Republic of the Philippines

Department of Education
Region IV-A
SCHOOLS DIVISION OF QUEZON PROVINCE
Talipan National High School
IDEA EXEMPLAR-BASED WEEKLY HOME LEARNING PLAN (IDEA-WHLP)

Learner’s ALL GRADE 11 HUMSS Grade & GRADE 11 HUMSS Quarter First Quarter
Name Section and Week Week 2
School TALIPAN NATIONAL HIGH District PAGBILAO 1 Date September 20, 2021
SCHOOL

Day & Time Learning Area MELCs Learning Tasks (Anchored on IDEA Exemplar) Mode of Delivery

6:00AM – Morning routine: Wake up, pray, make up your bed,

8:00AM eat breakfast, take a bath, and get ready for
a wonderful day.
8:00AM – Have a short exercise, meditation or bonding with
8:30AM the family
Use imagery, diction,
Monday Creative PART 1. INTRODUCTION Modular Distance
figures of speech, and
Writing Learning
specific experiences to In Lesson 1 you have learned about creative writing and its
evoke meaningful difference from technical or academic writing. At this point, 1. Parents/
responses from readers you will take one step farther from the point that you have guardians shall get
taken in the previous lesson. With this, keeping in mind the the learning from
things that you have learned in lesson one will help you to the designated pick-
jump-start. up point on the
What’s In given schedule/
date.
You have learned that the language used in creative writing 2. Learner shall
is figurative and its content is mostly imaginative, symbolical, study the lesson
and metaphorical. With this, recall the discussion of your using the module.
English or Literature teacher in previous years on the use of They are expected to
sensory images (through sensory experience) and figurative complete all the
language in creating a literary text. activities found in
the learning packs.
3. Parents/
guardians shall
submit the
learner’s output.
Use imagery, diction,
Tuesday Creative PART 2. DEVELOPMENT Modular Distance
figures of speech, and
Writing Learning
specific experiences to
evoke meaningful  What are sensory images? 1.1. Parents/
responses from readers guardians shall get
What is figurative language? How about diction? the learning from
the designated pick-
What do you think are the uses of sensory images, up point on the
figurative language, and diction in writing a creative given schedule/
text? date.
Sensory Imagery (Sensory Experience)
2. Learner shall
Creative writers used lines with non-literal meaning to
artistically convey their message to the readers. In terms of study the lesson
language of creative writing, it is important to remember that using the module.
it is figurative and imaginative. They are expected to
In connection to this, imagery is produced when figurative complete all the
language is in use. Imagery is something that appeals to your activities found in
senses when you read a literary text which is also known as the learning packs.
sensory imagery. “Sensory imagery involves the use of 3. Parents/
descriptive language to create mental images. In literary guardians shall
terms, sensory imagery is a type of imagery; the difference is submit the
that sensory imagery works by engaging a reader’s five
senses. Any description of sensory experience in writing can learner’s output.
be considered sensory imagery.”2
Describing how something smells, looks, moves, feels,
sounds, and tastes through the use of figurative language
that produces imagery gives flesh and blood to words and to
the text as whole. In literary terms, sensory imagery is a type
of imagery; the difference is that sensory imagery works by
engaging a reader’s five senses.
Types of Sensory Imagery
1. Visual imagery. This kind of imagery appeals to the sense
of sight like shape, color, appearance, shades and others.
2. Auditory imagery. This pertains to the sense of hearing.
In terms of figurative language, assonance, onomatopoeia,
and alliteration aid the writers to create sounds in the text.
3. Olfactory imagery. It appeals to the sense of smell. Simile
and metaphor are oftentimes used to create this kind of
imagery.
4. Gustatory imagery. It appeals to the sense of taste.
5. Tactile imagery. It engages the sense of touch. This is
what you can feel, and includes textures and the many
sensations a human being experiences when touching
something.
6. Kinesthetic imagery. It pertains to the feeling of
movement. This means that subject is seen from one point
going to other point (i.e. a bride walking down the aisle).
Figurative Language
In the previous discussion, you have learned that imagery
and figurative language are inseparable. Figurative language
is the tool while imagery is its product. More so, “figurative
language is phrasing that goes beyond the literal meaning of
words to get a message or point across. Writers create
figurative language through figures of speech and literary
devices.”3 Therefore, both figures of speech and literary
devices are considered as figurative language.
Types of Figurative Language
1. SIMILE - A simile is a figure of speech that compares two
separate concepts through the use of a clear connecting word
such as “like” or “as.”

Example:
My love is like a rose That's newly sprung in June; My love is
like the melodie That's sweetly play'd in tune. -by Robert
Bums, “My Love Is Like a Red Red Rose”
2. METAPHOR - A metaphor is like a simile, but without
connecting words. It simply posits that two separate things
are the same.

Example:
Life is a broken-winged bird That cannot fly. Hold fast to
dreams For when dreams go Life is a barren field Frozen with
snow. -by Langston Hughes, “Dreams”
3. IMPLIED METAPHOR - Metaphor takes a few different
forms. Sometimes the object of comparison is purely implied
rather than directly referenced.

