SECOND QUARTER MODULE

BRIEF INTRODUCTION:

Welcome to the second quarter, my dear students! The scope of our second quarter lessons is
on determining text types and text analysis. As being stated in our performance standard, the goal is
for you to be able to critique these texts and to be able to relate these texts to current social issues
and concerns in our/your community.
Let us get into it!

MODULE 1: RELATING TEXT CONTENT TO SOCIAL PROBLEMS

The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of valuing other
Content Standard people; also how to use processing information strategies,
different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre
presentation through employing effective verbal and non- verbal
Performance Standard
strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or Gestures.
Most Essential Learning Make connections between texts to particular social issues,
Competencies (MELCs) concerns or dispositions in real life.
21st Century Learning Skills Critical thinking, creativity
Core Values Excellence, Social Responsibility

REFERENCES:
A. Printed: Santos, R.R., Personal Development First Edition, Rex Publishing Company
B. Online: Retrieved from http:/www.freeology.com/fourtypesofwriting
Poem Analysis, 2022. I wandered lonely as a cloud by William Wordsworth.
Retrieved July 18, 22 from https://poemanalysis.com/william-wordsworth/i-
wandered-lonely-as-a-cloud/.

TOPIC: TYPES OF WRITING

INTRODUCTION:

This week, your task is to determine text types, read a sample, and relate its content to
issues in the society; may it be social, environmental, or other problems encountered.

Below are the Learning Targets/ Specific Objectives:

1. Define writing/text and understand its types.
2. Identify and reflect on the social issue/s being talked about in a text
content.
3. Address environmental issues.
4. Write an essay about a given social issue.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic on Text Types.

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

1
 Skills I expect to use:

PROCESS QUESTION

Below is the key guide question that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.

1. What is the central/main idea in the poem? What are the issues that can be possibly
brought out?

SHORT DRILL

Directions: In the diagram below, mention one environmental issue and give THREE of its
causes and the effect of each cause.

CAUSES EFFECTS

 _____________________________  _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
 _____________________________  _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
 _____________________________  _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

CONTENT DISCUSSION:

INTRODUCTION
There is a close relationship between the skills and understandings required for successful
reading and those required for writing. Learning to write supports learning to read, and vice versa
(Class Playground, 2022).
Before we proceed to the literary piece that we are going to read, let us first discuss the
different types of writing. Every time we write, our writing differs according to our purpose of
writing.

WRITING
It is a form of communication and a process of transferring ideas into a product of writing. It
is the transfer of ideas from our mind into a written form. Through writing, you are able to share
ideas, inspire and convince other people.

Types of Writing
1. Expository Writing
-explains or defines a topic, using facts, statistics, and examples.
-it talks about a subject without giving your own opinions.
-it presents ideas in a correct arrangement.
Examples:
-Textbooks
-Articles which answer “How to…”

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 -Recipes
-News articles
-Business, technical, or scientific writing
Correct Example:
Many people relate the taste of watermelon to summer. Here is how to make an
easy watermelon juice using only three ingredients. First, make sure you have all
the ingredients…
This is an example of expository writing because it is explaining something. In this case, you
can already tell that the piece will be about how to make a watermelon juice.

Incorrect Example:

Everyone knows that the best part about summer is all of the cold juices being
made. Watermelon juice is the best summer treat because it is not only
delicious…

This is not an example of expository writing because several opinions are stated, such as
“watermelon is the best summer treat”. This opinion makes the writing an example of persuasive
writing.

2. Descriptive Writing
-its main purpose is to describe.
-the writer describes a person, place or events in a great detail.
-it strives to communicate a deeper meaning through description.

Examples:
-poetry (poems etc.)
-journal or diary writing
-nature writing

Correct Example:

The iPhone 6 is unexpectedly light. While size of its screen is bigger than those of the
iPhones that came before, it is thinner, and its smooth, rounded body is made of
aluminum, stainless steel, and glass. The casing comes in a whitish silver, gold, or a
color the company calls “space gray”.

This is an example which is describing aspects of the phone. It includes details such as size,
weight, and material.

Incorrect Example:
So, you just bought home a shiny new smartphone with a smooth glass screen with
the size of your palm. The first thing you want to do when purchasing a new cell is
buy a case. Cracking your screen is an awful feeling, and protection is inexpensive
when you compare it to the costs of a new phone.
Even though this example uses adjectives, you can tell that this is not an example of
descriptive writing because the purpose is not to describe the phone-it’s to persuade you to buy a
case.

3. Persuasive Writing
-its main purpose is to persuade.
-its goal is to convince the reader to accept the writer’s point of view (opinion) or
recommendation.
-it is often used in letters of complaint, advertisement or commercials and newspaper opinion
and editorial pieces.
Examples:

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-Opinion and editorial newspaper pieces
-Advertisement
-Letter of recommendation
-Letter of complaint
-Cover letters
Correct Example:
This COVID-19 Pandemic has already claimed lives but until now a vaccine strong
enough to stop the virus from spreading has not reached our palms yet. The
government should do something about this. To stop the spread, they should not
allow people to travel back to their provinces.
This is a persuasive writing because the author has a belief-that “to stop the spread of
the virus, the government should not allow people from travelling back to their
provinces”-and he tries to convince the readers to agree with what he said.

Incorrect Example:
Due to the continuous rise of the COVID-29 victims, the Philippine government has
implemented a nationwide lockdown. Specified areas were placed under the
Enhanced Community Quarantine (ECQ); while other places with minimal cases
were placed under the General Community Quarantine.

All of these statements are facts. This writing is not a persuasive one. It is presenting
facts and information without letting the readers to agree with him.

4. Narrative Writing
-it tells a story. There will usually be characters and dialogue.
-its main purpose is to tell a story. The author will create different characters and tell you
what happens to them.

Examples:
-Novels
-Short stories
-Novellas
-Poetry
-Autobiographies or biographies
-Anecdotes

Correct Example:
“You should never hurt your sister,” said Jaelyn
“I know. I want to apologize to her!” replied Orin crying.
Orin embraced Jaelyn then they went to the room of Jaelyn’s sister.

This is a narrative because it is telling a story. There are characters who are conversing
with each other.

There are lots of great literary pieces which share significant life lessons. Today, we
will dig into some of these literary pieces and understand how their contents relate to what is
happening around us.

