9
English
Quarter 2, Wk.5 - Module 5
Identify the Distinguishing Features of Notable
Anglo American Sonnets, Dramatic Poetry,
Vignettes and Short Stories
Department of Education ● Republic of the Philippines
i
English- Grade 9
Alternative Delivery Mode
Quarter 2, Wk.5- Module 5: Identify the distinguishing features of notable Anglo-
American sonnets, dramatic poetry, vignettes, and
short stories
First Edition, 2020
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Published by the Department of Education – Division of Iligan City
Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V
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Chairperson: Roy Angelo E. Gazo, PhD, CESO V
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Assistant Schools Division Superintendent
This instructional
Members: Henrymaterial was EPS,
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ii
9
English
Quarter 2, Wk.5 - Module 5
Identify the Distinguishing Features of Notable
Anglo American Sonnets, Dramatic Poetry,
Vignettes and Short Stories
This instructional material was collaboratively developed and reviewed by
select teachers, school heads, Division English Coordinator of the Department of
Education - Division of Iligan City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education-Iligan City Division at [Link]@[Link] or
Telefax: (063)221-6069.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
iii
Table of Contents
What This Module is About.......................................................................................v
How to Learn from this Module................................................................................ v
Icons of this Module.................................................................................................vi
Lesson 1:
Features of Anglo-American Literature ....................................................1
What I Need to Know..........................................................................1
What I Know........................................................................................1
What’s In.............................................................................................2
What’s New.........................................................................................3
What Is It ............................................................................................5
What’s More........................................................................................6
What I Have Learned..........................................................................7
What I Can Do....................................................................................8
Summary…………………………………………….……….…………………………….8
Assessment: (Post-Test)...…………………………….….…………………..……...….9
Key to Answers.......................................................................................................10
References.............................................................................................................11
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What This Module is About
We have trouble expressing ourselves to one another—our hopes, our
fears, our concerns about the past, the present, and the future—so we express these
things through reading and studying literature. In studying Literature, students can
learn not only language aspects such as vocabulary items but also that language can
be used for specific and aesthetic purposes, fresh and creative angle with which to
approach their studies in particular and their lives in general.
However, Anglo-American literature has produced some of the most
significant prose and poetry the world has seen. It does not confine the students to
the traditions of England but includes the possibility of introducing them to traditions
and the study on the distinguishing features of notable Anglo-American sonnets,
dramatic poetry, vignettes and short stories and to literature in other contexts. The
target concepts and themes are clearly presented in the selected texts to be
explored in this lesson and they will help you develop your literary appreciation.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
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Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge.
This part connects previous lesson with
What’s In that of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you.
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you
Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and
situations.
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Features of Anglo-American
Literature
Lesson
1
What I Need to Know
Following the track of your journey, you are to be guided by this objectives;
1. Identify the features of sonnets, dramatic poetry, vignettes and short
stories.
2. Point out the elements in the short story.
3. Express appreciation for sensory images used in the poem
What I Know
PRE-TEST
Let us determine how far you can recall .Write the letter of the correct answer
in your activity notebook.
1. What is a sonnet?
a. a fourteen line rhyming poem c. a type of villanelle
b. a sixteen line unrhymed poem d. a longer version of the Haiku
2. Which of the following is NOT a type of sonnet?
a. English sonnet c. Draconian sonnet
b. Italian sonnet d. Petrarchan sonnet
3. Which of the following is true?
a. Sonnets are a type of ballad c. Villanelles are simple, short
poems
b. Ballads are often adapted to song d. Villanelles are a type of
sonnet
4. What is a characteristic of the sonnet?
a. It is iambic pentameter c. it has an octave and sestet
b. It rhymes d. All of the above
5. The vantage point from which a story is told is
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a. chronological order c. plot
b. point of view d. conflict
6. A story that presents events in the time sequence in which they occurred one right
after the other is called
a. plot c. conflict
b. chronological order d. foreshadowing
7. A vignette provides insight about an important element of a story, such as
a, the setting c. an idea
b. a character d. all of the above
8. A vignette is a/n ________ scene.
a. long c. iconic
b. short d. none of the above
9. The time and place of a story, play, or narrative poem is called
a. point of view c. climax
b. resolution d. setting
10. The final part of the story in which the conflict is resolved and the story is brought to
a close is called
a. resolution c. omniscient
b. setting d. mood
What’s In
Take a look on the infograhics below. Can you spot items to be learned?
Source: [Link]/
[Link]
Task 1. Base on the infograhics, create a word out from the jumbled letters. Write
the answers in your activity notebook.
1. nonets _______ 6. emeht _________
2. tolp _______ 7. retcarahc _______
3. tilcfcon _______ 8. naeraepsekahs _____
4. gnittes _______ 9. iewv fo tniop _______
5. signveett _______ 10. horts torsy _______
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What’s New
In the previous lessons, you have demonstrated your understanding of the
important, self- concepts alongside the essential Anglo-American literary concepts.
Now you will learn more of these concepts.
A Sonnet is a one-stanza, 14-line poem, written in iambic pentameter and
with a strict rhyme scheme. The primary difference
between a Shakespearean sonnet and a Petrarchan sonnet is the way the poem's
14 lines are grouped. Rather than employ quatrains, the Petrarchan sonnet
combines an octave (eight lines) with a sestet (six lines)
Take a look at the examples of sonnets in literature.
Italian or Petrarchan sonnet was introduced by 14th century Italian poet
Francesco Petrarch.
“Being one day at my window all alone,
So manie strange things happened me to see,
As much as it grieveth me to thinke thereon.
At my right hand a hynde appear’d to mee,
So faire as mote the greatest god delite;
Two eager dogs did her pursue in chace.
Of which the one was blacke, the other white:
With deadly force so in their cruell race
They pincht the haunches of that gentle beast,
That at the last, and in short time, I spide,
Under a rocke, where she alas, opprest,
Fell to the ground, and there untimely dide.
Cruell death vanquishing so noble beautie
Oft makes me wayle so hard a desire.”
The rhyme scheme of a Petrarchan sonnet features the first eight lines, called
an octet, which rhymes as abba–abba–cdc–dcd. The remaining six lines are called
a sestet, and might have a range of rhyme schemes.
A Shakespearean sonnet is generally written in iambic pentameter, in which
there are 10 syllables in each line. The rhythm of the lines must be as below:
“From fairest creatures we desire increase,
That thereby beauty’s rose might never die.
But as the riper should by time decease,
His tender heir might bear his memory:
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But thou, contracted to thine own bright eyes,
Feed’st thy light’s flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world’s fresh ornament
And only herald to the gaudy spring,
Within thine own bud buriest thy content
And, tender churl, mak’st waste in niggarding.
Pity the world, or else this glutton be,
To eat the world’s due, by the grave and thee…”
The rhyme scheme of the Shakespearian sonnet is abab–cdcd–efef–gg,
which is difficult to follow. Hence, only Shakespeare is known to have done it.
[Link]
types-of-sonnets-with-examples
B. Dramatic poetry encompasses a highly emotional story that's written in verse
and meant to be recited. It usually tells a story or refers to a specific situation. This
would include closet drama, dramatic monologues, and rhyme verse.
“My Last Duchess” is a dramatic monologue written by Victorian poet Robert
Browning in 1842. In the poem, the Duke of Ferrara uses a painting of his former
wife as a conversation piece. The Duke speaks about his former wife's perceived
inadequacies to a representative of the family of his bride-to-be, revealing his
obsession with controlling others in the process. Browning uses this compelling
psychological portrait of a despicable character to critique the objectification of
women and abuses of power.
[Link]
C. Literally, vignette is a French word that means “little vine.” The printers, during
the nineteenth-century, would decorate their title pages with drawings of looping
vines. Hence, the derivation of this term is that source of drawings. Contemporary
ideas from the scenes shown in television and film scripts also have influenced
vignettes.
