Using imagery, diction, and specific experiences to evoke meaningful experiences-Enrichment Activity (Other (Not Listed) Sample)

2412924131 Creative Non-Fiction Senior High School First Semester-Quarter 1 Using imagery, diction, and specific experiences to evoke meaningful experiences-Enrichment Activity Creative Non-Fiction Senior High School First Semester-Quarter 1 Using imagery, diction, and specific experiences to evoke meaningful experiences-Enrichment Activity Creative Non-Fiction– Grade 12 Supplementary Learning Resource Quarter 1: Using imagery, diction and specific experiences to evoke meaningful experiences – Enrichment Activity Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education – Region III Secretary: Leonor M. Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Author : Kimberly T. De Luna Language Reviewer : Antifas R. Reyes, PhD Content Editor: Delilah U. Orillosa Illustrator : Restituto B. Flores Layout Artist : Restituto B. Flores Management Team : Gregorio C. Quinto, Jr., EdD. Chief, Curriculum Implementation Division Rainelda M. Blanco, PhD Education Program Supervisor – LRMDS Agnes R. Bernardo, PhD EPS-Division ADM Coordinator Glenda S. Constantino Project Development Officer II Jay-Arr V. Sangoyo, PhD EPS - English Joannarie C. Garcia Librarian II Department of Education, Schools Division of Bulacan Curriculum Implementation Division Learning Resource Management and Development System (LRMDS) Capitol Compound, Guinhawa St., City of Malolos, Bulacan Email address: lrmdsbulacan@deped.gov.ph 9843-110922 Senior High School Creative Non-Fiction FIRST SEMESTER-QUARTER 1 Using imagery, diction, and specific experiences to evoke meaningful experiences-Enrichment Activity Introductory Message For the Facilitator: Welcome to the English 12 Project CAP-LRE Supplementary Learning Resource on Analyzing the Theme and Techniques used in a Particular Text (Figures of speech Usage) This module was collaboratively designed, developed, and reviewed by educators from public institutions to assist you, the teacher or facilitator, in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning material resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator, you are expected to orient the learners on how to use this module. You lso need to keep track of the learners’ progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the task included in the module. For the Learner: Welcome to the English 12 Project CAP-LRE Supplementary Learning Resource on Analyzing the Theme and Techniques used in a Particular Text (Figures of speech Usage) This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will enable to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or competencies you are expected to learn in the module. This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. 4 This is a brief drill or review to help you link the current lesson with the previous one. In this portion, the new lesson will be introduced to you in various ways; a story, a song, a problem opener, an activity or situation. This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the ends of the module. This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns This is a task which aims to evaluate your level of mastery in achieving the learning competency. In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This contains answers to all activities in the module. At the end of this module you will also find: References- This is a list of all sources used in developing this module. The following are some reminders in using this module: 1 Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2 Don’t forget to answer What I Know before moving on to the other activities included in the module. 3 Read the instruction carefully before doing each task. 4 Observe honesty and integrity in doing the tasks and checking your answers. 5 Finish the task at hand before proceeding to the next. 6 Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! This module includes varied activities that will help you analyze the theme and techniques used in a particular text focusing on the usage of the figures of speech and create samples of the different literary elements. At the end of this module, you are expected to: 1. differentiate literal language from figurative language; 2. identify the types of figures of speech and its functions; and 3. create samples of the different literary elements. Sometimes we compare something to another using our imagination. Read the sentences below and identify the two things being compared. Write your answers on the blanks provided. Sentence Elements 1 My love is like a red, red rose. Lover & flower 2 The moon was a ghostly _________ & ___________ galleon tossed upon cloudy seas. 3 The minister waddled up as _________ & ___________ ruffled plumage and addressed the crowd. _________ & ___________ 4 Shared beliefs are the foundation of any society. 5 Manny Pacquiao is like a tamaraw _________ & ___________ in the fight. In this lesson you will learn about identifying figures of speech from literal language. Figures of speech is broadly defined as language that uses words or expressions deviating from their original, basic meaning. In contrast to literal language which maintains a consistent meaning regardless of the context, figures of speech (or non-literal language) uses words and expressions in their non-literal meaning which depends on the context in which they are used. To understand what figures of speech means, consider the following sentences: 1 The rat was caught in a trap. 2 The highway man was caught in his own trap. An average speaker of English will have no difficulty in understanding the difference between the two ‘traps’. In (1), ‘trap’ refers to a contrivance for ensnaring an animal; in (2), it refers to a robbery plan. ‘Trap’ in the first case, uses the literal meaning of the word; in the second case, it is a non-literal use (or, figurative use) of the word. But the similarity between the two ‘traps’ is apparent. Trap in (1) is a concrete object, in (2) it is an abstract idea. Both share the common aim of creating a situation from which the victim cannot escape. Let us study these examples. Let us distinguish the difference of literal language from figures of speech by identifying each example. Guess What? Directions: If you think the quote is an example of figures of speech, place an F in the blank provided. If you think a statement is meant literally, place an L in the blank. _________ 1. I made a literal translation of the essay. _________ 2. The wind sounded like a sobbing child. _________ 3. There was a lot of snow in the quiet forest. _________ 4. Grandma’s garden is full of beautiful flowers. _________ 5. The trumpet roared like a g...