Let us study the poem below:

I Wandered Lonely as a Cloud

William Wordsworth

I wandered lonely as a cloud

That floats on high o'er vales and hills,

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 When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine

And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

‘I Wandered Lonely as a Cloud’ is one of the best-loved poems of the fountainhead of

romanticism William Wordsworth. This poem features how the spontaneous emotions of the poet’s
heart sparked by the energetic dance of daffodils help him pen down this sweet little piece. On 15
April 1802, Wordsworth and his sister Dorothy came across a host of daffodils around Glencoyne
Bay in the Lake District. This event was the inspiration behind the composition of Wordsworth’s
lyric poem.

‘Daffodils’ or ‘I Wandered Lonely as a Cloud’ has been dissected methodically for

illustrating the poet’s mood, the surrounding location, the allegorical meanings, and the beauty of
nature in full motion. The poet’s love and proximity with nature have inspired and moved
generations after generations of poetry lovers and young minds.

REVISED KNOWLEDGE

1. What is the central/main idea in the poem? What are the issues that can be possibly
brought out?
 The theme is focused on the beauty of nature.
 Nature is the lifeblood of all living creatures in the world. Nature provides us with
everything (like food, water, shelter, etc.), which we need to sustain and to survive in
the long run.
 Environmental issues such as man-made activities can possibly be a major cause of
nature’s destruction.
 God created Earth beautifully. It is then our responsibility to appreciate and take good
care of it.

FINAL KNOWLEDGE

Literary pieces do not just contain contents which are made for reading, but are
also made for self-reflection and awareness towards what is happening in our current
society. Authors use these crafts in order for us readers to share the message of the piece
to others.

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 MODULE 2: RELATING TEXT CONTENT TO SOCIAL PROBLEMS
The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of valuing other
Content Standard people; also how to use processing information strategies,
different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.
The learner proficiently plays an active part in a Chamber Theatre
presentation through employing effective verbal and non- verbal
Performance Standard
strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or Gestures.
Most Essential Learning Make connections between texts to particular social issues,
Competencies (MELCs) concerns or dispositions in real life.
21st Century Learning Skills Critical thinking, creativity
Core Values Excellence, Social Responsibility

6
REFERENCES:
A. Printed:
Santos, R.R., Personal Development First Edition, Rex Publishing Company
B. Online:
Retrieved from http:/www.freeology.com/fourtypesofwriting.

TOPIC: Relating Text Content to Social Problems

INTRODUCTION:

Below are the Learning Targets/ Specific Objectives:

 Define context clue and understand its types.
 Identify and reflect on the social issue/s by means of analyzing the literary
piece.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic,

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTIONS

Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.

1. Why is context clue important?

2. What does the poem generally want to teach its readers?
SHORT DRILL

Directions: Answer the following questions briefly and comprehensively.

1. In your own opinion, is being handicapped a blessing or a curse? Why do you think so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Do you know any handicapped person who has survived and succeeded in spite of his/her struggles?
Share his/her story.
_________________________________________________________________________________
_________________________________________________________________________________

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 _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

CONTENT DISCUSSION:

INTRODUCTION:
Before we proceed to the text that we are going to give analysis to, let us first define
what a context clue is, its types, and how could we use them to aid us especially in reading.

Context clues are hints given by the author that help define a difficult word. They help
you understand the words used in the text and improve your vocabulary and reading
comprehension.

The following are the different types of context clues:

1. Restatement/Synonyms- Synonyms are words that have a similar meaning. The difficult
word may be repeated in a simple way using synonym.
Example:
The newspaper, the school, and the theater establishments flourished or prospered.

2. Definition- The meaning of a word may be given directly in the text. The definition is
often found before or after the difficult word.
Example:
Milton was unusually precocious, he showed qualities or abilities of an adult at an early age.

In the above example, the difficult word ‘precocious’ was defined as showing qualities of an
adult at an early age. The meaning comes after the difficult word.

3. Antonyms/Contrast- Antonyms are words that have opposite meanings. Antonyms are
often signaled by the words unlike, while, whereas, or in contrast.
Example:
Shakespeare was a poet of impulse, while Milton was the poet of steadfast will and purpose.

ANALYSIS OF JOHN MILTON’S “ON HIS BLINDNESS”

Nobody is perfect, and this is a universal fact. We all have imperfections whether we want
them or not. The bottom line is we should have the heart to accept one’s imperfections.

In relation to the aforementioned, we will be studying a sonnet written by John Milton, a

famous English writer.

But first, what is a sonnet?

Sonnet is a poem of fourteen lines using any number of formal rhyme schemes, in English
literature, it usually has ten syllables per line.

Before we read the work of John Milton, let us first have a glimpse of his life.

Milton was born in Cheapside, London, in 1608. Because of the family’s financial standing,
Milton received an excellent education in Greek, Latin, Hebrew, French and Italian. Music and
literature were particular favorites with the boy, and Milton began composing his own poetry at a
young age. From 1618 to 1620 he was privately tutored at the family home.

The remaining fourteen years of Milton’s life were spent in relatively peaceful retirement in
and around London. Completely blind since 1652, he increasingly devoted his time to poetry.
Amanuenses, assisted sometimes by Milton’s two nephews and his daughter Deborah, were
employed to take dictation, correct copy, and read aloud, and Milton made rapid progress on projects

8
he had put off many years before. He died in November, 1674, apparently of complications arising
from gout.

Now, read and try to understand the sonnet below:

On His Blindness
John Milton

1
When I consider how my light is spent
2
Ere half my days in this dark world and wide,
3
And that one talent, which is death to hide,
4
Lodged with me useless, though my soul more bent
5
To serve therewith my Maker, and present
6
My true account, lest he returning chide;
7
“Doth God exact day-labor, light denied?”
8
I fondly ask; but Patience, to prevent
9
That murmur, soon replied: “God doth not need
10
Either man’s work or His own gifts; who best
11
Bear His mild yoke, they serve Him best, his state
12
Is kingly; thousands at His bidding speed,
13
And post o’er land and ocean without rest;
14
They also serve who only stand and wait.”