Sample vignette:
In Our Time (By Ernest Hemingway)
“Maera lay still, his head on his arms, his face in the sand. He felt warm and
sticky from the bleeding. Each time he felt the horn coming. Sometimes the bull only
bumped him with his head. Once the horn went all the way through him and he felt it
go into the sand … Maera felt everything getting larger and larger and then smaller
and smaller. Then it got larger and larger and larger and then smaller and smaller.
Then everything commenced to run faster and faster as when they speed up a
cinematograph film. Then he was dead.”
In this impressionistic sketch, the author gives an illustration of the character Maera,
who is a bullfighter that dies from injures inflicted by a bull.
[Link]
4
D. Short stories tend to be less complex than novels. Usually, a short story will
focus on only one incident, has a single plot, a single setting, a limited number of
characters, and covers a short period of time.
[Link]
Elements of a Short Story
1. A character is a person, or sometimes even an animal, who takes part in the action of a
short story or other literary work.
2. The setting of a short story is the time and place in which it happens. Authors often use
descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense
of setting.
3. A plot is a series of events and character actions that relate to the central conflict.
4. The conflict is a struggle between two people or things in a short story. The main
character is usually on one side of the central conflict.
On the other side, the main character may struggle against another important character,
against the forces of nature, against society, or even against something inside himself or
herself (feelings, emotions, and illness).
5. The theme is the central idea or belief in a short story.
[Link]
What Is It
Now, let us check how well you learned.
Task 2. Comparing and Contrasting (Sonnet)
Using the blank Venn Diagram show/ reflect the similarities and differences of
Shakespearean and Petrarchan sonnet. Use your activity notebook.
Task 3. Exploring Ideas (My Last Duchess by Robert Browning)
Discuss the quotation below which were taken from the poem. Focus on what it would be like
to be married to the Duke, and what the poem suggets about the Duke’s relationship with his
wife and his own character.
The Duke’s Description of the Duchess What does this tell us?
“She had a heart-how shall I say?-too soon
made glad”
“She liked whatever she looked on, and
her looks went everywhere”
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“as if she ranked my gift
of a nine hundred years-old name with
anybody’s gift”
“She smiled, no doubt whenever I
passed her; but who passed without
Much the same smile?”
[Link] -my-last-duchess_5a237d731723dd6eef7c229d.html
What’s More
Task 4. Fill in the chart. Read a certain Shakespearean or Petrarchan sonnet and
fill-in information in the chart as asked. Copy and write the answers in your activity
notebook.
Sonnet characteristics chart
Sonnet Title
Number of Lines
Number of Stanzas
Rhyme Scheme
Meter
Other Observations
Poetry
God's Grandeur
BY GERARD MANLEY HOPKINS
The world is charged with the grandeur of God.
It will flame out, like shining from shook foil;
It gathers to a greatness, like the ooze of oil
Crushed. Why do men then now not reck his rod?
Generations have trod, have trod, have trod;
And all is seared with trade; bleared, smeared with toil;
And wears man's smudge and shares man's smell: the soil
Is bare now, nor can foot feel, being shod.
And for all this, nature is never spent;
There lives the dearest freshness deep down things;
And though the last lights off the black West went
Oh, morning, at the brown brink eastward, springs —
Because the Holy Ghost over the bent
World broods with warm breast and with ah! bright wings.
[Link]
Open the link to study literary devices and sensory images.
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[Link]
[Link] [Link]
Task 5. Table Completion
Now, complete the Tables below based on the poem “God's Grandeur. Copy and
write the answers in your activity notebook.
Literary/Poetic Devices Used Supporting Idea/Explanation/Appreciation
Sensory Images Used Supporting Idea/Explanation/Appreciation
Short Story
Task 6. Prose in Process.
Identify the elements of the short story that you have read by filling in a graphic
organizer below. Copy the table in your notebook and write your answers there.
Elements of Prose
Setting
Plot
Conflict
Characters
Point of View
Theme
What I Have Learned
Task 7. Translation
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Translate each line of William Shakespeare’s most famous “Sonnet XVIII”
into modern-day English. If you’re unsure of what a line might mean, take your best
guess. Write them in your activity notebook.
