2 SLK Week 3

Colegio de la Purisima Concepcion
The School of the Archdiocese of Capiz

Roxas City
Self- Learning Kit in English 9

Literary Devices and Techniques
(Make Connections between Texts to Particular Social Issues, Concerns,
or Dispositions in Real Life)
(2nd Quarter- Week 3)
RENALYN ROSE E. MANDIQUE, LPT

Writer
1 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

WHAT IS THIS MODULE ABOUT
Literature mirrors life. All life experiences are reflected in any literary genres that will
help us understand others better. It evokes emotions which are sensationalized intensely, using
literary devices to let us experience and feel the actual emotions conveyed in a certain piece of
literature. In this module, you will learn to use literary devices and few techniques in crafting a
short prose and to appreciate literature by connecting its significance to real life situation.
WHAT DO YOU HAVE TO KNOW

Below are the learning objectives that are set for you to learn as you go along
this module. You will be able to:
a. Explain the literary devices used

b. Use literary devices and techniques
c. Apply the literary device in writing
WHAT DO YOU KNOW
PRE-ASSESSMENT

Directions: Read the statements carefully. Encircle the letter of the correct answer.
1. It is the repetition of the same first consonant sound within a line or lines of a poem.
A. Consonance B. Assonance C. Alliteration D. Onomatopoeia
2. What figure of speech is found in the excerpt from Sharon Hendricks’ “My Town?”
The fence posts gossiped and watched cars go by
which winked at each other just to say hi.
The traffic lights yelled, "Stop, slow, go!"
The tires gripped the road as if clinging to life.
A. hyperbole B. alliteration C. personification D. consonance
3. “Friends, Romans, countrymen, lend me your ears.”

The word “ear” connotes the idea of
A. people giving their ears
B. people listening to him attentively
C. people going to other country
D. people talking about ears
4. It is a lyric poem that is written to praise a person, event, or object.

A. ode B. elegy C. sonnet D. ballad
5. What is being expressed in the line?

“Now that I am without you, all is desolate;
All that was once so beautiful is dead.”
A. his mourning
B. his happiness
C. his accomplishments
D. his rewards
6. Which one of the five senses is used in this sentence?

“The wolf howled painfully over the loss of his mate.”
A. sight B. sound C. touch D. taste
Read the excerpt of the poem “Loneliness” by Katherine Mansfield and answer the following.
(for numbers 7-8)
“Through the sad dark the slowly ebbing tide

Breaks on a barren shore, unsatisfied.
A strange wind flows... then silence. I am fain
To turn to Loneliness, to take her hand,
Cling to her, waiting, till the barren land
Fills with the dreadful monotone of rain.”
7. Which word best describes the tone of the poem above?
A. inspired B. mournful C. optimistic D. frustrated
8. Which word best describes the mood of the poem above?
A. excited B. playful C. angry D. gloomy
9. These lines are from Longfellow’s “A Psalm of Life”. How will “tell me not” and “trust no
Future” be written in normal word order?
A. I will tell; I will trust

B. You are to tell; you are to trust
C. You will tell me.; You will trust me.
D. Do not tell me.; Do not trust the future.
10. Which of the following lines is an example of assonance?
A. “Each beach beast thinks he’s the best beast”

B. “Sally sells seashells by the seashore”
C. “Warm, beating, frantic, winged; music and blood”
D. “On the fifteenth of May, in the jungle of Nool”
What’s New
Now, you are going to brainstorm and Find out how Helen’s teacher helped her perceive the world
around her. Read the text.
Everything Has a Name
(An excerpt from “The Story of My Life”)
by Helen Keller
The most important day I remember in all my life is the one in which my teacher, Anne
Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable
contrast between the two lives, which it connects. It was the third of March 1887, three months
before I was seven years old.
On the afternoon of that eventful day, I stood on the porch, dumb, expectant. I guessed
vaguely from my mother’s signs and from the hurrying to and fro in the house that something
unusual was about to happen, so I went to the door and waited on the steps.
I felt approaching footsteps. I stretched out my hand as I supposed to my mother.