The following themes can be lifted from this sonnet:

1. Limitation
In “Sonnet 16” Milton meditates on the devastating effect blindness has had on his life and
work. He equates his lost vision with “light spent,” and laments not the handicap in and of itself, but
the limitations it imposes on his work as a poet. His poetic ability is so important to him that he calls
it “that one talent,” suggesting it is the only talent that matters. It is “Lodged with me useless”—in
other words, its expression has been rendered impossible by his blindness. His limitation is
particularly distressing since Milton desires more than ever to write poetry but seems to see no way
to continue. Blindness imposed a double limitation on Milton’s poetic activity. In the broadest sense,
it made poetry an impossible activity, for there was no way for a blind man to put words to paper. In
addition, Milton’s conception of epic poetry presupposed a high level of education. The loss of his
vision meant he could no longer read and, by extension, could no longer learn.

2. Light
The image of “light” is important to the poem. On the most superficial level it refers to
physical light, which the poet can no longer experience. It calls to mind a story in the Gospel of John
(John IX, 1-7) to which Milton referred in other texts. In the story, Jesus miraculously cures a
beggar’s blindness. The image of light resonates on many different levels in the Bible story, and
most are present in Sonnet 16 as well. For instance, when Jesus tells his disciples “I must work the
works of Him that sent me while it is day; the night cometh when no man can work,” daylight is a
metaphor for man’s life. Like each day, our lives are limited and once night comes that day is gone
forever. As he writes, Milton is still alive, but he believes the darkness his blindness has brought
means the end of his creative life. When he writes of “talent which is death to hide,” he suggests
further that his blindness will prevent him from achieving another, longer life: the immortality that
fame brings a poet who has written a masterpiece.

On yet another level, light signifies the inner light, the spiritual light that shines in the poet.
In the gospel story, Christ called himself “the light of the world,” that he was bringing God’s word to
man. Milton believed that poets were also bringers of light; their works brought a special kind of
enlightenment to humanity. But his blindness has snuffed out his poetic light.

3. Duty
Milton refers to another gospel passage in this sonnet, the parable of the talents from the
gospel of Matthew. In that story a master gives each of his three servants a sum of money, that is,
some “talents,” which they are to keep for him while he undertakes a journey. When he returns, he
asks each servant for the money. The first two have used the money wisely and return to the master

9
twice the sum they were entrusted with. The third servant, however, only buried his talent. The
master is angry with the servant, takes back the money, and casts him “in the outer darkness.” The
moral of the story, of which Milton is well aware, is that each are given gifts by God, and that for all
there will be a day of reckoning when all will have to “present [one’s] true account.” In his poem,
Milton plays upon the two meanings of “talent”: a form of money in the Bible story and a God-given
ability in the everyday sense. He fears that, because of his blindness, he will never be able to put his
talent to the use God intends.

For fourteen years, Milton “hid his talent in the earth,” in the words of the gospel. The
“wicked and slothful servant” was cast into darkness. One sense, therefore, in which “it is death to
hide” one’s talent, is that one will be punished: cast out of the light, out of God’s presence. Milton,
however, has not yet been called to make his “true account.” His soul burns as much as ever to put it
to use, but the darkness into which he has already been cast prevents Milton from doing his duty to
God and making full use of his talent. Can God expect him do his work without his eye sight? he is
finally tempted to ask. Can God truly expect him to fulfill a duty that God himself has apparently
made impossible?

4. Submission
Patience, the virtue, counsels against putting that foolish question put to the Almighty. Man’s
duty to God is not to give Him anything. God has no need of humans’ work; everything they have
are “his own gifts” anyway, in Milton’s eyes. In the face of a catastrophe like blindness the only
course of action open to him—and the rest of mankind, as the last six lines suggest—is humble
resignation to God’s will. “Who best / Bear his mild yoke, they serve him best” hearkens back to the
passage in John’s gospel mentioned earlier. Jesus tells his disciples that the blind man did not
become blind because he had sinned, “but that the work of God should be made manifest in him.”
Like Job, Milton accepts his lot in life as part of a greater plan. Some are meant for action, to
“speed / And post o’er the land and ocean without rest.” But others “who only stand and wait”—
whether as a servant awaiting his master’s bidding or a laborer waiting to be hired—do God’s will as
well.

REVISED KNOWLEDGE

1. Why is context clue important?

 Context clue helps readers unlock difficulties/unfamiliar words by letting them
analyze the sentence. These clues give hints to the meaning of a word.

2. What does the poem generally want to teach its readers?

 Despite the disabilities one may experience, this could be converted into strength
instead of considering it as a weakness.

FINAL KNOWLEDGE

Context clues are essential in reading. It allows us readers to read between the lines,
and comprehend what we read without the aid of dictionaries, or any instrument which we
could use to define meanings. In John Milton’s poem, we also have learned that a disability is
not weakness, but a channel to greatness.

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 MODULE 3: DETERMINING THE AUTHOR’S POINT OF VIEW
Content Standard The learner demonstrates understanding of how Anglo-American
literature and other text types serve as means of valuing other
people; also how to use processing information strategies,
different forms of adverbs and conditionals for him/her to play an
active part in a Chamber Theatre presentation.
Performance Standard The learner proficiently plays an active part in a Chamber Theatre
presentation through employing effective verbal and non- verbal
strategies based on the following criteria: Focus, Voice, Delivery,
Facial Expressions, Style and Body Movements or Gestures.
Most Essential Learning Make connections between texts to particular social issues, concerns or
Competencies (MELCs) dispositions in real life.
21st Century Learning Skills Critical Thinking, Creativity
Core Values Spiritually Enhanced, Operatively Engaged, Academically
Excellent

REFERENCES:
A. Printed:
Santos, R.R., Personal Development First Edition, Rex Publishing Company

TOPIC: Determining the Author’s Point of View

INTRODUCTION:

Below are the Learning Targets/ Specific Objectives:

 Analyze the poem, “The Last Leaf”
 Write an essay incorporating Point of View

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic on Point of View.

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTION

Below is the key guide question that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.
1. Why is Point of View important in writing?

