A Self-Learning Module in

COMMUNICATION
ARTS IN ENGLISH
10

First  Quarter  
Module  59-­60  

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     Module  59    

The Dauntless Epic-­

Warrior Literature

Hello learners!

One of the earliest forms of literature is the epic. In

your previous level, you learned that an epic is a long
narrative poem that recounts the adventures of a
legendary hero in pursuit of a goal of national importance.
The hero’s accomplishments reflect the values of
his culture and usually figure prominently in the history
or mythology of his people.
What details show the importance of Christian
beliefs in the epic? What details reveal the importance of
pagan warrior values, such as a belief in fate, a taste for
boasting, a pride in loyalty, and a desire for fame?
Frustrated pride may lead to spite, just as a loyalty
may lead to vengeance, and eagerness for glory may
turn into greed. In this module, you will discover the
representation of different creatures as extreme and
dangerous forms of warrior values and behavior through
the dauntless world of Beowulf.
But before you explore the world of warrior literature, take the pretest on below.

Skill No. 553-­556: The Song of Beowulf

PRETEST  

A.   Choose the letter of the correct answer.

A 1. Who are considered the early conquerors of Britain?

a.   Anglo-Saxons c. British
b.   Americans d. Greeks

A 2. When did the English literature begin?

a.   during the Renaissance period

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 b.   during the Heroic age of Romans
c.   during the Heroic age of Anglo-Saxons
d.   during the Contemporary period

B 3. What were the responsibilities of the scops during the Heroic Age of Anglo-
Saxons?
a.   celebrated the deeds of the heroes and perpetuated their names
b.   worshiped and praised the deeds of the heroes
c.   perpetuated the names of the kings
d.   composed songs that will praise gods

D 4. What was the only full-length heroic epic which survived in English literature?
a.   ANGLO-SAXON c. RAMAYANA
b.   KING ARTHUR d. BEOWULF

A 5. Which of the following is not a description of the epic BEOWULF?

a.   It is composed of three hundred lines
b.   It is England’s oldest epic
c.   It is composed in large part
d.   It has Christian touches but it has more of pagan beliefs.

B 6. Which of the following is NOT typically a characteristic of an EPIC HERO?

a.   he is brave
b.   he does most of heroic deeds in his homeland
c.   he is exemplary of his culture/society
d.   he has or he confronts supernatural powers

B 7. What is a scop?
a.   a mouthwash c. a warrior
b.   a traveling singer/poet d. a king

D 8. The author of Beowulf is:

a.   Ecgetheow c. Homer
b.   Hygelac d. none of the above

D 9. The Beowulf manuscript was written in:

a. 750 B.C. c. 450 A.D.
b. 450 B.C. d. 750 A.D.

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 D 10. The Beowulf manuscript was written in this language:
a.   German c. English
b.   Greek d. Anglo-Saxon

Let’s see if you got many correct answers. Please proceed to the checking area.

Were you able to get the right answers?

If you got 10- Wow that’s excellent!

8 to 9 - Great job!
6 to 7 - It’s okay!
5 below - It’s alright! I know that you will learn everything in this module.

Go to the next pages and be amazed with the dauntless world of heroism in Beowulf!

Hi everyone!
Do you agree that good always wins over evil?
Have you experienced working on a certain task
alone? Is it difficult than having somebody to help you?
Or do you think that a help from somebody will just
annoy you?

This time, discuss the following with your

classmates:

1.   Do you agree that being helpful is a difficult task? Why or why not? Will this hinder
you from helping others?
No because helping someone comes from the heart, it won’t hinder you from
helping others if your intention is genuine.
2.   Is there any proof that intelligence is more powerful than physical strength?
Yes. Albert Einstein.
3.   Can you say that an ugly person has a bad attitude? Explain.
No. Beauty is not about the appearance that you see outside, but the attitude
you see inside.
4.   Do we have to be brave to be a leader? Will this mean that coward people do not
deserve to be leaders?
A leader must have courage and be brave, coward people do not deserve to be
leaders for they must be courageous and be brave.

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 How was your conversation? Were you able to express your thoughts well?

Identifying Old English Words

Old English is the bedrock on which our language is established. Words like sword, cup,
and flesh – all derived from Old English and all appearing in the translation – give our language
a down-to-earth, nitty-gritty quality. They contrast sharply with fancy, Latin-derived words like
perception and speculation.

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 Beowulf is the epic of the Anglo-Saxons. Scan the excerpts from Beowulf and find ten more
words that you think are Anglo-Saxon in origin. Then look up these words in a dictionary to see
whether you are correct.

An epic is a long narrative poem, sometimes developed orally, that celebrates the deeds
of a legendary or heroic figure. Epics are among the earliest forms of literature. Early
epics, such as Homer’s Iliad from ancient Greece, capture the cultural and religious values of the
peoples who created and retold them.

Common features of epics include the following:

•   The hero battles forces that threaten the order of his world.
•   The story is told in a serious manner, often in special, elevated
language.

Certain key elements set the epic narrative apart from other types of stories:
1.   Epic hero: The epic hero is the central character of an epic. This character is a larger-
than-life figure, typically of noble or semidivine birth, who pits his courage, skill,
and virtue against opposing, often evil, forces. In the early English epic Beowulf, for
example, the hero Beowulf is a young warrior of high standing who battles a brutal
and bloodthirsty monster.
2.   Quest: A quest is a long, dangerous journey or mission undertaken by the epic hero.
The quest is the hero’s opportunity to prove his heroism and win honor and undying
renown. Beowulf embarks on a quest to aid a neighboring kingdom by defeating the
hideous monster Grendel.
3.   Valorous deeds: These actions demonstrate the hero’s courage, strength, or virtue
and make up most of the action in the narrative. For example, Beowulf’s superhuman
strength is shown when he fights the savage Grendel with his bare hands—and wins!
4.   Divine intervention: In many epics, the hero receives help from a god or another
supernatural force who takes an interest in his quest.
5.   Great events: Important events from the history or mythology of a nation or culture
often provide the backdrop for the epic narrative.

The epic genre is often divided into two categories:

1.   Folk Epics: In ancient times, stories about heroes were recited or sung as
entertainment and passed down orally from one generation to the next. These stories
were eventually unified into folk epics and written down long after they had been
composed. Examples of the folk epic include the following:

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 –   Beowulf (Anglo-Saxon)
–   Gilgamesh (Sumerian)
–   Mahabharata (Indian)
–   Sundiata (West African)

2.   Literary Epics: Literary epics are written by individual authors, drawing on the style
and conventions of the folk epic. Examples of literary epics include the following:

–   Iliad and Odyssey by Homer

–   Aeneid by Virgil
–   Divine Comedy by Dante
Alighieri
–   Paradise Lost by John Milton

Most epics share certain literary or formal characteristics called epic conventions:
1.   An epic opens by stating the subject or purpose, followed by an invocation of a muse
(a spirit thought to inspire an artist) or supernatural force who would help to tell the
story.
2.   The plot begins in medias res —Latin for “in the middle of things.” In other words,
the reader joins the story in the thick of the action.
3.   Most epics are serious in tone and lofty in style, a technique meant to convey the
importance of the events. Long speeches by the characters suggest an impressive
formality, as do the lists (or catalogs) of battles, weapons, and royal gifts.

Use these strategies as you read an epic:

1.   Rereading the Action - The lists, or catalogs, in epics often interrupt the action to
provide colorful descriptions of a character or a scene. After reading a list, reread the
surrounding action. This strategy helps you follow the action in the epic.
2.   Picturing the Action and Situation - Epic poetry is filled with rich, descriptive
language about exciting action. As you read these vivid descriptions, picture what is
happening, visualizing each scene as if it were a scene in a movie. Forming a mental
picture of what you are reading helps bring the epic to life.

A  Legendary  Tale,  Larger  Than  Life  

A legendary hero is a larger-than-life character whose accomplishments are celebrated in
traditional tales. Of the heroic poetry, the most important work is Beowulf, the story of a great
pagan warrior renowned for his courage, strength, and dignity. Beowulf is an epic, long heroic
poem. Like most Anglo-Saxon poets, the author of Beowulf is unknown. Because it is the first
such work to be composed in the English language, it is considered the national epic of England.

8
 Let  us  now  begin  our  journey…….  
But  first,  start  reading  the  notes  
on  Beowulf  and  the  Beginnings  of  
English  Literature.  

Beowulf’s boastful self-confidence, his feats of strength, and his victories in battle make
him a classic legendary hero. Upholding the values of his culture—loyalty, bravery, honor—he
can teach modern readers a great deal about the Anglo-Saxon view of the world.
When Beowulf was composed, England was changing from a pagan to a Christian culture.
Pagan Anglo-Saxons told grim tales of life ruled by fate, tales in which people struggled against
monsters for their place in the world. The missionaries who converted them to Christianity taught
them that human beings and their choices of good or evil were at the center of creation. Beowulf
reflects both pagan and Christian traditions.
Beowulf is a sweeping, action-packed narrative. Written in highly dramatic language, its
characters are almost all kings, princes, and their heroic followers. The plot is energized by a pair
of powerful man-eating monsters and, at the end, a greedy, fire-spouting dragon. All three are
killed by the poem’s principal character, Beowulf, who possesses magical qualities of his own.
He can swim for days on end; he can breathe for extended periods underwater; his very name
tells us in three ways that he is no mere human. He is Beo, or “bear.” He is also Wulf, or “wolf.”
And most important of all, his name does not begin exactly as his father’s name, Edgetho. For
everyone in Anglo-Saxon England, this break in tradition would have been a dead giveaway of
Beowulf’s extraordinary character.

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 By the time of its recording, the epic had reached all of 3,200 lines, although
this is still brief compared with Homer’s ILIAD of Greek Literature, to which it is
often compared. (The ILIAD runs to 15,000 lines).
A pagan tribe from the Swedish Jutland, the Geats are seafaring tribes residing
in the South of Sweden. They are Beowulf’s clan. Christian faiths elements are
present in the poem. The Anglo-Saxons themselves were not particularly noted
for literature or scholarly pursuits but for warfare. But the “scops,” the poets of
the group, were highly regarded and considered as important as the warriors.
Wars and revolts erupted from time to time between tribes, and from
settlements and cleared communities the wilderness presented real dangers, Thus
played out before its Anglo-Saxon audience the monster in Beowulf appeared too
real.
Against these conflicts-with fellow man, with another tribe, or against
nature-obedience and loyalty to the group’s leader and friendship were valued
virtues. Beowulf (the word means “the bear”) represented these values. A Geat
and brave young warrior, he had already figured in battles and now crosses the
sea to Denmark to free his father’s friend, King Hrothgar, and his people from the
clutches of the monster Grendel.
–   Adapted  from  “Making  Meaning  with  Anglo-­  
American  Literature  by  Joyce  M.  Mendez  and  
Glenda  G.  Nolasco”  
 
 

 
The  epic  Beowulf  is  composed  of  3,182  lines.  
So,  imagine  how  long  it  is.  The  ones  that  you’re  
going  to  read  are  some  of  the  important  parts  from  
the  epic.  If  you’re  interested  to  know  more  about  
the  epic  or  you  want  to  read/see  the  book  Beowulf  
(which  is  translated  by  Burton  Raffel),  you  may  ask  it  
from  your  English  facilitator.  

 
The  Epic’s  Cast  of  
Characters and Setting
 

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It is not exactly known who wrote Beowulf or who thought of recording the oral epic in
writing. Some scholars of English literature credit this to an English monk, especially
because it already had Christian elements added. The oldest existing manuscript of
it, dated to the 10th century, was discovered in the 18th century and can be found in the British
Museum in London. One of the oldest surviving manuscripts in early English literature, Beowulf
survived Henry VIII’s destruction of the monasteries two hundred years earlier.

Before reading the excerpt, study the following words:

Vocabulary  Building  
•   reparation (n.) something making up for a wrong or an injury
•   solace (n.) comfort; relief
•   purge (v.) purify; cleanse
•   writhing (adj.) making twisting or turning motions
•   massive (adj.) big and solid; bulky
•   loathsome (adj.) disgusting

FROM  BEOWULF  
translated by Burton Raffel

The Monster Grendel

1 A powerful monster, living down

In the darkness, growled in pain, impatient
As day after day the music rang
Loud in that hall, the harp’s rejoicing

5 Call and poet’s clear songs, sung

Of the ancient beginnings of us all recalling
The Almighty making the earth, shaping

11
 These beautiful plains marked off by oceans,
Then proudly setting the sun and moon

10 To glow across the land and light it;

The corners of the earth were made lovely with trees
And leaves, made quick with life, with each
Of the nations who now move on its face. And then
As now warriors sang of their pleasure:

15 So Hrothgar’s men lived happy in his hall

Till the monster stirred, that demon, that fiend,
Grendel, who haunted the moors, the wild
Marshes, and made his home in a hell
Not hell but earth. He was spawned in that slime,

20 Conceived by a pair of those monsters born

Of Cain, murderous creatures banished
By God, punished forever for the crime
Of Abel’s death. The Almighty drove
Those demons out, and their exile was bitter,

25 Shut away from men; they split

Into a thousand forms of evil-spirits
And fiends, goblins, monsters, giants,
A brood forever opposing the Lord’s
Will, and again and again defeated.

30 Then, when darkness had dropped, Grendel

Went up to Herot, wondering what the warriors
Would do in that hall when their drinking was done.
He found them sprawled in sleep, suspecting
Nothing, their dreams undisturbed. The monster’s

35 Thoughts were as quick as his greed or his claws:

He slipped through the door and there in the silence
Snatched up thirty men, smashed them
Unknowing in their beds and ran out with their bodies,
The blood dripping behind him, back

40 To his lair, delighted with his night’s slaughter.

At daybreak, with the sun’s first light, they saw

50 Grendel came again, so set

On murder that no crime could ever be enough,
No savage assault quench his lust
For evil. Then each warrior tried
To escape him, searched for rest in different

12
55 Beds, as far from Herot as they could find.
Seeing how Grendel hunted when they slept.
Distance was safety; the only survivors
Were those who fled him. Hate had triumphed.
So Grendel ruled, fought with the righteous,

60 One against many, and won; so Herot

Stood empty, and stayed deserted for years,
Twelve winters of grief for Hrothgar, king
Of the Danes, sorrow heaped at his door
By hell-forged hands, His misery leaped

So the living sorrow of Healfdane’s son

105 Simmered, bitter and fresh, and no wisdom
Or strength could break it: that agony hung
On king and people alike, harsh
And unending, violent and cruel, and evil.
In his far-off home Beowulf, Higlac’s

110 Follower and the strongest of the Geats--greater

And stronger than anyone anywhere in this world--
Heard how Grendel filled nights with horror
And quickly commanded a boat fitted out,
Proclaiming that he’d go to that famous king,

115 Would sail across the sea to Hrothgar,

Now when help was needed. None
Of the wise ones regretted his going, much
As he was loved by the Geats: the omens were good,
And they urged the adventure on. So Beowulf

120 Chose the mightiest men he could find,

The bravest and best of the Geats, fourteen
In all, and led them down to their boat;
He knew the sea, would point the prow
Straight to that distant Danish shore.