Examples: he barks at his subordinates; she lured the people

into her web
4. PERSONIFICATION - Personification projects human
qualities onto inanimate objects, or perhaps animals or
natural elements.

Examples: the flowers dances in the field; the sun greeted me

5. HYPERBOLE - Hyperbole is extravagant, intentional
exaggeration.

Examples:
I love you, dear, I'll love you
Till China and Africa meet.
-by Joseph Conrad, "The Heart of Darkness"
6. ALLITERATION - Alliteration is a sound device that layers
some additional meaning on top of the literal language of the
text. It occurs when a series of words start with the same
letter sound.

Examples: Sally sells seashells.

7. ASSONANCE - Identity or similarity in sound between
internal vowels in neighboring words.

Example: The crumbling thunder of seas

8. ONOMATOPOEIA - In onomatopoeia, words sound like the
thing they describe.

Examples: Tick-tick-tick (denotes time or clock)

Brrooom… (sound of an engine)
Boom! (pertains to explosion)
9. IRONY – The use of words to convey the opposite of their
literal meaning. A statement or situation where the meaning
is contradicted by the appearance or presentation of the idea.

Example: His argument was as clear as mud.

10. SYNECDOCHE – It is the use of a part of an object to
represent the whole

Examples: His parents bought him a new set of wheels.

I would like to have your hand in marriage.
11. ALLUSION - Allusion is when a text references another
external text—or maybe a person, place or event. It can be
either explicit or implicit.

Examples: washing the hands of the matter (biblical

reference)
You don't always have to carry weight of the world on your
shoulders. (reference to Atlas in mythology)
12. APOSTROPHE – it is a call to a person, a thing or a
personified idea which is not really present

Example:
0 Captain my Captain! our fearful trip is done.
The ship has weathered every rack, the prize we sought is
won
-by Walt Whitman, "0 Captain! My Captain"
13. IDIOM - Idioms are non-literal turns of phrase so
common that most people who speak the same language
know them.
Examples: hit the hay (to sleep)
under the weather (not feeling well)
14. PUN - A pun is a play on words. It exploits the different
meanings of a word or its homonyms, usually to humorous
effect. It has more than one possible meaning

Examples: Using that pencil is pointless.

Diction
Diction, like sensory imagery and figurative language, is a
vital element or aspect of the language of creative writing.
Likewise, diction refers to the linguistic choices a writer
makes to effectively convey an idea, a point of view, or tell a
story. In literature, the words used by an author can help
establish a distinct voice and style. For example, flowy,
figurative language creates colorful prose, while a more formal
vocabulary with concise and direct language can help drive
home a point.
Different Kinds of Diction
1. Formal diction. Formal diction is the use of sophisticated
language, without slang or colloquialisms. Formal diction
sticks to grammatical rules and uses complicated syntax (the
structure of sentences). This elevated type of language is often
found in professional texts, business documents, and legal
papers.

2. Informal diction. Informal diction is more conversational

and often used in narrative literature. This casual vernacular
is representative of how people communicate in real life,
which gives an author freedom to depict more realistic
characters. Most short stories and novels use informal
diction.

3. Pedantic diction. This is when a writer is highly detailed

or academic in their writing. Words are chosen specifically to
convey only one meaning. It is sometimes used in literature
when characters speak in a highly educated manner, as in F.
Scott Fitzgerald’s The Great Gatsby.

4. Colloquial diction. Colloquial words or expressions are

informal in nature and generally represent a certain region or
time. “Ain’t” and “y’all” are examples of colloquial expressions,
 born in rural areas of the United States. Colloquialisms add
color and realism to writing.

5. Slang diction. These are words that originated within a

specific culture or subgroup but gained traction. Slang can be
a new word, a shortened or modified word, or words that take
on a new meaning. Examples of common contemporary slang
words are “aggro” instead of “aggravated”; “hip,” which means
trendy; and “throw shade,” which is to lob an insult at
someone.

6. Abstract diction. This is when a writer uses words to

express something intangible, like an idea or an emotion.
Abstract phrases often lack physical detail and specificity
because they are things the reader cannot experience through
their five senses.

7. Concrete diction. Concrete diction is the use of words for

their literal meanings and often refer to things that appeal to
the senses. The meaning is not open to interpretation
because the writer is specific and detailed in their phrasing.
For example, the sentence: “I ate an apple.”

8. Poetic diction. Poetic diction is driven by lyrical words

that relate to a specific theme reflected in a poem, and create
a euphonious, or harmonious, sound. Poetic diction usually
involves the use of descriptive language, sometimes set to a
beat or rhyme.

