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21st Century Lit Week 3 Module
21st Century Lit Week 3 Module
Week Three
Compiled by: Brad Ajoc
Module 3:
Reading and Analyzing Literary Texts 1
Grade Level and Strand: 12 ABM/STEM
Duration: One Week
Essential Topic:
Learning Objectives:
Expected Output:
1. iGadget Review
2. Practice annotation of the poem „Buoyancy‟
You are a vlogger. You are tasked to review this latest
phone from “iGadget”. To prepare for the review, list
down at least 5 aspects of the product that you think
you need to discuss in your vlog (e.g. durability).
In your product review, you probably consider talking about the phone‟s
“specs”. You may want to comment on its speed by checking its processor, battery life,
display, RAM, and camera. You want to give your audience relevant information that
will help them decide if it fits their needs.
In this lesson, you will learn to analyze a literary piece and to write a literary
analysis.
Guidelines in Approaching a Literary Text:
1. Form
Prose and poetry are the two common forms of literature; wherein prose
is written work, which contains sentences and paragraphs, and does not have
any metrical structure. As against, poetry is a genre of literature which is based
on a particular form, that creates a rhyme.
2. Theme
Theme is:
• the central, underlying, and controlling idea or insight of a work
of literature.
• the idea the writer wishes to convey about the subject—the
writer‟s view of the world or a revelation about human nature.
Theme is NOT:
• expressed in a single word
• the purpose of a work
• the moral
• the conflict
e.g. In the movie Godzilla, the theme can be something like this:
3. Repetition
• Repetition of Words
My dreams are dreams of thee, fair maid. -Rural Maid
• Repetition of Sentences or Phrases
I dream that one day our voices will be heard
I dream that one day our hope becomes worth. - Paraiso
4. Devices
e.g. Carolyn Forché‟s poem Blue Hour. Blue Hour begins in the present:
The moon slips from its cerement, and my son, already disappearing into
a man, moves toward his bed for the night, wrapped in a towel of lake scent.
In the next section of the poem, we are launched into the past with a
flashback. We know this because her son, now a man, is just being born:
My son rows toward me against the wind. For thirty-six years, he rows. In
1986, he is born in Paris.
Foreshadowing- the writer‟s use of hints or clues to indicate events that will
occur later in the story. The use of this technique both creates suspense and
prepares the reader for what is to come.
life were better ended by their hate, / Than death prorogued, wanting of thy love.
In simple terms, Romeo would rather die than live his life without Juliet‟s love.
His words foreshadow Romeo and Juliet‟s suicides, and the family conflict that
precedes their deaths.
Juxtaposition- the placement of two or more things side by side, often in order
to bring out their differences. Imagine a man walking a well-groomed dog on a
pink leash on one hand and a rough Rottweiler on a spiked collar on the other
hand. The juxtaposition could be shocking, humorous, or just plain strange.
Regardless, this literary term calls attention to two distinctly different things by
placing them right beside one another, or juxtaposing them.
e.g. For a short and simple example of juxtaposition, read Joseph Bruchac‟s
poem “Prints”:
Seeing photos
of ancestors
a century past
is like looking
at your own
fingerprints—
circles
and lines
you can’t
recognize
until someone else
with a stranger’s eye
looks close and says
that’s you.
Imagery- the use of sensory details or descriptions that appeal tone or more of
the five senses: sight, hearing, touch, taste, and smell; senses of the mind
o Visual Imagery
This the most frequent type of imagery used to recreate a certain image.
e.g. The crimson liquid spilled from the neck of the white dove,
staining and matting its pure, white feathers.
o Auditory Imagery
This is the mental representation of any sound and it is vital in imagining
and feeling a situation.
o Kinesthetic Imagery
It is a broader term used to describe the sense of movement or tension.
o Olfactory Imagery
It is related to smell and this imagery helps summon and deliver the
smells to the reader.
e.g. "I was awakened by the strong smell of a freshly brewed
coffee."
o Tactile imagery
It appeals to the sense of touch by presenting attributes like
hardness, softness or hot and cold sensations.
e.g. 'The bed linens might just as well be ice and the clothes
snow.' From Robert Frost's "The Witch of Coos"
o Gustatory imagery
It illustrates and recreates the tastes of food or many other things.
e.g. "I have eaten the plums that were in the icebox and which
you were probably saving for breakfast. Forgive me they were delicious
so sweet and so cold" (From the poem "This Is Just to Say" by William
Carlos Williams)
Annotating Poetry
When studying poetry, you need to be able to analyze it. The best way to do
this is by reading it several times and by annotating it. Use the guide below to help
you make notes on the theme, mood, structure and literary devices used in the poem.
The most effective way to annotate a poem is by writing all over the poem -
the old-fashioned way with a pen!
From: https://librarypiusx.wixsite.com/piusxstudyhub/annotating-a-poem
Sample Annotation:
Annotation on a Literary Text
Read Karlo Olym A. Carin’s Buoyancy and annotate the poem using highlighters, colored
pens, pencils, erasers, etc. Utilize your knowledge on literary concepts in this activity.
Buoyancy
Poetry by Karlo Olym A. Carin | October 1, 2017
Love starts
as a drop
of water.
It stays still
until it gathers
more of itself
to flow, to gush,
to become a force
that no dam can contain.
Love submerges,
drowns us deep,
but it is the same thing
that keeps us
afloat.
________________________________________
Koko is a BSED-English graduate Ateneo de Davao University. He teaches in a
public school in Davao City.
Weight Criteria (x 4) Score
The text is extensively annotated. The annotations demonstrate a comprehensive and
thoughtful reading. The margin notes show that the reader has proficiently analyz ed the
5 text, made insightful connections and drawn valid conclusions. Notations are balanced and
show deep reading and thinking. All of the text is addressed.
The text is adequately annotated. The annotations demonstrate that the reader understands
the text beyond the literal level. The margin notes show that the reader has analyzed the text,
4 made some connections and drawn some conclusions. Notations are balanc ed and show
some deep reading and thinking. Most to all of the text is addressed.
The text is annotated. The annotations are basic and consist mainly of plot driven questions
or literal ideas. Annotations indicate a basic understanding of the text. T he reader has been
3 able to make one or two connections, but has been unable to use the text to draw valid
conclusions. Notations are unbalanced and only half of the text is addressed.
The text is underlined in a few places. Notes are illogical and not balanced. Only one
2 quarter of text has been glossed. Insufficient length and depth in comm ents
1 Significant parts of the text are completely unmarked. Limited underlined texts only.
TOTAL