Someone took it, and I was caught up and held close in the arms of her who had come to
reveal all things to me, and, more than all things else, to love me
The morning after my teacher came she led me into her room and gave me a doll. The
little blind children at the Perkins Institution had sent it and Laura Bridgeman had dressed it;
but I did not know this until afterward. When I played with it a little while, Miss Sullivan slowly
spelled into my hand the word “d-o-l-l,” I was at once interested in this finger play and tried to
imitate it. When I finally succeeded in making the letters correctly, I was flushed with childish
pleasure and pride. Running downstairs to my spelling a word or even those words existed; I
was simply making my fingers go into monkey-like imitation. In the days that followed, I
learned to spell in this uncomprehending way a great many words, among them pin, hat, cup
and a few verbs like sit, stand, hand, walk. But my teacher had been with me several weeks
before I understood that everything has a name.
One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my
lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier
in the day we had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan tried to
impress upon me that “m-u-g” is mug and “w-a-t-e-r” is water. But, I persisted in confounding
the two. In despair she had dropped the subject for a time, only to renew it at the first
opportunity. I became impatient at her repeated attempts and seizing the new doll, I dashed it
upon the floor. I was keenly delighted when I felt the fragment of the broken doll at my feet.
Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still,
dark world in which I lived, there was not strong sentiment of tenderness.
I felt my teacher sweep the fragments to one side of the hearth and I had sense of
satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew
I was going out into the warm sunshine. This thought, if a wordless sensation may be called a
thought, made me hop and skip with pleasure.
Through which sense does Keller experience the water?

We walked down the path to the well house, attracted by the fragrance of the honeysuckle with
which it was covered. Someone was drawing water and my teacher placed my hand under the spout.
As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then
rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly, I felt a misty
consciousness as of something forgotten – a thrill of returning thought: and somehow the mystery of
language was revealed to me. I knew then that “w-a-t-e-r” meant the wonderful cool something that
was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free!
There were barriers still, it is true, but barriers that could in time be swept away .
I left the well house eager to learn. Everything has a name, and each name gave birth
to a new thought. As we returned to the house, every object which I touched seemed to quiver
with life. That was because I saw everything with the strange, new sight that had come to me.
On entering the door I remembered the doll I had broken. I felt my way to the hearth
and picked up the pieces. I tried vainly to put them together. Then my eyes filled with tears; for
I realized what I had done, and for the first time I felt repentance and sorrow.
I learned a great many words that day, I do not remember what they all were; but I do
know that mother, father, sister, teacher were among them – words that were to make world
blossom for me, “like Aaron’s rod, with flowers.” It would have been difficult to find a happier
child than I was as I lay in my crib at the close of that eventful day and lived over the joys it
had brought me, and for the first time I longed for a new day to come.
How do you think has Ms. Sullivan made Helen understand what love is?
I remember the morning that I first asked the meaning of the word, “love.” This was
before I knew many words. I had found a few early violets in the garden and brought them to
my teacher. She tried to kiss me, but at the time I did not like to have anyone kiss me except
my mother. Miss Sullivan put her arm gently around me and spelled into my hand, “I love
Helen.”
“What is love?” I asked.

She drew me closer to her and said, “It is here,” pointing to my heart whose beats I was
conscious for the first time. Her words puzzled me very much because I did not then
understand anything unless I touched it.
I smelt the violets in her hand and asked, half in words, half in signs, a question which
meant, “Is love the sweetness of flowers?”
“No,” said my teacher.
Again I thought. The warm sun was shining on us. “Is this not love?” I asked, pointing in
the direction from which the heat came. “Is this not love?”
It seemed to me that there could be nothing more beautiful than the sun, whose warmth
makes all things glow. But Miss Sullivan shook her head and I was greatly puzzled and
disappointed. I thought it strange that my teacher could not show me love.
A day or two afterward, I was stringing heads of different sizes in symmetrical groups – two
large beads, three small ones and so on. I had made many mistakes, and Miss Sullivan had pointed
them out again and again with gentle patience. Finally, I noticed a very obvious error in the
sequence and for an instant I concentrated on the lesson and tried to think how I should have arranged
the
Beads Miss Sullivan touched my forehead and spelled with decided emphasis, “Think”.
On a flash, I knew that the word was the name of the process that was going on in my
head. This was my first conscious perception of an abstract idea.
For a long time I was still – I was not thinking of the beads in my lap, but trying to find a
meaning for “love” in the light of this new idea. The sun had been under a cloud all day, and
there had been brief showers; but suddenly, the sun broke forth in all its southern splendor.
Again, I asked my teacher, “Is this not love?”
“Love is something like the clouds that we’re in the sky before the sun came out,” she
replied. Then in simpler words than these, which at that time I could not have understood, she
explained.
“You cannot touch the clouds, you know; but you feel the rain and know how glad the
flowers and the thirsty earth are to have it after a hot day. You cannot touch love either, but
you feel the sweetness that pours into everything. Without love you would not be happy or
want to play.”
The beautiful truth burst upon my mind – I felt that there were invisible lines stretched
between my spirit and the spirits of others.
From the beginning of my education Miss Sullivan made it a practice to speak to me as

she would speak to any hearing child; the only difference was that she spelled the sentences
into my hand instead of speaking them. If I did not know the words and idioms necessary to
express my thoughts she supplied them, even suggesting conversation when I was unable to
keep up my end of the dialogue.
This process was continued for several years, for the deaf does not learn in a month or
even in two or three years the numberless idioms and expressions used in the simplest daily
intercourse. The little hearing child learns these from constant repetition and imitation.
The conversation he hears in his home stimulates his mind and suggests topics and
calls forth the spontaneous expression of his own thoughts. This natural exchange of ideas is
denied to the deaf child. My teacher, realizing this, determined to supply the kind of stimulus I
lacked. This she did by repeating to me as far as possible, verbatim, what she heard, and by
showing me how I could take part in the conversation. But it was a long time before I ventured
to take the initiative, and still longer before I could find something appropriate to say at the
right time.
The deaf and the blind find it very difficult to acquire the amenities of conversation. How
much more this difficulty must be augmented in the case of those who are both deaf and blind!
They cannot distinguish the tone of the voice, without assistance, go up and down the gamut
of tones that give significance to words; nor they watch the expression of the speaker’s face
and a look is often the very soul of what one says.
Thus, I learned from life itself. At the beginning I was only a little mass of possibilities. It
was my teacher who unfolded and developed them. When she came, everything about me
breathed of love and joy and was full of meaning. She has never since let pass an opportunity
to point out the beauty that is in everything, nor has she ceased trying in thought and action
and example to make my life sweet and useful.
Prototype Lesson Plans in English Third year DepED
Activity 4 Task 1: Answer the questions below and write your answer on your notebook.
1. Since Helen Keller was deaf, mute and blind, what did she mean by the
strange new sight that had come to her?
2. Explain in a few words how Anne Sullivan taught Helen to “see.”
3. Why was it difficult for Helen to learn the meaning of love? How did her
teacher help her understand it?
4. Why has both Helen Keller and Anne Sullivan been called miracles?
5. Why do you think the author chose to tell the story from the “I” point of view?

6. What if the story was told from Ms. Sullivan’s point of view?
What is It
LITERARY DEVICES AND TECHNIQUES
A technique that the writer uses to produce a special effect in their writing.
Writers employ to achieve not only merely artistic ends but also readers’ greater
understanding and appreciation of their literary works.
COMMON LITERARY DEVICES AND

TECHNIQUES IN POETRY
IMAGERY ONOMATOPOEIA
SIMILE ASSONANCE

METAPHOR CONSONANCE
HYPERBOLE RHYME SCHEME
PERSONIFICATION
ALLITERATION
Imagery
In literature, one of the strongest devices is imagery wherein the author uses words and phrases to
create “mental images” for the reader. Imagery helps the reader to visualize more realistically the
author’s writings. The usage of metaphors, allusions, descriptive words and similes amongst other
literary forms in order to “tickle” and awaken the readers’ sensory perceptions is referred to as imagery.
Imagery is not limited to only visual sensations, but also refers to igniting kinesthetic, olfactory, tactile,
gustatory, thermal and auditory sensations as well.
Example:
The gushing brook stole its way down the lush green mountains, dotted with tiny flowers
in a riot of colors and trees coming alive with gaily chirping birds.
Simile
Marked by the use of the words ‘like’ or ‘as’, similes are one of the most commonly used literary
devices. Similes draw parallels or comparisons between two unrelated and dissimilar things, people,
beings, places and concepts. By using similes a greater degree of meaning and understanding is
attached to an otherwise simple sentence. The reader is able to better understand the sentiment the
author wishes to convey.
Example:
He is like a mouse in front of the teacher.
Metaphor
Metaphors are one of the most extensively used literary devices. A metaphor refers to a meaning or
identity ascribed to one subject by way of another. In a metaphor, one subject is implied to be another
so as to draw a comparison between their similarities and shared traits.

Example:
“Henry was a lion on the battlefield”. This sentence suggests that Henry fought so valiantly and
bravely that he embodied all the personality traits we attribute to the ferocious animal. This
sentence implies immediately that Henry was courageous and fearless, much like the King of
the Jungle.
Hyperbole
A hyperbole is a literary device wherein the author uses specific words and phrases that
exaggerate and overemphasize the basic crux of the statement in order to produce a grander,
more noticeable effect. The purpose of hyperbole is to create a larger-than-life effect and
overly stress a specific point. Such sentences usually convey an action or sentiment that is
generally not practically/ realistically possible or plausible but helps emphasize an emotion.
Example:
“I am so tired I cannot walk another inch” or “I’m so sleepy I might fall asleep standing
here”.
Personification
Personification is one of the most commonly used and recognized literary devices. It refers to the
practice of attaching human traits and characteristics with inanimate objects, phenomena and animals.
Example:
“The raging winds”
“The wise owl”
“The warm and comforting fire”
Alliteration
Alliteration is a literary device where words are used in quick succession and begin with letters
belonging to the same sound group. Whether it is the consonant sound or a specific vowel group, the
alliteration involves creating a repetition of similar sounds in the sentence. Alliterations are also created
when the words all begin with the same letter. Alliterations are used to add character to the writing and
often add an element of ‘fun’ to the piece.

Example:
The Wicked Witch of the West went her own way. The ‘W’ sound is highlighted and
repeated throughout the sentence.
Tongue twisters are a good example of alliteration. For instance, in “Peter Piper picked
a peck of pickled peppers”, the “P” sound is repeated.
Onomatopoeia
The term ‘onomatopoeia’ refers to words whose very sound is very close to the sound they are
meant to depict. In other words, it refers to sound words whose pronunciation to the actual
sound they represent.
Example:
Words such as grunt, huff, buzz and snap are words whose pronunciation sounds very
similar to the actual sounds these words represent. In literature such words are useful
in creating a stronger mental image. For instance, sentences such as “the whispering of
the forest trees” or “the hum of a thousand bees” or “the click of the door in the
nighttime” create vivid mental images.
Assonance
Assonance refers to repetition of sounds produced by vowels within a sentence or phrase. In
this regard assonance can be understood to be a kind of alliteration. What sets it apart from
alliterations is that it is the repetition of only vowel sounds. Assonance is the opposite of
consonance, which implies repetitive usage of consonant sounds.
Example:
“A long song”. (Where the ‘o’ sound is repeated in the last two words of the sentence)
Consonance
Consonance refers to repetition of sounds in quick succession produced by consonants within
a sentence or phrase. The repetitive sound is often found at the end of a word. Consonance is
the opposite of assonance, which implies repetitive usage of vowel sounds.
Example:
He struck a streak of bad luck.

Rhyme Scheme
Definition:
The rhyme scheme is the practice of rhyming words placed at the end of the lines in the prose
or poetry. Rhyme scheme refers to the order in which particular words rhyme. If the alternate
words rhyme, it is an “a-b-a-b” rhyme scheme, which means “a” is the rhyme for the lines 1
and 3 and “b” is the rhyme affected in the lines 2 and 4.
Example:
Roses are red (a)
Violets are blue (b)
Beautiful they all may be (c)
But I love you (b)
The above is an “a-b-c-b” rhyme scheme.
WHAT TO DO
Think it through:
Identify the lines if they use Alliteration, Assonance, Consonance, Onomatopoeia, Rhyme (Internal,
Terminal, Feminine, Masculine). Write the pattern of each item in order for you to prove your answers.
Lines Rhyme Literary Sound Device

On the fifteenth of May, in the jungle
of Nool,
In the heat of the day, in the cool of
the pool,
He was splashing... enjoying the jungle's
great joys...
When Horton the elephant heard a
small noise.
Deep into that darkness peering, Long I
stood there wondering, fearing,
Doubting, dreaming dreams no mortal

ever dared to dream before
“Hark, hark!
Bow-wow.
The watch-dogs bark!
Bow-wow.
Hark, hark! I hear
The strain of strutting chanticleer
Cry, ‘cock-a-diddle-dow!'”
Ah, distinctly I remember it was in the
bleak December,
And each separate dying ember wrought
its ghost upon the floor.
Hear the mellow wedding bells,
Golden bells!
The Soul selects her own Society-
Then - shuts the Door –
For all the useless things they demand,
First, they have to obey my command.
When I find myself in times of trouble,
Mother Mary comes to me.
Ride a skateboard up the wall,
Chomp your food with a smack and a
slurp,
Chew—chomp—hiccup—burp.
The fair breeze blew, the white foam
flew,
The furrow follow’d free;
We were the first that ever burst
Into that silent sea.
A moist young moon hung above the
mist of a neighboring meadow.
Her elegance and grace made it in the
limelight
But her soul is the most appreciated
highlight.
Fire at the private eye hired to pry in
my business.

Process Questions:
1. How do you find the activity?
2. How did you know what Sound of the Poem is being used?
3. What are the patterns you observed?
WHAT HAVE YOU LEARNED
Directions: Read each statement below carefully and fill in the blank(s) with the correct answer.
Tell something…
Here are some of the literary devices/figures of speech you’ve learned in your previous
lessons. Identify each statement and look for the answers from the word listed inside the box
below. Write your answer in your notebook.
Hyperbole simile Imagery metaphor
Alliteration Personification onomatopoeia assonance
Consonance Rhyme Scheme
______________ 1. It is a literary device in which a word or phrase makes a

comparison of two unlike objects.
______________ 2. It is defined as a word which imitates the natural sounds of a

thing.
______________ 3. It is a literary device that makes a comparison, showing

similarities between two unlike things using “as or like”.
______________ 4. It is a literary device in which a thing – an idea or an animal – is

given human qualities.
______________ 5. It is the repetition of usually initial consonant sounds in two or

more neighbouring words or syllables.
______________ 6.It is a language used by poets, novelists and other writers to

create images in the mind of the reader.

______________ 7. It is a literary device in which overstatement is used for
emphasis or effect.
_____________8. The repetition of the sound of a vowel or diphthong in non-rhyming stressed
syllables near enough to each other “penitence, reticence”
_____________9. It refers to repetitive sounds produced by consonants within a sentence or phrase.
_____________10. A repetition of similar sounding words, occurring at the end of lines in poems.
WHAT’S MORE
Activity: SPOKEN POETRY!
Create a 3-5 minute video presentation of your own spoken Poetry. This will serve as one of your
Performance Task Assessment.
Criteria Excellent Satisfactory Developing Beginning
(4) (3) (2) (1)
Delivery Completely and highly accurate Accurate in producing Inaccurate in producing Significantly inaccurate in
in producing English sounds and English sounds and effective English sounds and producing English sounds and
(40%) highly effective in the use of the in the use of the prosodic somewhat effective in the ineffective in the use of the
prosodic features of speech. features of speech. use of the prosodic features prosodic features of speech.
of speech.
Composition Thoughts are clearly organized, Thoughts are clearly Thoughts are clearly Thoughts are clearly
developed, and supported to organized, developed, and organized, developed, and organized, developed, and
(30%) achieve the purpose. Transitions supported to achieve the supported to achieve the supported to achieve the
are effectively utilized to create purpose. Transitions are purpose. Transitions are purpose. Transitions are
a smooth transition from point to effectively utilized to create a effectively utilized to create a effectively utilized to create a
point. smooth transition from point smooth transition from point smooth transition from point to
to point. to point. point.
Effectiveness Completely and highly accurate Accurate in the use of Inaccurate in the use of Significantly inaccurate in the
in the use of expressions, expressions, conventions, or expressions, conventions, or use of expressions,
(30%) conventions, or strategies that strategies that are strategies that are conventions, or incorrect
are appropriate to the theme, appropriate to the theme, appropriate to the theme, strategies that are appropriate
topic, or situation. topic, or situation. topic, or situation. to the theme, topic, or
situation.
Dear student,
Congratulations! You have done well. Thank you for

accomplishing this module. Share your thoughts or feelings about this
topic by sending me a private message! Let us work together to
improve this learning platform. See you next week!
Sincerely,
Ms. Renalyn Rose Mandique
Where to Connect
References
Website
Harmony of Man and Environment H O M E Launching 2009 – Conviction of the Heart
(November 23, 2016) Retrieved from https://www.youtube.com/watch?v=v20XCLu-
0HU
https://www.excellup.com/kidsImage/panchtantra/deadlion.aspx
ABS-CBN News. “Daily water interruptions to affect 1.2-M households - Manila Water”. Posted
March 14, 2019. https://news.abs-cbn.com/news/03/14/19/daily-water-interruptions-to-
affect-12-m-households-manila-water
Julie Celestial. “Severe weather affects 60 000, nearly 14 000 homes damaged or destroyed in
West Java, Indonesia.” Posted January 28, 2020.
https://watchers.news/2020/01/28/severe-weather-affects-60-000-nearly-14-000-homes-
damaged-or-destroyed-in-west-java-indonesia/
Willyam Bradberry. “Huge ocean wave during storm. Sea water background in rough conditions”
Posted May 15, 2020. https://www.shutterstock.com/search/giant+wave

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Colegio de la Purisima Concepcion

The School of the Archdiocese of Capiz

Self- Learning Kit in English 9

(2nd Quarter- Week 3)

RENALYN ROSE E. MANDIQUE, LPT

1 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

WHAT DO YOU HAVE TO KNOW

a. Explain the literary devices used

WHAT DO YOU KNOW

2 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

A. hyperbole B. alliteration C. personification D. consonance

3. “Friends, Romans, countrymen, lend me your ears.”

4. It is a lyric poem that is written to praise a person, event, or object.

5. What is being expressed in the line?

6. Which one of the five senses is used in this sentence?

“Through the sad dark the slowly ebbing tide

3 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

A strange wind flows... then silence. I am fain

To turn to Loneliness, to take her hand,

Cling to her, waiting, till the barren land

Fills with the dreadful monotone of rain.”

7. Which word best describes the tone of the poem above?

A. inspired B. mournful C. optimistic D. frustrated

8. Which word best describes the mood of the poem above?

A. excited B. playful C. angry D. gloomy

A. I will tell; I will trust

10. Which of the following lines is an example of assonance?

A. “Each beach beast thinks he’s the best beast”

Everything Has a Name

(An excerpt from “The Story of My Life”)

I felt approaching footsteps. I stretched out my hand as I supposed to my mother.

Through which sense does Keller experience the water?

“What is love?” I asked.

Again, I asked my teacher, “Is this not love?”

From the beginning of my education Miss Sullivan made it a practice to speak to me as

Prototype Lesson Plans in English Third year DepED

2. Explain in a few words how Anne Sullivan taught Helen to “see.”

8 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

LITERARY DEVICES AND TECHNIQUES

COMMON LITERARY DEVICES AND

9 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

10 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

“The raging winds”

“The wise owl”

“The warm and comforting fire”

11 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

12 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

Roses are red (a)

Violets are blue (b)

Beautiful they all may be (c)

But I love you (b)

The above is an “a-b-c-b” rhyme scheme.

Lines Rhyme Literary Sound Device

13 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

14 ENGLISH 9_SECOND QUARTER_WEEK 3 | RENALYN ROSE E. MANDIQUE

WHAT HAVE YOU LEARNED

Hyperbole simile Imagery metaphor

Alliteration Personification onomatopoeia assonance