Use imagery, diction,

Wednesday Creative PART 3. ENGAGEMENT Modular Distance
figures of speech, and
Writing Learning
specific experiences to Activity 1. Identifying Terms
evoke meaningful 1. Parents/
Write the word/s being described in each number. Make
responses from readers sure that you spelled the words correctly. guardians shall get
the learning from
________________1.It is a sound device that layers some the designated pick-
additional meaning on top of the literal language of the text. up point on the
It occurs when a series of words start with the same letter given schedule/
sound. date.
________________2.This is a figurative that plays on words 2. Learner shall
and exploits the different meanings of a word or its study the lesson
homonyms, usually to humorous effect. using the module.
________________3.It is a type of sensory imagery that appeals
to the sense of smell and simile and metaphor are oftentimes They are expected to
used create this kind of imagery. complete all the
________________4.This is when a writer is highly detailed or activities found in
academic in their writing. the learning packs.

________________5.This engages the sense of touch that 3. Parents/

includes textures and the many sensations a human being guardians shall
experiences when touching something. submit the
________________6.This is a kind of diction that is described learner’s output.
as conversational which is often used in narrative literature.
________________7.A type of diction that is driven by lyrical
words that relate to a specific theme and create a
euphonious, or harmonious, sound.
________________8.This pertains to phrasing that goes beyond
the literal meaning of words to get a message or point across
________________9.It refers to the linguistic choices a writer
makes to effectively convey an idea, a point of view, or tell a
story
________________10.It is something that appeals to senses
when someone read a literary text.
Activity 2. Figurative Language
Read each sample and identify them in terms of the different
types of figurative language tackled in this lesson. Write the
capital letter of your answer.
_____1.Silver bells!... How they tinkle, tinkle, tinkle in the icy
air of night.
A. alliteration C. metaphor
B. assonance D. onomatopoeia
_____2.My heart gets out of my chest whenever I see him.
A. alliteration C. hyperbole
B. assonance D. onomatopoeia
_____3.I wash my hands of the whole matter.
A. alliteration C. irony
B. allusion D. synechdoche
_____4.His hands dangled a mile from his sleeves.
A. hyperbole C. personification
 B. irony D. simile
_____5.Chicago is a city that is fierce as a dog with tongue
lapping for action.
A. idiom C. pun
B. metaphor D. simile
_____6.He hit the nail on the head after delivering his opinion
about the issue.
A. idiom C. pun
B. metaphor D. simile
_____7.I was struggling to figure out how lightning works,
but then it struck me.
A. idiom C. pun
B. metaphor D. simile
_____8. Justice is blind and, at times, deaf.
A. hyperbole C. personification
B. irony D. simile
_____9.New York is a city that never sleeps.
A. hyperbole C. personification
B. irony D. simile
_____10.Music is the artist’s bread and butter.
A. apostrophe C. personification
B. metaphor D. synecdoche
Activity 3. Triple Figurative
A. Write your own examples of simile
1. ___________________________________________
2.__________________________________________________________
B. Write your own examples of metaphor
1.
___________________________________________________________
2._______________________________________________________
Use imagery, diction,
Thursday Creative PART 4. ASSIMILATION
figures of speech, and What I Can Do
Writing
specific experiences to
evoke meaningful Poetry Writing
responses from readers Can you still remember the paragraph that you have written
about your most unforgettable experiences in Activity 4 of
What’s More of this lesson? In this activity, you have to
translate that experience by writing a poem. You may write
your poem in any style and format that you want it to be
written. Write your poem in one whole sheet of paper.
Your poem will be graded POINTS
by using the following
criteria: CRITERIA
Content 8
Organization 7
Style 5
Poetic Structure 5
Total 25 points
Fdsd

Activity 2. Poem Analysis 2

I taste a liquor never brewed (214)
Emily Dickinson8 (1830-1886)
I taste a liquor never brewed –
From Tankards scooped in Pearl –
Not all the Frankfort Berries
Yield such an Alcohol!
Inebriate of air – am I –
And Debauchee of Dew –
Reeling – thro' endless summer days –
From inns of molten Blue –
When "Landlords" turn the drunken Bee
Out of the Foxglove's door –
When Butterflies – renounce their "drams" –
I shall but drink the more!
Till Seraphs swing their snowy Hats –
And Saints – to windows run –
To see the little Tippler
Leaning against the – Sun!
Instructions for Poem Analysis
1. Write your initial thought about the poem upon reading the
title.
2. Read the poem closely by highlighting sensory imageries
and cues about the message of the text
3. Identify possible sensory experiences associated to the
 sensory imageries created by the author.
4. Point out the different types of figurative language used
in the poem.
5. Write the main message of the speaker of the poem.
6. Go back to number 1 and revise your answer.
7. Write a paragraph about your analysis of the poem.
8. Write in one sheet of pad paper.

Signature: Signature Signature

Prepared by: ANGELICA P. BERIÑA Checked by: LORNA C. ARENAL, MBA Noted by: LUNINGNING R. MENDOZA

Position: Teacher III Position: Master Teacher II/SHS Position: School Principal III
Coordinator

Date: Date: Date: