WL Module

ST. PAUL COLLEGE FOUNDATION, INC.
“Doctrina Praecellentes Commissum”

Bulacao, Pardo / Ramos / Mandaue Campuses
COURSE PACKET
For
GEN 05
(World Literature)
College of Education
WEEK NO. MODULE TOPIC PAGE
NO.
1 Course-Independent 3
Learning Guide
1 Introduction to World
Literature
Origin and/or Creation Myths
2
Beowulf
3
The Canterbury Tales
4
Inferno (Divine Comedy)
5
Analects of Confucius
6
Tale of Genji
7
8 Ramayana
9 Death and the King’s

Horseman
10 Edgar Allan Poe and His
Works
11 Petrarchan vs
Shakespearean Sonnets
12 Japanese Poetry: Senryu,
Haiku and Tanaga/ Tanka
ST. PAUL COLLEGE FOUNDATION, INC.
“D octrina P raecellentes Commissum”
Bulacao, Pardo / Ramos / Mandaue Campuses
College of Education
Bulacao Campus
COURSE-INDEPENDENT LEARNING GUIDE

(For Asynchronous, Self-Directed Distance Learning)
Course No.
Course Title: World Literature
Credit Units: 3
No. of Weeks:
Day:
Time:
T Course Learning Learning Materials (PDF-Links) Required Output (Graded)

o Topics Objectives (Internet Links, Links for Youtube videos, Links Note: Output submission in 1
pi for Articles, Journals, Case Studies and other modular output every week.
c materials are shown here)
#
1 Introductio  Recall https://publish.illinois.edu/globalcurrents/2014/12/03/world- Output: Mind Map and Journal
n to World their literature-theories-in-the-context-of-globalization/ A. Mind Map
Literature knowledg #:~:text=Goethe%20famously%20stated%20in Directions:
e on %20letters,translated%20into%20multiple%20languages Create your own mind map,
literature %20and
summarizing the different genres of
and its https://www.youtube.com/watch?v=eOxP0ZZMrmk
literature and its examples. Be
genre https://www.masterclass.com/articles/what-are-the-different-
 Identify genres-of-literature-a-guide-to-14-literary-genres creative. Refer to the mind map
certain https://simplemind.eu/how-to-mind-map/basics/ outline in the module for reference
masterpie
ces in B. Journal
each Directions:
literary Discuss and answer the following
period questions about “The Birth of World
and its
Literature” in 150- 300 words.
effect on
that
period Guide Questions:
 Discuss 1. How does the coining of the term
the “World Literature” change our
significan understanding of literature in the
ce of the ancient past, recent decades, or the
coinage of future?
the “World 2. Does the existence of such term in
Literature. our time change the way today’s
” literature is written, distributed, and
read? How?
3. We live in a world of fast and
fleeting connections and most agree
that the world is changing at a rate
that often outpaces our ability to give
it meaning. In this scenario, how can
“World Literature” help us navigate
this predicament? What can it do for
our understanding of where we are,
where we’ve been and where we’re
going?
4. Personally, what’s the significance of
this course to you in your major? As a
human?
2 Origin  Familiariz https://www.cs.williams.edu/~lindsey/myths/ Output: Create Your Own God/
and/or e the myths.html Goddesses and Journal
Creation gods and https://www.britannica.com/topic/creation-myth A. Create Your Own God
Myths goddesse https://www.britannica.com/topic/creation- Directions:
s in major myth/Types-of-cosmogonic-myths Illustrate your own god/ goddess.
Western https://www.youtube.com/watch?v=T6f1-nEjDdM Write details about their powers, their
myths https://library.rcc.edu/c.php? domain and their origin story.
 Identify g=1058258&p=7698099
Description and origin story of your
the https://www.ted.com/talks/
god/ goddess should not be more than
characteri chetan_bhatt_dare_to_refuse_the_origin_myths_th
stics and at_claim_who_you_are?language=en 300 words.
elements
of origin B. Journal:
and/ or Directions:
creation Discuss and answer the following
myths, questions about “Origin and/or
pointing Creation Myths” in 150- 300 words.
out 1. What do creation myths tells us
similaritie about the values and history of
s and civilization?
difference 2. How does a particular region’s
s creation myth affect their culture?
 Compare 3. In the modern civilization where
two science is trying to prove the origin of
creation
the universe’s existence in a logical
myth
manner, is there a need to preserve
stories
and their such stories? Why or why not?
basic
elements
3 Beowulf  Define https://www.ted.com/talks/ Output: Timeline and Movie Review
what an chetan_bhatt_dare_to_refuse_the_origin_myths_that_claim_ and Journal
epic is who_you_are?language=en A. Story Timeline and Story Timeline
and its https://www.ted.com/talks/ Directions:
elements matthew_winkler_what_makes_a_hero?language=en Read the summary and watch the full
 Identify https://literarydevices.net/epic/ movie “Beowulf”. Make a timeline that
the https://www.ancient-literature.com/ highlights the main points of the story.
character other_beowulf.html Afterwards, in 200 or less, compare
traits of a and contrast the content of the movie
hero and
and the original summary of the epic
a villain
 Make a
story B. Journal
map/ Directions:
timeline to Discuss and answer the following
illustrate questions about “Beowulf” in 150- 300
the words.
highlights 1. What makes Beowulf a hero? Is he a
of the perfect person?How does his character
story traits affect his fate?
 Express 2. Explain the quote from Jean Jacques
views and Rosseau, “The strongest is never
opinions strong enough to be a master, unless
about he transforms strength into right and
Beowulf obedience to duty.” in relation to the
being a literary piece given and personal
hero and
experience.
give their
3. What does it take to become a hero
standards
in the modern times?
for a
person to
be
considere
d a hero
4 The  Summariz https://www.youtube.com/watch?v=h0ZrBr9DOwA Output: Caricature and Journal
Canterbur e how https://www.cliffsnotes.com/literature/c/the-canterbury- A. Caricature
y Tales The tales/summary Directions:
Prologue Canterbur https://www.britannica.com/topic/The-Canterbury-Tales Choose a profession or a social rank.
by y Tales https://study.com/academy/lesson/the-canterbury-tales- Create a caricature based on the
Geoffrey criticizes summary-plot.html
character you’ve chosen. In a short
Chaucer social description, highlight a specific
rank, the characteristic and explain why they
position of
represent such virtue or vice.
women,
and
Church B. Journal
corruption Directions:
 Analyze Discuss and answer the following
the questions about “The Canterbury
character Tales” in 150- 300 words.
s in each 1. How are the pilgrims still relevant to
tale and society today?
what they 2. Which stereotypes about the people
represent do you agree with? Disagree with?
 Create a 3. Having stereotypes in certain types
caricature of people and social ranks is how the
based on society run even in the modern times.
a local Should we eradicate such categorized
equivalent thinking? Why or why not? And if yes,
of such
how?
character
s from the
tale.
5 Inferno  Define https://historylists.org/art/9-circles-of-hell-dantes-inferno.html Output: Inferno Travel Guide and
(Divine allegory https://www.youtube.com/watch?v=EE5ihycCq54 Journal
Comedy)  Identify, https://www.youtube.com/watch?v=ZzgLEthtid0 A. Inferno Travel Guide
by Dante depict and https://www.youtube.com/watch?v=1RWOpQXTltA Directions:
Alighieri describe Imagine you are like Plato and you
allegory need to guide a “Dante” through hell.
from the Create a guide of the different levels of
given text your version of Inferno. It should not
with the be religious, but instead, it should
use of focus on real- life stress and irritating
evidence situations you might face. Each level
 Illustrate should be explained. (types of crimes
your own
done and their corresponding
version of
punishments)
Inferno
B. Journal
Directions:
Discuss and answer the following
questions about “Dante’s Inferno” in
150- 300 words.
1. Is justice delivered by punishment
only? Explain.
2. What is a more important value:
faith or reason?
3. Do you agree with this famous
quote from Sartre , “Hell is other
people.”? Why or why not? In what
ways do people create hell for others?
Prelim Examinations (face-to-face assessment) for Higher Education
For Basic Education, face-to-face assessment is monthly for the next 10 months
NOTE: EXAMINATION PERMIT IS REQUIRED.
5 Analects  Identify https://www.litcharts.com/lit/the-analects Output: Personal Motto Slogan and
of Confucius https://onlinelibrary.wiley.com/doi/ Journal
Confucius and 10.1002/9781118783863.ch9#:~:text=Summary,itself%2C A. Slogan
explain %20especially%20in%20mourning%20rituals. Directions:
his role in Write a golden rule that you follow
establishi
ng in live. Be creative in presenting. In short
Chinese explanation. Expound on how you
philosoph keep this kind of principle in your daily
y lives.
 Explain
and B. Journal
demonstr Directions:
ate the
Discuss and answer the following
major
questions about “ The Analects” in
philosophi
cal tenets 150- 300 words.
and 1. What roles do poverty and family
priorities relationships play in the willingness of
of The workers to endure long separations
Analects from family?
 Discuss 2. How can Philippines better balance
the economic development with the needs
importanc of its people?
e of filial 3. Younger Filipino generation has
piety in been calling out some toxic Filipino
Chinese family traits. Do you know any of these
culture traits? How should we address such
and how issues?
traditional
Chinese
family life
is being
challenge
d by the
circumsta
nces of
migrant
workers
and how
this
resonates
with the
Philippine
culture
 Explain
how filial
piety
applies in
Philippine
families
today.
6 Tale of  Understan https://www.youtube.com/watch?v=HlhMYYw6k0Y Output: Illustration and Journal
Genji by d the http://www.iz2.or.jp/english/what/index.htm#:~:text=The A. Illustration
Murasaki lasting %20Tale%20of%20Genji%20centers,Genji%20and%20dies Directions:
Shikibu effect of %20soon%20after. Based from the summary and the
9th and http://www.taleofgenji.org/summary.html
excerpt given in the module, draw an
10th https://solano.instructure.com/files/57207338/download?
image the would perfectly capture
century download_frd=1&verifier=JZew9MhcABJj6QnkEN4txGO88BkH5
DBxgT6gobJn your understanding of the story. It can
Golden
be a direct scene from the story or an
Age of
item that symbolizes the tale. Below
Literarture
on the your drawing, expound the details as
culture to how this illustration summarizes
today your perspective of the story.
 Demonstr B. Journal
ate their Discuss and answer the following
knowledg questions about “The Tale of Genji” in
e of the 150- 300 words.
story,
Tale of 1. The story doesn’t only center on
Genji Genji, but also the women surrounding
 Create him. Murasaki Shikibu shows the lives
their own of the various types of women living in
image of a patriarchal society where high-
the Tale ranking officials often engage in
of Genji to polygamy. Do you really believe that
show their the women in the story lead a happy
comprehe life? Why or why not?
nsion of
2. The Tale of Genji is somehow a
the story
reflection of unfair treatment among
genders and depicts the stereotypes
for both men and women. In the
modern society, are there any
instances where such instances hold
true? How should we address these
issues?
8 Ramayana  Identify https://www.youtube.com/watch?v=sK8t56HNp_E Output: Retelling the Narrative &
the Journal
elements https://www.bl.uk/onlinegallery/whatson/exhibitions/ A. Storytelling
of the ramayana/guide.html#:~:text=The%20Ramayana%20is%20an Directions:
Ramayan %20ancient,500%20BCE%20to%20100%20BCE.
The Ramayana exists in many different
a that versions. Develop your version by
fulfill the https://www.litcharts.com/lit/the-ramayana/summary
rewriting a scene from Ramayana from
requireme
the perspective of a different
nts of an
character. Your retelling should not be
epic
 Know the less than 500 words.
different
types of B. Journal
character Directions:
POVs Discuss and answer the question about
 Retell the “Ramayana” in 150- 300 words.
basic  The Ramayana suggests that
narrative much of Rama’s greatness is the
of the result of his choices to place
Ramayan dharma above his own personal
a in interests. Likewise, Ravana
another possess many noble
perspectiv characteristics, but has chosen to
e use them for evil. Do you think
that being good or bad is a matter
of personal choice, or are people
simply born good or bad?
9 Death and  Analyze https://www.youtube.com/watch?v=VPZbPnKvH6 Output: Presentation and Journal

the King’s and https://www.litcharts.com/lit/death-and-the- A. Oral Presentation
Horseman present to king-s-horseman/summary Directions:
by Wole the class https://www.gradesaver.com/death-and-the-kings- In a group of 3 people respond to the
Soyinka how the horseman/study-guide/summary statement “Death and The King’s
author’s Horseman is more than just a clash of
choices cultures.” State your arguments in a
impact the
presentation. Your output should
tension in
contain the following information.
the play
 Prove or 1. Restate the assumption.
disprove 2. Answer the statement with text-
the based evidence. You may include other
general evidences outside the story to support
assumptio your argument.
n with 3. Explain if your group approve or
text- disprove the assumption.
based 4. Create a visual that summarizes
evidence your point. (Suggested, but not
required)
B. Journal
Discuss and answer the question about
“Death and the King’s Horseman” in
150-300 words.
* There’s a theme that is quite

prevailing from the story which
focuses on judging other’s cultures. Do
you agree that we should never judge
the morality of another culture
especially those who has colonized and
abused others?
Midterm Examinations (face-to-face assessment) for Higher Education

8 Edgar Allan  Know the https://www.gradesaver.com/death-and-the-kings- Output: Analysis Paper
Poe & His masterpie horseman/study-guide/summary A. Analysis Paper
Works ces of https://www.gradesaver.com/death-and-the-kings- Directions:
Edgar horseman/study-guide/summary Choose one story of Edgar Allan Poe. In
Allan Poe https://www.britannica.com/biography/Edgar- essay form, analyze the story by talking
and its Allan-Poe about the elements present in your
impact on https://www.youtube.com/watch?v=AgrxkThVUrc chosen story. Cite direct evidences
the https://poestories.com/read/angeloftheodd
from the text to support your claims.
American http://www.readwritethink.org/classroom-
You may follow the paragraph plan
Literature resources/student-interactives/plot-diagram-
 Identify 30040.html#:~:text=The%20basic%20triangle below as your guide. Personalize it as
the %2Dshaped%20plot,falling%20action%20to%20the you wish.
different %20structure. A. Summary of the story
elements B. Analysis of the plot
of the https://thewritepractice.com/freytags-pyramid/ C. Symbolism, Figures of Speech,
story Theme, Moral and other
 Analyze a characteristics.
story D. Recommendation, Overall Opinion,
using the Rating
Freytag’s
Triangle B. Journal
and other
State your opinion about the poem
elements
below in 150- 300 words. Relate it to
of a story
both Edgar Allan Poe’s life and your
personal experience.
“Pain creates writers

Hurt creates art,
It enters your soul
And ignites your heart.
Paint with your tears

Write with your blood,
Pour out the anguish
Wash off the crud.”
Semi-Final Examinations (face-to-face assessment) for Higher Education

1 Petrarchan  Identify https://www.britannica.com/biography/Petrarch Output: Sonnets and Journal
1 Sonnet vs the https://poets.org/poet/petrarch A. Sonnets
Shakespea different https://www.poetryfoundation.org/learn/glossary-terms/ Directions:
rean elements sonnet Write 2 sonnets following the theme of
of poetry https://education.seattlepi.com/main-features-petrarchan-
the lesson. They should consist of the
 Compare sonnet-5367.html
and https://poets.org/poem/how-do-i-love-thee-sonnet-43 main characteristics of the Petrarchan
contrast https://www.poetryfoundation.org/poems/45106/sonnet-116- and Shakespearean sonnets. Choose 1
Petrarcha let-me-not-to-the-marriage-of-true-minds that you would like to recite out loud.
n Sonnet https://www.britannica.com/biography/William-Shakespeare Recitation should be recorded in either
and https://poets.org/poet/william-shakespeare
mp4 or mp3 format.
Shakespe
arean B. Journal
Sonnet
Discuss and answer the question
 Create
below in 150- 300 words.
their own
versions
of the 1. How do you show love to the people
sonnets that matters in your life?
2. “Too much love will kill you.” Do you

agree with this quote? When do you
give another chance and when do you
call it quits?
Senryu,  Know the h Output: Poetry Collection
Haiku and difference https://akitahaiku.com/what-are-haiku-senryu-and-tanka/ Directions:
Tanaga/Ta s of http://www.shadowpoetry.com/resources/haiku/haiku.html Write 3 examples for each type of
nka senryu, https://owlcation.com/humanities/Japanese-Poetry-Forms- Japanese poetry. Compile them. Be
haiku, Haiku-Senryu-Haiga-and-Tanka
creative with the presentation of your
tanaga/ta output.
ngka
 Create
their own
version of
the said
poetries
Add more topics here in order to satisfy the required number of hours in a semester.
Final Examinations (face-to-face assessment) for Higher Education
CULMINATION/TERMINAL OUTPUTS
1. Submission of the various output is on per topic/ weekly basis. Please see the guide questions
and instructions. Submit the requirement as word-processed unless stated otherwise.
2. Journals are your Terminal outputs, hence they should be compiled and submitted on the day of
the major exams.
3. Others: ____________
World Literature
List of Enrollees Email Address/es Mobile Number/s

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Note: By enrolling in the course, and by requesting for the email addresses and mobile number of your classmates, you
are waiving your rights under the Data Privacy Law and are giving consent to the mutual release of your email
address and related personal data to students enrolled in the course.
Prepared: Noted: Approved:
MS. CHESSKA CARLA MORENO MR. BENLY S. FORMOSO DR. ALBIM Y.

CABATINGAN
Course Instructor Program Chair, COE VP – Academics
and Research
Lesson 1
INTRODUCTION TO World Literature
At the end of the lesson, the student should be able to:
1. Recall their knowledge on literature and its genre

2. Identify certain masterpieces in each literary period and its effect on that
period
3. Discuss the significance of the coinage of the “World Literature.”
LESSON 1
Module Topic Introduction to Communication
Intended Learning Outcomes (ILO) 1. Recall their knowledge on

literature and its genre
2. Identify certain masterpieces
in each literary period and its
effect on that period
3. Discuss the significance of
the coinage of the “World
Literature.”
Number of Hours 3 hours (1-2 hours syn
chronous; 1 hour asynchronous/
independent learning time)
Delivery Mode Self-directed learning like readings,

distance learning, e-learning,
synchronous and asynchronous teaching
Learning Resources Required: Course module on Purposive

Communication, College of Education, St.
Paul College Foundation, Inc.
Learning Activity 1. Students must read through the

content of the lesson in the module.
2. Once they’ve deemed themselves

familiar with the terms presented,
students will answer the exercises
provided for this particular lesson..
3. For the output, the students will

create a mind map to summarize what
they have learned for this unit.
4. The students will respond and/or

comment on the discussion threads to
further engage on the topic and theme
of the lesson. This will serve as their
reflection and evaluation of the lesson
topic.
Required Output  Exercises
 Mind Map
 Response to the Discussion Thread
Assessment Tool/s  Rubric for grading mind maps
 Short Answer Rubric (for discussion

threads)
Target Competency critical and analytical thinking, effective

communication, accuracy in the written
language, reading comprehension
LESSON 1: Introduction to World