Beowulf, arose with his men

135 Around him, ordering a few to remain
With their weapons, leading the others quickly
Along under Herot’s steep roof into Hrothgar’s
Presence. Standing on that prince’s own hearth,
Helmeted, the silvery metal of his mail shirt

13
140 Gleaming with a smith’s high art, he greeted
The Danes’ great lord:
“Hail, Hrothgar!
Higlac is my cousin and my king; the days
Of my youth have been filled with glory. Now Grendel’s
Name has echoed in our lands: sailors

145 Have bought us stories of Herot, the best

Of all mead-halls, deserted and useless when the moon
Hangs in skies the sun had lit,
Light and life fleeing together.
My people have said, the wisest, most knowing

150 And best of them, that my duty was to go to the Danes’

Great King. They have seen my strength for themselves,
Have watched me rise from the darkness of war,
Dripping with my enemies blood. I drove
Five great giants into chains, chased

155 All of that race from the earth. I swam

In the blackness of night, hunting monsters
Out of the ocean, and killing them one
By one; death was my errand and the fate
They had earned. Now Grendel and I are called

160 Together, and I’ve come. Grant me, then,

Lord and protector of this noble place,
A single request! I have come so far,
Or sheltered of warriors and your people’s loved friend,
That this one favor you should not refuse me--

165 That I, alone and with the help of my men,

May purge all evil from this hall. I have heard,
Too, that the monster’s scorn of men
Is so great, that he needs no weapons and fears none.

The Battle with Grendel

Out from the marsh, from the foot of misty
Hills and bogs, bearing God’s hatred,
Grendel came, hoping to kill

395 Anyone he could trap on this trip to high Herot.

He moved quickly through the cloudy night,
Up from his swampland, sliding silently
Toward that gold-shining hall. He had visited Hrothgar’s
Home before, knew the way---
14
400 But never, before nor after that night,
Found Herot defended so firmly, his reception
So harsh. He journeyed, forever joyless,
Straight to the door, then snapped it open,
Tore its iron fasteners with a touch

405 And rushed angrily over the threshold.

He strode quickly across the inlaid
Floor, snarling and fierce: his eyes
Gleamed in the darkness, burned with a gruesome
Light. Then he stopped, seeing the hall

410 Crowded with sleeping warriors, stuffed

With rows of young soldiers resting together.
And his heart laughed, he relished the sight,
Intended to tear the life from those bodies
By morning; the monster’s mind was hot

415 With the thought of food and the feasting his belly.
Would soon know. But fate, that night, intended
Grendel to gnaw the broken bones
Of his last human supper. Human
Eyes were watching his evil steps,

420 Waiting to see his swift hard claws.

Grendel snatched at the first Geat
He came to, ripped him apart, cut
His body to bits with powerful jaws,
Drank the blood from his veins and bolted

425 Him down, hands and feet; death

And Grendel’s great teeth came together,
Snapping life shut. Then he stepped to another
Still body, clutched at Beowulf’s with his claws,
Grasped at a strong-hearted wakeful sleeper

430 --And was instantly seized himself, claws

Bent back as Beowulf leaned up on one arm.
That shepherd of evil, guardian of crime,
Knew at once that nowhere on earth
Had he met a man whose hands were harder;

435 His mind was flooded with fear--but nothing

Could take his talons and himself from that tight
Hard grip. Grendel’s one thought was to run
From Beowulf, flee back to his marsh and hide there:
This was a different Herot than the hall he had emptied.

15
485 That blunted every mortal man’s blade.
And yet his time had come, his days
Were over, his death near; down
To hell he would go, swept groaning and helpless
To the waiting hands of still worse fiends.

490 Now he discovered--once the afflictor

Of men, tormentor of their days--what it meant
To feud with Almighty God: Grendel
Saw that his strength was deserting him, his claws
Bound fast, Higlac’s brave follower tearing at

495 His hands. The monster’s hatred rose higher.

But his power had gone. He twisted in pain,
And the bleeding sinews deep in his shoulder
Snapped, muscle and bone split
And broke. The battle was over, Beowulf

500 Had been granted new glory: Grendel escaped.

But wounded as he was could flee to his den,
His miserable hole at the bottom of the marsh,
Only to die to wait for the end
Of all his days. And after that bloody

505 Combat the Danes laughed with delight.

He who had come to them from across the sea,
Bold and strong-minded, had driven affliction
Off, purged Herot clean. He was happy,
Now, with that night’s fierce work; the Danes
Had been served as he’d boasted he’d served them:

510 Beowulf
A prince of the Geats, had killed Grendel,
Ended the grief, the sorrow, the suffering
Forced on Hrothgar’s helpless people
By a bloodthirsty fiend.

Grendel’s mother, in grief for her son, next attacks.

545 “They live in secret places, windy
Cliffs, wolf-dens where water pours
From the rocks, then runs underground, where mist
Steams like black clouds, and the groves of trees
Growing out over their lake are all covered

16
550 With frozen spray, and wind down snakelike
Roots that reach as far as the water
And help keep it dark. At night that lake
Burns like a torch. No one knows its bottom,
No wisdom reaches such depths.

615 She fell, Grendel’s fierce mother, and the Geats’

Proud prince was ready to leap on her. But she rose
At once and repaid him with her clutching claws,
Wildly tearing at him. He was weary, that best
And strongest of soldiers; his feet stumbled

620 And in an instant she had him down, held helpless.

Squatting with her weight on his stomach, she drew
A dagger, brown with dried blood, and prepared
To avenge her only son. But he was stretched
On his back, and her stabbing blade was blunted
625 By the woven mail shirt he wore on his chest.

Then he saw, hanging on the wall, a heavy

Sword, hammered by giant, strong
635 And blessed with their magic, the best of all weapons
But so massive that no ordinary man could lift
Its carved and decorated length. He drew it
From its scabbard, broke the chain on its hilt,
And then, savage, now, angry

640 And desperate, lifted it high over his head

And struck with all the strength he had left,
Caught her in the neck and cut it through.
Broke bones and all, Her body fell
To the floor, lifeless, the sword was wet

645 With her blood, and Beowulf rejoiced at the sight.

The brilliant light shone, suddenly,
As though burning in that hall, and as bright as
Heaven’s
Own candle, lit in the sky.

17
 THE FINAL BATTLE
Then he said farewell to his followers.
Each in his turn, for the last time:
“I’d use no sword, no weapon, if this beast
Could be killed without it, crushed to death

670 Like Grendel, gripped in my hands and torn

Limb from limb. But his breath will be burning
Hot, poison will pour from his tongue.
I feel no shame, with shield and sword
And armor, against this monster; when he comes to me

675 I mean to stand, not run from his shooting

Flames, stand till fate decides
Which of us wins. My heart is firm,
My hands calm: I need no hot
Words. Wait for me close by, my friends.

710 In front of him, facing the entrance. The dragon

Coiled and uncoiled, its heart urging it
Into battle. Beowulf’s ancient sword
Was waiting, unsheathed, his sharp and gleaming
Blade. The beast came closer; both of them

Unwilling to leave this world, to exchange it

For a dwelling in some distant place--a journey

740 Into darkness that all men must make, as death

Ends their few brief hours on earth.
Quickly, the dragon came at him, encouraged
As Beowulf fell back; its breath flared,
And he suffered, wrapped around in swirling

745 Flames--a king, before, but now

A beaten warrior. None of his comrades
Came to him, helped him, his brave and noble
Followers; they ran for their lives, fled
Deep in a wood. And only one of them

750 Remained, stood there, miserable, remembering,

As good man must, what kinship should mean.

18
 15
His name was Wiglaf, he was Wextan’s son
And a good soldier, his family had been Swedish,
Once. Watching Beowulf, he could see

755 How his king was suffering, burning. Remembering

Everything his lord and cousin had given him,
Armor and gold and the great estates
Wextan’s family enjoyed, Wiglaf’s
Mind was made up; he raised his yellow
760 Shields and drew his sword…..

BEOWULF’S DEATH
“For this, this gold, these jewels, I thank
Our Father in Heaven, Ruler of the Earth
For all of this, that His grace has given me,

805 Allowed me to bring to my people while breath

Still came to my lips. I sold my life
For this treasure, and I sold it well. Take
What I leave, Wiglaf, lead my people,
Help them: my time is gone. Have

810 The brave Geats build me a tomb,

When the funeral flames have burned me, and build it
Here, at the water’s edge, high
On this spit of land, so sailors can see
This tower, and remember my name, and call it

815 Beowulf’s tower, and boats in the darkness

And mist, crossing the sea, will know it.”
Then that brave king gave the golden
Necklace from around his throat to Wiglaf,
Give him his gold-covered helmet, and his rings,

820 And his mail shirt, and ordered him to use them well;
“You’re the last of all our far-flung family.
Fate has swept our race away.
Taken warriors in their strength and led them
To the death that was waiting. And now I follow them,”

825 The old man’s mouth was silent, spoke

No more, had said as much as it could;
He would sleep in the fire, soon. His soul
Left his flesh, flew to glory
Adapted  from  “Making  Meaning  with  Anglo-­  
American  Literature  by  Joyce  M.  Mendez  
and  Glenda  G.  Nolasco”  

19
 After reading the story of Beowulf, what would you say were the qualities deeply esteemed
by the people of those times? Would these qualities be equally esteemed in our times?
After reading the story of Beowulf, I would say that they deeply esteemed the quality of
Bravery, courage, and loyalty. Yes, these qualities would be equally esteemed in our times.

Beowulf is a good leader. What qualities would you demand from a national leader?
The qualities that I would demand from a national leader is loyalty, honesty, courage, and bravery.

Beowulf is an American fantasy movie based on the tale narrated

in an Old English poem. A 2007 release of famous director Robert
Zemeckis, Beowulf was best known in cinematographic circles for
the unique “motion capture process”. The stars of the movie were Anthony
Hopkins, Angelina Jolie and Ray Winstone. Supporting cast included Robin
Penn, John Malkovich, and Crispin Glover among others. Enjoy watching the
exciting scenes of the film and you are expected to write your own movie
summary after viewing.
Answer the following activities.

Activity  1  
 
Directions: Match the items in Column A with their descriptions in Column B.

A B
G 1. BEOWULF A.   a Geat warrior and a faithful servant of
Beowulf whom he passed his throne.
C 2. GRENDEL
B.   the sword used by Beowulf
D 3. HEROT
C.   a man-eating monster who lived at the
H 4. HROTHGAR bottom of a foul mere or lake.
F 5. SCYLD D.   the golden mead hall where celebrations and
A 6. WIGLAF feastings were held

B 7. HRUNTING E.   The last battle of Beowulf that made him die.

E 8. DRAGON F.   a baby found in a ship sailing at a time when

the Spear Danes were without a king.
I 9. HYGELAC
G.   a courageous Geat warrior who has become
J 10. GRENDEL’S MOTHER a hero in the epic.
H.   king of the Spear Danes and builder of
Herot.
I.   king of the Geats and the uncle of Beowulf.
J.   The one who avenged for the death of
Grendel
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 Activity  2  
 
 

Answer the following:

1.   Which episode in the epic did you find most thrilling? Why?

The  Final  Battle  because  Beowulf  has  become  a  great  king,  but  he  is  old  when  the  dragon  
arrives  in  his  realm.    
2.   At the opening of the poem, what annoys Grendel and leads to his attacks?
Grendel was not only annoyed by the noise at the Herot, he was indeed bothered by the
merriment and joy happening at the famous mead hall.
3.   What universal conflict lies behind his war with the Danes?
The universal conflict involves the battle between good and evil. Beowulf is the ideal of
goodness and Grendel is the personification of evil.
4.   Why does Beowulf travel to Herot?

Beowulf travels to Herot because he heard about what Grendel has been doing, and that he is
willing to put his life on the line to save others from Grendel, and purge all evil from Herot.
5.   How does the contrast between Grendel and Beowulf turn their conflict into a fight
between good and evil?

Grendel killed out of selfishness, for he is jealous of the joy the people are experiencing
and he kills them because he’s being annoyed. By contrast, Beowulf is a life-protector, he
comes to Herot as a savior to help the people being killed by Grendel. The contrast
between Grendel and Beowulf was turned by a fight between good versus evil, and a life-
taker versus life-protector.
6.   Compare and Contrast: Although Beowulf is brave and Grendel is spiteful, both
might be said to act out of pride. Explain.

Both might be said to act out of pride but the desire of each character is different. Grendel’s pride
becomes a selfish will, he destroys for the love of destruction, exercising his will by killing the
Danes. Just as Cain’s killing Abel was an act of selfish will, Grendel’s action are those of sinful
pride. By contrast, Beowulf was motivated by pride but his desire was to achieve greatness and to
bring glory to his people. Grendel and Beowulf both might be said to act out of pride, but in a very
different way.
7.   Beowulf’s defeat of Grendel might be described as the defeat of the “dark side” of
the warrior’s life. Explain.

Grendel represents darkness and evil. Therefore his defeat of Grendel represents the
crushing of the dark side of life.
8.   Identify an example from the epic in which the memory of Beowulf’s deeds inspires
someone.

The memory of Beowulf inspires Wiglaf to assist him in his final battle and defeat the
fire-breathing dragon.
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 9.   Explain how the poem, by keeping Beowulf’s memory alive, keeps the cultures
values alive.

His culture valued a man who was strong, brave, wise, aware of his duty, and God-fearing.
10.   Do you think Beowulf’s deeds make him a good role model? Explain.

Yes, because he showed a good example of being a brave leader, having courage and
being able to fight for the benefit of others.
Let’s see if you got some correct answers. Please proceed to the checking area.

The  Spirit  of  Beowulf  

Beowulf is not a pagan poem. There are no pagan gods, no idols, and no human sacrifices.
Anglo-Saxon England had long been Christianized when Beowulf was composed, but the
epic is primarily concerned with social, not religious issues. Still, if not overtly Christian,
Beowulf ’s close identification with ancient Hebraic ways of life marks it as very much an Old
Testament poem. “Almighty God,” clearly and repeatedly evoked, operates ethically and holds
humans to high moral standards. The creation story of Genesis is beautifully paraphrased. Hell
is cited as the home of evil; the Abel and Cain tale is mentioned explicitly. And just as evil is
punished, good prevails. The message is that men must learn to behave responsibly, to love and
to be faithful to one another, exactly as Beowulf has shown that they can.

Tracing Pagan and Christian Elements

In Beowulf, we can see evidence of an Anglo-Saxon warrior culture, with its stress on
heroism, and Christianity’s emphasis on brotherly love and God’s care for creation. For example,
in the combat with the dragon, Beowulf seeks “fame” like any self-respecting warrior. As he is
dying, however, he thanks “Our Father in Heaven” for the opportunity to give his people the
treasure.

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 Activity  3  
 
Read the tribute to Beowulf in the last lines of the poem. Identify pagan and Christian
influences in the qualities for which the king is praised. Give reasons for your conclusions.

Praising him for heroic deeds, for a life

As noble as his name. So should all men
Raise up words for their lords, warm
With love, when their shield and protector leaves
His body behind, sends his soul
On high. And so Beowulf’s followers
Rode, mourning their beloved leader,
Crying that no better king had ever
Lived, no prince so mild, no man
So open to his people, so deserving of praise.

Beowulf seeks fame and greatness. Beowulf was a Christian hero. In the end
Beowulf was indeed a great, strong leader When he was about to die, he did not
His followers praised him for being so open forget to thank “Our Father in Heaven”.
To his people, so deserving of praise. He is a faithful and a god-fearing hero.

POSTTEST  
 
Answer the following:
1.   Who are considered the early conquerors of Britain?
The Anglo-Saxons
2.   When did the English literature begin?
The Renaissance Period
3.   What were the responsibilities of the scops or gleeman during the Heroic Age of
Anglo-Saxons?
The responsibilities of the scops was to worship and praise the deeds of the heroes by
composing poems.
4.   What was the only full-length heroic epic which has survived in English literature?
The “Beowulf” was the only full-length heroic epic which has surivived in
English Literature.
5.   Why did Beowulf decide to save the Spear Danes from the powerful monster,
Grendel?
He decided to save the Spear Danes from Grendel for he wants to achieve
glory.
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6.   Why did Beowulf fight Grendel with his bare hands? What does this reveal about his
character?

Beowulf fought Grendel with his bare hands as Grendel does not use any weapons
and that it would bring Beowulf great honor to defeat Grendel with his bare hands.
This reveals that Beowulf is indeed brave.
7.   Why was it more difficult for Beowulf to kill Grendel’s mother than Grendel himself?
It was more difficult for Beowulf to kill Grendel’s mother because Grendel’s mother
possesses an intelligence that Grendel lacks. She is stronger and came prepared to
avenge her only son. Beowulf find it more difficult to kill Grendel’s mother as she is
too protected with her magic, that she has enchanted Beowulf’s sword.
8.   Why did the dragon descend upon the village and kill all the inhabitants?
Because a slave awakens and angered the dragon by stealing a jewelled cup from its lair
causing the angry dragon to mercilessly burn the Geats’ homes and lands.
9.   How did Beowulf kill the dragon?
Beowulf wounds the dragon, by striking his sword so hard. Wiglaf helped him defeat
the dragon
10.   How did Beowulf die?
Beowulf’s death was caused by the poisonous wound from a dragon.

Let’s see if you got many correct answers. Please proceed to the checking area.

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 Skill No. 557-­558: Idiomatic Expressions

PRETEST  
 
A.   Read the sentences below. Identify the meaning of the underlined idioms from the given
choices.
C 1. The police, however, were determined to put behind bars the crime lords.
a.   to invite to drink in a bar c. to place in jail
b.   to persecute d. to make the culprit confess

A 2.Finally, the judge handed down the verdict – life imprisonment without chances
for parole.
a.   passed as low c. commanded
b.   issued d. revoked

D 3.The jubilant investigators promised that they would not rest on their laurels but
continue to fight against criminals.
a.  to make no attempt to gain further distinction
b.  to proceed with haste
c.  to acquire more humors
d.  to slow down and pause

D 4.Reports on our disciplinary actions are the same old tune that we have been
hearing for the last three years.
a.  a long conversation c. a favorite song
b.  an old joke d. oft – repeated story

C 5.Every citizen of this country acknowledges the late President Ramon Magsaysay as
a man in a thousand.
a.   perfect person c. a man of excellence
b.   person without flaws d. a wealthy man

Let’s see if you got many correct answers. Please proceed to the checking area.

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Do you believe that “Language is a living thing”?
This expression is true because the English language constantly grows and changes. As the
world progresses, so does the English language and new words are added to keep with the
demands for better expression. And this is exactly the reason why idiomatic expressions are used
for a more creative and vivid expression.

Idioms, as you have learned before, are a special class of words which are NOT a
separate component of the language. The words which make up the idiom when
taken together, mean something different from the individual words when they stand alone.
When used in the special context of the idiom, existing words take a new meaning. To illustrate
this point, look at the example below:

“Let  the  cat  out  of  the  bag”  

When you take this idiom literally, it means an animal that has been placed inside a
sealed bag has to be released. However, the idiom means “to reveal a secret”

This illustration would underline the special features of the idiom:

-illogical
-odd
-sometimes grammatically incorrect

Idioms are the flesh and blood of a language, and grammatical usage is its skeleton. Idioms
give language its vitality, its everyday appropriateness. They supplement the study of formal
grammar. They are a part of the framework that supports language. It has been said that language
without idioms is like a man who cannot smile.
The idiom, however, has made the English language more exciting, more vivid and more
fun. So much so, that people have expressions from every aspect of life.

From home life

Examples:
1.   to be born with a silver spoon in one’s mouth.
2.   to make a clean sweep of something
3.   to hit the nail on the head

From food and cooking

Examples:
1.   to eat humble pie
2.   out of the frying pan into the fire
3.   to be in the soup

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 From agriculture
Examples:
1.   to lead someone up the garden path
2.   green pasture

From nautical and military life

Examples:
1.   when one’s ship comes home
2.   to be in the same boat as someone
3.   to be in deep waters
4.   to cross swords with someone

From the Bible

Examples:
1.   to kill the fatted calf
2.   the apple of one’s eye

The idiom, too, has a different form or structure. Here are some examples that combine
adjectives and nouns:
a.   cold war c. French leave
b.   dark horse d. forty winks

Grammatically, the idiom does not follow the regular pattern:

Examples:
1.   I am good friends with him. I am a good friend of his
2.   She has been crying. Just give Just give her a moment to
her a moment to get herself together get herself.

Some idioms are combination of verb, preposition and adjective without a noun,
which is really strange.
Examples:
1.   to be at large
2.   to go through thick and thin
3.   to be in the swim

Then there are idioms with regular grammatical form but the meanings seem unclear:

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Examples:
1.   to bring home the bacon
2.   to throw good money after bad
3.   to spread one’s wings.

In addition, there are “fixed idioms” where none of the individual words can be changed:
Examples:
1.   To give someone the cold shoulder. (one cannot say warm, cool, or fiery
shoulder. Neither can one substitute head, arms or legs for “shoulder”)
2.   Forty winks (not fifty or sixty winks)
3.   To make a clean breast of it (not dirty or immaculate breast; nor clean hand,
feet and nails.)

The  given  examples  of  idioms  are  not  

enough  for  you  to  improve  your  communication  
skills  particularly  in  writing  compositions  using  
idioms.  With  that,  I  am  providing  you  with  additional  
idiomatic  expressions  with  their  meanings.  Go  over  
the  list  and  try  to  use  them  when  you  use  English  
in  conversations  or  written  activities.  

IDIOM MEANING
1. a cock-and-bull story - a story, explanation or excuse that is hard to believe

2. a fish out of water - someone who feels uncomfortable in unfamiliar

surroundings or company.

3. a red letter day - important or joyful occasion which one looks forward
to
4. a snake in the grass - an insincere friend who is secretly harmful or
dangerous to one
5. at eleventh hour - too late
6. bark up the wrong - get the wrong idea, make a wrong assumption, accuse
tree the wrong person
7. be new to the game - lack experience in an activity, job or situation

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8. beat around the bush - talk indirectly about something; not saying directly
what you are thinking
Ex: Stop beating around the bush and tell me how much
money you got.
9. beat someone at his - fight back with the same methods, only better
own game
Ex: I wouldn’t let Ford fool me like this. I’d try to beat him at
his own game.
10. bite (on) the bullet - accept that you cannot avoid something unpleasant
and face it with courage.
Ex: The bank has refused a further overdraft facility, so we’ll
have to bite on the bullet and sell our properties.
11. blows one’s own - praise one’s own success, abilities etc.
trumpet Ex: She makes sure that everyone knows about her success.
She’s always blowing her own trumpet.
12. bring home the bacon - earn the necessary money; obtain the success or
triumph
13. burn the midnight oil - work or study until late at night
14. come down to earth - return to reality, stop dreaming about plans and ideas
that cannot be achieved
15. crocodile tears - insincere tears for effect only
16. dig one’s own grave - make difficulties for oneself, create one’s own
misfortunes
Ex: If you befriend that person, I’m sure, you’ll be digging
your own grave.
17. fight a losing battle - try hard without much chance of success because
circumstances are against one.
Ex: The medical profession is still fighting a losing battle
against AIDS.
18. from the horse’s - directly from the person who knows most about a
mouth story; a reliable source
19. get even - pay someone back for some harm he has done
20. get on someone’s - irritate or annoy someone
nerves
21. get oneself together - regain control of one’s emotions
Ex: She’s been crying. Just give her a moment to get herself
together. She’ll be alright.

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 22. have butterflies in - feel very nervous
one’s stomach
23. lose one’s nerve - lose one’s self control; become afraid and panic
24. miss the boat - miss a favorable opportunity; be too late to gain an
advantage
25. one in a thousand/ - a person with excellent personal qualities who is
million rarely found
26. push one’s luck - rely too much on continuing good luck
27. put someone through - put someone through an unpleasant experience
the mill by thorough testing or through severe disciplinary
measures.
Ex: They certainly put me through the mill at the oral exams.
They asked so many difficult questions.
28. raise the roof - make a lot of noise or disturbance by clapping,
laughing, shouting angrily etc.
29. rest on one’s laurels - enjoy a period of inactivity or rest as a reward for
some achievement
30. show one’s true - reveal one’s true character, intentions or plans.
colors (usually bad)
31. sit on the fence - stay neutral and not take sides (in an argument), be
undecided which of the two opposite courses of action
to take
32. stand/ hold one’s - maintain or defend one’s position in an argument
ground
33. take one’s hat off to - admire someone’s achievements.
someone
34. tighten one’s belt - spend less money at a time of financial difficulty.

After studying the idioms, I want you to do the activities on the next page.

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 Activity  1  
 
Match the idioms in column A with their meanings in column B

A B
F 1. a snake in the grass A.   accuse the wrong person
B 2. a red letter day B.   an important or joyful occasion which
I 3. raise the roof one looks forward to

G 4. get on someone’s nerves C.   praise one’s own success, abilities etc.

A 5. bark up the wrong tree D.   rely too much on continuing good luck

D 6. push one’s luck E.   miss a favorable opportunity

E 7. miss the boat F.   an insincere friend who is secretly

harmful or dangerous to one
C 8. blow one’s own trumpet
G.   irritate or annoy someone
J 9. crocodile tears
H.   make difficulties for oneself
H 10. dig one’s own grave
I.   make a lot of noise by clapping,
shouting etc.
J.   insincere tears for effect only
K.   lack experience in an activity
Activity  2  

Write the meaning of the following idioms. Then, construct a sentence using each idiomatic
expression.

1.   let the cat out of the bag- to reveal a secret (She let the cat out of the bag.)
2.   from the horse’s mouth- a reliable source (The news about the class suspension was from
the horse’s mouth.)
3.   have butterflies in one’s stomach- to feel very nervous. (Our group performance is about
to start, I have butterflies in my stomach!)
4.   show one’s true color- reveal one’s true character (I didn’t know she was a fake friend
until she showed her true color.)
5.   tighten one’s belt- to not spend to much during financial difficulties (We have to tighten
one’s belt since our budget is not enough for this week.)
6.   beat around the bush- not saying directly what you are thinking (Don’t beat around the
bush and just tell me what you want to say!)
7.   beat someone at his own game- fight back with the same methods, only better. (Let’s see
what she can do once I beat her with her own game.)
8.   dig one’s own grave- create one’s own misfortunes (What you’re planning to do would
just dig your own grave.)
31
9.   get on someone’s nerves- annoy or irritate someone (Get out of this room, you’re getting
on to my nerves!)
10.   fish out of water- someone who feels uncomfortable around unfamiliar surroundings or
company. (When I’m with their squad I feel like a fish out of water.)

Let’s see if you got the correct answers. Please proceed to the checking area.

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 POSTTEST  
 

Read each item below and fill in the blanks with the correct idioms. Choose the idioms
from the box.

1.   That boastful girl always blows her own trumpet . She makes sure that everyone
knows her
success.

2.   My two best friends were having anargument. I’ll make it a point that I s i t o n t h e
fence.

3.   He has to tighten his belt because his father lost his job.

4.   That chatty woman is a snake in the grass. Don’t trust her and don’t even dare to tell
her
your secrets.

5.   We only have two days left for our updating. I really have to do my module activities
at home and burn the midnight oil.

Let’s see if you got many correct answers. Please proceed to the checking area.

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 Skill No. 559-­561: Verbals

PRETEST  
 
Underline the verbals: gerund, infinitive or participle in each sentence. Write G for gerund,
I for infinitive, and P for participle. If there are no verbals in the sentence, write NONE.

G 1. Out of the window, Naomi saw the road looping like a purple gypsy ribbon.
G 2. Looking at nature filled her with wonder.
P 3. He enjoyed watching the cherry trees in bloom.
NONE 4. To give up the struggle was too much for him.
P 5. As he had sold all his meat, the butcher closed his shop.
NONE 6. The highwayman riding in the middle of the night came up to the new inn door.
P 7. The man was riding a white horse.
I 8. To see the sight of a ship that is heaving up and down makes me feel sick.
NONE 9. I love to fix our giant Christmas tree.
P 10. The yacht was becalmed after the breeze had died down.

Let’s see if you got many correct answers. Please proceed to the checking area.

Were you able to get the right answers?

If you got 10- Wow that’s excellent!

8 to 9 - Great job!
6 to 7 - It’s okay!
5 below - It’s alright! I know that you will learn everything in this lesson.

One of the important things that you have to consider in learning the English language is
the correct use of verbals. This will help you express your ideas clearly and will help you
construct good sentences, paragraphs and compositions. Verbals can also help you to develop
your skills in oral communication where you can comprehend, think, and communicate clearly.
A person who communicates well in English can go a long way in his or her studies and work,
personal, social and educational endeavors. Learning verbals can be enriching, meaningful, and
fun.

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 Read  the  paragraphs  below  and  
be  ready  to  do  the  activity  that  
follows.  

The beginnings of English literature are found in the Heroic Age of the
Anglo-Saxons, the early conquerors of Britain. There must have been some heroes
of the tribe, strong men who embodied most completely the ideals and aspirations
of the people as a group, and whose unquestioned leadership was manifested.
Celebrating the deeds of such heroes was the responsibility of the scops or
gleeman (singer). To perpetuate their names was also the duty of these singers
called scops. Most of these singers or bards were held in high esteem in the court
of the king. Their stories, probably derived from different sources, but growing
around the figures of heroes, came to be united in a long poem. The scops
developed a technique of narrative which eventually developed into EPIC.
There is only one full-length heroic epic which has survived in English
literature. This epic is BEOWULF.
Beowulf is England’s oldest epic. It was probably composed, in large part,
before the Anglo-Saxons left their continental home in Scandinavia, but it was not
until about eight or ninth century that some Christian monks of Anglo-Saxon
descent put it in its present form. Although there are Christian touches, the poem
is pagan.
During the Danish conquest of England, in the ninth or tenth century, the
manuscript was lost. It was not found until the eighteenth century where it was
preserved since then in the British Museum.

Activity  1  
 
 
Write a brief paragraph (5-10 sentences) that presents the development of the EPIC in
English literature. Do not copy the sentences from the paragraphs you read. Use your own words
in constructing your sentences.
I found that the epic evolved through a series of changes over time. The epic genre gained popularity
during the Renaissance. Beowulf as an example, is the only full-length heroic epic which has survived the
English literature. E. Talbot Donaldson claims that it was probably composed more than twelve hundred
years ago back when there was no technology. But because of the modernity, it’s nice to see that the epic in
English literature has been nicely developed through the years that have passed from the period of Old
English up to the current era of Modern English Literature.
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 This  time,  I’d  like  you  to  go  back  to  
the  paragraphs  you  read  and  focus  
on  the  underlined  words….  Now,  
how  do  you  call  those  words?  

YOU’RE RIGHT! They are called VERBALS.

CELEBRATING TO PERPETUATE

try to read the sentences aloud

1.   Unquestioned leadership was manifested

2.   Celebrating the deeds of such heroes was the responsibility of the scops.
3.   To perpetuate their names was also the duty of these singers.

VERBALS  are  generally  defined  as  verb  forms  used  as  another  part  of  
speech  (such  as  noun,  adjective  and  adverb).  They  look  like  verbs  but  they  
don’t  function  as  verbs.  

VERBALS differ from verbs because:

1.   verbs can make a complete sentence while verbals cannot

2.   verbs can undergo change in person and number while verbals cannot

There are three kinds of verbals: The GERUND, INFINITIVE, and PARTICIPLE.

I.   GERUNDS  
 
Gerunds are verb forms ending in used as nouns. A gerund with the words or
words that modify it is called a gerund phrase.

gerund phrase
Ex: is my greatest dream.
(gerund)
36
 Notice this sentence: My friend is traveling around the world. In this sentence, the
word traveling is not a gerund but a VERB. It is used as an action word and not as a NOUN.

A gerund or gerund phrase may be used as:

1.   Subject of the sentence
Ex: Driving different types of cars is a pleasure for Renz.
2.   Predicate Noun
Ex: Analyzing something is probing the unknown.
3.   Direct Object
Ex: My professor dislikes sleeping during class discussion.
4.   Object of Preposition
Ex: She was reprimanded for coming to school late.
5.   Appositive
Ex: Her pastime, reading magazines and novels, makes her more witty.

II.   INFINITIVES  
 
Infinitives are verbals which are commonly preceded by TO. It may function as noun
or adjective.

infinitive phrase
Ex: makes Lea Salonga value her membership in the
(infinitive)
school’s theater organization.

1.   Infinitive as a noun (subject)

Ex: To use cellphones in class shows disrespect to teachers.
2.   Infinitive as adjective
Ex: There’s a lot of views to see. (modifying the word views)

III.   PARTICIPLES  
 
Participles are defined as verbal adjectives. They are verb forms that function as
modifiers or adjectives. Hence, they look like verbs but they are used to modify nouns and
pronouns.

Ex: 1. The singing bird was seen last night. (modifying the word bird)
(participle)

2. Researchers sifted the mounded earth for relics. (modifying earth)

(participle)

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 participial phrase
3. the Juniors had a party. (modifying the
Juniors)
(participle)

Activity  2  
 

A.   Encircle the gerund phrase. Write none before the number if there is no gerund phrase.

NONE1.The seamstress continued sewing the seams.

NONE2.Do you mind keeping an eye on the baby?
3.   Delaying the project was considered by the manager.
NONE4.They are walking through the path together.
5. Waking up early is a good habit.
NONE6.He left after giving us his short time.
NONE7.The doctor was examining the patient.
NONE8.The patient practices walking every morning.

B.   Combine the pairs of sentences by converting one sentence of each pair to an infinitive
phrase. Make the necessary changes. The first one is already done for you.

1.   We had a new secretary. She will do our typing.

Ans. We had a new secretary to do our typing.
2.   John stopped by my house. He borrowed several of my tapes.
John stopped by my house to borrow several of my tapes.
3.   Don’t worry about him. There is no need
There is no need to worry about him.
4.   The time has come. We should ask for a raise.
The time has come to ask for araise.
5.   Jeffrey is an excellent companion. You should take him with you.
Jeffrey is an excellent companion to take him with you.

C.   Copy each sentence. Underline the participle or participial phrase. Then, draw an arrow
pointing to the noun or pronoun it modifies.

1.   Laughing with glee, the woman entered the sack race.

Laughing with glee, the woman entered the sack race.
2.   Being a volleyball player, Zarah expected to win.
Being a volleyball player, Zarah expected to win.
3.   Motivated by the prizes, all the students joined the contests.
Motivated by the prizes, all the students joined the contests
4.   The crowd cheered the contestants running in the 100-m dash.
5.   The crowd cheered the contestants running in the 100-m dash.
38
6.   My mother’s comforting embrace soothed my nerves.
My mother’s comforting embrace soothed my nerves
7.   The hunter approached the terrified animal.
The hunter approached the terrified animal.

Let’s see if you got the correct answers. Please proceed to the checking area.

39
 Now, are you ready to take the POSTTEST? Be sure to review important concepts before
you take the test.

POSTTEST  
 
A.   Underline the verbal in each sentence. Write G for gerund, P for participle and I for
infinitive.

I 1.The project aims to use preventive measures against the illness.

G 2.Extending full assistance will make the show successful.
P 3.Tempted by riches and fame, people should always communicate with God.
I 4.Some of the Filipinos want to impeach our President.
P 5.The rebels were urged to gird themselves for a tough battle.

B.   Use the following verbs in sentences with the indicated verbal.

6.   recover (infinitive) It took me a long time to recover from his death. .

7.   reconcile (gerund) Reconciling with your enemy is a good thing to do. .
8.   negotiate (gerund) Negotiating means to obtain or to bring about by discussion.
9.   choose (participle) He is a choosy person. .
10.  classify (infinitive) She will choose 3 people to classify. .

Let’s see if you got many correct answers. Please proceed to the checking area.
Were you able to get the answers right?

If you got 10 - Wow that’s excellent! You may proceed to the Mastery Test.
9 - Great job!
8 - It’s okay! But you have to correct your mistakes.

7 below - Review and retake the posttest

•   An epic is a long narrative poem that recounts the adventures of a legendary hero in
pursuit of a goal of national importance.
•   The hero’s accomplishments reflect the values of his culture and usually figure
prominently in the history or mythology of his people.

40
 •   Beowulf is considered England’s first work of national literature. The epic represents
the Anglo-Saxons period, and reflects the formative stages of English civilization.
•   The epic Beowulf is composed of 3,182 lines.
The beginnings of English literature are to be found in the Heroic Age of the Anglo-
Saxons, the early conquerors of Britain.
•   Idioms are a special class of words which are not a separate component of the
language. The words which make up the idiom when taken together, mean something
different from the individual words when they stand alone. When used in the special
context of the idiom, existing words take a new meaning.
•   Verbals are generally defined as verb forms used as another part of speech (such as
noun, adjective and adverb). They look like verbs but they don’t function as verbs.
•   There are three kinds of verbals: gerund, infinitive, and participle.
•   Gerunds are verb forms ending in -ing used as nouns. A gerund with the words or
words that modify it is called a gerund phrase.
•   Infinitives are verbals which are commonly preceeded by to. It may function as
noun and adjective.
•   Participles are defined as verbal adjectives. They are verb forms that function as
modifiers or adjectives. Hence, they look like verbs but they are used to modify nouns
and pronouns.

REFERENCES

Alcantara, R. & Cabanilla, J. (1999). Essentials of English grammar. Quezon City: Katha Publishing
Co., Inc.
Galope, G. (1994). Ripples 3: Language and American-English Literature. Manila: Jo-es Publishing
House.
Mendez, J. & Nolasco, G. (2002). Making meaning with Anglo-American literature. Bulacan: Trinitas
Publishing, Inc.
Raffel, B. (1999). Beowulf. New York: Signet Classic New American Library.
Random House Webster’s Dictionary. (1997). 3rd Ed. New York: Random House, Inc.
Random House Roget’s Thesaurus. (1998). New York: Random House, Inc.
Salazar, E. (1999). Skill builders for efficient reading 9. Quezon City: Phoenix Publishing House, Inc.
Serrano, J. (1998). Better English for Philippine high schools. Quezon City: Phoenix Publishing
House, Inc.
Serrano, J. & Lapid, M. (2003). English communication arts and skills. Quezon City: SIBS Publishing
House, Inc.

41
     Module  60    

Early English Literature-­

Looking Back, Looking Forward

Welcome to the imaginative world of

English!
In the dim past, when our forefathers were wild,
naked savages, they had no books; they could
neither read nor write. But do you think they had no
stories? Oh, yes! We may be sure that when the
day’s work was done, when the fight was over, they
gathered round the wood fire and listened to the
tales of the story-teller. These stories were all of
war. They told of terrible combats with men or with
fierce strange beasts, they told of passion, of
revenge. For the life of man in those far-off days was
wild and rough; it was one long struggle against
foes, a struggle which left little room for what was
beautiful or tender. How about you? What is the
best story that you have ever read? What is the
impact or significance of stories to what or who we
are in this world today?
As a nation grows and changes, its literature grows and changes with it. Then, as a nation’s
needs and knowledge grow, it demands ever more and more books on all kinds of subjects. In
this module, you will discover literature as a means of understanding mankind as presented in
English literature. The stories will reveal truths about life in which man can realize his worth
upon examining his values in different social situations, and the lessons attempt to teach him on
how to communicate something to somebody in clear and effective English and in manner best
suited to a particular situation.
You must be content to know that there are rooms
in the fairy palace of our literature into which you
cannot enter yet. But every year, as your knowledge
enriches, you will find that new keys have been handed
down to you so you may unlock the doors. And with
every door that you unlock, you will become aware that
the great palace of our literature is so vast that you can
never hope to open all the doors are even to peep inside.
In this module you will analyze and respond to the
range of ideas and differing viewpoints, purposes, and
themes in a variety of related texts, identify the
functions of nouns in given sentences and write
paragraphs with ideas presented in logical order.

42
 Skill No. 562-­ The Arthurian Romances

Good day learners! Boys, what tales and legends do you know about the early heroic
figures? Well, I’m sure that you have read some. What about you girls? Have you ever imagined
that one day you will meet your knight of shining armor? Fantastic! But sometimes, the
accomplishments of these heroic figures become exaggerated. Nevertheless, the stories usually
reflect the way of life and the problems faced by the people of that period.
But before you explore the world of narrative, it’s time for you to accept the first challenge.
Take the pretest below.

PRETEST  

I.   Are you familiar with the movie “Excalibur” or the story of

King Arthur and the Knights of the Round Table? If yes, well,
that’s good! But if you’re not, it’s alright. I know that you will
like it as we explore the noble deeds of the legendary heroes.
But for now try to select the letter of the correct answers below:

1.   What was the name of King Arthur’s father?

a.   Sir Ector
b.   King Pelleas
c.   King Pellinore
d.   Uther Pendragon

2.   What was the name of King Arthur’s wife?

a.   Victoria
b.   Elaine
c.   Guinevere
d.   Madeline

3.   What did King Arthur send to most of his knights to help them find in order to
prevent fighting among the knights of the Round Table?
a.   The True Cross
b.   Babylon
c.   Atlantis
d.   The Holy Grail

43
 4.   Who was the ‘best knight in the world’ during King Arthur’s reign?
a.   They were all the best, that’s why they were part of the round table
b.   Sir Gawain
c.   Sir Lancelot
d.   Sir Bedevere

5.   What was the first animal Arthur was turned into by his tutor in order to learn more
about life?
a.   sparrow
b.   hawk
c.   owl
d.   fish

Now that you have completed the PRETEST, I want you to proceed to the checking
area and compare your answers with mine.

Were you able to get the right answers? Congratulations! Job well done, however, you still
need to explore on the next pages in order to attain the mastery of the lesson. Now, let’s open
the door of the Early English Literature.

The Norman conquest of England in 1066

brought several changes in the life and
literature of the people. Under the Norman kings, there
came into being the institution known as chivalry. The
knights of this period were expected to be always ready
to fight for God and their overload, and to defend a
lady’s honor with their life. There developed in England
a mass of legendary material about folk heroes and the
wonderful deeds and exploits of King Arthur and his
Knights of the Round Table. The stories became
known as metrical romances.

44
 The metrical romance was developed during the medieval period. The best among them
were those that gave wonderful accounts of deeds and exploits of King Arthur and his knights.

The contribution of the knight to early English literature during the Middle Ages was an
object of great respect and even of veneration. The knight was bound to womanhood by
oaths of homage and fealty. He could not be faithless; he had to act according to a set formula;
he had to win his ladylove by his faithfulness, patience, manliness, and warlike skill.

LISTENING  
 
Your language facilitator will play a song, prepare yourself to listen carefully.

Warrior Is a Child
by: Gary Valenciano

Lately I’ve been winning battles left and right They don’t know
But even winners can get wounded in the fight That I come running home when I fall down
People say that I’m amazing They don’t know
I’m strong beyond my years Who picks me up when no one is around
But they don’t see inside of me I drop my sword and cry for just a while
I’m hiding all the tears Coz deep inside this armor
The warrior is a child
They don’t know
That I come running home when I fall down They don’t know
They don’t know That I come running home when I fall down
Who picks me up when no one is around They don’t know
I drop my sword and cry for just a while Who picks me up when no one is around
Coz deep inside this armor I drop my sword and look up for a smile
The warrior is a child Coz deep inside this armor (deep inside)
Deep inside this armor
Unafraid because his armor is the best Deep inside this armor
But even soldiers need a quiet place to rest The warrior is a child
People say that I’m amazing
I never face retreat
But they don’t see the enemies
That lay me at his feet

45
 SPEAKING  
 
After you have listened attentively, I would like you to work with a partner and discuss
the following questions. You are free to express your views and opinions.
1.   What do you think is the mood of the song?
2.   Whom do you think is the one singing the song?
3.   What do these lines mean?
“I drop my sword and cry for just a while
Coz deep inside this armor
The warrior is a child”
4.   What do you think will happen if we are going to live today the finest ideals of
chivalry?
5.   To what military rank today would the knight correspond?
6.   How do you measure the masculinity of a man? When can you say that a man is a
real man?

WORD  POWER  

Now my dear learners, I would like you to widen your vocabulary. Pay attention to the
following sentences, and find out the meaning of the underlined words by using contextual clues.
1.   He fell into a deep swoon; he remained unconscious for some time.
Swoon- faint from extreme emotion
2.   I walked betwixt my brother and my sister.
Betwixt- archaic term for between
3.   Being grievously wounded, the soldier could not stand.
Grievously- very serious
4.   The knight put his sword in its scabbard.
Scabbard- a sheath for the blade made of a sword or dagger, made of leather or metal.

Were you able to define them all? Well, consulting Mr. Webster is the best thing to do. Get
a dictionary and compare your answers.
I want you to work on another activity in order to use various strategies in decoding the
meaning of words. Study the following words together with their meanings and complete the
given sentences that follow.
1.   barbarian- an alien culture usually believed to be inferior to another culture or people
2.   chivalry- the system, spirit, or customs of medieval knighthood, which included
bravery, skill, and honor
3.   imperious- dominant; often domineering
4.   legitimize- justify
46
5.   motif- a dominant idea or central theme
6.   scoundrel- a disreputable person
7.   succor- aid; help

47
 Complete the following sentences using the words from the previous page.

1.   English rulers claimed kinship with King Arthur to legitimize their authority.
2.   Knights were expected to give succor to those in distress.
3.   A common motif in medieval stories is the quest theme.
4.   The Romans considered the Celts to be barbarians .
5.   King Arthur never assumed an imperious manner.
6.   The worst scoundrel in the Arthurian legend is Mordred.
7.   The code of chivalry dictated how knights were to behave.

Now that you have completed the word power, I want you to proceed to the checking area
and compare your answers with mine.
Were you able to get the right answers? Congratulations! It’s a job well done.
Everyone has heard of the Knights of the Round Table, but many people are not familiar
with any of the Noble Knights except for Lancelot. But even Lancelot, however, is to many
people something he was not. The Knights were men of courage, honor, dignity, courtesy, and
nobleness. They protected ladies, honored, and fought for kings, and undertook dangerous
quests. Browse through the navigation below and get to know the major Knights of the Round
Table.

The Knights of the Round Table

King Arthur Sir Galahad
Sir Lancelot Sir Kay
Sir Gawain Sir Bors de Ganis
Sir Geraint Sir Lamorak
Sir Gareth Sir Tristan
Sir Gaheris Sir Percival
Sir Bedivere

48
 The place of the hero in our modern lives is a site of struggle. The hero’s quest can have
meanings for individuals who seek to understand their own journey through life. The hero
can be seen as a repository of those values esteemed by the society. Excalibur is a film based on
Sir Thomas Malory’s Le Morte D’Arthur. This version of Arthurian Legend begins with Uther
Pendragon’s attempt to unify England with the help of the druid necromancer Merlin and the
sword Excalibur. Uther’s lustful desire for the Duke of Cornwall’s wife, however, destroys a
truce between fighting factions, and the subsequent seduction of the Duchess of Cornwall Igraine
leads to Uther’s death. The sword Excalibur becomes embedded in stone, Uther’s son, Arthur,
is taken to be protected and raised in secret by Sir Ector, and England is left without a unifying
element, in chaos.
Each following spring after, the knights compete in a joust for the right to win Excalibur
and rule England. Because the truth of Arthur’s parentage has been kept a secret, when the young
squire Arthur frees Excalibur and becomes king, the result is a civil war. Arthur finally gains the
knights’ allegiance and, after fending off alien invaders, he forms the Order of the Round Table.
When England is finally at peace, Arthur decides to marry
Guinivere, the daughter of Sir Leodegrans. Sir Lancelot, who is
Arthur’s greatest knight and best friend, is sent to escort Guinivere
from her home to her wedding. While en route, Lancelot expresses
his love for Guinivere and pledges a lifelong loyalty to her. This
begins a love triangle, which ultimately destroys Arthur and his
dream for the civilization and unification of England.
The segment begins with the Christian wedding of King
Arthur and Guinivere. Oopps! At this point, it might be useful to
show a film that deals with legendary characters, and I would like
to invite you to see if you can find the quest patterns. The
movie version of Excalibur (1981) is directed by John Boorman. But before you enjoy the scenes
of the blockbuster film, I would like you to read and understand the synopsis.

READING  

EXCALIBUR:  A  Movie  Summary  

43
 Nine months later, Igrayne gives birth to a son. Uther vows to become a
peaceful king. Merlin, who has not been seen since the night Cornwall died,
appears and takes the child. As Merlin disappears into the forest, Uther tries to
stop him but is attacked by knights still loyal to Cornwall. Mortally wounded,
Uther drives Excalibur into a stone.
For the next sixteen years, no one is able to pull the sword from the stone.
Annually a joust is held to see who will be able to try; if any man succeeds, he will
be crowned king. Sir Hector brings his son, Kay and Kay’s squire, Arthur. When
Arthur forgets Kay’s sword, he goes to the stone and draws Excalibur for Kay to
use in the joust. Hector reveals that Arthur was brought to him as a baby by
Merlin. Many of the other knights refuse to recognize Arthur, who is not a knight,
as their king. Only Leondegrance acknowledges Arthur as the rightful king. After
a quick tutorial in the mystic arts, Merlin leads Arthur to Leondegrance’s castle,
which is besieged by the other knights. Arthur fights bravely but wins the day
when he admits that he is not himself a knight and kneels to ask one of the rebel
knights, Uryens to remedy the situation. Uryens recognizes Uther Pendragon’s
courage flows through Arthur’s veins and knights him. That night, Arthur begins
his courtship of Guinevere, Leondegrance’s daughter.
Under Arthur, the kingdom is prosperous and many people flock to his
gleaming castle, Camelot. The land’s mightiest knights have joined Arthur’s
fellowship. These knights include Lancelot, who had earlier taught Arthur an
important lesson in humility. Lancelot, the best knight in the world, had defeated
all of Arthur’s knights; Arthur himself won only by calling on Excalibur’s mystical
powers. The sword shattered because Arthur had misused it. Recognizing his sin,
Arthur repented and the Lady of the Lake returned Excalibur to Arthur, whole.
Lancelot swore his allegiance to Arthur that day. However, he spends little time
in Camelot because of his love for Guinevere. In order to maintain his and
Guinevere’s honor, Lancelot stays away.
This is not lost on another of the castle’s denizens, Morgana, Arthur’s half-
sister. As a child, she had watched Uther ravish Igrayne as her father (Cornwall)
died. Now she hides a bitter plan to destroy Arthur and his kingdom. She goads
Gawain into accusing Guinevere and Lancelot of infidelity. He challenges the
absent Lancelot to a joust. Lancelot’s squire, Percival, is knighted so he can joust
in Lancelot’s place but at the last minute Lancelot arrives and defeats Gawain.
Then he collapses from a self-inflicted wound, incurred the night before as he
wrestled with his unchaste desires for Guinevere.
Merlin has grown tired from helping men forge their kingdoms and accepts
that soon science will take the place of magic. Morgana rejects this and seduces
Merlin into revealing all of his secrets. She then uses them to imprison Merlin in
his cave. Meanwhile, Guinevere has slipped into the forest to find Lancelot. They
make love and fall asleep. Arthur finds them and, rather than kill them, drives
Excalibur into the ground between them. When they awake, the two adulterers

44
are driven apart by grief. That night, Morgana takes the guise of Guinevere, has
sex with a delirious Arthur and begets a child by him.
Without Excalibur and despondent over the treachery of his queen and best
knight, Arthur is an ineffective king and the land suffers. Crops fail and pestilence
spreads. Arthur sends his knights on a quest to find the Holy Grail, the cup Jesus
used during the Last Supper; it will heal Arthur and the land. All of the knights
search for the Grail, and most of them die. Morgana has raised her and Arthur’s
son, Mordred, to hate Arthur.
Together they lure Arthur’s knights to their lair and hang the ones that
cannot be enthralled from a tree. Percival is one of those knights. As he slowly
strangles, he has a vision of the Grail. It asks him “What is the secret of the Grail?
Who does it serve?” Percival is too frightened to answer the question. However,
the spur on another hanged knight’s armor severs the rope hanging Percival, and
he escapes.
In the countryside, Percival encounters a roving band of Christian ascetics.
He recognizes that their leader is Lancelot, now almost insane with religious
fervor. Percival begs Lancelot to return to Camelot but instead the ascetics attack
him. He barely escapes with his life but finds himself at the Grail Castle from his
near-death vision. This time, Percival understands the secret of the Grail: It is the
faith that sustains Arthur, and through him the land. Percival returns to Camelot
with the Grail. Arthur drinks from it and regains his health and the land next to
him blooms to life. He visits Guinevere, who retired to a convent after her
infidelity. Arthur forgives her and asks her forgiveness. She returns Excalibur to
him.
Mordred has challenged Arthur and his forces to fight to the death.
Morgana’s enchantments protect him from any manmade weapon. They also
keep her artificially youthful looking. On the night before the battle, Arthur prays
for Merlin for help. As a wraith, Merlin appears in Morgana’s tent and tricks her
into undoing her spells. When Mordred finds his mother as an old crone he kills
her.
The next morning, Arthur’s forces, though vastly outnumbered, meet and
vanquish Mordred’s army at Camlann. They are aided by the timely intervention
of Lancelot, who single handedly kills many before being struck down himself.
Only Mordred remains of the forces of evil. He mortally wounds Arthur, but
Arthur kills him with Excalibur. Dying, Arthur commands Percival to take
Excalibur and throw it into the nearest still body of water. Perceval does so; the
Lady in the Lake catches it and pulls it beneath the water.
Percival rides back to Camlann in time to see the fates sailing away to
Avalon with Arthur’s body.

45
 How are you? Have you understood the flow of the story? I’m sure you got some ideas.
Well, that’s great! But if not, just give it a try to read again the summary of the Excalibur and
point out the main ideas and significant details so that you will be able to get the sequence of
events. Excalibur is based on Sir Thomas Malory’s Le Morte D’Arthur. What other versions of
Arthur’s legends did this inspire? .
Yes! You have an idea. Other versions were emphasized in several types of literature--
plays, novels, film, poetry, and music.
What qualities did King Arthur and his Knights of the Round Table possess that would
still make them heroes today? .

After reading the synopsis of the film, I think you are so

much confident and excited to see the events of the story at the
big screen. Are you ready to join and explore the legendary
deeds of King Arthur and the Knights of the Round Table? I’m
sure, it’s a big YES!
While watching the film, pay attention and observe the
heroic deeds of the Knights. King Arthur and Lancelot
represent the classic tragic hero. Where did the concept
originate and what are the characteristics, which allow Arthur
and Lancelot to fit in this character? What is the tragic flaw of
each that you can see at this time? Well, I’m pretty sure that
you can answer these questions after the movie trip. Enjoy and
happy viewing!

FILM VIEWING

Have you enjoyed watching the film? Did you pay attention to the significant events and
the famous lines of the main characters? Well, if you did, I think you are ready to take the
challenge of answering the activities below.

Activity  1  

Answer the following questions based on the movie Excalibur.

1.   Who gave Uther the sword Excalibur? Merlin

2.   Who raised Arthur as a boy? Sir Hector
3.   Who is Arthur’s Wife and Queen? Guinevere
4.   What is another name for the sword in the stone besides Excalibur? The sword of power
5.   What is the quest of King Arthur’s knights? The quest was to find the Holy Grail
6.   Who of the knights finds the Holy Grail? Percival

46
 7.   How many times did Excalibur break in the movie? Only once
8.   Who is Arthur’s child? Mordred
9.   Who deals Arthur a killing blow? Mordred
10.   What happened to Excalibur after Arthur was fatally wounded? Arthur ordered
Percibal to throw it back in the water. The Excalibur was thrown to the water.

Activity  2  
 

Comprehension Check: Explain your answer briefly.

1.   Why did King Uther give his newborn baby to Merlin? Because it was his promise
to Merlin in exchange of Uther’s lust and sleep with the duke’s wife.
2.   What test did Merlin prepare to show to the people who was the rightful heir to the
throne? Why did Merlin have to prepare such a test instead of merely proclaiming
Arthur as the rightful king? The test that Merlin prepare was whoever who will be
able to draw the sword away from the stone, will be crowned king. He prepared a test
to prove his worthiness.
3.   What character traits did King Arthur demand from his knights? How did he show
that he, too, had these qualities? Loyalty, Honesty, and Courage. Arthur had these
traits too for he is loyal, honest and has the courage and has what it takes to be a good
king.
4.   What impression do you have of Merlin the Magician? Do you think the traits of
Merlin are still possessed by the people around you? Explain. The impression I have
of Merlin the magician is tht he is kind and trustworthy. Yes, there are a lot of
people whom I can trust and are kind to me.
5.   Do you think the traits of King Arthur are worth emulating by one who wants to be
a leader? Support your answer. Yes of course, because his traits are the traits that
are needed to be a good leader.

Now that you have completed the activities, I want you to proceed to the checking
area and compare your answers with mine.
Were you able to get the right answers? Congratulations! It’s a job well done!

Classroom  Debate  
 
 
Arthur’s dream was to civilize England by its unification. Throughout history other men
have had this dream. One reason that Arthurian Legend remains popular is because men hold on
to the possibility of a world that can eventually find peace through unification. Resolved: The
world would be more unified and peaceful through common goals and interests. Use the problem
solving model to limit the issue (You may include politics, religion, economics, scientific research,
art, and literature in your discussion.) Learn the process of formal debate in class. Research and

47
plan cases for both sides of the issue and be prepared to debate either side.

48
 STANDARDS  AND  CRITERIA  FOR  SUCCESS:  
 

CATEGORY   4   3   2   1  

Information   All  information   Most  information   Most  information   Information  

presented  in  the   presented  in  the   presented  in  the   had  several  
debate  was  clear,   debate  was  clear,   debate  was  clear,   inaccuracies  or  
accurate,  and   accurate,  and   and  accurate,  but   was  usually  not  
thorough.   thorough.   was  not  usually   clear.  
thorough.  

Organization   All  arguments   Most  arguments   All  arguments   Arguments   were  

were  clearly  tied   were  clearly  tied   were  clearly  tied   not  clearly  tied  to  
to  an  idea  and   to  an  idea  and   to  an  idea  but  the   an  idea.  
organized  in   organized  in   organization  was  
a  tight,  logical   a  tight,  logical   sometimes  not  
fashion.   fashion.   clear  or  logical.  

Use  of  Facts/   Every  major   Every  major  point   Every  major  point   Every  point  was  
Statistics   point  was  well   was  adequately   was  supported   not  supported.  
supported  with   supported  with   with  facts,  
several  relevant   relevant  facts,   statistics  and/  
facts,  statistics   statistics  and/or   or  examples,  but  
and/or  examples.   examples.   the  relevance  
of  some  was  
questionable.  

Understanding  of   The  team  clearly   The  team  clearly   The  team   The  team  
Topic   understood  the   understood  the   seemed  to   did  not  show  
topic  in-­depth   topic  in-­depth   understand  the   an  adequate  
and  presented   and  presented   main  points  of   understanding  of  
their  information   their  information   the  topic  and   the  topic.  
forcefully  and   with  ease.   presented  those  
convincingly.   with  ease.  

Presentation  Style   Team  consistently   Team  usually   Team  sometimes   One  or  more  
used  gestures,   used  gestures,   used  gestures,   members  of  
eye  contact,   eye  contact,   eye  contact,   the  team  had  a  
tone  of  voice   tone  of  voice   tone  of  voice   presentation  style  
and  a  level  of   and  a  level  of   and  a  level  of   that  did  not  keep  
enthusiasm  in  a   enthusiasm  in  a   enthusiasm  in  a   the  attention  of  
way  that  kept  the   way  that  kept  the   way  that  kept  the   the  audience.  
attention  of  the   attention  of  the   attention  of  the  
audience.   audience.   audience.  

 
Remember my dear learners that a hero is usually of humble origin or comes from a
disadvantaged situation. The hero is not “ready-made” for great adventure. A hero
either discovers that he has a special calling or that something has occurred that necessitates his
leaving on the quest. A hero sets out on a journey that is both a physical movement from one
place to another and an interior journey in which the hero usually grows in wisdom, maturity or
insight. On this journey, the hero will meet with temptation; have obstacles to overcome and
foes to vanquish. Often, the hero finds a “wise man” that helps him to achieve his goal. On the
journey, the hero will meet his romantic counterpart, his “ideal” partner, either along the way or
as the goal of the quest. A hero achieves his goal and in that process comes to a better
understanding of himself. The hero then returns home where his exploits and courage are
celebrated.
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 POSTTEST  
 
Choose the correct answers of the following questions from the box below based on the
movie, Excalibur and the legend of King Arthur and the Knights of the Round Table:

1.   Whom does Uther Pendragon betray in order to steal his wife? The Duke of Cornwall

2.   What is the name of the spell that Merlin casts to allow Uther to sleep with Igrayne?
Dragon’s Breath

3.   Who among the knights is Arthur’s adopted brother? Kay

4.   What does Merlin say is the greatest virtue a knight can possess? Truth

5.   Who among Arthur’s knights dares accuse Queen Guinevere of adultery with
Lancelot? Gawain

6.   When Guinevere’s honor is challenged, she needs a champion to defend her honor.
Who is the only one willing to serve as her champion? Percival

7.   Who appears in Arthur’s dream, the night before the climactic battle? Merlin

8.   Who is the last character seen holding Excalibur? The Lady of the Lake

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 Skill No. 563-­564: Main Ideas and Supporting Details

In the previous lesson, you understood the significant details or accounts of King Arthur’s
life story. Citing the main idea or key idea in a paragraph is very important. You may be asking
why there is a need to develop that skill. Actually, the importance of developing this skill is that
of being able to isolate the main points of a selection, paragraph or article. A writer always gives
supporting details to his written work, and sometimes, he becomes so enamored to his topic that
readers have to plod through piles of related facts and ideas. Thus, understanding the essence of
a written piece becomes a chore.

PRETEST  
 

Read the passages below and answer the questions given. Encircle the letter of the best answer.
A.   Daniel Shays was a man that fought to protect his views. During the American Revolution,
he fought to break away from Britain. He believed that Britain was taking unfair advantage
of the colonies with taxes, forced housing of Redcoat soldiers, among other things. After
the war, Daniel Shays fought again to protect his views. The Massachusetts government
was deep in debt due to the cost of the Revolution. The legislature passed a hefty tax to pay
the debt. Daniel Shays believed that the tax was an unfair burden to the farmers in the west.
Therefore, in September of 1786, Daniel Shays and his followers tried to prevent the state
from imposing the tax. They tried to seize the Springfield arsenal to get weapons for their
cause. However, the militia stopped Shays’ Rebellion.

1.   What is the central theme of the passage? A

A.   taxes
B.   The American Revolution
C.   Daniel Shays fights for his views.
D.   Shays’ Rebellion

2.   What is the main idea of the passage? B

A.   However, the militia stopped Shays’ Rebellion.
B.   Daniel Shays was a man that fought to protect his views.
C.   Daniel Shays believed that the tax was an unfair burden to the farmers in the
west.
D.   Therefore, in September of 1786, Daniel Shay and his followers tried to prevent
the state from imposing the tax.

B.   The first amendment provides five basic rights to all Americans. One of the rights is the
freedom of assembly. Americans can meet together, in a peaceful manner, without fear of
government intervention. Third, Americans have the right to a free press. This means that
Americans can print the truth without fear of punishment for exposing negative views. We

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 also have the right to our own religion. The government cannot interfere with our worship
to God. These rights have become very dear to Americans.

3.   What is the central theme of the paragraph above? C

A.   freedom of assembly
B.   freedom of religion
C.   rights of Americans
D.   power of American

4.   What is the main idea of the paragraph above? A

A.   The first amendment provides five basic rights to all Americans.
B.   We also have the right to our own religion.
C.   This means that Americans can print the truth without fear of punishment for
exposing negative views.
D.   Americans have the right to do whatever they want to do.

5.   Which of the following could be added as a supporting detail to the passage? C

A.   The government can make Americans vote in elections.
B.   The freedom of speech allows Americans to share their opinions.
C.   The government has laws that prevent freedom of speech.
D.   Americans are proud because they have a good President.

Now that you have completed the PRETEST, I want you to proceed to the checking
area and compare your answers with mine.
Were you able to get the right answers? Congratulations!

To understand a selection, you have to identify the key or main points. How do you
go about it? . Yes, you have an
idea! Read the selection thoroughly. Familiarize yourself with the words and get the writer’s
message. It is also important my dear learners to identify the topic or main idea. The topic
sentence is basically the subject of the essay, paragraph or discussion. The other points that
follow are usually in support of the topic sentence.
Now, it’s time for you to read the summary of one of the best metrical romances, Sir
Gawain and the Green Knight. It is a narrative, written in prose or verse and concerned with
adventure, courtly love and chivalry. Arthurian romance derived the narrative verse form from
12th-century France. The anonymous 14th-century English romance “Sir Gawain and the Green
Knight” is the most widely recognized example of Arthurian romance. As you read, try to find
out what chivalrous deeds are involved.

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 “Sir Gawain and the Green Knight” opens with a description of the Christmas
festivities at King Arthur’s court. The great hall is festooned with the hangings of
rich tapestry. All those present are in their youth, the ladies of surpassing fairness
and beauty and the knights of great renown and valor.
At the height of the festivities, there comes riding into the hall on his horse, a
knight all clad in green. He gives a remarkable challenge to everyone – an offer to
let any knight of King Arthur’s court strike off his head, if the knight accepting the
challenge would suffer a blow in return.
After a great silence, Sir Gawain accepts the challenge. He strikes off the head
of the Green Knight who calmly takes his head up and rides from the hall.
In accordance with the conditions laid by the Green Knight, Sir Gawain sets
out in search of him. He goes through a series of adventures and temptations until he
arrives at the Green Chapel which is their appointed rendezvous. Because Sir Gawain
has been true to his vows, the Green Knight is unable to strike off Sir Gawain’s head.
It turns out that all the difficulties and adventures of Sir Gawain were set up by the
Green Knight to test his worthiness for knighthood. The purpose of the romance is to
picture the perfect knight, faultless in the virtues of purity, compassion, fellowship,
courtesy and frankness. The young knight, Gawain, displays courage, skill, and
chivalric courtesy in overcoming his foe.

Were you able to find out what chivalrous deeds are involved? I’m sure you did! What is
the selection all about? Can you pick out the sentence that tells what the selection is all about?
The selection was about Gawain, the young knight that displays courage and skills. .

Yes! The selection is all about the young knight, Gawain, displays courage, skill and
chivalric courtesy in overcoming his foe.
What details are mentioned to support the key idea? Because Sir Gawain has been true to his
vows, the Green Knight is unable to strike off Sir Gawain’s head. It turns out that
all the difficulties and adventures of Sir Gawain were set up by the Green
Knight to test his worthiness for knighthood.
If you could choose an object to represent something important to you, as
Gawain does, what would it be and why? How does the meaning of your object
compare with the meaning of Gawain’s? State/Write your answer:
My self, because like Gawain, it takes courage to overcome my fears in life, just like Gawain overcomed his foe.

Identifying  Main  Ideas  and  Supporting  Details  

The main idea is the most important element of a paragraph or a selection. It is the focus
of the text. Details are sentences that tell about the main idea. Details are “small pieces of
information.” Facts are “small pieces of information” that can be proven true. Readers are able
to determine the major points of information provided. They distinguish the relative importance
of various pieces of information. Readers recall details from a selection, use details to visualize
ideas, and use facts to support conclusions, predictions, and responses. Students collect details
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and facts that support main ideas. They identify details that reveal specific information.

54
Questions that help you identify main ideas and supporting details:

•   Based on the title, what do you think the article will be about?
•   What do you think is the BIG IDEA of this article? Of this paragraph?
•   What two words would you use to describe the “gist” of the paragraph? selection?
•   Which details helped you picture the main idea or big idea?
•   What details from the selection support this hypothesis?
•   When students read, they think about what most of the sentences describe. Is there
one sentence that describes the main idea for this topic?
•   What is the focus of this reading selection?

Remember learners that the main idea of a certain selection may be found in any part of a
paragraph. It may be found at the beginning. The main idea may express a general idea followed
by supporting ideas which can be examples, reasons on details explaining the main idea.

Consumers  concerned  about  the  hazards  or  noise  can  reduce  noise  pollution  
in  many  ways.  They  can  purchase  noisy  products  such  as  garbage  disposals  and  lawn  
mowers  with  reduced  noise  levels.  
They   can   also   use   sound-­absorbing   materials   in   their   home.   Carpeting   can   be  
installed  instead  of  hard  flooring,  and  cork  and  fabric  can  be  used  in  rooms  that  tend      to  
be   noisy.   Also,   people   can   become   less   noisy   themselves.   They   can   learn   to   avoid  
shouting,  to  close  doors  without  slamming  them,  and  to  play  radios,  TV  sets,  and  stereos  
at  moderate  levels.  

It may be found at the end of the paragraph. The supporting ideas come before the general
statement. Again, supporting ideas may come as details, reasons, or examples.

A   study   at   one   prison   shows   that   owning   a   pet   can   change   a   hardened   prison  
inmate  into   a  more  caring   person.  Another  study   discovered   that  senior  citizens,   both  
those  living  alone  and  those  in  nursing  homes,  became  more  interested  in  life  when  they  
were  given  pets  to  care  for.  Even  emotionally  disturbed  children  have  been  observed  to  
smile  and  react  with  interest  if  there  is  a  cuddly  kitten  or  puppy  to  hold.  Animals,  then,  
can  be  a  means  of  therapy  for  many  kinds  of  individuals.  

55
 It may be found at the middle. In this case, there is a preliminary sentence or there are
sentences before the topic sentence, as well as after, which support it. It is also possible that the
main idea is not stated. The sentences are often of equal rank contributing toward one topic.

The  physical  complaints  of  neurotics  –  people  who  are  overly  anxious,  pessimistic,  
hostile,  or  tense  –  were  once  largely  ignored  by  physician.  Many  doctors  believed          that  
the  frequent  complaint  of  neurotic  were  exaggerations.  However,  new  research  shows  
that   neurotics   are,   fact,   more   likely   to   have   physical   problems.   Specifically,  
researchers  found   neurotics  stand  a   greater   chance   of   having   five   particular   ailments:  
arthritis,  asthma,  ulcers,  headaches,  and  heart  disease.  In  addition,  there  is  an  evidence  
that  people  who  are  pessimistic  in  their  teens  and  twenties  are  more  likely  to  become  ill  
or  die  in  their  forties.  

Pointing  out  the  Author’s  Purpose  

Why do you think the author wrote the article? The author has different reasons for writing.
They write to persuade, to entertain, and to inform. Author’s purpose is the reason an author has
for writing a selection. If readers enjoyed what they read, one of the author’s purposes may
have been to entertain. If students learn while they are reading, one of the author’s purposes
may have been to inform. If readers changed the way they thought about a topic or issue, one
of the author’s purposes may have been to persuade. Authors may have more than one purpose
for writing. Author’s purpose can be stated explicitly or readers may have to infer the intent.
Reflective readers are able to analyze information more thoughtfully when they know an
author’s purpose. Identifying an author’s purpose may give clues to a reader or how to pace their
reading. Students need to adjust their reading rate for various selections and purpose.
Informational articles may require a reader to slow down in order to fully understand ideas
described.

Questions that help you explore author’s purpose:

•   Based on the title, why do think the author wrote this selection?
•   Which words do you think best describe the main reason the author wrote this selection: to
provide readers with information? To describe a person, event, or issue? To express their own
thoughts and feelings? To persuade readers to think about an issue in a certain way and to
take action? Or to entertain the reader?
•   Why did the author write the article from a particular point of view?
•   How did the author influence your response to the selection?
•   Was the author’s purpose specifically stated?
•   Do you think that the author achieved his/her intended purposes? Did the article effectively
give information? Entertain readers? Express the author’s thoughts and feelings? Persuade
readers to think about an issue and/or take action?
•   What examples from the text support your conclusions about author’s purpose?

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 When reading a selection, it is also important to take note of the intention or the purpose
of the author in writing a particular article. Writers do not write without any objective
in mind. They write because they have a message that they wish to impart to their readers. A
newspaper editor, for example, writes editorials because he wants to change the way his readers
think about a certain issue. A poet composes poetry because he wants to express deep feelings
such as love, anger, joy, grief and exultation.
In every article that you read, there is an often times hidden meaning and message from the
writer. Sometimes, the author says his purpose outright, but these are times when he coaches his
composition in a way that his readers will have to dig and discover the purpose that made him
write such piece. In “Sir Gawain and the Green Knight,” the writer presented that Sir Gawain is
an individual who stands against chaos. The author pointed out that Sir Gawain represents the
ideal, even if that chivalric code is not good enough to stand up completely to the demands of
the situation.
Now, dear learners, I hope you are ready to apply what we have discussed in this lesson.
Be able to point out the key ideas and supporting details in each paragraph that you will read. I
also hope that you will allow your minds to unearth (to get) the message.

Activity  1  
 
Read carefully the following paragraphs. Identify the main idea and its supporting details.

Paragraph 1:
Sir Gawain manifests bravery and chivalric courtesy in overcoming his adversary. The
Green Knight has challenged him to a seemingly impossible task, in the pursuit of which he
meets fierce beasts and the temptation of a beautiful woman. Sir Gawain faces not only the
complexity of obeying God, King, and Queen and following all of the overlapping contradictions
which his position as knight entails, but he becomes a sort of mouse in a much bigger game of
heads and violence. Of course, his honor is constantly at stake as well, which makes him feel as
though he has no choice but to play the game, listening and trying to obey as many of the rules
as he can along the way.

Main idea: Sir Gawain manifests bravery and chivalric courtesy in overcoming his adversary.

Supporting Details:
. Sir Gawain faces not only the complexity of obeying God, King, and Queen and following all of
the overlapping contradictions which his position as knight entails, but he becomes a sort of mouse in a
much bigger game of heads and violence.

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Paragraph 2:
The Middle Ages was a time of glaring contradictions and contrasts. It’s the time when
chivalric masculinity was the impossible ideal. Jumping forward so many years, the reflection
of a new society upon Arthurian romance had seen. Chivalrous masculinity as an impossible

58
 ideal was presented, while Victorian approach is tempered with a great deal of expectation that
ideal manhood could be achieved. In this era, a dark manifestation of the ideology governing the
separate spheres and the ideal of domesticity were noticed.

Main idea: The Middle Ages was a time of glaring contradictions and contrasts.

Supporting Details:
. Jumping forward so many years, the reflection of a new society upon Arthurian romance had seen.

Activity  2  
 
Read the compositions below. Write the author’s purpose in writing the given compositions.
Be able to explain why you consider it the author’s purpose.

Paragraph 1:
Knowledge is your true patent of nobility, no matter who your father or what your race
may be. Learning is the only wealth tyrants cannot despoil. Only death can dim the lamp of
knowledge that is within you. The true wealth of nation lies not in its gold or silver but in its
learning, wisdom and in the uprightness of its sons.

Author’s Purpose: To persuade

Explanation:
The author persuades as to learn more, for learning is the only wealth tyrants cannot despoil..
It means that no matter what happens, it’s in us. And only death can dim the lamp of
knowledge that is within us. That’s why we should learn and learn more in life.

Paragraph 2:
Talent is something, but tact is everything. Talent is serious, sober, grave, and respectable;
tact is all that, and more, too. It is not a sixth sense, but is the life of all five. It is the open eye, the
quick ear, the judging taste, the lively touch; it is the interpreter of all riddles, the surmounter of
all difficulties, the remover of all obstacles. It is useful in all places, and at all times; it is useful
in solitude, for it shows a man his way through the world.

Author’s purpose: to inform

Explanation:
The author’s purpose is to give us information about the difference of talent and tact.

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60
 Activity  3  
 
Finding the main idea of a paragraph or essay isn’t as easy as it seems, especially if you’re
out of practice. So, here’s another activity suitable for you. Read the following paragraphs and
compose a one-sentence main idea for each. The main idea will either be stated or implied.

Paragraph  1:  Classrooms  

The physical environment of a classroom is extremely important because it can influence
the way teachers and students feel, think, and behave. If a student feels pressured, under stress,
unhappy, or unsafe, it would be impossible for her or for him to learn the lessons planned by the
educator. Likewise, if a teacher feels unhappy or disorganized because of the classroom’s lack of
order or detail, the ability for her to teach is greatly diminished. The environment of a classroom
serves four basic functions: security, social contact, pleasure, and growth. For real learning and
teaching to take place, all four of those needs must be met by the class space.

The physical environment of a classroom is extremely important.

Paragraph  2:  China  Power  

Given the European historical experience and the balance-of-power model, many believe
China cannot rise peacefully to power, but there are a few people who offer refreshing,
persuasive, and provocative views stating otherwise. These nay sayers emphasizes that from a
realist perspective, China’s rise should already be provoking balancing behavior by its neighbors;
however, its rise has generated little of that response. East Asian states are not balancing China;
they are accommodating it, because China has not sought to translate its dominant position into
conquest of its neighbors. Whether China’s emergence as a global power can peacefully find a
place in East Asia and the world is a major issue in today’s international political environment,
one that warrants a responsible look.
Many believe China cannot rise peacefully to power given the European historical
experience.

Paragraph  3:  Rain  

Often when it rains, a particular dreariness descends upon the earth. Most people hide out
in their houses sending forlorn glances out the window. Animals scamper off to nooks and
crannies, poking their heads out to timidly sniff the air for signs of dry weather. Despite the
pellets of water cascading from the sky, an occasional brave soul will venture out for a jog in the
drizzle or a bird will chirp merrily in a mud puddle, dismissing the downpour. Some people call
these adventurers crazy, but others celebrate the willingness of these individuals to embrace
negativity and turn it into something positive.
Some people celebrate the willingness of individuals to embrace negativity and turn it into
something positive.

Paragraph  4:  Math  

From adolescence, data show that males outperform females on math tests and tests of
math reasoning, despite differences in IQ. The current data with college students and a simple
test of arithmetic ability show that males still score higher than females even when performance
is measured using a third grade arithmetic test. The cause for the variance in numbers is
61
 questionable because the intelligence quotient in the tested students ranged from below to above
average in both sexes. The finding of a sex difference in math performance from adolescence is
a finding that arouses curiosity as to the cause of the difference – is nature or nurture involved
or a combination of both?

Data show that males outperform females on math tests and tests of math reasoning.

62
Paragraph  5:  Movies  
Going to the movies has become a weekend activity that many people pay large amounts
of money to do. Movies are pricey these days, but the medium never fails to draw crowds. And
while some movies have excellent plots, characterization, and cinematography, others are simply
horrible in just about every way. Yet once in a while, a film will appear on the big screen that will
earn itself a rightful place in history as a magnificent film, one that touches the lives of people.
And really, isn’t that all people are really looking for as they trek out to the show, weekend after
weekend? A brief glimpse into a life where people express what the moviegoer is also feeling? It
must be, otherwise people would spare their wallets and stay home.
Movies are pricey these days, but the medium never fails to draw crowds.

Paragraph  6:  Troopathon  

As troops fought their way throughout the desert during the war in Iraq, the narrative from
the mainstream media was nearly synonymous with that of the anti-war left. The military mission
was continuously undermined by media reports claiming that American troops were killers and
that the war on terror was all but lost. Frustrated with the lies and exaggerations perpetuated by
the media, Melanie Morgan decided to fight back. So Morgan joined forces with political
strategists Sal Russo and Howard Kaloogian to create a pro-troop nonprofit organization that hosts
Troopathon, a yearly web telethon fundraiser that raises money to send care packages to troops
in Iraq, Afghanistan, and Guantanamo Bay. Since the first Troopathon was held three years ago,
the organization has raised over $2 million.
Since the first Troopathon was held three years ago, the organization has raised over $2
million.

Paragraph  7:  Relationships  

At one time or another, most adults have been in a romantic relationship. A guy walks up
to a girl at a bar, gets her number, and the beginning of a relationship is formed. A guy and a
girl meet in Physics class, get paired as study partners, and the rest is history. Two high school
sweethearts rekindle an old flame on Facebook after years apart. These types of simple
encounters may lead to relationships, and even though that first meeting is easy, the entire
relationship is not. A lot of work goes into making a true bonded relationship, and when that
work is bypassed, the relationship may not last.
Simple encounters may lead to relationships.

Paragraph  8:  Educational  Technology  

Slowly, over the past several decades, technology, in all its various forms, has been creeping
into the educational institutions of the United States and is now a pervasive presence. Computers
are present in most classrooms; second grade students use digital cameras for science projects;
teachers use document cameras for lectures; and students of all ages research on the Internet via
smartphones, smartpads and laptops. While advocates have cheered and opponents have
grumbled, technology has made its way into classrooms across the U. S. and knowledge of its
applications has become a prerequisite for a modern education. Some people, however, do not
accept this stance wholeheartedly. Opponents of the massive influx of technology into school
systems state that the results of the technology have, thus far, not proven to be sufficient grounds
for accepting it and its shortcomings. Despite their good intentions, these critics of technology
63
integration are mistaken, and about twenty years behind the times.
Some people do not accept technology wholeheartedly.

Paragraph  9:  Fair  Use  

The recording industry has gone too far in its fight against file sharers in that Copyright
Management Systems (CMS), used to enforce Copyright Management Information (CMI), can

64
impinge on users “fair use” of digital information. According to U.S. code, Title 17, chapter 1,
section 107, copying of copyrighted information is allowed “for purposes such as criticism,
comment, news reporting, teaching (including multiple copies for classroom use), scholarship,
or research”.
Many proposed systems of copyright management, such as creating hardware with “anti-
copying” devices already installed, can impinge on this fair use allotment in copyright law by
preventing professionals with legitimate defense from exercising proper usages. It can also
prevent the copying of non-copyrighted material by the average user. If a person wishes to make
a copy of a non-copyrighted CD, so as to have a copy at home and one in the car, a copyright
management system would prevent him or her from this fair use act.
The recording industry has gone too far in its fight against file sharers in that Copyright
Management Systems (CMS)

Paragraph  10:  Mares  

A recent study followed bands of feral horses in the Kaimanawa Mountains of New Zealand
over the course of three years, has some interesting findings regarding foaling rates of social
mares. Elissa Z. Cameron, now at the University of Pretoria in South Africa, and two colleagues
computed sociality scores for fifty-six mares, based on parameters such as the proportion of time
each animal spent near other mares and the amount of social grooming she did. The team found
that the scores correlated well with foaling rate: more sociable mares had more foals. They also
suffered slightly less harassment by the bands’ few males.
A recent study has some interesting findings regarding foaling rates of social mares.

Let’s see if you got many correct answers. Please proceed to the checking area.

Understanding the topic, the gist, or the larger conceptual framework of a textbook
chapter, an article, a paragraph, a sentence or a passage is a sophisticated reading task.
Being able to draw conclusions, evaluate, and critically interpret articles or chapters is important
for overall comprehension in college reading. Textbook chapters, articles, paragraphs, sentences,
or passages all have topics and main ideas. The topic is the broad, general theme or message. It
is what some call the subject. The main idea is the “key concept” being expressed. Details, major
and minor, support the main idea by telling how, what, when, where, why, how much, or how
many. Locating the topic, main idea, and supporting details helps you understand the point(s)
the writer is attempting to express. Identifying the relationship between these will increase your
comprehension.
For the rest of your life, you will find yourself trying to fathom or to understand a lot of
things, not only from the reading materials but also from the actions of people around you and
the words that they utter.

POSTTEST  

Read the following paragraphs and compose a one-sentence main idea for each. The main
idea will either be stated or implied.

65
Paragraph  1:  Immigrants  
America has been hailed as “the land of the free and the home of the brave,” ever since
that frightful night Francis Scott Key penned the words to The Star-Spangled Banner. He believed

66
(as the First Amendment guaranteed) that America was a place where freedom would reign, and
every person had the right to pursue every dream. This may have been true for citizens of the
U.S., but not so for many immigrants who chose this great country as their home. In fact, many
of these travelers have experienced horror beyond imagination. Often, their stories are not ones
with happy endings; rather, they experienced hopelessness trying to achieve the American
Dream – a dream that was not theirs to have.

Immigrants fail to achieve the American Dream.

Paragraph  2:  Innocence  and  Experience  

Children dream of the day when they will be grown up. They will no longer have bedtimes,
bath-times, curfews, or any other restrictions. They believe that being an experienced adult will
truly give them freedom. Then they grow up. They are saddled by bills, responsibilities,
sleepiness, and an overwhelming urge for more vacations. Now they long for the days they could
roam free all summer without a care in the world. Innocence has always battled with experience.
Taking one view, author William Wordsworth believed that innocence was the highest state and
could not see past the golden curls of youth, whereas author Charlotte Smith believed that
maturity offered the most to humanity through wisdom.
Innocence has always battled with experience.

Paragraph  3:  Nature  

Nature is valued highly in many cultures. The majestic sweep of a mountainside or the vast
expanse of glittering seas can inspire people everywhere. Painters, designers, poets, architects,
and various other artists have drawn strength and enlightenment from magnificent works of
nature such as these. Among those gifted people, poets seem to be the best at expressing the awe
and wonder of viewing art in nature. William Wordsworth is just that kind of poet. He believed
that nature is a cleansing vent for troubled minds, extending clarity to the lives of humans. His
poetic works have inspired nature-lovers for centuries by displaying the true beauty that only a
seasoned writer, like Wordsworth, can accurately depict.
Nature is valued highly in many cultures.

Paragraph  4:  Right  to  Life  

The Right To Life Group is a non-partisan group dedicated to life. They strongly believe
in preserving human life, both born and unborn, and the notion that a person has the right to
dignity “from the time of fertilization to natural death.” Life is sacred to this group of people,
and as such, they stress that they do not believe in violence to dissuade abortion doctors from
completing abortions. Anti-abortionists who kill clinic workers are considered criminals by the
RTL staff as they choose to ignore one of the Ten Commandments given in the Law of the Old
Testament of the Bible: Thou shall not kill. RTL members cling to this mandate theoretically and
practically, speaking out against violence toward clinics.
RTL members cling to this abortion theoretically and practically, speaking out against
violence toward clinics.

Paragraph  5:  Social  Movements  

Society, though not perfect, is a working group of people trying to live together in peace.
For the most part, people tend to obey the laws set before them and abide by societal codes.
However, some people believe the government has made desperate errors, and they wish to
change the status quo only to bring peace again in a different way. Those people begin what are

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known as social movements. These are small groups within societies that seek change. These
social movements can rally around anything from saving eagles to saving trees and once a social
movement is in motion, it either is inculcated into society or fizzles out. Either way, society will
emerge from the social movement and will stabilize again into peace.
Some people wish to change the status quo only to bring peace again in a different way.

Let’s see if you got many correct answers. Please proceed to the checking area.
Were you able to get the answers right?

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 Skill No. 565: Functions of Nouns

Everything on earth, even the smallest word in a sentence, has its function/s. The following
discussion will help you realize the function/s of one of the content words in a sentence, the
nouns.

PRETEST  

Identify the functions of the underlined nouns in the given paragraph. Write S for subject,
PN for predicate noun, A for appositive, DO for direct object, IO for indirect object, OC for
objective compliment, OP for object of preposition and NM for noun modifier.

The chivalric (1) code was slipping away even in the 14th-century when the

anonymous Gawain-Poet was putting pen to (2) paper. By the time of Sir Thomas Malory

and his “Morte D’Arthur” in the 15th-century, (3) feudalism was becoming even more

obsolete. We see in the earlier poem a fairly realistic treatment of the (4) Gawain story.

As we move to Malory, we see a (5) continuation of the chivalric code, but other features

demonstrate the transition that literature is making at the (6) end of the Medieval period

as we move into the (7) Renaissance. While the Middle Ages still had promise, it was

also a time of great change. (8) Malory must have known that the ideal of chivalry was

dying out. From his perspective, order falls into chaos. The (9) fall of the Round Table

represents the (10) destruction of the feudal system, with all its attachments to chivalry.

Now that you have completed the PRETEST, I want you to proceed to the checking
area and compare your answers with mine.

Were you able to get the right answers? Congratulations!

In your previous levels, you have learned the nature of noun – its definition, kinds, and
classes. It has been repeatedly taught to you that nouns are names of people, places, things, and
animals. You have further learned that titles of songs, books or magazines fall under this
category. More importantly, you learned that a noun may be used in different parts of a sentence,
at the beginning, after the verb or after the preposition.

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 In this lesson, it is important for you to recall all information you learned about nouns.
Without these pieces of information, you would not have been able to move to the next details
about nouns – their positions and functions in sentences.
Now, for you to be able to identify the functions of the other underlined nouns, you have
to study the following:

1.

Ex: 1. The knights cannot become accustomed to such system.

2.   At the that moment, Lancelot arrives from the battle and saved the land
of the warriors.
3.   The soldier with feigned madness has an emotional talk with his wife.
4.   Here comes the victorious man.
(Notice that the subject does not always come before the verb.)

2.

Ex: 1. The knight’s brother was the murderer.

2.   Angelicum College is a school with efficient mentors.
3.   Arthur became the king of Camelot.
To determine the predicate noun used in a sentence, you may use a question.
Study the given examples, Who was the knight’s brother?
What is Angelicum College?
What became of Arthur?
Notice that the murderer is the same person as the knight’s brother. The school is the
same as Angelicum College and Arthur is the same person as the king.

3.

Ex: 1. My grandfather, a soldier, has just arrived.

2. The culprit went to Manila, the largest city, in the Philippines.

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 Both predicate noun and appositive represent the same person or thing as the
subject. However, the predicate noun is connected to the subject by a linking verb
while the appositive is not.
Ex: 1. My grandfather is a soldier. (predicate noun)
2. My grandfather, a soldier, has just arrived. (appositive)

4.

Ex: 1. Father gave me a 10 – speed bicycle last month.

2.   My cousin lost her gold bracelet.
3.   The suspect insulted the lawyer.
The best way to determine the direct object of a sentence is to ask yourself a
question about the action in the sentence by using the words what or whom.

5.

Ex: 1. Sir Percival wrote his father a farewell letter.

2.   One of the mentors gave the class an outstanding remarks.
3.   The English facilitator read his learners a play by Shakespeare.
To determine the indirect object, ask who or what received the direct object.
However, if a phrase introduced by a preposition to or for is used in a sentence
and the noun still answers the question to whom? Or for whom?, it is no longer
considered indirect object rather an object of preposition.
Observe the following:
Sir Percival wrote his father a farewell letter. (indirect object)
Sir Percival wrote a farewell letter to his father. (object of prep.)

6.

Ex: 1. The Juniors elected Ford the president of the Junior Council.
2. Some of them appointed my friend the secretary.

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 In the previous examples, the complement gives additional information about
the object. It is important to use “to be what” as guide in identifying the objective
complement of the sentence.

7.

Ex: 1. The merchant sent the selected products to the customer.

2.   The prisoners found shelter in a cave.
3.   My whole family arrived from London.

8.

Ex: 1. Team competitions foster camaraderie among members.

2.   Mr. Go was tied up in endless committee meetings the whole week.
3.   During summer vacation, my family visits our relatives in the province.

Now that you have learned the different uses of nouns, I want you to try the
activity below. Apply the concepts that you have understood and manifest diligence.
Good luck!

Are you ready?

Activity  1  

Identify the function of the underlined noun in each sentence. Write S for subject, A for
appositive, PN for predicate noun, DO for direct object, IO for indirect object, OC for objective
complement, OP for object of preposition, and NM for noun modifier.

S 1. Greek myths and legends form the richest, most fertile collection of stories in
Western culture.
DO 2. The Greeks cherished life and believed in living it to the fullest degree, since death
was an inevitable fact.
A 3. The Greeks greatly admired strength, beauty, and intelligence.
OP 4. Few mythologies have produced such a wealth of heroes. This was the natural
result of the Greek urge for fame.

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S 5. The heroes tend to be adventurers and fighters – bold, experienced, fierce, strong
and often clever.
OP 6. As models of human excellence, they provided standards for Greek youths to
emulate.
PN 7. Poseidon was the brother of Zeus. He was lord of the sea and god of horses.
OC 8. They consider the gorgons hideous dragonish sisters that could change men to
stone at a glance.
DO / A 9. In disguise, Aphrodite offered the young man, Anchises, her body. In the morning,
she revealed her true identity which terrified Anchises.
OP 10. Greek literature is interesting to read because of the numerous gods and goddesses
who possess different supremacy.

Activity  2  

Construct your own sentences using the given nouns with the indicated functions.

1.   direct object – mythology My cousin studied mythology.

2.   subject – Aphrodite Aphrodite is the goddess of love and beauty.

3.   noun modifier – goddess Goddess deities are believed and worshipped by people
specially in the old times.

4.   object of preposition – power Kratos is the Greek god of power.

5.   predicate noun – god Zeus is the most powerful Greek god.

Activity  3  

Read the two paragraphs. Identify the functions of the underlined nouns in each paragraph.
Write S for subject, PN for predicate noun, A for appositive, DO for direct object, IO for indirect
object, OC for objective compliment, OP for object of preposition and NM for noun modifier.

THE  ENJOYMENT  OF  MUSIC  

Music has been called the language of (1) OP emotions. Music, like language,

aims to communicate (2) IO meaning. Words convey specific (3) DO ideas; music

suggests elusive states of mind. There is only one way to enjoy music and that is – to

listen continually and intensively. It will help to focus our listening if we read and talk

about (4) S music.

The true meaning, the ultimate (5) A wisdom, is to be found in one place only: the sounds
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 themselves.

The (6) S art of music has come a long way from its primitive state; but it has

retained its connection with the springs of (7) NM human feeling, with the accents of (8)

OP joy and sorrow, fear and tension, release. In this sense, we may speak of music as a

universal language, one that transcends the barriers men put up against each other. Its

vocabulary has been shaped by thousands of years of human (9 ) DO experience; its

rhetoric mirrors man’s existence, his place in nature and in (10) OP society.

Activity  4  
 

Complete the following sentences by filling in the blanks with appropriate NOUNS. Then
write on the blank before each number the function of the noun you provided.

Subject 1. My mother is someone I can always lean on.

Objective
Complement 2. I always pray the Grace before meals before I eat.

Direct Object 3. She deserves a trophy for being an excellent singer

Appositive 4. Vincent, the painter has proven himself again as a world class artist.

Indirect Object 5. The YS –10 learners are asked to join a bible study every year.

Indirect Object 6. Dexter furnished us some findings on genetic engineering.

Predicate noun 7.Ralph is the owner of the newly – opened bank.

Indirect Object 8. Kathleen, my niece, loves playing hard to get because she prefers
mind games to gushy love stories.

Direct object 9.I love to sing Classic Songs when I’m alone.

Noun modifier10. During weekends or any vacation, I always attend to themed parties.

POSTTEST  
 

Identify the functions of the underlined nouns in the given sentences. Write S for subject,
PN for predicate noun, A for appositive, DO for direct object, IO for indirect object, OC for
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 objective compliment, OP for object of preposition and NM for noun modifier.

A.   For many years, pigeons have carried messages from one place to
another. 1NM 2 S 3 DO 4OP

B.   On his fourth trip to England, my youngest brother, Bill, became a British citizen.
5NM 6OP 7PN 8 S

C.   Within two weeks, Nathan sent Mary another letter with an apology.
9 NM 10 S 11 DO 12 IO 13 OP

D.   Upon her return to the courtroom, the lawyer, an eager young woman, deftly
14 NM 15 DO 16 S 17 A
pleaded the case.
18 OC

Let’s see if you got many correct answers. Please proceed to the checking area.
Were you able to get the answers right?

Were you able to get an excellent score in the previous activities? Well, if you did, it’s a job
well done. You may proceed to the PERFORMANCE-BASED ACTIVITY. Do your best!

How was your performance in the previous activities? Well, I think there’s a need to have
a deeper understanding about the lessons. Go over the discussions in the previous pages
and answer the REINFORCEMENT ACTIVITY. Good luck!

REINFORCEMENT  ACTIVITY  
 
A.   Answer the following:
The Hero Lies in You
1.   Describe a time when you were heroic. Was
this a spontaneous act or something that you
thought about for some time?
2.   What were the obstacles to your success?
Were there any foes?
3.   Was there someone older, wiser, or more
experienced who was able to help you?
4.   What do you think were those qualities in
you that helped you to act so heroically?
5.   If you were to compare yourself to any other hero, who would he/she be? Why?

B.   Read the following paragraph and underline the stated main idea. Write down in your
own words what you are able to conclude from the information.
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 The rules of conduct during an examination are clear. No books, calculators or papers
are allowed in the test room. Proctors will not allow anyone with such items to take the
test. Anyone caught cheating will be asked to leave the room. His or her test sheet will be

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 taken. The incident will be reported to the proper authority. At the end of the test period,
all materials will be returned to the proctor. Failure to abide by these rules will result in a
failing grade for this test.

C.   Underline the noun in each sentence. Be guided with each function as indicated in the
parenthesis.

1.   Contrary to what others believed, Isabel, our class secretary, deserves the votes she
garnered. (appositive)
2.   Because she hardly gossips, Ella is considered a snob by her classmates.( subject)
3.   Oyster shells are scattered after my family’s cooking last Saturday. (noun modifier)
4.   Rey may claim blood ties with the Tans, but Carlo is the true heir to the Tan fortunes.
(predicate noun)
5.   To make my cousin happy on her special day, Grandma bought Roda a new painting
set. (indirect object)
6.   The head of our committee on invitations and decorations is Jane. (object of
preposition)
7.   To show how busy she is, Alexandra shows them the various committee meetings
she has to attend. ( noun modifier)
8.   Our moderator, Ms. Perez, is easy to work with because she allows us to express
ourselves freely. ( appositive)
9.   Jay freed the bird that was trapped inside the room. (direct object)
10.   Without the help of my parents, I would not have been able to study in a private
school.(subject)

PERFORMANCE-­BASED  ACTIVITY  

The Hero of the Twenty-First Century

Marvel Comics Inc. is looking for a
writer who will design the hero of the twenty-
first century. This hero will be introduced as
the featured character in celebration for the
100 years of the company. You are an amateur
story writer who aspires to be a part of the
Editorial Board of the Marvel Comics Inc.
Now, you need to convince the editor- in-
chief and you will design the hero for the
twenty-first century. Include those qualities
that you think make him/her heroic. What is
his/her story? What are his/her flaws? Provide a history of his/her quest. Include all aspects
of the motif: origins, calling, obstacles, foes, romantic interest, etc. Completed story should be
three to four pages in length, double-spaced.
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 STANDARDS  AND  CRITERIA  FOR  SUCCESS:  
 

4 3 2 1
Captures reader’s Gets reader’s First sentence, First sentence,
attention from attention with paragraph, or line paragraph, or line
first interesting first sentence, lacks the ability to not only lacks
Ability sentence, paragraph, or draw the reader interest for the
To Catch paragraph, or line, draws reader into the piece; reader but also
Attention line; reader into the rest of reader may not contains a cliché
cannot help but piece. keep reading. idea/image (or
continue reading worse, no ideas
or images).
Impresses the Interests the Offers little Lacks originality
reader from reader most of the originality in in ideas,
beginning to way through with ideas, language, language, plot,
end through some original and plot, imagery, imagery, etc.
original and interesting use of etc. May contain Filled with
interesting use of ideas, language, many clichés and/ clichés and/
ideas, language, plot, character or stereotypes. or stereotypes.
Originality
plot, character development, Reader may lose Reader sees
development, imagery, etc. interest. the piece as
dialogue, Contains a “spinning its
imagery, etc. few clichés or wheels” – not
Contains no stereotypes. developing
clichés or anything as it
stereotypes. goes.
Succeeds in Possesses a Lacks the ability Lacks the ability
getting the reader quality that to keep the reader to hold reader
to care about keeps reader reading; problem, interest; fails to
its outcome by reading--possibly, dilemma, present problem,
being grounded grounded in or paradox dilemma, or
in a significant a problem, presented may paradox. Writer
Maintenance
problem, dilemma, or seem trivial at may seem as
of Interest
dilemma, or paradox that times. uninterested in
paradox that needs to be the work.
needs to be addressed.
addressed and
gets reader
involved.

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   Although Has a clarity that Leaves several Is unclear because
  challenging and leaves few surface surface questions of significant and
  requiring reader questions in the in the reader’s unintentional
  interpretation, the reader’s mind. mind. (i.e. “Why gaps or
 
work has a clarity (i.e. Why is a is a certain contradictions
  that leaves no certain character character doing in logic, plot,
Clarity
questions in the doing what she what she does?”) character,
reader’s mind. does?”) imagery, voice,
(i.e. Why is a point of view,
certain character setting, etc.
doing what she
does?”)
  Contains Contains Contains errors in Contains
  no errors in few errors in grammar, usage, many errors in
  grammar, usage, grammar, usage, or mechanics; grammar, usage,
Mechanics or mechanics or mechanics that interfere with and mechanics;
(unless used for (aside from those reading. errors block
artistic purposes) used for artistic understanding.
purposes)
 
How’s your work? Did you get a perfect score based from the rubrics? Well, I hope so.
Now, ready to take the MASTERY TEST? Be sure to review important concepts before you
take it. Go, start revitalizing your mind.

•   A paragraph is a group of sentences related to a particular topic, or central theme.

Every paragraph has a key concept or main idea. The main idea is the most important
piece of information the author wants you to know about the concept of that
paragraph.
•   When authors write they have an idea in mind that they are trying to get across. This
is especially true as authors compose paragraphs. The author organizes the main
ideas for each paragraph and supporting details in support of the topic or central
theme, and each paragraph supports the paragraph preceding it.
•   A writer will state his/her main idea explicitly somewhere in the paragraph. That
main idea may be stated at the beginning of the paragraph, in the middle, or at the
end. The sentence in which the main idea is stated is the topic sentence of that
paragraph.
•   Nouns have different functions in a sentence. Under Nominative Case, nouns can be
used as SUBJECT, PREDICATE, NOUN and APPOSITIVE. It can function as
DIRECT OBJECT, INDIRECT OBJECT, OBJECTIVE COMPLEMENT and OBJECT
OF PREPOSITION under the Objective Case.

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 •   Arthur represents a man who was the epitome of good against evil, light against
darkness, and that eternal, never-ending struggle between what is right and that which
is wrong. King Arthur is the figure at the heart of the Arthurian legends. He is said to
be the son of Uther Pendragon and Igraine of Cornwall.
•   Everyone has heard of the Knights of the Round Table, but many people are not
familiar with any of the Noble Knights save for Lancelot. But even Lancelot, however,
is, to many people something he was not. The Knights were men of courage, honor,
dignity, courtesy, and nobleness.

ENRICHMENT  ACTIVITY  

1.   The peasant boy Percival begs Lancelot to accept

him as his squire. How did one become a squire?
What were his duties and how then did one become
a knight?
2.   What was the Code of Chivalry? How did this code
dictate a knight’s behavior?
3.   If the Round Table could seat 150 men--as according
to legend it could—and if the average breadth
shoulder-to-shoulder of each man in full armor was
three feet, how large would the total area of the
Round Table need to be to accommodate the knights? Translate this into a 3-D model that
would be an approximate size of the Round Table in a scale of 1 cm = 1 foot.
4.   The young peasant Percival tells Lancelot that he will run to Camelot. Lancelot tells him
that they are more than twenty days away. What is the average number of miles a man can
run in a day and then figure out how many miles away from Camelot Lancelot and Percival
could have been? Locate the legendary site of Camelot on a copy of a map of the British
Isles, and then mark the radius of where Lancelot and Percival might have been.
5.   As we have learned about the legend of King Arthur, there are many common symbols
and themes that can be taken from the stories and applied to life in the world today. While
the story of King Arthur is fictional, it has provided the world with ideals about conduct
for centuries. Choose a project from the list below. You will work with a partner to create a
display that you can use to teach others about this particular King Arthur story or idea as
well as the themes and symbols the story or idea presents and the messages it provides to
people in today’s modern world.

Story Based Projects:

•   Excalibur
•   Arthur’s Last Battle
•   Establishment of the Round Table
•   How the Holy Grail Came to Camelot
•   Sir Gawain and the Green Knight
•   Lancelot and Guinevere
•   The Lady of the Lake
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6.   Choose an occupation that you would like to pursue in the
future. Then research, in every possible way, how that
occupationmightfit into the DarkAges/Medieval times. Find
out how that person might have lived--basic needs (food,
clothing, shelter), education/training, position in society/
laws governing that person’s position, economics/annual
income, modes of transportation, forms of entertainment/
leisure activities. Report your findings to the class and
include an original visual aid to illustrate a particular aspect
of your character’s life (You may want to dress in character,
or create a model of the housing, or tools he/she might have
used)

REFERENCES

Hopper, P. J. (1999). A short course in grammar. W.W. Norton & Company: New York.

Huddleston, R. (1984) Introduction to the grammar of English. Cambridge University Press:

Cambridge.

http://www.loyno.edu/~MidAges/excaliburlesson.html

http://edsitement.neh.gov/view_lesson_plan.asp?id=450#LESSON3

http://membres.multimania.fr/pfv/ukversion.shtml

http://www.imdb.com/title/tt0082348/synopsis

www.mediaawareness.ca/english/resources/educational/lessons/secondary/movie
s/movie_heroes_journey.cfm

http://www.pbs.org/mythsandheroes/tguide_arthur.html

http://testprep.about.com/od/readingtesttips/tp/Finding_Main_Idea.htm

http://manoa.hawaii.edu/learning/PDFhandouts/StudySkills/

www.suite101.com/content/english-nouns-and-noun-phrases-a103855#ixzz13eqfxa00

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