane were Liz Brooks, my old
roommate her husband and
Tim, their son.
• 1. The men in question (Harold Keene, Jim Peterson, and
Gerald Greene) deserve awards.
• 2. Several countries participated in the airlift: Italy,
Belgium, France, and Luxembourg.
• 3. "There's no room for error," said the engineer, "so we
have to double check every calculation."
• 4. Judge Carswell--later to be nominated for the
Supreme Court--had ruled against civil rights.
• 5. In last week's New Yorker, one of my favorite
magazines, I enjoyed reading Leland's article "How Not
to Go Camping."
• 6. "Yes,"Jim said, "I'll be home by ten."
• 7. There was only one thing to do--study till
dawn.
• 8. Montaigne wrote the following: "A wise man
never loses anything, if he has himself."
• 9. The following are the primary colors: red,
blue, and yellow.
• 10. Arriving on the 8:10 plane were Liz Brooks,
my old roommate; her husband; and Tim, their
son.
Your Discovery Tasks
Connecting the poem’s meaning to life
Group Activities
DEPARTMENT
OF EDUCATION
SUMMATIVE TEST
Module 1 Lesson 1
DEPARTMENT
OF EDUCATION
Identify what is being asked in each item.
1. Who wrote the poem “The Seven Ages of Man.”?
2. The poem is from the comedy, “____________.”
3. resources used by poets to convey and reinforce the
meaning or experience of poetry through the skillful use
of sound.
4-10. Identify the stage of life being described in the lines
of the poem.
4. At first, the infant,
Mewling and puking in the nurse's arms.
DEPARTMENT
OF EDUCATION
5. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.
6. And then the justice,

In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part.
DEPARTMENT
OF EDUCATION
7. The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side; His
youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound.
DEPARTMENT
OF EDUCATION
8. Then the whining schoolboy, with his satchel And
shining morning face, creeping like snail
Unwillingly to school.
9. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress' eyebrow.
DEPARTMENT
OF EDUCATION
10. Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation. Even in the cannon's
mouth.
DEPARTMENT
OF EDUCATION
11. the repetition of beginning consonant sounds.
12. the repetition of vowel sounds
13. Poets organize rhyming words in a variety of
patterns called _________.
14. is the repetition of consonant sounds anywhere
within words, not just at the beginning.
15. is the use of words that create the sounds they
describe.
DEPARTMENT
OF EDUCATION
Identify the sound device used in the following
lines of poems.
16. The royal ruler ride the rude
horse to go to the Ramble.
DEPARTMENT
OF EDUCATION
lines of poems.
17. 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?
-“The Highwayman” by Alfred Noyes
DEPARTMENT
OF EDUCATION
lines of poems.
18. How strange it is
To hover over words, like the smoke
From the loggers’ fires, over the valley
-Nina Bogan
DEPARTMENT
OF EDUCATION
lines of poems.
19. I think that I shall never see (a)
A poem lovely as a tree. (a)
A tree that may in summer wear (b)
A nest of robins in her hair. (b)
-Trees by Joyce Kilmer
DEPARTMENT
OF EDUCATION
lines of poems.
20. “Peter Piper picked a peck of pickled peppers,”
-famous tongue twister
DEPARTMENT
OF EDUCATION
21. a) Philippines is a beautiful country; the
beache's are warm, sandy and spotlessly clean.
b) Philippines is a beautiful country: the beaches are
warm, sandy and spotlessly clean.
c) Philippines is a beautiful country, the beaches are
d) Philippines is a beautiful country; the beaches are
22. a) The children's books were all left in
the following places: Mrs. Abad’s room, Mr.
Bahiwal’s office and the caretaker's shelf.
b) The children's books were all left in the
following places; Mrs. Abad's room, Mr.
Bahiwal's office and the caretaker's shelf.
22. c) The childrens books were all left in the
following places: Mrs Abads room, Mr
Bahiwals office and the caretakers shelf.
d) The children's books were all left in the
following places, Mrs Abad's room, Mr
Bahiwal's office and the caretaker's shelf.
23. a) She always enjoyed sweets, chocolate,
marshmallows and toffee apples.
b) She always enjoyed: sweets, chocolate, marshmallows and
toffee apples.
c) She always enjoyed sweets chocolate marshmallows
and toffee apples.
d) She always enjoyed sweet's, chocolate, marshmallow's
and toffee apple's.
24. a) Sarah's uncle's car was found without its wheels in
that old derelict warehouse.
b) Sarah's uncle's car was found without its wheels in that
old, derelict warehouse.
c) Sarahs uncles car was found without its wheels in that
d) Sarah's uncle's car was found without it's wheels in that
25. a) I can't see Tim's car, there must have been an
accident.
b) I cant see Tim's car; there must have been an
accident.
c) I can't see Tim's car there must have been an
accident.
d) I can't see Tim's car; there must have been an
accident.

Module 1 Lesson 5

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Module 1

• share prior knowledge about the topic

• point out the distinguishing features of a poem

Community Services Brochure

If Filipinos’ average life expectancy is 69 years,

State the obvious.

-Edgar Allan Poe, The Raven

-Edgar Allan Poe, from The Raven

At first, the infant,

Then the whining

And then the lover,

6. And then the justice,

-“The Highwayman” by Alfred Noyes

-famous tongue twister

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