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 SHORT DRILL

Vocabulary Building: Match the words from Column B to their corresponding meaning in
Column C. Write the letter of your answer in Column A.
Column A Column B
TOTTERS a. pointed nose You will
encounter PRIME b. covered with moss these
words in PRUNING c. lacking of physical strength the
literary WAN d. weak or pale piece that
you will FEEBLE e. feeling of sadness be
reading MOSSY f. the most important later.
MELANCHOLY g. strange or odd
BREECHES h. before or earlier in time
QUEER i. a blade used to prune trees and bushes
BOUGH j. a main branch of a tree
ERE k. trousers fastened just below the knee
PRUNING KNIFE l. trim buy cutting dead branches
ROMAN NOSE m. move in unsteady way.
CONTENT DISCUSSION:

INTRODUCTION

https://www.ldoceonline.com/dictionary/cane http://clipart-library.com/clipart/619382.htm

The first picture is a cane and the second one is a tree with one remaining leaf ready to fall.
Now, how do these two images connect to our life? Let us read the poem below.

THE LAST LEAF

Oliver Wendell Holmes

I saw him once before,

As he passed by the door,
And again
The pavement stones resound,
As he totters o’er the ground
With his cane.

They say that in his prime,

Ere the pruning-knife of Time
Cut him down,
Not a better man was found
By the Crier on his round
Through the town.

But now he walks the streets,

And looks at all he meets
Sad and wan,

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 And he shakes his feeble head,
That it seems as if he said,
“They are gone.”

The mossy marbles rest

On the lips that he has prest
In their bloom,
And the names he loved to hear
Have been carved for many a year
On the tomb.

My grandmamma has said—

Poor old lady, she is dead
Long ago—
That he had a Roman nose,
And his cheek was like a rose
In the snow;

But now his nose is thin,

And it rests upon his chin
Like a staff,
And a crook is in his back,
And a melancholy crack
In his laugh.

I know it is a sin
For me to sit and grin
At him here;
But the old three-cornered hat,
And the breeches, and all that,
Are so queer!

And if I should live to be

The last leaf upon the tree
In the spring,
Let them smile, as I do now,
At the old forsaken bough
Where I cling.

The narrator speaks about a man who used to be the best man in town, but now he has grown
old, his looks have deteriorated, his manner of dress has changed and he hobbles around with a cane.
He just wanders the streets all alone. His friends and family are gone now and he seems to mourn
them all. Young people laugh at the looks of the old man. In the end, the narrator makes a
comparison between himself when he is old and the last leaf on a tree clinging to a silly branch.

On Point of View

https://upload.wikimedia.org/wikipedia/commons/e/e5/Point_of_view_bias.jpg
What do you see in this picture? Who between them is the correct one?

13
 A question you must answer before you begin in writing a story is: Shall I tell this as my
own story or as somebody else’s story?

This is when point of view enters.

WHAT IS POINT OF VIEW?

It refers to who is telling or narrating a story. A story can be told in three different ways: First
person, second person, and third person. It is otherwise called as POV.

Types of Point of View

1. FIRST PERSON POV

-the most personal type of POV. Here, the narrator tells the story from his/her perspective
and frequently uses the pronouns ‘I’ or ‘We’.
-most often than not, the main character of the story is the narrator.
Ex.
I felt like I was getting drowned with shame and disgrace.

2. SECOND PERSON POV

-a rare type of POV that gives the reader a certain level of experience to be one of the
characters in the story. This employs the pronoun ‘YOU’.
Ex.
“Sometimes you cannot clearly discern between anger and frustration.”

3. THIRD PERSON POV

-tells the story from the perspective of someone outside the story.
-the narrator describes the characters using pronouns such as ‘he’ or ‘she’, ‘it’, ‘they’ or a
name.
Ex.
a. The alarm clock sounded. Brian cut off the clock and jumped out of bed. He had a smile
on his face.
b. Tim was mad at Shay. He blamed her. Shay just left without saying anything. She left a
note and then left him.

REVISED KNOWLEDGE

1. Why is point of view important in writing?

 In writing, point of view is important because it allows the author/speaker to
express himself in any stand he chooses to represent his views. For readers, it
allows them to discover or to determine who is speaking in the poem or in the
literary piece.

FINAL KNOWLEDGE

This week, we have read the poem, The Last Leaf, in which its theme focuses on feelings of
getting old and reminiscing the past. While this poem can relate to anyone, it also uses point
of view in order for us, readers, to determine who the persona is in the poem itself.

MODULE 4: POEM ANALYSIS (INVICTUS) AND BIOGRAPHY READING

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 Content Standard The learner demonstrates communicative competence through his/ her
understanding of British-American Literature including Philippine
Literature and other texts types for a deeper appreciation of Philippine
Culture and those of other countries.
Performance Standard The learner relates their texts to current social issues and concerns.
Most Essential Learning 1. Make connections between texts to particular social issues, concerns
Competencies (MELCs) or dispositions in real life.
21st Century Learning Skills Critical Thinking, Creativity
Core Values Spiritually Enhanced, Operatively Engaged, Academically
Excellent

REFERENCES:
A. Printed:
Santos, R.R., Personal Development First Edition, Rex Publishing Company

TOPIC: Poem Analysis (Invictus) and Biography Reading

INTRODUCTION:

Below are the Learning Targets/ Specific Objectives:

1. Analyze the poem, Invictus; and
2. Read the biography of Benjamin Franklin.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic on the poem Invictus by W. Henley, and the life of
Benjamin Franklin.

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTION

Below is the key guide question that you should remember as you perform all the activities
in this lesson. You should be able to answer them at the end of the week.
1. What is it that the author generally wants to convey to us readers in his poem?

SHORT DRILL

Before we proceed to our discussion of the poem, would you mind responding to this question?

1. In your opinion, how do your attitudes affect your success and failure in life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CONTENT DISCUSSION:

15
INTRODUCTION
Before we proceed with the reading of this beautiful poem, let us first know the author more.

At the age of 12, William Ernest Henley contracted tuberculosis of the bone. A few years later, the
disease progressed to his foot, and physicians announced that the only way to save his life was to amputate
directly below the knee. It was amputated when he was 17. Despite his disability, he survived with one foot
intact and led an active life until his death at the age of 53.

Now, let us read and analyze the poem and how it is related to his condition.

Invictus
William Ernest Henley

Out of the night that covers me,

Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeonings of chance
My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds and shall find me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll,
I am the master of my fate,
I am the captain of my soul.