Literature
World Literature *Literary Genres and Examples *Mind Map
What is Literature?
Literature can be defined as the collected oral and written works of a society that depict the
people’s beliefs, values, morals, aspirations, as well as their struggles in life.
The name has traditionally been applied to those imaginative works of poetry and prose
distinguished by the intentions of their authors and the perceived aesthetic excellence of their
execution. Literature may be classified according to a variety of systems, including language,
national origin, historical period, genre, and subject matter.
Why Literature?
This is a fundamental question that is often ignored in high school and college English classes as well as
research texts, and one that causes frustration among students at all levels, namely—why study
literature at all? Isn't it enough to read a story, enjoy it, and go about one's business? My answer (to be
expected from a literary professional, I suppose) is no. It is not enough. It is a start; but it is not enough.
Here's why.
Literature is the only part of the educational curriculum that deals directly with the actual world of lived
experience. In all subjects offered in the curriculum from the basic up to the higher education, only
literature gives credibility to personal perceptions, feelings, dreams, and the "stream of consciousness"
that is our inner voice. Literature wonders about infinity, wonders why God permits evil, wonders what
will happen to us after we die. Literature admits that we get our hearts broken, that people sometimes
cheat and get away with it, that the world is a strange and probably incomprehensible place. Literature,
in other words, takes on all the big and small issues of what it means to be human. we should read
literature and study it and take it seriously because it enriches us as human beings. We develop our
moral imagination, our capacity to sympathize with other people, and our ability to understand our
existence through the experience of fiction.
By studying literature we can learn how to explore and analyze texts. examining and studying those
constructions, we can learn about language as a medium. We can become more sophisticated about
word associations and connotations, about the manipulation of symbols, and about style and
atmosphere. We can grasp how ambiguous language is and how important context and texture is to
meaning. When we begin to see literature as created artifacts of language, we become more sensitive to
good writing in general.
Studying English literature opens up a world of inspiration and creativity, while also developing
skills that are essential for today's global environment. It is a chance to discover how literature
makes sense of the world through stories, poems, novels and plays. It is also a chance to
sharpen your own ability to write, read, analyze and persuade. It enables one to better
understand social situations, history, one's own emotions, and various cultural practices. It also
makes one more empathetic. It produces better readers, better writers and even better human
beings.
(“Why Study Literature at All?”, Barden, Thomas, E, The National Council of teachers of English)
Read the full article here:
https://www.poynette.k12.wi.us/faculty/sdobb/into.%20why%20study%20lit%2010.pdf
World Literature
When we think of globalization and forms of entertainment, we immediately think of the Internet, social
media, movies, or television shows. But, contrary to popular belief, literature also holds an important
place in the flow of entertainment media that is coursing through the veins of public consumption in our
globalized world. The technological advances that are connecting people worldwide through shared
information are also serving as a medium to disseminate books across national and cultural boundaries.
Johann Wolfgang von Goethe on Weltliteratur
The term “world literature” was first used by the German writer and statesman Johann Wolfgang von
Goethe, referring to the dissemination of literature from and to countries across the globe. Goethe
famously stated in letters to Johann Eckermann in 1827, “National literature is now a rather unmeaning
term; the epoch of world literature is at hand, and everyone must strive to hasten its approach.” World
Literature, in the modern sense, refers to literary works that are translated into multiple languages and
circulated to an audience outside their country of origin.
World literature is not a new concept, but as new media technologies explode, so do new ways of
disseminating books across national boundaries. And as new ways emerge of delivering world literature
to readers worldwide, many scholars are examining the implications of translations on literature, the
impact that literature has on culture, and the ways that cultures can transform books. World literature
can be an amazing tool for analyzing globalization because it provides a wonderful example of the ways
that information is shared across languages and cultures.
Valerie Henitiuk, a professor of Literature and Translation at the University of East Anglia, in a
compelling 2012 essay, explored the process of translation and the meanings that it holds. She posits
that “texts become successfully worlded only through interpretive acts of mediation profoundly bound
up in aspects of culture.” In other words, a text can never truly be independent of its translation. As
literature moves across boundaries of culture and language, it is, in a way, transformed into a unique
cultural artifact.
While some believe that world literature gains value in translation, some scholars, such as Gayatri
Chakrovorty Spivak, hold the alternate view that the study of world literature often ignores the power of
a work in its own language. Spivak believes that scholars must take care to avoid homogenizing cultures
and languages when undertaking the study of translated texts, and that consideration must be given to
protecting the diversity of languages and cultures present in literary works.
Venkat Mani, in an essay published in 2014, submits that world literature is best understood in the
larger context of global media dissemination. Mani points out that in the globalized world that exists
today, the place of origin of a literary work does not necessarily define the cultural or national context of
the work. He believes that modern world literature is being created and disseminated in a public
sphere, aided by new media technologies and the interconnected nature of the Internet and social
media. Mani’s viewpoint mirrors Goethe’s statement that “national literature is now a rather unmeaning
term,” but takes on new meaning as, almost 200 years later, the world is more connected than ever
before through modern technology.
The study of world literature is a powerful tool for global studies because it encompasses so many
themes that are important to understanding globalization. World literature can show us how
information is shared between cultures and nations. It provides insight into how cultural artifacts are
transformed as they traverse languages and boundaries. It also can help us to understand the ways that
new media technologies could be facilitating globalization by creating a public space for the transmission
of literature and other information across the globe.
Overview of World Literature

Babylonia
Babylonian literature was rich in tales, fables, and poems. The greatest literary classic of ancient
Babylonia was the Sumerian Epic of Gilgamesh, forerunner of the “Great Flood” in the Testament.
Egypt
The oldest know Egyptian literature are the “Pyramid Texts” which were prayers and hymns found in the
pyramids. Tales of romance and adventure were also written by Egyptian writers. Other literary works of
ancient Egypt were the following: 10 Book of the Dead, which contains magic rites and religious
incantations and Hymn to the Sun, an ode written by Pharaoh Akhenaton.
Israel
The Jews wrote all the books in the Bible, the holy boo of both Judaism and Christianity. The Bible is the
greatest contributions of the Jews to world Literature.
India
India has enriched the world literature by giving mankind the first fable (Panchatantra), the first
dramatic epics, (The Clay Cart by Sudakra and Sakuntala by Kalidasa) , the great epics (Mahabharata and
Ramayana), and the world’s greatest philosophical poem (the Bhagavad Ghita).
China
China printed the first money, which the Chinese called the “flying money”; first playing cards for
gambling and recreation; the oldest known book, Diamond Sutra, printed 868 A.D. by Wnag Chich; and
the oldest newspaper in the world, Peking Gazette, which was printed during the reign of emperor
Hsuan Tsung (705-735 A.D.)
Greece
The earliest specimens of Greek poetry were the Illiad and Odyssey by the blind poet, Homer. The
Greeks developed the lyric poetry, that is , poetry which is intended to be recited to the accompaniment
of the lyre. The greatest lyric poet of ancient Greece was Pindar. They promulgated the drama genre,
creating its subtype: comedy and tragedy.
Rome The “Golden Age of Roman Literature” came during the reign of Emperor Augustus when Latin
poetry reached its full bloom. Virgil, the greatest Roman epic poet, wrote “Aenid”, an immortal epic
which relates the coming of Aeneas to Italy after the destruction of Troy. His two gifted contemporaries
were Horace, noted for his odes, a series of poems; and Ovid , Rome’s greatest poet of love, whose
“Metamorphoses” influenced the poetic art of Boccacio and Chaucer.
Saudi Arabia
The Muslims excelled in both prose and poetry. Their love poems and tale of adventures are delightful
to read. Until now the Arabic stories of “Ali Baba and the Forty Thieves” and “Sinbab the Sailor” have
not been surpassed by Western storytellers.
A famous masterpiece of Muslim poetry was the “Rubaiyat”, written by Omar Khayyam, a Persian
astronomer-poet in the 12th century. It is now one of the classics of the world literature.
The Qur’an (Koran) or the holy book of Islam, consisting of 114 chapters, was their greatest contribution
to world literature.
Medieval Europe
The most significant literary development of medieval times was the flowering of national literatures.
The wandering minstrels in different countries of Medieval Europe sang their tales of love and
adventure in the national languages. In due time, these tales become the popular epics, which were
glamorized by the aura of chivalry. Famous among these epics were the “Song of Roland” of France,
which chants the exploits of Roland, Charlemagne’s greatest knight; “Nibelungenleid” of Germany,
which recounts the adventures of Siegfred; “El cid” of Spain which narrates the mighty deeds of Rodrigo
Diaz de Vibar against the Moors; and “Beowulf” of Ebgland, which sings about the hero’s fights against
the terrible monster.
The greatest poem of Medieval literature was Dante’s “Divine Comedy” written by Dante Alighieri, the
Father of Italian Poetry”. England produced Geoffrey Chaucer. Although not as great as Dante, Chaucer
became the “Father of English poetry”. He is famous for “The Canterbury Tales”, his masterpiece about a
group of pilgrims. Another notable writer Victor Hugo of France. He was the living voice of
Romanticism . He is intensely interested in public affair and was an eloquent champion of freedom and
justice. This is clearly evident in his works, “Les Miserables” and “J’Accuse.”
Latin America
The literature in Latin America is patriotic, romantic and intense. Most of its great patriots and liberators
were not only great generals and statesmen, but also writers. Among those wielded the pen and sword
were Bolivar, Sam Agustin, Father Hidalgo, Benito Jaurez and Marti.
Ruben Dario, a Nicaraguan poet and diplomat, is widely- known in the Hispanic world for his lyrical
verses. His famous collection of poems was “Azul.”
Literary Genres
(Note: Answer first the activity on Concept Map Literature. Try your best to recall the terms you’ve
learned from your lower- level Literature classes. Don’t worry, scores for this activity is not recorded.
This is only for review purposes. The activity will be posted in pdf/ docx form. After answering, you
may refer to the notes below and make the necessary corrections.)
Literature has 2 main functions:

1. Utilitarian
- from its root word “utility” meaning the state of being useful, profitable or beneficial
- Utilitarian literature are any forms of literary pieces that can be found in certain professions and fields;
it has a specific purpose on why it is made
Examples: editorials, speeches, memo, corporate letters, news articles, pamphlets
2. Creative
- deals with the creation of outputs that are of pure imagination; isn’t useful per se, and mostly done out
of pleasure and passion
- This is the most common function of literature that we learn from our schools
- Examples: novels, poetry
Major Genres of Literature

a. Prose
The word “prose” comes from the Latin expression prosa oratio, which means straightforward or direct
speech. Due to the definition of prose referring to straightforward communication, “prosaic” has come
to mean dull and commonplace discourse. When used as a literary term, however, prose does not carry
this connotation.
Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and
ordinary grammatical structure, rather than rhythmic structure, such as in the case of traditional poetry.
Prose comprises of full grammatical sentences, which consist of paragraphs, and forgoes aesthetic
appeal in favor of clear, straightforward language. It can be said to be the most reflective of
conversational speech. Some works of prose do have versification, and a blend of the two formats that is
called “prose poetry.”
Sub-genre:
 Fiction- created from the imagination, not presented as fact, though it may be based on a true
story or situation. Works under it includes: fable, legend, myth, parable, folktale, fairytale, short
story, novel, novelette/ novella
 Non- fiction- Nonfiction is a broad genre of writing that encompasses all books that aren’t
rooted in a fictional narrative. Nonfiction writing can be based in history and biography, it can be
instructional, it can offer commentary and humor, and it can ponder philosophical questions.
Works under it includes: diary, journal, essay, history
b. Poetry
Poetry (ancient Greek: ποιεω (poieo) = I create) is an art form in which human language is used for its
aesthetic qualities in addition to, or instead of, its notional and semantic content. It consists largely of
oral or literary works in which language is used in a manner that is felt by its user and audience to differ
from ordinary prose.
Poetry is a type of literature that conveys a thought, describes a scene or tells a story in a concentrated,
lyrical arrangement of words. Poems can be structured, with rhyming lines and meter, the rhythm and
emphasis of a line based on syllabic beats. Poems can also be freeform, which follows no formal
structure.
Subgenre:
 Lyric Poetry- A lyric poem or lyrical poem in literature is a poem in which the poet either
expresses his feelings and emotions. The poet also presents a character in the first person to
express his emotions. It is a combination of lyric and poetry where a piece of poetry is written as
a lyric. Lyric has been derived from lyre, a musical stringed instrument used during the Grecian
period to accompany the poetry sung during different festivities. Works under it includes: ode,
elegy, song, sonnet
 Narrative Poetry- A narrative poem in literature is a poem which tells a story. It has a full
storyline with all the elements of a traditional story. These elements include characters, plot,
conflict and resolution, setting and action. Although a narrative poem does not need a rhyming
pattern, it is a metered poem with clear objectives to reach a specific audience. These poems
have been borrowed from oral poetic narratives from different cultures. Works under it
includes: ballad epic, metrical tale and metrical romance
c. Drama
The term "drama" comes from a Greek word meaning "action" (Classical Greek: δρᾶμα, drama), which is
derived from "I do.” This why drama is often associated with the action form of literature.
Drama is a mode of fictional representation through dialogue and performance. It is one of the literary
genres, which is an imitation of some action. Drama is also a type of a play written for theater,
television, radio, and film.
In simple words, a drama is a composition in verse or prose presenting a story in pantomime or

dialogue. It contains conflict of characters, particularly the ones who perform in front of audience on the
stage. The person who writes drama for stage directions is known as a “dramatist” or “playwright.”
Subgenre:
 Tragedy is a type of drama that presents a serious subject matter about human suffering and
corresponding terrible events in a dignified manner.
 Comedy is a literary genre and a type of dramatic work that is amusing and satirical in its tone,
mostly having a cheerful ending. The motif of this dramatic work is triumph over unpleasant
circumstance by creating comic effects, resulting in a happy or successful conclusion.
 Tragicomedy contains both tragedy and comedy. Mostly, the characters in tragicomedy are
exaggerated, and sometimes there might be a happy ending after a series of unfortunate events.
It is incorporated with jokes throughout the story, just to lighten the tone.
Output:
Mind Mapping
Mind mapping is a highly effective way of getting information in and out of your brain. Mind
mapping is a creative and logical means of note-taking and note-making that literally "maps
out" your ideas.
All Mind Maps have some things in common. They have a natural organizational structure that
radiates from the center and use lines, symbols, words, color and images according to simple,
brain-friendly concepts. Mind mapping converts a long list of monotonous information into a
colorful, memorable and highly organized diagram that works in line with your brain's natural
way of doing things.
One simple way to understand a Mind Map is by comparing it to a map of a city. The city center
represents the main idea; the main roads leading from the center represent the key thoughts in
your thinking process; the secondary roads or branches represent your secondary thoughts,
and so on. Special images or shapes can represent landmarks of interest or particularly relevant
ideas.
The great thing about mind mapping is that you can put your ideas down in any order, as soon
as they pop into your head. You are not constrained by thinking in order. Simply, throw out any
and all ideas, then worry about reorganizing them later.
The mind map is the external mirror of your own radiant or natural thinking facilitated by a
powerful graphic process, which provides the universal key to unlock the dynamic potential of
the brain.
The Five Essential Characteristics of Mind Mapping:
 The main idea, subject or focus is crystallized in a central image

 The main themes radiate from the central image as 'branches'
 The branches comprise a key image or key word drawn or printed on its associated line
 Topics of lesser importance are represented as 'twigs' of the relevant branch
 The branches form a connected nodal structure
How to Make a Mind Map
 Think of your general main theme and write that down in the center of the page. i.e.
Food
 Figure out sub-themes of your main concept and draw branches to them from the
center, beginning to look like a spider web i.e. Meats, Dairy, Breads
 Make sure to use very short phrases or even single words
 Add images to invoke thought or get the message across better
 Try to think of at least two main points for each sub-theme you created and create
branches out to those
Directions:
Create your own mind map, summarizing all the concepts you’ve learned for this particular
lesson. (Note: Rubrics for this written output will be posted.)
Lesson 2
Origin and Creation Myths
1. Familiarize the gods and goddesses in major Western myths

2. Identify the characteristics and elements of origin and/ or creation myths,
pointing out similarities and differences
3. Compare two creation myth stories and their basic elements
LESSON 2
Module Topic Introduction to Communication
Intended Learning Outcomes (ILO) 1. Familiarize the gods and

goddesses in major Western
myths
2. Identify the characteristics
and elements of origin and/ or
creation myths, pointing out
similarities and differences
3. Compare two creation myth
stories and their basic
elements
Number of Hours 3 hours (1-2 hours synchronous; 1 hour
asynchronous/ independent learning
time)
Delivery Mode Self-directed learning like readings,

distance learning, e-learning,
synchronous and asynchronous teaching

Learning Activity 1. Students must read through the

content of the lesson in the module.
2. Once they’ve deemed themselves

familiar with the terms presented,
students will answer the exercises
provided for this particular lesson.

create their own god/ goddess and
formulate its own origin myth.

further engage on the topic and theme
of the lesson. This will serve as their
reflection and evaluation of the lesson
topic.
 Create Your own God
Assessment Tool/s  Rubric for grading “Create Your Own

God”

threads)

LESSON 2: Origin and Creation Myths
Origin and Creation Myths *Western Gods and Goddesses *Create Your Own God
Origin and Creation Myths

Creation myth, also called cosmogonic myth, philosophical and theological elaboration of the primal
myth of creation within a religious community. The term myth here refers to the imaginative expression
in narrative form of what is experienced or apprehended as basic reality (see also myth). The term
creation refers to the beginning of things, whether by the will and act of a transcendent being, by
emanation from some ultimate source, or in any other way.
Nature And Significance
The myth of creation is the symbolic narrative of the beginning of the world as understood by a
particular community. The later doctrines of creation are interpretations of this myth in light of the
subsequent history and needs of the community. Thus, for example, all theology and speculation
concerning creation in the Christian community are based on the myth of creation in the biblical book of
Genesis and of the new creation in Jesus Christ. Doctrines of creation are based on the myth of creation,
which expresses and embodies all of the fertile possibilities for thinking about this subject within a
particular religious community.
Myths are narratives that express the basic valuations of a religious community. Myths of creation refer
to the process through which the world is centred and given a definite form within the whole of reality.
They also serve as a basis for the orientation of human beings within the world. This centring and
orientation specify humanity’s place in the universe and the regard that humans must have for other
humans, nature, and the entire nonhuman world; they set the stylistic tone that tends to determine all
other gestures, actions, and structures in the culture. The cosmogonic (origin of the world) myth is the
myth par excellence. In this sense, the myth is akin to philosophy, but, unlike philosophy, it is
constituted by a system of symbols; and because it is the basis for any subsequent cultural thought, it
contains rational and nonrational forms. There is an order and structure to the myth, but this order and
structure is not to be confused with rational, philosophical order and structure. The myth possesses its
own distinctive kind of order.
The initial ordering of the world through the cosmogonic myth serves as the primordial structure of
culture and the articulation of the embryonic forms and styles of cultural life out of which various and
differing forms of culture emerge. The recollection and celebration of the myth enable the religious
community to think of and participate in the fundamentally real time, space, and mode of orientation
that enables them to define their cultural life in a specific manner.
Western Gods and Goddesses
Greek Creation Myth
Although when we think of mythology we think of a collection of stories, there is a beginning to them.
Understanding the beginning of the story, the creation of the world, gives us a framework to build upon
as we learn about the different myths.
The short answer to how the Greeks viewed the creation of the world is this: Scary old gods came first;
they got stomped down by their kids, who were better looking, younger gods. These gods created
humans. Humans and gods fought for supremacy, and the humans won a few rounds but eventually got
trounced and became more and more miserable.
Now, the longer answer: In the beginning, the universe was without form. It was not nothing; there was
matter, but it was unorganized, shapeless, mixed up and dark. This was called Chaos.
After Chaos, more divinities, or gods, came into being.
Gaia, the Earth, held up Uranus, the sky. Gaia and Uranus had a bunch of kids. First they had a bunch of
monsters including the Cyclops, and then they created the Titans as the second generation. Uranus
hated all the Titans and was actually quite ugly about it — but there are only a couple of Titans that you
need to remember: first, Oceanus, the god of the sea, and then Cronus, the strongest and best one of
all. Gaia was pretty ticked at Uranus for being a jerk, so she helped Cronus overthrow him.
So, let's keep this straight. Cronus is Uranus's son. Cronus became the king (bye-bye Uranus), and
married his sister, Rhea — another Titan. It's like a soap opera. This was called the Golden Age because
men, who had been made by a Titan named Prometheus, were living in harmony. Everything was hunky
dory.
It didn't last, though, because Cronus heard a prophecy that one of his sons would dethrone him, so
every time his wife, Rhea, had a baby, he swallowed it. Rhea got a little sick of seeing all of her children
swallowed alive, so she tricked Cronus when her sixth child, Zeus, was born; she wrapped up a rock to
look like a baby and had Cronus swallow that instead. Zeus rescued his previously swallowed siblings,
and all was right with the world.
World View in the Eyes of Ancient Greece
The Greek view of the world was a little different than ours. The Greeks believed that the world was flat,
but circular, like a paper plate. At the center of the Universe was Greece.
Their world was divided by the Mediterranean, which means "Middle of the Lands" in Latin. The river
Ocean flowed around the world in a clockwise motion.
In the north lived the Hyperboreans — an extremely happy people for whom life was sweet. When the
old people became tired of living, they threw themselves into the sea. This was a land of constant
vacation where people were said to live for 1,000 years.
In the south lived the Ethiopians. In Greek drama, mention is often made of various gods being in
Ethiopia, meaning really far away. So, if I say I parked in Ethiopia this morning, would that mean I'm
close to my office or far away? The Ethiopians were said to be on good terms with the gods and liked to
entertain them.
To the west were the Elysian Fields. This was the closest the Greeks got to the idea of heaven; only the
best and brightest of the dead people got to go there.
Exercise
 Write a one-paragraph essay comparing the Greek view of the world to the contemporary view
of it, including at least 2 points of comparison and contrast. You may use the paragraph outline
below as you guide:
a. Begin with a topic sentence.
b. List two ways the views are similar.
c. List two ways the views are different.
d. State a conclusion.
Olympian Gods and Goddesses

First, we have to explore exactly what we mean by "Olympian gods." Mount Olympus is a real mountain
in the north of Greece. Gradually, it became associated less and less with an actual mountain and more
with an imaginary place high above the earth. According to the ancient Greeks, the gate to Olympus was
made of clouds and it was guarded by four goddesses, the Seasons. Each god had his or her own
dwelling place, but Olympus was home base.
There were up to 14 gods considered Olympian gods. Seven of them were Zeus and his siblings, and
seven others were children of Zeus. Sometimes only 12 will be listed. The Greeks and Romans shared
mythology, so you will find two names for most gods.
Exercise
Directions: Fill in the gods and goddesses chart with the information needed.
(Note: This activity will serve as a review of what you know about the Greek gods and goddesses. Try
to answer it to the best of your ability. Don’t worry the scores for this activity will not be recorded.
After doing this on your own, you may refer to the notes after this or do your own research. Make the
necessary corrections if needed.)
Greek Gods and Goddesses
Greek Name Roman Name Realm Symbol Facts and

Characteristics
Zeus
Poseidon
Hades
Hera
Hestia
Demeter
Apollo
Artemis
Aphrodite
Dionysus
Ares
Hermes
Hephaestus
Athena
Zeus was the king of the hill. He was dominating, powerful and had a soft spot for pretty women. He
could be terrifying when angry. His symbols were the thunderbolts, or lightning bolts made for him by
the Cyclopes (his uncles); the eagle; and the scepter, or rod. Please copy this information onto your
chart.
Hades, or Pluto, was the god of the underworld and of the dead. He was called the same names by the
Romans, but they also sometimes called him Dis or Dis Pater. He was Zeus's brother and married
Persephone after kidnapping her against her will. He was gloomy and frightening.
Next, we have Poseidon, or Neptune, as the Romans called him. He was Zeus's brother, and he was the
god of the sea and also earthquakes. He often is shown with a three-pronged spear called a trident that
was made for him by his nephew, Hephaestus, and/or a fish.
Our first goddess is Hera. She sits on the right side of Zeus and is his wife. Of course, she's his sister, too,
but that's the way it was on Olympus. Hera's Roman name is Juno, and she is the queen of the gods. She
is the guardian of marriage and was well-loved by the Greeks; it's kind of sad that she's the goddess of
marriage but her own marriage was so bad. She was often jealous of her husband's girlfriends and did
mean things to them, even the ones who didn't want anything to do with him, but she could be tender
and loving as well. The peacock was her symbol. In fact, the circles in a peacock's tail are said to be the
eyes of her 100-eyed servant, Argus.
Next is Athena, or Minerva, the daughter who sprang fully formed from the head of Zeus after a major
headache. She is the goddess of wisdom and war and also the protector and namesake of the city of
Athens. She preferred reason to violence unless she was pushed. She turned Arachne into a spider for
bragging that she could spin better than Athena. She was very competitive and is often pictured with her
helmet and a spear. She carried Zeus's shield, called the aegis. The owl was her bird. Can you see it in
her hand?
Apollo was a twin. His Roman name was the same as his Greek name. He was the god of the sun or light,
poetry, music and medicine and was famous for his oracles (wise women to whom he gave his power to
predict and interpret the future). He was very proud and also protective of his mother and sister. His
symbols were the gold bow and arrows, and he often appears golden and shining. He wears a laurel
wreath in memory of Daphne, who didn't want to be his lover and prayed to Mother Earth for help
escaping him; she was turned into a laurel tree.
Artemis was Apollo's twin. Her Roman name was Diana, and she was the goddess of hunting, chastity
and the moon. She protects women and small children, is fiercely independent and particularly dislikes
men. In pictures, she is seen accompanied by three hunting hounds, a bow and a fawn.
Ares or, as he is known by his Roman name, Mars, was the god of war. He would fight on both sides, if
possible. He was young, strong and handsome, and liked to dress in battle clothes even when he wasn't
fighting.
Hephaestus, or Vulcan, was born lame and was further crippled when he was thrown from Olympus by
his mother, Hera, in a rage. He was the only Olympian with a disability. He was unhappily married to
Aphrodite and worked as a blacksmith in the gods' forge.
Hephaestus's wife, Aphrodite, whose Roman name was Venus, was the goddess of love and beauty. She
was born out of sea foam when the blood of Uranus dropped into the ocean. She was the mother of
Eros and was irresistibly charming, fickle, vain and competitive. Her symbol was a cestus, or magic belt,
that made everyone fall in love with the wearer; sometimes she would lend it to humans. This is a
famous painting of the birth of Venus, or Aphrodite, by Botticelli.
Dionysus was the partier of the mountain retreat. He was Zeus's son by another woman, who was driven
crazy by Hera and her jealousy. Dionysus went all around teaching people how to make wine and having
a good time. Eventually, Hestia gave up her throne for him, and he lived on Olympus. He was the god of
wine, of course, and also vegetation.
Hermes, or Mercury, was the god of science and invention, but he is best known as the messenger of the
gods. He is often pictured with a winged helmet and sandals. He is said to have invented the alphabet,
boxing and gymnastics! In this painting by Goltzius, you can see his helmet with wings; he's not wearing
his famous sandals, though.
Demeter was the goddess of the crops and the harvest. She is also known as Ceres (Roman) and
sometimes Deo. Her symbols include a torch, a crown, a scepter and stalks of grain. She is often
portrayed with her daughter, Persephone, who was kidnapped by Hades and taken to the underworld.
By the time she was rescued, she'd eaten six pomegranate seeds, so she couldn't escape the underworld
entirely. Her mother was so frantic that winter draped the land and no crops would grow. A deal was
struck, and Persephone was allowed to return to her mother for half of the year. So each year, when she
returns to the underworld, fall comes, then winter — but when she returns to her mother, spring and
summer come again.
Hestia was Zeus's sister and the goddess and protectress of hearth and home. She is also known by her
Roman name, Vesta. She was gentle and kind and was very popular with the Greeks. She didn't have a
lot of adventures, so she's rarely pictured in art.
Learning Task
Directions: In groups of 3, discuss to the class a specific region and their origin and creation myth,
include their major gods and goddesses. Talk about the impact of their myths to the world view and
literature. Share your notes to your classmates after.
Output:
Create Your Own God or Goddess
Directions:
Illustrate your own god/ goddess. Write details about their powers, their domain and their origin story.
Description and origin story of your god/ goddess should not be more than 300 words. (Note: Rubrics
for this written output will be posted.)
Lesson 3
Beowulf
1. Define what an epic is and its elements

2. Identify the character traits of a hero and a villain
3. Make a story map/ timeline to illustrate the highlights of the story
LESSON 3
Module Topic Beowulf
Intended Learning Outcomes (ILO) 1. Define what an epic is and its

elements
2. Identify the character traits of a hero

and a villain
3.Make a story map/ timeline to

illustrate the highlights of the story
asynchronous/ independent learning time)
Delivery Mode Self-directed learning like readings, distance

learning, e-learning, synchronous and
asynchronous teaching

Learning Activity 1. Students must read through the content of

the lesson in the module.
2. Once they’ve deemed themselves familiar

with the terms presented, students will
answer the exercises provided for this
particular lesson.
3. For the output, the students will create a

story map based on the assigned reading
material.

further engage on the topic and theme of the
lesson. This will serve as their reflection and
evaluation of the lesson topic.

God”

threads)
LESSON 3: Beowulf
Epic: Definition and Terms *Characteristics of an Epic Hero *Story Map
What is an Epic?
Definition
The word epic is derived from the Ancient Greek adjective, “epikos”, which means a poetic story. In
literature, an epic is a long narrative poem, which is usually related to heroic deeds of a person of an
unusual courage and unparalleled bravery. In order to depict this bravery and courage, the epic uses
grandiose style.
Origin
Epics typically begin as oral traditions that are passed down for generations before being written down.
To this end, epics have an order and repetition of events that made them easier to remember. Due to
their length, these works often took days to tell!
Epics are mythological histories; they meld together famous figures from history and historical events.
Some characters and events in epics are historical, like the Trojan War, while other characters are
mostly or purely mythological, like the Olympians, or Perseus.
Function of Epic
As the epic poem is the earliest form of poetry, it is the earliest form of entertainment as well. Epics
were written to commemorate the struggles and adventures of kings and warriors. The main function of
epic poetry was to elevate the status of the hero among the audiences to inspire them to be ready to
perform heroic actions. Epic obtained most of its themes from the exploits performed by legendary
characters and their illustrious ancestors. That is why these exploits became examples for others to
follow, and still lived in books. It is through epics, models of ideal heroic behavior were supplied to the
common people. Moreover, epics also were collections of historical events not recorded in common
history books — the reason that they are read today to be enjoyed and be informed regarding the past.
Elements of an Epic
Six Elements Of The Epic:
1) Plot centers around a Hero of Unbelievable Stature. The epic hero completes what everyone only
attempts. In ancient epics, the hero often is either partially divine or at least protected by a god or God.
The epic hero is typically well known in his time, often reaching superstar status.
2) Involves deeds of superhuman strength and valor. Accomplish feats no real human could.
3) Vast Setting. The action spans not only geographical but also often cosmological space: across land,
sea, into the underworld, or thru space or time etc.
4) Involves supernatural and-or otherworldly forces. Gods, demons, angels, time/space travel, cheating
death etc.
5) Sustained elevation of style. Overwritten. Overly formal, highly stylized (poetry, lyricism (singing),
exaggeration) The style of is frequently ornate, drawn out, or exaggerated. Common flourishes are
epithets, extended similes, and repeated phrases.
6) Poet remains objective and omniscient. The narrator sees and knows all and presents all
perspectives.
Reading Task: Beowulf

(Video Reference: https://www.ancient-literature.com/other_beowulf.html?jwsource=cl)
Introduction- Who is Beowulf
“Beowulf” is a heroic epic poem written by an unknown author in Old English, some time between the
8th and the 10th Century CE. It is one of the most important works of Anglo-Saxon literature, and has
been the subject of much scholarly study, theory, speculation and discourse. It tells the story of the hero
Beowulf, and his battles against the monster Grendel (and Grendel’s mother), and against an unnamed
dragon.
Synopsis- Beowulf Summary
The poem begins with a history of the Danish kings, starting with Shild (whose funeral is described in the
Prologue) and leading up to the reign of the current king Hrothgar, Shild’s great-grandson. Hrothgar is
well loved by his people and successful in war. He builds a lavish hall, called Herot (or Heorot), to house
his vast army, and when the hall is finished the Danish soldiers gather under its roof to celebrate.
However, provoked by the singing and carousing of Hrothgar’s followers, Grendel, a monster in human
shape who lives at the bottom of a nearby swamp, appears at the hall late one night and kills thirty of
the warriors in their sleep. For the next twelve years the fear of Grendel‘s potential fury casts a shadow
over the lives of the Danes. Hrothgar and his advisers can think of nothing to appease the monster’s
anger.
Beowulf, prince of the Geats, hears about Hrothgar’s troubles, and gathers fourteen of his bravest
warriors, and sets sail from his home in southern Sweden. The Geats are greeted by the members of
Hrothgar’s court, and Beowulf boasts to the king of his previous successes as a warrior, particularly his
success in fighting sea monsters. Hrothgar welcomes the arrival of the Geats, hoping that Beowulf will
live up to his reputation. During the banquet that follows Beowulf‘s arrival, Unferth, a Danish soldier,
voices his doubts about Beowulf‘s past accomplishments, and Beowulf, in turn, accuses Unferth of killing
his brothers. Before retiring for the night, Hrothgar promises Beowulf great treasures if he meets with
success against the monster.
That night, Grendel appears at Herot, and Beowulf, true to his word, wrestles the monster bare-handed.
He tears off the monster’s arm at the shoulder, but Grendel escapes, only to die soon afterward at the
bottom of the snake-infested swamp where he and his mother live. The Danish warriors, who had fled
the hall in fear, return singing songs in praise of Beowulf‘s triumph and performing heroic stories in
Beowulf‘s honour. Hrothgar rewards Beowulf with a great store of treasures and, after another banquet,
the warriors of both the Geats and the Danes retire for the night.
Unknown to the warriors, however, Grendel‘s mother is plotting revenge for her son’s death. She arrives
at the hall when all the warriors are sleeping and carries off Esher, Hrothgar’s chief adviser. Beowulf,
rising to the occasion, offers to dive to the bottom of the lake, find the monster’s dwelling place, and
destroy her. He and his men follow the monster’s tracks to the cliff overlooking the lake where Grendel‘s
mother lives, where they see Esher’s bloody head floating on the surface of the lake. Beowulf prepares
for battle and asks Hrothgar to look after his warriors and to send his treasures to his uncle, King Higlac,
if he does not return safely.
During the ensuing battle, Grendel‘s mother carries Beowulf down to her underwater home, but
Beowulf finally kills the monster with a magical sword that he finds on the wall of her home. He also
finds Grendel‘s dead body, cuts off the head, and returns to dry land. The Geat and Danish warriors,
waiting expectantly, celebrate as Beowulf has now purged Denmark of the race of evil monsters.
They return to Hrothgar’s court, where the Danish king is duly thankful, but warns Beowulf against the
dangers of pride and the fleeting nature of fame and power. The Danes and Geats prepare a great feast
in celebration of the death of the monsters and the next morning the Geats hurry to their boat, anxious
to begin the trip home. Beowulf bids farewell to Hrothgar and tells the old king that if the Danes ever
again need help he will gladly come to their assistance. Hrothgar presents Beowulf with more treasures
and they embrace, emotionally, like father and son.
Beowulf and the Geats sail home and, after recounting the story of his battles with Grendel and
Grendel‘s mother, Beowulf tells the Geat king Higlac about the feud between Denmark and their
enemies, the Hathobards. He describes the proposed peace settlement, in which Hrothgar will give his
daughter Freaw to Ingeld, king of the Hathobards, but predicts that the peace will not last long. Higlac
rewards Beowulf for his bravery with parcels of land, swords and houses.
In the second part of the poem, set many years later, Higlac is dead, and Beowulf has been king of the
Geats for some fifty years. One day, a thief steals a jewelled cup from a sleeping dragon, and the dragon
avenges his loss by flying through the night burning down houses, including Beowulf‘s own hall and
throne. Beowulf goes to the cave where the dragon lives, vowing to destroy it single-handed. He is an
old man now, however, and his strength is not as great as it was when he fought against Grendel. During
the battle, Beowulf breaks his sword against the dragon’s side and the dragon, enraged, engulfs Beowulf
in flames, wounding him in the neck.
All of Beowulf‘s followers flee except Wiglaf, who rushes through the flames to assist the aging warrior.
Wiglaf stabs the dragon with his sword, and Beowulf, in a final act of courage, cuts the dragon in half
with his knife.
However, the damage is done, and Beowulf realizes that he is dying, and that he has fought his last
battle. He asks Wiglaf to take him to the dragon’s storehouse of treasures, jewels and gold, which brings
him some comfort and make him feel that the effort has perhaps been worthwhile. He instructs Wiglaf
to build a tomb to be known as “Beowulf‘s tower” on the edge of the sea there.
After Beowulf dies, Wiglaf admonishes the troops who deserted their leader while he was fighting
against the dragon, telling them that they have been untrue to the standards of bravery, courage and
loyalty that Beowulf has taught. Wiglaf sends a messenger to a nearby encampment of Geat soldiers
with instructions to report the outcome of the battle. The messenger predicts that the enemies of the
Geats will feel free to attack them now that their great king is dead.
Wiglaf supervises the building of Beowulf’s funeral pyre. In keeping with Beowulf‘s instructions, the
dragon’s treasure is buried alongside his ashes in the tomb, and the poem ends as it began, with the
funeral of a great warrior.
Learning Task
A. Directions: Read the summary and watch the full movie “Beowulf”. Make a timeline that highlights
the main points of the story. Afterwards, in 200 or less, compare and contrast the content of the movie
and the original summary of the epic.
Output:
Story Map
A story map is a strategy that uses a graphic organizer to help students learn the elements of a
book or story. By identifying story characters, plot, setting, problem and solution, students read
carefully to learn the details. There are many different types of story map graphic organizers.
The most basic focus on the beginning, middle, and end of the story. More advanced organizers
focus more on plot or character traits.
Directions:
Using the elements of an epic, analyze “Beowulf using a story map. Use the example on the next page
for reference. Just leave out the part for Omniscient Narration and Epic style of Writing. (Note: Rubrics
for this written output will be posted.)
Lesson 4
1. Summarize how The Canterbury Tales criticizes social rank, the position of
women, and Church corruption
2. Analyze the characters in each tale and what they represent
3. Create a caricature based on a local equivalent of such characters from the
tale
LESSON 4
Module Topic The Canterbury Tales
Intended Learning Outcomes (ILO) 1. Summarize how The Canterbury Tales

criticizes social rank, the position of
women, and Church corruption
2. Analyze the characters in each tale
and what they represent
3. Create a caricature based on a local
equivalent of such characters from the
tale




particular lesson.
3. For the output, the students will draw a

caricature based on the assigned reading
material.


God”

threads)

LESSON 4: The Canterbury Tales

The Canterbury Tales: Prologue *Character Analysis *Caricature

The Author
In 1357, Geoffrey Chaucer became a public servant to Countess Elizabeth of Ulster and
continued in that capacity with the British court throughout his lifetime. The Canterbury Tales
became his best known and most acclaimed work. It is an unfinished work and is considered as
one of the greatest poetic works in English. He died October 25, 1400, in London, England, and
was the first to be buried in Westminster Abbey’s Poet’s Corner.
Background of The Canterbury Tales

The Canterbury Tales is a collection of stories, told by different pilgrims on their way to Thomas Becket’s
tomb during the Middle Ages. The stories range from high style Romance pieces to crude, bawdy pieces
intended to insult and entertain. Geoffrey Chaucer, known as “The Father of English Literature”,
intended these stories to provide him with an income for the rest of his life: 30 pilgrims with 4 tales each
would have created 120 tales! Unfortunately, Chaucer’s life ended before The Canterbury Tales did, and
we are left with 24 intriguing narratives. Canterbury Tales covers important topics like greed, lust, love,
forgiveness, and revenge, all themes that we can still relate to in our modern world, making these them
truly timeless stories.
Reading Task: The Canterbury Tales Prologue

The Canterbury Tales by Geoffrey Chaucer by is comprised of 24 tales, including prologues for most of
the characters’ stories. Some notable works are “The Knight’s Tale”, “The Miller’s Tale”, and “The Wife
of Bath’s Prologue”. Before any tales are told, the reader is presented with “The General Prologue”.
The Canterbury Tales begin in April, as the narrator (Chaucer) begins a pilgrimage from the Tabard Inn at
Southwerk to the famed Canterbury, where Sir Thomas a Becket, a martyr for Christianity, is supposedly
buried. The General Prologue is a basic descriptive list of the twenty-nine people who become pilgrims
to journey to Canterbury, each telling a story along the way. The narrator describes and lists the pilgrims
skillfully, according to their rank and status.
The first pilgrim mentioned in the prologue is properly the Knight, a worthy man who has fought in the
crusades. A Squire accompanies the Knight as his son and is a young bachelor of twenty years with an
eye for women. The Knight also brings along his Yeoman, or his second servant. A shy, polite Prioress
who is well mannered and proper wears a fine broach with inscriptions about love, her secretary, also
known as the Second Nun, and a Monk also join the pilgrims to see the martyr. The Monk loves to hunt
and is robust and masculine, while the friar, Friar Hubert, is an overtly immoral man who cares more
about money and profit than truly helping men stay away from sin.
Next in the prologue is the Merchant from Flanders who is pompous and verbose on economics. He
continually talks about increasing his profits in several ways. Although simply concerned about money,
the narrator comments that he is truly a good man, nonetheless. The Clerk is an unemployed Oxford
student making the pilgrimage perhaps to help him find money and a job. He is dressed in rags, alluding
to his impoverished status. The Man of Law is a revered soul who believes he is owed respect, for he is
knowledgeable of the law and appears to be much busier than he is in actuality. The Franklin
accompanies the Man of Law on the pilgrimage and is simply concerned with the pleasures in life -
namely food. His desires lie far from those of academia and worship.
The narrator then gives a list of five guildsmen of little importance on this trip. They are the Weaver, the
Dyer, the Carpenter, the Tapestry-Maker, and the Haberdasher. There is also a Cook and a Shipman (or
Sailor) from the port of Dartsmouth, and a Physician. The strong-willed Wife of Bath also makes the
journey to Canterbury, wears bright, ostentatious clothing for the ride and tells of her five marriages and
multiple youthful partners in bed, striking intrigue and curiosity amongst the pilgrims on the journey.
The next pilgrim is the Parson, a man of honor and kindness who remains true to Christ and his
congregation. His brother, a Plowman, is also on the journey and is described with equally benevolent
words by Chaucer. The last few pilgrims who are mentioned briefly are a physically large Miller, an
intellectual and academic Manciple from a lawyer's college, a slender, fiery-tempered Reeve, a
Summoner, and a Pardoner. The Summoner is immoral and unfair in his position of summoning people
to church for their crimes, for he picks and chooses those whom he likes and dislikes, while the poor
Pardoner is simply weak and effeminate.
All of these travelers are in the Tabard Inn prepared to make their way to Canterbury. The host, now
described as a merry, bold, strong man, makes the recommendation that each person tell two stories on
the way to Canterbury and two stories on the way back. Everyone draws from a bundle to select the first
taletellers and the Knight is the fortunate soul who begins these tales on the way to Canterbury.
A useful technique for tracking which of the pilgrims are “good” (and which ones we should pay closer
attention to) is to look for examples of “physiognomy”. The Cook, for example, has an open sore that
oozes with pus; the Summoner has such terrible acne on his face that his eyes are swollen up; and the
Pardoner has a high voice, fair skin, and no beard, which the narrator insinuates may mean that he is a
eunuch, or a homosexual. (Context for Students: Remember, this is the Middle Ages, a very religious
period in Europe which was controlled by the Catholic Church. Being homosexual was condemned, so
for Chaucer to imply it would have been seen as an insult by the readers of this time period.)
(You can read the full version of the prologue here:
https://www.poetryfoundation.org/poems/43926/the-canterbury-tales-general-prologue)
Character Analysis
Character Analysis and Character Traits
Character analysis is when you evaluate a character's traits, their role in the story, and the conflicts they
experience.
When analyzing, you will want to think critically, ask questions, and draw conclusions about the
character by looking at those three areas.
An author will usually describe what the character looks like in great detail. We typically will know their
age, their size, ethnicity, and any other distinctive physical characteristics that would be pertinent to the
story.
Authors will also reveal character traits, which are a character's behaviors, motivation, personality types,
and their relationships with others throughout the story. Analyzing these factors can help you begin to
understand the character's internal and external qualities.
Oftentimes, authors will not directly state these character traits. You may have to be a careful reader to
catch these qualities being revealed as the story unfolds.
Another example may be a character who has experienced many difficult encounters in the story, but
has emerged victorious. The author may not have directly stated that this character is brave or heroic,
but you can infer that this is a character trait by evaluating the character's behaviors in the story.
Role of the Character
Characters can play a main or a minor role in the story. Main characters are more complex and essential
to the story line, while minor characters tend to be flat and remain unchanged throughout the story.
Characters can also be categorized as protagonists or antagonists. A protagonist is usually the main
character who is experiencing the conflict caused by the antagonist, or opposing force in the story.
Types of the Character
 Flat character. A flat character has one or two personality traits that don't change. The flat
character can play a major or a minor role.
 Round character. A round character has many complex traits; those traits develop and change
in a story. A round character seems more real than a flat character because real people are
complex.
 Stock or stereotype character. Stock characters are stereotypes, such as hot-tempered

redheads, stingy businessmen, and absent-minded professors. They are often found in genre
fiction (romance novels and mysteries, for example), and are usually flat characters. They are
often used as a tool to move a plot forward.
 Static character. A static character never changes. A loud, obnoxious "background" character
who remains the same throughout the story is static. A boring character who is never changed
by events is also static.
 Dynamic character. Unlike a static character, a dynamic character does change and grow as the
story unfolds. Dynamic characters respond to events and experience changes in attitude or
outlook. The character might go through a transformation during the course of the storyline,
and grow as a result of actions that took place.
Learning Task
Directions: You will be assigned with a specific tale that you need to read. (More details about your
assigned character TBA.) After reading, fill in the table below. For the other characters, refer to the
notes of your classmates. Share your own character’s notes, as well.
Character Physical/ Internal Character Type of Representation

