UNIT 2:
Embracing
New Horizons
Prepared by: Christian Jay Syting & Shelley Faith Jumamoy
Unit Summary
Lesson 1: Loving and Living
Lesson 2: Acknowledging Responsibilities
Lesson 3: Witnessing Changes Within
Lesson 4: Facing Challenges
Unit Summary
The Filipinos’ discovery of Western
culture provides him or her with a wider
perspective of the world he or she lives in. The
diversity in culture of two opposite world
affords him or her to view his or her
environment at macro- level. This also allows
him or her to adjust to the ways and practices
of new acquaintances and friends.
Lesson 1: Loving and Living
(click the star to open)
Sonnet 116
About the Author (William Shakespeare)
Words to explore
Appreciating Sonnets
Further study (internet sources)
Lesson 2: Acknowledging
Responsibilities (click the star to open)
Of Parents and Children
About the Author (Francis Bacon)
Words to explore
Summarizing what you read
Further study (internet sources)
Lesson 3: Witnessing
Changes Within (click the star to open)
Araby
About the Author (James Joyce)
Words to explore
Types of literary techniques
Further study (internet sources)
Lesson 4: Facing Challenges
(click the star to open)
Romeo and Juliet
About the Author (William Shakespeare)
Words to explore
Tips for understanding drama
Further study (internet sources)
Sonnet 116
Back to lesson 1
Words to Explore
WORDS
DEFINITION
Alteration
The process of changing;
modification
Impediments
Obstruction; hindrance; interference
Tempests
Violent storms; uproar
Wandering
Aimless movement; moving idly
Summon
To bid to come; to send for
Foregone
Precede; previous; gone
Vanished
Disappeared; gone
Back to lesson 1
About the Author: William Shakespeare
Back to lesson 1
The greatest figure in English
Literature, William Shakespeare, was born
of excellent parentage in Stratford-onAvon. His mother, Mary Arden, was the
daughter of a wealthy
landowner, while his father, John
Shakespeare, was an honored citizen and
officer of the village.
From boyhood, Shakespeare had
been interested in amateur dramatics and
in working with traveling troupes of
players that came to Stratford.
Shakespeare may not have gone to the
university just like all the other great men,
but he certainly had far more schooling
than any one of them.
Appreciating Sonnets
The word sonnet comes from the
Italian word sonetto which means
“song” or “little song”. In literature, a
sonnet is a lyric poem that is
composed of fourteen lines. This
poem is considered as the most
complicated for it follows a definite
pattern in terms of rhythm and rhyme
scheme.
Next page
2 Kinds of Sonnet
1. Petrarchan or Italian Sonnet
This sonnet was popularized by Francesco Petrarca,
thus, the name Petrarchan sonnet. This sonnet has
two parts- the octave which comprises the first 8
lines of the poem with the rhyme scheme abbaabba,
and the remaining 6 lines known as the sestet with a
rhyme scheme of cdecde, cdcdcd, ccdeed, or cdcdee
(click for an example)
Next page
2 Kinds of Sonnet
2. Shakespearean Sonnet
It is also composed of 14 lines. Unlike the Petrarchan,
it is divided into 3 four- line units called quatrains.
The remaining 2 lines of the sonnet is called couplet.
The rhyme scheme of this sonnet is abab cdcd efef
and its rhythmic pattern is iambic pentameter,
meaning each line consists of 5 unstressed syllables
alternating with 5 stressed ones.
(click for an example)
Back to lesson 1
Sonnet 61
by Francesco Petrarca
(translated by Joseph Auslander)
Blest be the day, and blest the month and year,
-a
Season and hour and every moment blest.
-b
The lovely land and place where first possessed
-b
By two pure eyes I found me prisoner;
-a
And blest the first sweet pain, the first most dear,
-a
Which burned my heart when love came in as guest; - b
And blest the bow, the shafts which shook my breast,- b
And even the wounds which love delivered there.
-a
Blest be the words and voices which filled grove
-c
And glen with echoes of my lady’s name;
-d
The sighs, the tears, the fierce despair of love;
-c
And blest the sonnet- source of my fame;
-d
And blest that thought of thoughts which is her own, - e
Of her, her only, of herself alone!
-e
octave
volta
sestet
Back to Petrarchan Sonnet
Sonnet 29
by William Shakespeare
When in disgrace with fortune an men’s eyes
I all alone beweep mu outcast state,
And trouble deaf heaven with my bootless cries,
And look upon myself, and curse my fat,
Wishing me like to one more rich in hope,
Featured like him, like him with friends possessed,
Desiring this man’s art, and that man’s scope,
With what I most enjoy contented least;
Yet in these thoughts myself almost despising,
Haply I think on thee,- and then my state,
(Like to lark at break of day arising
From sullen earth,) sings hymns at heaven’s gate;
For thy sweet love remembered, such wealth brings
That then I scorn to change my state with kings
-a
-b
-a
-b
-c
-d
-c
-d
-e
-f
-e
-f
-g
-g
1st quatrain
2nd quatrain
3rd quatrain
couplet
Back to Shakespearean Sonnet
The following links will give you more info
and examples of the 2 kinds of Sonnet:
Petrarchan Sonnet:
http://en.wikipedia.org/wiki/Petrarchan_sonnet
http://www3.dbu.edu/mitchell/petrarch.htm
Shakespearean Sonnet:
http://en.wikipedia.org/wiki/Shakespeare%27s_sonnets
http://www.shakespeare-online.com/sonnets/sonnetstyle.html
After checking the websites above, you will submit to me your own
Sonnet. Choose one type of sonnet that you will follow.
Back to lesson 1
About the Author: Francis Bacon
The youngest brood of eight,
Francis Bacon entered Trinity
College, Cambridge at age twelve.
Three years after he began
studying Law, and assuming
public offices from being a
solicitor general to being attorney
general and eventually lord
keeper of the Great Seal, the
same office held by his father. His
essays written under the title
Essays, which appeared in three
editions, have been classified as
those on ethical subject, those on
human relationships.
Back to lesson 2
Words to Explore
WORDS
DEFINITION
Misfortunes
Bad fortune; ill luck
Unequal
Not of the same measure;
unbalanced
Unworthy
Insufficient in worth;
undeserving
Illiberality
Narrow- minded; bigoted
Discord
Lack of agreement among
persons, groups or things
Extraordinary
Beyond what is ordinary;
unusual
Disinherited
To exclude from inheritance
Back to lesson 2
Summarizing What You Read
Summary- is a restatement of the important points or details of the material
that you read based on how you have understood the text.
Here are some tips that you can use in writing a summary:
1. Have an overview of the material that you intend to read. This can be
done through skimming its pages.
2. Read the text with understanding. If you fail to comprehend it in the first
reading, REREAD the text.
3. List down the important ideas presented in the text.
4. Write the summary. In writing the summary, you should
be aware of the following:
a. Details should be presented in the same sequence
as in the original text.
b. Words that you use in your summary should be
your own.
c. Only the essential details should be included.
Back to lesson 2
d. Write briefly. Your summary should not exceed
the original material.
Summarizing What You Read
For more information and example on Summarizing, click the
links below:
http://www.ehow.com/how_2165700_summarize-readingassignment.html
http://www.ehow.com/how_2165700_summarize-readingassignment.html
http://grammar.about.com/od/rs/g/summaryterm.htm
Back to lesson 2
About the Author: James Joyce
Irish author of the
twentieth century,
James Joyce is known for
his novel Ulysses. Born
in Dublin, Ireland, Joyce
was educated in Catholic
institutions as a young
boy, and later on, he
went to attend
University College,
Dublin.
Back to lesson 3
Words to Explore
WORDS
DEFINITIONS
Imperturbable
Unshakably calm and collected
Gauntlet
A protective glove worn with medieval armor
Parcel
Something wrapped up; a package
Converged
To tend toward a point; to meet
Impinge
To strike or dash especially with a sharp collision
Petticoat
Skirt- like undergarment worn for warmth
Sternness
Firm, strict or uncompromising
Garrulous
Excessively talkative in a rambling
Thronged
Multitude of people crowded together
Derided
To mock
Feeble
Lacking strength; weak
Straggling
Stray; fall behind
Back to lesson 3
Types of Literary Techniques
A piece of literature can be more interesting and can be more
appreciated by readers if it offers not just simply information but
also satisfaction. To realize such task a writer must make use of
tools in writing known as literary devices. Here are some of them.