[Link]
summers-day
Task 8. Vignette Vigilance
Remember what a vignette is and its elements. Write your own vignette about
any incident you have seen or experienced which you could have changed or
improved if you only had the courage to do so. Incorporate literary devices on it. Write the
answers in your activity notebook.
What I Can Do
Task 8. Story board in the making
Create a story board of an incident from real life. For example: A little boy is
begging a large group of children to let him play with them. The others tell him to
go away, he's too small. The boy turns, wipes his eyes and walks away.
Task [Link] into poetry
Write a 10-line poem and observe rhyme scheme on it.
Summary
The sonnets of Petrarch and Shakespeare represent, in the history of this
major poetic form, the two most significant developments in terms of technical
consolidation—by renovating the inherited material—and artistic expressiveness—by
covering a wide range of subjects in an equally wide range of tones. Both writers
cemented the sonnet's enduring appeal by demonstrating its flexibility and lyrical
potency through the exceptional quality of their poems.
The prominent characteristics of Anglo-American dramatic poetry include
heroic actions and codes of conduct, Christian ideals and various figures of speech
to enhance the diction.
Vignettes—poetic slices-of-life—are a literary device that bring us deeper into
a story. It steps away from the action momentarily to zoom in for a closer
examination of a particular character, concept, or place.
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Thus, a short story is a genre of English Literature which can be read in single
sitting and is quite less as compared to fiction.
Finally, studying Anglo-American literature encompasses understanding
society who can only improve by analysing the writing in any culture.
ASSESSMENT: POST-TEST
Direction: Write an appropriate letter/s/phrase/s in your activity notebook.
1. The Petrarchan sonnet is also known as the _______ sonnet.
2. The Shakespearean sonnet is also known as the ______ sonnet.
3. How many lines does a sonnet have?____
4. Climax is…
a. events that make up a story
b. setting and characters
c. the exploding part of story/turning point of story
d. the solution to the problem
5. The exposition
a. introduces the reader to the characters and setting
b. is the part of the story when the conflict is resolved
c. is the part of the story where a character changes
d. is the part of the story where the events help the reader understand what
the
conflict is
6. The character who is in conflict with the protagonist
a. protagonist c. flat character
b. antagonist d. round character
7. A series of events that build up to the climax
a. falling action c. introduction
b. rising action d. conclusion
8. A common thread or idea in the story
a. irony c. symbolism
b. theme d. flashback
9. Rhythm gives poetry a __________ quality
a. musical c. old-fashioned
b. important d. difficult
10. A vignettes usually has ______ short scenes, moments, or impressions about a
character, an idea, a theme, a setting or an object.
a. 1-2 c. 1-4
b. 1-3 d. 1-5
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Key to Answers
Pre-test Task 1 Post-test
1. a 1. sonnet 1. Italian
2. c 2. plot 2. English
3. b 3. conflict 3. 14
4. d 4. setting 4. c
5. b 5. vignettes 5. a.
6. b 6. theme 6. b
7. d. 7. character 7. b
8. b 8. Shakespearean 8. b
9. d 9. Point of View 9. a
10.a 10. Short Story 10. a
10
References
[Link] English Gr,9
http: [Link]/
http:[Link]
[Link]
main-types-of-sonnets-with-examples
[Link]
[Link]
[Link] -my-last-duchess_5a237d731723dd6eef7c229d.html
[Link]
[Link]
[Link] [Link]
[Link]
summers-day
[Link]
Prentice hall “literature” timeless, voices,timeless themes. Upper saddle river,
New jersey, Needham, Massachusetts glenview, Illinois p.73.
Serrano, J., Lapid Milagros G. English communication arts & skills through world
literature 111 new edition, Phoenix publishing house Inc., March
2006.p.56.
Serrano, J., Lapid Milagros G. English communication arts & skills through world
literature IV New edition, Phoenix publishing house Inc., March 2008.p 43..
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