Physiognomic Traits Traits Character (and
why?)
The Knight
The Wife of the

Bath
The Pardoner
The Miller
The Prioress
The Monk
The Friar
The Summoner
The Host
The Parson
The Squire
The Clerk
The Man of the Law
The Manciple
The Merchant
The Shipman
The Physician
The Franklin
The Plowman
The Cook
Output:
Caricature
When reading “The General Prologue”, one may notice that the naive narrator focuses on
particular traits, and overlooks others. Before starting, make sure students know: caricatures in
literature are a description of a person using exaggeration of some characteristics and
oversimplification of others.
What is the purpose of caricatures in literature?
 To criticize
 To entertain
 To compliment
 To politicize
Directions:
Choose a profession or a social rank. Create a caricature based on the character you’ve chosen. In a
short description, highlight a specific characteristic and explain why they represent such virtue or vice.
Output may be submitted in jpeg, docx, pdf, or physical copy. Just make sure the text is readable.
(Note: Rubrics for this written output will be posted.)
Lesson 5
Divine Comedy: Inferno
1. Define allegory
2. Identify, depict and describe allegory from the given text with the use of evidence
3. Illustrate your own version of Inferno
LESSON 5
Module Topic Divine Comedy: Inferno
Intended Learning Outcomes (ILO) 1. Define allegory

2. Identify, depict and describe allegory
from the given text with the use of
evidence
3. Illustrate your own version of Inferno




particular lesson.

formulate their own travel guide based on
the assigned reading material.

 Inferno Travel Guide

God”

threads)

LESSON 5: Divine Comedy: Inferno

*The Divine Comedy: Inferno *Allegory *Travel Guide
Divine Comedy: Overview

The Author
Dante, in full Dante Alighieri, (born c. May 21–June 20, 1265, Florence, Italy—died September 13/14,
1321, Ravenna), Italian poet, prose writer, literary theorist, moral philosopher, and political thinker. He
is best known for the monumental epic poem La commedia, later named La divina commedia (The
Divine Comedy).
Dante’s Divine Comedy, a landmark in Italian literature and among the greatest works of all medieval
European literature, is a profound Christian vision of humankind’s temporal and eternal destiny. On its
most personal level, it draws on Dante’s own experience of exile from his native city of Florence. On its
most comprehensive level, it may be read as an allegory, taking the form of a journey through hell,
purgatory, and paradise. The poem amazes by its array of learning, its penetrating and comprehensive
analysis of contemporary problems, and its inventiveness of language and imagery. By choosing to write
his poem in the Italian vernacular rather than in Latin, Dante decisively influenced the course of literary
development.
Summary
In this three-part epic poem, Dante Alighieri takes his readers on a pilgrimage to Heaven via journeys
first through Hell and Purgatory. It is a spiritual journey expounding the evils of sin through the first-
person narration of the aptly named main character, Dante the Pilgrim. The title, The Divine Comedy, is
not an implication that the poem is humorous in nature. Rather, the poem is a “comedy” in that it is of
the classical style that existed in partnership with tragedy. Traditional tragedies had plotlines that began
with an optimistic, or positive, event but ended in sadness, death, or a downtrodden existence. Comedy,
considered a base genre, flowed in the opposite direction with tragedy, or at least unhappiness,
reaching a happy or optimistic culmination.
Pilgrim’s journey through the realms of the dead lasts from the eve of Good Friday to the Wednesday
following Easter in the year 1300. The Roman poet Virgil is Pilgrim’s guide through Hell and Purgatory.
Beatrice, who represents Dante’s ideal woman, leads passage through Heaven. Given its religious
significance, it is not surprising that The Divine Comedy is structured as a trinity. The three
aforementioned sections in literary terms are known as canticas and total 14,233 lines. Each cantica is
made up of thirty-three cantos, once again giving significance to the number “three.” The poem has an
introduction, which is considered part of the first cantica, thus giving the work a total of one hundred
cantos.
The opening section of the poem, Inferno, finds Dante lost in sin, symbolically depicted as a dark wood.
He is attacked by a lion, a leopard, and a she-wolf and cannot find a way out to safety, or in the religious
context of the poem, salvation. This situation is represented by a mountain obscuring the sun. He is
ultimately rescued by Virgil who guides them through the underworld. Every sin in Inferno has a
punishment that symbolically, even ironically, levels justice. As an example, sinful seers or fortune-
tellers are destined to walk with their heads attached facing backward so as to be unable to do what
they did in life: see what is yet to come. The three animals that attack Dante symbolize the sins of being
self-indulgent, violent, and malicious. Hell is structured as nine circles into which sinners are classified.
Those suffering from incontinence or lack of restraint fall into circles one through five. Pride or violence
make up circles six and seven. Fraud and malice are the sins connected to circles eight and nine. Each of
the circles signifies deeper and deeper evil ending in the earth’s core, the realm of Satan. The
punishments for the sins of each circle vary.
After surviving the journey through Hell, Virgil leads Dante to Purgatory, a mountain on the far side of
the world that was formed upon Hell’s creation. The mountain has seven terraces representing the
seven deadly sins. In the realm of Purgatory, sins are classified more based on one’s motives than on
one’s actions. Theologically, there is a Christian basis although Dante does not rely exclusively on the
Bible. Love is a significant theme in The Divine Comedy. Love becomes sinful when driven by pride, envy,
or wrath. It is also sinful when it is sloth or weak, or too strong via lust, gluttony, or greed. An additional
region of Purgatory is the Ante-Purgatory home of those excommunicated from the church and those
who died who may have been repentant but had not received rites. Purgatory is an allegory for the
Christian life. Souls are escorted there by angels with the hope that they might attain divine grace. The
structure of Purgatory from a scientific perspective shows a medieval knowledge of the Earth as a
sphere.
On the final leg of his pilgrimage, Beatrice escorts Dante through Paradiso, that is, Heaven. She guides
him through the nine celestial spheres of Heaven. While Hell and Purgatory were based on
classifications of sin, Heaven is structured around the four cardinal virtues and the three theological
virtues. The initial seven spheres of Heaven are concerned with the cardinal virtues of prudence,
fortitude, justice, and temperance and are where those embodying said virtues find themselves. The
eighth sphere contains those who achieved faith, hope, and love, which are considered the theological
virtues and represent the achievement of human perfection. The ninth circle of Heaven is the place of
angels, the beings never touched by sin. A final level, which in a sense brings the total to ten, is the
Empyrean wherein lies the essence of God. Paradiso is of a more spiritual nature than the other two
regions of The Divine Comedy. Dante interacts with several saints there including Thomas Aquinas, and
Saints Peter and John. At the end of the text, Dante has an epiphany, which although he cannot fully
explain, unravels for him the mystery of Christ, and he feels himself as one with God.
Reading Task: Inferno

Inferno Canto III:1-21 The Gate of Hell
THROUGH ME THE WAY TO THE INFERNAL CITY:
THROUGH ME THE WAY TO ETERNAL SADNESS:
THROUGH ME THE WAY TO THE LOST PEOPLE.
JUSTICE MOVED MY SUPREME MAKER:
I WAS SHAPED BY DIVINE POWER,

BY HIGHEST WISDOM, AND BY PRIMAL LOVE.
BEFORE ME, NOTHING WAS CREATED,
THAT IS NOT ETERNAL: AND ETERNAL I ENDURE.
FORSAKE ALL HOPE, ALL YOU THAT ENTER HERE.
At the age of thirty-five, on the night of Good Friday in the year 1300, Dante finds himself lost in
a dark wood and full of fear. He sees a sun-drenched mountain in the distance, and he tries to
climb it, but three beasts, a leopard, a lion, and a she-wolf, stand in his way. Dante is forced to
return to the forest where he meets the spirit of Virgil, who promises to lead him on a journey
through Hell so that he may be able to enter Paradise. Dante agrees to the journey and follows
Virgil through the gates of Hell.
The two poets enter the vestibule of Hell where the souls of the uncommitted are tormented
by biting insects and damned to chase a blank banner around for eternity. The poets reach the
banks of the river Acheron where souls await passage into Hell proper. The ferryman, Charon,
reluctantly agrees to take the poets across the river to Limbo, the first circle of Hell, where
Virgil permanently resides. In Limbo, the poets stop to speak with other great poets, Homer,
Ovid, Horace, and Lucan, and then enter a great citadel where philosophers reside.
Dante and Virgil enter Hell proper, the second circle, where monster, Minos, sits in judgment of
all of the damned, and sends them to the proper circle according to their sin. Here, Dante
meets Paolo and Francesca, the two unfaithful lovers buffeted about in a windy storm.
The poets move on to the third circle, the Gluttons, who are guarded by the monster Cerberus.
These sinners spend eternity wallowing in mud and mire, and here Dante recognizes a
Florentine, Ciacco, who gives Dante the first of many negative prophesies about him and
Florence.
Upon entering the fourth circle, Dante and Virgil encounter the Hoarders and the Wasters, who
spend eternity rolling giant boulders at one another.
They move to the fifth circle, the marsh comprising the river Styx, where Dante is accosted by a
Florentine, Filippo Argenti; he is amongst the Wrathful that fight and battle one another in the
mire of the Styx.
The city of Dis begins Circle VI, the realm of the violent. The poets enter and find themselves in
Circle VI, realm of the Heretics, who reside among the thousands in burning tombs. Dante stops
to speak with two sinners, Farinata degli Uberti, Dante's Ghibelline enemy, and Cavalcante dei
Cavalcanti, father of Dante's poet friend, Guido.
The poets then begin descending through a deep valley. Here, they meet the Minotaur and see
a river of boiling blood, the Phlegethon, where those violent against their neighbors, tyrants,
and war-makers reside, each in a depth according to their sin.
Virgil arranges for the Centaur, Nessus, to take them across the river into the second round of
circle seven, the Suicides. Here Dante speaks with the soul of Pier delle Vigne and learns his sad
tale.
In the third round of Circle VII, a desert wasteland awash in a rain of burning snowflakes, Dante
recognizes and speaks with Capaneus, a famous blasphemer. He also speaks to his beloved
advisor and scholar, Brunetto Latini. This is the round held for the Blasphemers, Sodomites, and
the Usurers.
The poets then enter Circle VIII, which contains ten chasms, or ditches. The first chasm houses
the Panderers and the Seducers who spend eternity lashed by whips. The second chasm houses
the Flatterers, who reside in a channel of excrement. The third chasm houses the Simonists,
who are plunged upside-down in baptismal fonts with the soles of their feet on fire. Dante
speaks with Pope Nicholas, who mistakes him for Pope Boniface. In the fourth chasm, Dante
sees the Fortune Tellers and Diviners, who spend eternity with their heads on backwards and
their eyes clouded by tears.
At the fifth chasm, the poets see the sinners of Graft plunged deeply into a river of boiling pitch
and slashed at by demons.
At the sixth chasm, the poets encounter the Hypocrites, mainly religious men damned to walk
endlessly in a circle wearing glittering leaden robes. The chief sinner here, Caiaphas, is crucified
on the ground, and all of the other sinners must step on him to pass.
Two Jovial friars tell the poets the way to the seventh ditch, where the Thieves have their hands
cut off and spend eternity among vipers that transform them into serpents by biting them.
They, in turn, must bite another sinner to take back a human form.
At the eighth chasm Dante sees many flames that conceal the souls of the Evil Counselors.
Dante speaks to Ulysses, who gives him an account of his death.
At the ninth chasm, the poets see a mass of horribly mutilated bodies. They were the sowers of
discord, such as Mahomet. They are walking in a circle. By the time they come around the
circle, their wounds knit, only to be opened again and again. They arrive at the tenth chasm the
Falsifiers. Here they see the sinners afflicted with terrible plagues, some unable to move, some
picking scabs off of one another.
They arrive at the ninth circle. It is comprised of a giant frozen lake, Cocytus, in which the
sinners are stuck. Dante believes that he sees towers in the distance, which turn out to be the
Giants. One of the Giants, Antaeus, takes the poets on his palm and gently places them at the
bottom of the well.
Circle IX is composed of four rounds, each housing sinners, according to the severity of their sin.
In the first round, Caina, the sinners are frozen up to their necks in ice.
In the second round, Antenora, the sinners are frozen closer to their heads. Here, Dante
accidentally kicks a traitor in the head, and when the traitor will not tell him his name, Dante
treats him savagely. Dante hears the terrible story of Count Ugolino, who is gnawing the head
and neck of Archbishop Ruggieri, due to Ruggieri's treacherous treatment of him in the upper
world.
In the third round, Ptolomea, where the Traitors to Guests reside, Dante speaks with a soul who
begs him to take the ice visors, formed from tears, out of his eyes. Dante promises to do so, but
after hearing his story refuses.
The fourth round of Circle IX, and the very final pit of Hell, Judecca, houses the Traitors to Their
Masters, who are completely covered and fixed in the ice, and Satan, who is fixed waist deep in
the ice and has three heads, each of which is chewing a traitor: Judas, Brutus, and Cassius.
The poets climb Satan's side, passing the center of gravity, and find themselves at the edge of
the river Lethe, ready to make the long journey to the upper world. They enter the upper world
just before dawn on Easter Sunday, and they see the stars overhead.
(Read the full version here: https://www.poetryintranslation.com/PITBR/Italian/DantInf1to7.php)
Allegory
What is an Allegory?
The word “allegory” comes from the Latin “allegoria,” meaning speaking to imply something
else.
An allegory (AL-eh-goh-ree) is a story within a story. It has a “surface story” and another story
hidden underneath. For example, the surface story might be about two neighbors throwing
rocks at each other’s homes, but the hidden story would be about war between countries.
Some allegories are very subtle, while others (like the rock-throwing example) can be more
obvious.
Allegory is a literary device used to express large, complex ideas in an approachable manner.
Allegory allows writers to create some distance between themselves and the issues they are
discussing, especially when those issues are strong critiques of political or societal realities.
In most allegories, the hidden story has something to do with politics, religion, or morality —
complex subjects that are difficult to understand directly. Many authors find it easier to think
through these issues by translating them into allegories, which are easier to understand (and
more fun to read) than dense philosophical arguments.
What Are the Different Types of Allegory?

There are several different types of allegory, each serving a different purpose. They include:
 Biblical allegory. Biblical allegory invokes themes from the Bible, and often explores the
struggle between good and evil. One example of Biblical allegory is C.S. Lewis’ The
Chronicles of Narnia. The lion, Aslan, represents a Christ character, who is the rightful
ruler of the kingdom of Narnia. Aslan sacrifices himself for Edmund, the Judas figure,
and is resurrected to rule over Narnia once again. Biblical allegory can also refer to
allegorical interpretations of the Bible, which differ from literal interpretations, and
were popular in the Middle Ages.
 Classical allegory. One of the best- known allegories in classical literature is
Plato’s Allegory of the Cave. In this story, Plato imagines people living in a cave, only
ever seeing objects as shadows reflected on the wall from the light of a fire—rather than
seeing the objects directly. Plato used the cave as a symbolic representation of how
humans live in the world, contrasting reality versus our interpretation of it.
 Modern allegory. Modern allegory includes many instances of a phenomenon called
“allegoresis,” which refers to the interpretation of works as allegorial without them
necessarily being intended that way. For example, there is an ongoing debate among
readers about J.R.R. Tolkien’s The Lord of the Rings series, and whether or not the books
were written as an allegory for World War I.
The Importance of Allegory
Allegories deliver difficult messages in easy-to-read stories. That makes them extremely useful
and expressive tools. So for centuries, human beings have used allegories to say things they
couldn’t say any other way. Some scholars believe that myths and religious stories originated as
allegories for the deep secrets of the universe and the human mind — secrets that humans
cannot comprehend without the help of an allegorical story. On this interpretation, the allegory
is the oldest form of story in the world.
People often use allegories in order to understand the world around them — whether it’s the
world of politics, new technology, or the many ethical problems that challenge us today.
Related Term: Symbolism

Allegories are always rich in symbolism. That is, nearly everything in them stands for something
else: each character can represent a historical figure, a philosophical idea, or an aspect of
human psychology, etc. Most stories have this kind of symbolism here and there, but it is
extremely used in allegories.
.
Learning Task
Directions: Create a storyboard that shows examples in Dante’s Inferno.
1. Identify instances of allegory in the text.
2. Depict and describe the example of allegory from the text on the left side.
3. Depict and describe the reference to the larger issue or event on the right side.
4. Provide at least 5 examples from the assigned text.
Output:
Travel Guide
A guide book or travel guide is "a book of information about a place designed for the use of
visitors or tourists". It will usually include information about sights, accommodation,
restaurants, transportation, and activities. Maps of varying detail and historical and cultural
information are often included.
After reading Dante’s Inferno, with all its gruesome imagery, many students will wonder what
point was Dante trying to make. Was he trying to scare all of his readers into making sure they
lead Christian lives? Was he trying to attack the political opponents who exiled him in a passive-
aggressive manner?
There are many times in life where we might be headed down a wrong path, and there are
lessons that need to be learned in order to straighten us out. This is especially true for many
young people, who may be faced with peer pressure and the responsibilities that come with
increased freedoms.
Directions:
Imagine you are like Plato and you need to guide a “Dante” through hell. Create a guide of the
different levels of your version of Inferno. It should not be religious, but instead, it should focus
on real- life stress and irritating situations you might face. Each level should be explained.
(types of crimes done and their corresponding punishments).
. (Note: Rubrics for this written output will be posted.)

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ST. PAUL COLLEGE FOUNDATION, INC.

“Doctrina Praecellentes Commissum”

9 Death and the King’s

Bulacao, Pardo / Ramos / Mandaue Campuses

COURSE-INDEPENDENT LEARNING GUIDE

T Course Learning Learning Materials (PDF-Links) Required Output (Graded)

9 Death and  Analyze https://www.youtube.com/watch?v=VPZbPnKvH6 Output: Presentation and Journal

* There’s a theme that is quite

Midterm Examinations (face-to-face assessment) for Higher Education

“Pain creates writers

Paint with your tears

Semi-Final Examinations (face-to-face assessment) for Higher Education

2. “Too much love will kill you.” Do you

List of Enrollees Email Address/es Mobile Number/s

Prepared: Noted: Approved:

MS. CHESSKA CARLA MORENO MR. BENLY S. FORMOSO DR. ALBIM Y.

At the end of the lesson, the student should be able to:

1. Recall their knowledge on literature and its genre

Module Topic Introduction to Communication

Intended Learning Outcomes (ILO) 1. Recall their knowledge on

Delivery Mode Self-directed learning like readings,

Learning Resources Required: Course module on Purposive

Learning Activity 1. Students must read through the

2. Once they’ve deemed themselves

3. For the output, the students will

4. The students will respond and/or

Required Output  Exercises

 Response to the Discussion Thread

Assessment Tool/s  Rubric for grading mind maps

 Short Answer Rubric (for discussion

Target Competency critical and analytical thinking, effective

LESSON 1: Introduction to World

Johann Wolfgang von Goethe on Weltliteratur

Overview of World Literature

Literature has 2 main functions:

Examples: editorials, speeches, memo, corporate letters, news articles, pamphlets

- Examples: novels, poetry

Major Genres of Literature

In simple words, a drama is a composition in verse or prose presenting a story in pantomime or

 The main idea, subject or focus is crystallized in a central image

How to Make a Mind Map

At the end of the lesson, the student should be able to:

1. Familiarize the gods and goddesses in major Western myths

Module Topic Introduction to Communication

Intended Learning Outcomes (ILO) 1. Familiarize the gods and

Delivery Mode Self-directed learning like readings,

Learning Resources Required: Course module on Purposive

Learning Activity 1. Students must read through the

2. Once they’ve deemed themselves

3. For the output, the students will

4. The students will respond and/or

Required Output  Exercises

 Create Your own God

 Response to the Discussion Thread

Assessment Tool/s  Rubric for grading “Create Your Own

 Short Answer Rubric (for discussion

Target Competency critical and analytical thinking, effective

Origin and Creation Myths

Nature And Significance

After Chaos, more divinities, or gods, came into being.

a. Begin with a topic sentence.

b. List two ways the views are similar.

c. List two ways the views are different.