Invictus, meaning “unconquerable” or “undefeated” in Latin, is a poem written by Henley shortly

after his leg was amputated and although he wrote many poems while in hospital, this one is largely his claim
to fame.

I. Out of the night that covers me,

Black as the pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul. 

In the very beginning of the poem, the poet says that he wants to thank God. In fact, he admits that his
life has no ray of hope. Rather his future seems to be as dark as a pit. But then also he is grateful to God for
his ‘unconquerable soul’. He says that no pain can be able to curve his soul.

II. In the fell clutch of circumstance

I have not winced nor cried aloud.
Under the bludgeoning of chance
My head is bloody, but unbowed. 

Eventually, he claims that whenever he fell into some difficulty, he always remained unbeatable.
However, situations have tried to destroy him, he always fights back with courage. In fact, he agrees that
sometimes difficulties have made him bleed and suffer. But he never let himself to bow before them and cry
out of fear.

III. Beyond this place of wrath and tears

Looms but the Horror of the shade,
And yet the menace of the years
Finds, and shall find me, unafraid. 

In the third stanza, the poet says that horror has always lurked behind him. But it always finds him
unafraid. Whenever menace or trouble has come in his life, he has faced it bravely.

16
 IV. It matters not how strait the gate,
How charged with punishments the scroll,
I am the master of my fate:
I am the captain of my soul. 

Finally, in the last stanza, Henley says that though the gate of life is narrow he will definitely pass it with
vigor. Moreover, he declares that he is the master of his fate, meaning his fortune. Also, he claims that he is
the captain of his soul.

ON BIOGRAPHY

How well do you know your friends and families?

Have you ever talked to your grandparents about their dramatic pasts?
Have you ever asked someone about how he’d become successful?

In today’s lesson, we will be meeting someone and we will talk about his life. We will know
him more through his biography.

WHAT IS A BIOGRAPHY?

A biography is a form of nonfiction (real) in which the writer tells the story of another
person. Most biographies written are about famous or admirable people, focusing on their
achievements and explaining the difficulties that they had to overcome.
Now, let us altogether read the inspiring biography of Benjamin Franklin
Benjamin Franklin-A Biography
Benjamin Franklin was born in Boston on January 17, 1706. He was
the fifteenth of seventeen children and had to leave school at ten years old
because his father could not afford his schooling. Even though he couldn’t
afford to attend school, franklin believed that education was very important.
He loved to read and often read many books on science, philosophy,
literature, and many others. Benjamin, worked extra hard to educate himself
ultimately learning five languages, becoming a scientist, inventor, diplomat,
writer, philosopher, musician, economist, philanthropist, and the list goes on.
https://science4fun.info/wp- Franklin lived a very productive and interesting life. In 1726, he set up his
content/uploads/2020/03/Benjamin-
own printing shop in Philadelphia where he made most of his fortune. He was
Franklin.jpg
married in 1730 to Deborah Read Rodgers and had two sons and daughter.
Among the many things that Franklin began or invented:
 Founded the first city library, the Library Company of Philadelphia (1731)
 Founded Pennsylvania Hospital (1751), with Dr. Thomas Bond
 Founded the Pennsylvania Gazette (1729)
 Started the first organized fire department (1736). He is quoted as saying, “An ounce of
prevention is worth a pound of cure,”
 Founded the first college in the city, which became the University of Pennsylvania (1749)
 Founded the citizen’s “Night Watch,” which he later turned into the Philadelphia police
department
 Invented the Franklin stove, or fireplace
 Invented the bifocal eyeglasses
 Invented the lightning rod, his most famous invention
 Founding Father and signer of the Declaration of Independence

It is not too much to say that Americans have enjoyed independence since 1776, partly
because Benjamin Franklin’s efforts. Benjamin Franklin will be remembered for many things, but
most for improving the world. Franklin was vital to the United States as he traveled to France and

17
negotiated the financing and procurement of materials needed to light and win the Revolutionary
War against Britain. Franklin was vital in winning the war, even sending officers to train American
revolutionaries who had no previous military training.
Even though Franklin was born in Boston, the city of Philadelphia is remembered as the
home of Benjamin Franklin. Note from list on the previous page-many of his “First” achievements
were in Philadelphia. Just when many people are retired, Franklin was still active and energetic until
his death at the age of eighty-four in Philadelphia on April 17. Around 20, 000 people attended his
funeral paying respects to the man was called, “The harmonious human multitude.”

REVISED KNOWLEDGE

1. What is it that the author generally wants to convey to us readers in his poem?

This poem motivates the readers to understand the fact that nobody can control our lives. It
only depends on us how we choose to live our lives. Henley ends his poem with a note that one
should become the friend, philosopher, and guide of one’s own soul.

FINAL KNOWLEDGE

This week, we were able to learn something from the poem, Invictus, and the author
wants to convey to us that our fate depends on how we live our lives, and not others
controlling us. Also, from the biography of Benjamin Franklin, we were able to learn about
his life, and how he became successful in terms of his inventions and other accomplishments
despite the hardships he had encountered.

MODULE 5: POEM ANALYSIS (THE RAINY DAYS) AND CHARACTER

18
 SKETCHING
Content Standard The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for
him/her to play an active part in a Chamber Theatre
presentation.
Performance Standard The learner proficiently plays an active part in a Chamber
Theatre presentation through employing effective verbal and
non- verbal strategies based on the following criteria: Focus,
Voice, Delivery, Facial Expressions, Style and Body
Movements or Gestures.
Most Essential Learning Make connections between texts to particular social issues, concerns
Competencies (MELCs) or dispositions in real life.
21st Century Learning Skills Critical Thinking, Creativity
Core Values Spiritually Enhanced, Operatively Engaged, Academically
Excellent

REFERENCES:
A. Printed:
Santos, R.R., Personal Development First Edition, Rex Publishing Company

B. Online:
Retrieved from http:/www. https://www.poemofquotes.com/oliverwendellholmes/the-last-
leaf.php#:~:text=%22The%20Last%20Leaf%22%20is%20a,he%20no%20longer%20likes
%20life.

TOPIC: Poem Analysis (The Rainy Days) and Character Sketching

INTRODUCTION:

Below are the Learning Targets/ Specific Objectives:

 Analyze the poem, “The Rainy Days.”
 Write a character sketch.

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior

knowledge and understanding of the topic on the concept of the poem,
and on writing a character sketch.

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

19
 PROCESS QUESTIONS

Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.

1. What does the speaker generally want to convey in his piece?

2. What is an effective character sketch?

SHORT DRILL

https://i.pinimg.com/originals/a6/64/6f/ https://theleaders-online.com/wp-content/uploads/
a6646ffa88f77f37781cc1a5d4012b57.jpg 2019/05/strong-wind_1-890x700_c.jpg

1. What do you see on the pictures shown above?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What do you think is the feeling conveyed in the situation?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CONTENT DISCUSSION:

INTRODUCTION
Before we proceed to the reading of the literary
piece, let us first take a peek into its background.
This 1842 poem has the famous line "Into each life
some rain must fall," meaning that everyone will
experience difficulty and heartache at some point. The
"day" is a metaphor for "life." Written after the death of
his first wife and before he married his second wife, "The
Rainy Day" has been interpreted as a deeply personal look
into Longfellow's psyche and state of mind.

The Rainy Days

Henry Wadsworth Longfellow

The day is cold, and dark, and dreary;

Henry Wadsworth Longfellow
https://www.thoughtco.com/thmb/
It rains, and the wind is never weary;
FaDd3K74nIUygfGjCn_8h8aaWhY=/768x0/ The vine still clings to the mouldering wall,
filters:no_upscale():max_bytes(150000):strip_icc():f
ormat(webp)/169968729-
But at every gust the dead leaves fall,
56a7bf323df78cf77298eda0.jpg And the day is dark and dreary.

My life is cold, and dark, and dreary;

20
 It rains, and the wind is never weary;
My thoughts still cling to the mouldering Past,
But the hopes of youth fall thick in the blast,
And the days are dark and dreary.

Be still, sad heart! and cease repining;

Behind the clouds is the sun still shining;
Thy fate is the common fate of all,
Into each life some rain must fall,
Some days must be dark and dreary.

In the first stanza of ‘The Rainy Day,’ the speaker begins by making use of a line that is
repeated several times, at least in part. He speaks of the day as “cold, and dark, and dreary”. These
words are later used to describe his life as if one is informing the other. The weather is nonstop.
There is no light or warmth to improve the mood of the day, the “wind is never weary”. This is an
interesting use of personification which through negation depicts the wind as resilient and strong.

There is a slightly more hopeful image in the third line as he describes the vine that still
“clings to the moldering wall”. While not happy, there is some strength in nature. It is something
that has not been destroyed by the elements. The clinging of the vine feels desperate and necessary
as if this is all it knows and the only way it knows how to survive.

While the speaker is outwardly talking about a storm or a day’s weather patterns, with the
addition of the second stanza it becomes likely that he’s experiencing something more personal. In
this stanza, he talks about himself and his thoughts. They “cling to the moldering Past” and his
hopes “fall thick in the blast” of the storm, or his mental perception of his life. There is some force,
some kind of depression that is overcoming him as a cold, dark storm takes over a warm, sunny day.

In the third stanza of ‘The Rainy Day’ the speaker changes up the pattern that was evident in
the first two stanzas. He uses a technique known as an apostrophe to address his heart. He asks it to
be “still” and “cease repining” or mourning and missing the past.

Despite what’s going on around him, this period of depression, he knows that there is still
“sun” shining behind the clouds. It is inevitable that there are darker moments to life, these are just
part of living. His heart must learn, he asserts, that some days are going to be “dark and dreary” so
that others may be warm and rewarding.

The narrator in The Rainy Day tells us about a very depressing day which is one of many in
his life. He later realizes that this is just a rough patch in his life and will soon pass. He is feeling
gloomy because every day for him is “dark and dreary”. He is depressed that the bad time in his life
won't let up. Although he is depressed, he realizes that this is only a stage in his life and feels hope
that it will soon be over. He understands that everyone has bad times in their life, not only him.

Stanza one describes the narrator's experience of a bad day. It is raining and the wind never
tires but keeps on blowing. In stanza two the narrator tells us his whole life is gloomy. He still thinks
of what he did in the past but has given up the dreams that he had when he was younger.

Grave of Henry Wadsworth Longfellow at Mount Auburn Cemetery in Cambridge, “My

thoughts still cling to the moldering Past/ But the hopes of youth fall thick in the blast.” (8/9) He
feels hope in stanza three. He realizes that everybody goes through a rough patch in their life and
now waits for it to be over.

CHARACTER SKETCH

A character sketch informs you about the character in a book. When you write a character
sketch, you want the reader to have a strong mental image of the person including how the person
talks, acts and thinks. This handout is designed to help you write that sketch. It provides a list of
words that can be used to describe a person and a list of the types of things you can write about.

21
ADJECTIVES TO DESCRIBE A PERSON:

bright interesting tall friendly thoughtful

curious short mean strange compassionate
dark brave talkative shy devious
entertaining lazy caring plump responsible
fair helpful negative scruffy energetic
frightening busy stubborn stern active
funny loving daring quick-tempered cool
grumpy lively gentle impatient calm
quiet cruel supportive irritable mysterious
reliable cunning faithful wise prankster
sensible disorganized patient kind determined
slim smart reassuring stocky patient
strong cowardly trustworthy fickle wild
suspicious honest excitable mischievous unhappy
weak unsmiling sly foolish serious

WRITING A CHARACTER SKETCH

Consider the following about your character:

 gender, age and name
 appearance
 physical and personal strengths and weaknesses
 likes and dislikes
 feelings and behaviors towards other characters
 feelings of other characters towards the character
 feelings of character towards himself/herself
 personality at the beginning of the novel
 changes in personality as story progresses
 your opinion about the character

It is important to include proof from the story to support what you are writing in the
character sketch. If you can’t support it with something from the story, then it doesn’t
belong.

Example of a Character Sketch:

Rowan is a twelve-year old boy who lives in the tiny village of Rin. He is
small and rather scrawny for his age. His unkempt, curly brown hair looks like a mop
on his tiny face and his thinness makes him look like a walking skeleton.

The people in the village poke fun of Rowan. The adults call him a weakling
because he never stands up for himself. The children call him a coward because when
confronted with a problem, Rowan always runs away.

Rowan is the gentlest of the children in the village. He is the only child that
can approach any of the farm animals without scaring them away. They trust is
soothing touch and calming voice over the roughness and loudness of the other kids.

Rowan faces the greatest challenge of his life. He possesses a special gift that

22
 he must use to save the village from the fierce dragon that lives in the mountain. He
starts the journey afraid of what he might face and worried that he will let the village
people down. After facing and winning over his first test, he grows more confident
and stronger so that by the end of the novel, he has all the strength he needs to face his
greatest test, a face-to-face meeting with the dragon.

I think Rowan doesn’t deserve to be treated so poorly. It takes all kinds of

people to make the world and everyone can teach us something about how to be a
better person.

REVISED KNOWLEDGE

1. What does the speaker generally want to convey in his piece?

In ‘The Rainy Day’ Longfellow delves into themes of nature, emotion, and
depression. While the tone and mood are gloomy throughout much of this poem, in the final
stanza the atmosphere lightens somewhat and the speaker asserts that the darkness is not
going to last forever. 

2. What is an effective character sketch?

Character sketches only give snapshots of people; therefore, you should not try to write
a history of the person. A good way to write a character sketch is to tell a little story about
one encounter you had with him or her.

FINAL KNOWLEDGE

This week, you have learned in the poem, “The Rainy Days”, the ways on how to
cope with life amidst adversities. In this time of pandemic, it is considered as a rainy day
since it brings adversities in our society in terms of many aspects such as education,
livelihood, and others. You also have learned how to create/write a character sketch.

23
 MODULE 6: THE CHAMBER THEATRE
Content Standard The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for
him/her to play an active part in a Chamber Theatre
presentation
Performance Standard The learner demonstrates communicative competence through
his/her understanding of British-American Literature, including
Philippine Literature and other text types for a deeper
appreciation of Philippine Culture and those of other countries.
Most Essential Learning Analyze literature as a means of unchanging values in the
Competencies (MELCs) Complex world.
21st Century Learning Skills Critical Thinking, Creativity, Communication
Core Values Spiritually Enhanced, Operatively Engaged, Academically
Excellent

REFERENCES:
A. Printed:
Salazar, E.S., Skill builders for efficient Reading, Phoenix Publishing House Inc

B. Online:
Retrieved from http:/www. https://www.poemofquotes.com/oliverwendellholmes/the-
lastleaf.php#:~:text=%22The%20Last%20Leaf%22%20is%20a,he%20no%20longer
%20likes%20life.

TOPIC: Definition and Steps in performing The Chamber Theatre

INTRODUCTION:

Below are the Learning Targets/ Specific Objectives:

 Explain and discuss the definition of Chamber Theatre
 Choose a selection and perform The Chamber Theatre

Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior

knowledge and understanding of the topic on the concept of the poem,
and on writing a character sketch.

What I Know What I Want to Find How I Can Learn What I Have Learned
Out More

Skills I expect to use:

PROCESS QUESTIONS

24
 Below are the key guide questions that you should remember as you perform all the
activities in this lesson. You should be able to answer them at the end of the week.
1. What is Chamber Theater?
2 What are the things to remember in choosing a selection for Chamber Theater presentation?
3. What are the simple steps to follow when you plan to stage a Chamber Theater with your
group?

SHORT DRILL

Instructions: Read the given text carefully with proper emotions to convey its deeper meaning.
Then in three sentences, answer the following questions below.

THE CROW AND THE PITCHER

In a spell of dry weather, when the Birds could find very
little to drink, a thirsty Crow found a pitcher with a little water in
it. But the pitcher was high and had a narrow neck, and no matter
how he tried, the Crow could not reach the water. The poor thing
felt as if he must die of thirst. Then an idea came to him. Picking
up some small pebbles, he dropped them into the pitcher one by
one. With each pebble the water rose a little higher until at last it
was near enough so he could drink.
https://fablesofaesop.com/the-crow-and-
the-pitcher.html

1. Can you follow the sequence of events? Explain your answer.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Are the scenes easy to portray? Why do you say so?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

CONTENT DISCUSSION:

THE CHAMBER THEATRE

Have you ever watch a Chamber Theater

presentations? Have you ever been part of such
presentation? If yes, good for you.
Chamber Theater is a method of adapting
literary works to the stage using a maximal amount
of the work's original text and often minimal and
suggestive settings. In Chamber Theater, narration
is included in the performed text and the narrator
might be played by multiple actors.

The actors/actresses speak directly to one

another as in a play, then turn to the audience for
much of the indirect discourse. It is through this
https://www.google.com/search? latter function that the actors/actresses in the
q=chamber+Theater&sxsrf=ALiCzsZi_
chamber theater become narrators.

A CHAMBER THEATER presentation begins with the choice of piece. Often, it is a prose
Narrative:fable, a legend, a modern short story, or even an excerpt from a novel.

25
 In choosing a good Chamber Theater material, there are certain characteristics you must
consider the following factors:

1. A good Plot
The plot should be simple enough to be understood, yet with conflicts to make it interesting.
Events which are chronologically arranged are easier tot follow than those with flashbacks.

2. Clearly defined characterization

This is needed so that the audience can easily differentiate one character from another.

3. Enough dialogue
There should be suffient lines to show interaction between the characters. The lines to be said
by the characters do not refer to a direct dialogue alone (sentrences enclosed in a parentheis). The
lines that explain action and feeling, or even those in the mind of the character, can be expressed in
the manner of dialgue.

4. Scenes easy to portray

Stories with scenes that portray a lot of movements (like a battle between groupes) or need
many realistic props can not be chosen. Props in Chambet Theater can be portrayed by the students
(actors/actress) themselves.

Example:

GODFATHER DEATH
(Arranged for Chamber Theater)

Cast:
Poor Ma, God, Boy/Doctor, Devil, Narrator 1 (Nar 1), Death, Narrator 2 (Nar 2)

Narrator: A poor man had twelve children and worked night and and day to get enough bread for
them to eat. Now when the thirteenth child came into the world, he did not know what to
do and in his misery, he ran out into the great highway to ask the first person he met to be
the godfather.

God: The first one to come along was God, who already knew what it was that weighed on the
man's mind and said—"Poor man, I pity you, I will hold your child at the font and will
look after it and make it happy upon the earth."