1. Flashback
- this literary device is
used when the standard
time order in the plot is
broken to show an
incident in the past that
provides a very
important background
information in the story.
2. Foreshadowing
- this literary device is
used to serve as a hint to
prepare the readers to
anticipate a future event in
the story. Through this
device, the readers can
predict the outcome of the
story. Back to lesson 3
Types of Literary Techniques
3. Figures of speech
- this literary device is used
when the writer describes
ideas and things using
another image or symbol.
This representation should
not be interpreted or taken
literally.
Back to lesson 3
4. Dialogue
- this literary device is a
conversation between
characters in the story. It
presents the precise words
of the characters. It is
usually applied in plays and
films.
Types of Literary Techniques
5. Suspense
- It is a condition of an
uncertain excitement on
readers because of what he
or she is reading. He or she
becomes eager to know
what will happen next.
Sometimes the answers to
the readers’ queries are
being held back
intentionally by the writers
to prolong the readers’
excitement.
6. Imaginative Language
- this technique makes use
of words that create vivid
pictures and arouse the
feelings of the readers.
Also, it makes use of words
that appeal to the senses.
Back to lesson 3
Types of Literary Techniques
http://en.wikipedia.org/wiki/Flashback_%28literary_technique%29
http://www.foreshadowing.org/in-literature.html
http://grammar.about.com/od/fh/g/Figure-Of-Speech.htm
http://fictionwriting.about.com/od/crafttechnique/tp/di
alogue.htm
http://www.foreshadowing.org/
Task: Choose one essay of Francis Bacon and write a summary about it.
Make sure you will follow the guidelines in summarizing.
Back to lesson 3
Words to Explore
WORDS
DEFINITIONS
Yonder
Over there
Henceforth
From now on
Doth
Anon
Another time; soon
Thine
Your or yours
Thyself
Used to refer to the same
individual who is being addressed
and is the subject of the verb
Adieu
Goodbye
Thee
You
Thou
You
Wherefore
A reason or purpose
Art
Be
Ere
Before
Back to lesson 4
About the Author: William Shakespeare
Back to lesson 4
The greatest figure in English
Literature, William Shakespeare, was born
of excellent parentage in Stratford-onAvon. His mother, Mary Arden, was the
daughter of a wealthy
landowner, while his father, John
Shakespeare, was an honored citizen and
officer of the village.
From boyhood, Shakespeare had
been interested in amateur dramatics and
in working with traveling troupes of
players that came to Stratford.
Shakespeare may not have gone to the
university just like all the other great men,
but he certainly had far more schooling
than any one of them.
Tips for Understanding Drama
Among the forms of literature, the drama is considered as the most realistic for its scenes
and actions are meant to be performed or to be acted out on stage and their dialogues are
to be spoken out loud. Every time we read a play or a screenplay, we tend to imagine how
it would be performed in front of us. On the other hand, we should not overlook the fact that
it is a form of literature therefore, we have to consider its elements like setting, characters,
plot, etc. Here are some guide questions that you can use t understand and enjoy this form
of literature.
1. How do you categorize the literary piece- a stage play or a screenplay?
2. In terms of plot, what event is considered as the beginning, the rising action, the climax,
the denouement, and the ending?
3. Who are the important characters in the story? Who among them are static and dynamic?
those who are dynamic, what are the changes in them? Do their lines or dialogues expose
or show their personalities?
4. What is the setting of the story? Are they revealed in the set design and in the properties
used?
5. What is the theme of the story? Is it revealed through the setting, the portrayal of the
characters, the plot, and the set design?
6. How do the elements of the play such as the set design, properties, lighting, costume, and
acting transform the story into a lifelike situation?
Back to lesson 4