Man: "Who are you?" asked the man.

God: "I am God."

Man: The man said, "You give to the rich and let the poor go hungry."

Narrator: That was how the man talked because he did no understand how wisely God shares wealth
and poverty, an' thus he left the Lord and walked on.

Devil: Next came the Devil who said. "What is it you want? If you let me be godfather to your
chile I will give him gold as much as he can use, and the pleasures of the woirld besides.

Man: Who are you?" asked the man.

Devil: "I am the Devil." "I will make your child rich and famous because the one who has me for
a friend shall want for nothing."
Man:
"Then I don't want you for a godfather," said the man. "You deceive and mislead
mankind." He walked on.

Death: And along came spindle-leged Death striding toward him and said, "Take me as

26
 godfagther."

Man: The man asked, "Who are you?"

Death: "I am Death who makes all men equal."

Man: ''Then you're the one for me; you take rich and poor without distinction. You shall be a
godfather." "Next Sunday is the baptism. Be there in good time."

Narrator 1: Death appeared as he had promised and made a perfectly good godfather.

Narrator 2: When the boy was of age, the godfather walked in one day, told him to come along,
and led him out into the woods. He showed him an herb which grew there and said,

Death: "This is your christening gift. I shall make you a famous doctor. When you are called to a
patient's beside, I will appear. If I stand at the sick man's head, you can boldly say that
you can cure him, and if you give him some of this herb, you can cure him. But if I stand
at the sick man's feet, then he is mine, and you must say that there is no cure for him. But
take care not to use the herb against my will or it will be the worse for you."

Narrator 2: It wasn't long before the young man had become the most famous doctor in the
whole world. He looks at a patient and right away he knows how things stand,
whether he will get better, or he's going to die." That is what they said about him,
and from near and far, people came, took him to see the sick, and gave him so much
money that he became a rich man.

Narrator 1: Now, it happened that the king fell ill. The doctor was sumnionoo to say if he was
going to get well. When he came to the bed there stood Death at the feet of the sick
man, so that no herb on the earth could have done him any good.

Man: "If only I could just once outwit Death," thought the doctor "'in.!! be annoyed, I knew
but I am his godchild and he's sure to turn a blind eye. I'll take my chance."

Narrator 2: And so he lifted the sick man and laid him the other way around so that Death was
standing at his head. Then he gave him some of the herb and the King began to
feel better and was soon in perfect health.

Death: But Death came toward the doctor, his face dark and angry, threatened him with raised
forefinger and said, "You have tricked me! This time, I will let it pass because you are
my godchild, you put your own head in the noose and it is you I shall carry away with
me."

Narrator 1: Soon after that, the king's daughter lapsed into a deep illness. She was his only
child, he wept day and night until his eyes failed him and he let it be known that
whoever saved the princess from death should become her husband and inherit the
crown.

Narrator 2: When the doctor came to the sick girl's bed, he saw Death at her feet. He ought to
have remembered his godfather's warning. but the great beauty of the princess and
the happiness of becoming her husband bedazzled him that he threw caution to
the wind. Nor did he see Death's angry glances and how he lifted his hand in the
air and threatened him with his bony fist.

Doctor: He picked up the sick girl and laid her head where her feet had lain. Then he gave
some of the herb and at once, her cheeks reddened and life stirred anew.

Death: When Death saw himself cheated of his property the second time, he strode toward the
doctor on his long legs and said "It is all up with you, and not it is your turn." Death
grasped the doctor harshly with his ice-cold hand so the doctor could not resist and led
him to an underground cave.

27
Death: "Look!" said Death."These are life lights of mankind. The big ones belong to children;
the middle-sized ones to marned couples, the little ones belong to very old people. Yet
children and the young often have only little lights."

Doctor: "Show me my life light," said the doctor, imagining that it must be one of the big ones.

Death: Death pointed to a little stub threatening to go out, and said. "Here it is."

Doctor: "Ah, dear godfather," said the terrified doctor, "light me a new one, do it for my sake,
so that I may enjoy my life and marry the beautiful princess."

Death. "I cannot," answered Death "A new light must go out before a new one lights up."

Doctor: "Then set the old on top of a new one so it can go on burning when the first is
finished," begged the doctor.

Narrator 1. Death made as if to grant his wish, reached for a tall new taper but because he
want revenge, he purposely fumbled.
Narrator 2. And the little stub fall over and went out. Thereupon, the doctor sank to the
ground and had himself fallen into the hands of death.

—Jack and Wilhelm Grimm, trans. Lore Segal ---

Here are the simple steps to follow when you plan to stage a Chamber Theater.

1. Choose the selection in CT material.

2. Read the story and understand the storyline. A discussion of what the story is about and the kinds
or types of characters will help. Be sure to identify the conflict as well as the message or theme
the author wants to focus on.
3. Choose the cast. Audition the members to find out who will best fit each role. Remember that the
voice is as important as the physical appearance of the actor or actress. Ability to pronounce
correctly as well as to speak clearly and project the voice is important, too.
4. Rehearse by reading the lines assigned. Be aware of the role each plays. This will affect voice,
facial expression, and movements.
5. Master your lines. Knowing your lines very well will help in projecting the role assigned to you.
Keep in mind the uniqueness of the CT.
6 Discuss sets, props, costumes, lights. and sound effects. Remember that although the CT is like a
play, it is not a play. All these mentioned are kept to a minimum. Many props and sets can be
make-believe.
7 Rehearse—rehearse.

REVISED KNOWLEDGE

4. What does the speaker generally want to convey in his piece?

In “Godfather Death” it is actually an anti-fairy tale, meaning it pivots around the
punishments of succumbing to vice instead of the rewards of pursuing virtue. As such, they
were traditionally told to warn children and even scare them from going astray.

5. What is an effective Chamber Theater?

Chamber Theater is a method of adapting literary works to the stage using a maximal
amount of the work's original text and often minimal and suggestive settings. In Chamber
Theater, narration is included in the performed text and the narrator might be played by
multiple actors.

FINAL KNOWLEDGE

This week, you have learned in the story, “Godfather Death”, that never make a
request without offering your respect and friendship in return. Making a formal request to
someone be made with respect and your offer of friendship and loyalty. Otherwise, you
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will be considered weak, unreliable, and untrustworthy.
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