CHAPTER II – Rhyme, Repetition, Tone

and Mood

LESSON 1

Rhyme and Repetition in Poetry

LEARNING OUTCOMES
Scan poetic lines to identify repeated
sounds and words.
Discuss how rhyming and repetition of sounds,
words, and phrases affect the feeling of the
poem.

BEFORE READING

An excerpt from “To the Filipino Youth”

A Poem by Jose Rizal (translated by Mauro Mendez)

ABOUT THE POEM

The poem is an expression of one’s sense of nation. It speaks of the

Filipino youth as the hope of his motherland.

MAKE CONNECTIONS

Have you ever done something that made a change in your school or
community? How would you describe the experience?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

CASS-DELL | Literature of the Philippines 1

ANALYZE LITERATURE: Rhyme and Repetition

Poems have a musicality to them. They are meant to be

read aloud to hear the sound, the rhythm, and the rhyme.
Repetition in poetry can refer to the repetition of syllables,
sounds, words, or phrases. Repetition in sounds, such as rhyming
and in syllables, such as rhythm, help to create a flow throughout
the poem. Repetition of words and phrases helps the poet to
emphasize an important aspect of the poem. Often times, when
phrases are repeated, it creates a more emotional experience for
the reader.

Repetition of Single Sounds

 Alliteration is the repetition of the same consonant sounds at the

beginning of words near each other.
E.g. “Sleep gently my dear Amira
Sleep snugly in your crib
Grow gently
Into the raging rains
Mind not the rushing of my tears”—Mae Monteclaro Roca,
“Lullaby for Amira”

 Assonance is the repetition of the same vowel sound in words near each
other.
E.g. “I never meant the words I said,
So trouble not your honest head.”—Angela Manalang-Gloria, “Words”

 Consonance is the repetition of the same consonant sounds typically

within or at the end of words.
E.g. “Huwag kang iibig nang dahil sa pilak
pilak ay may pakpak
dagling lumilipad
pag iniwan ka na, ikaw’y maghihirap.”—Jose Corazon de Jesus,
“Sa Pamilihan Ng Puso”

CASS-DELL | Literature of the Philippines 2

  Rhyme is the repetition of similar sounds in two or more words. It can
occur at the end of a line, called end rhyme, or it can occur in the middle
of the line, called internal rhyme. Rhyme Scheme is the pattern of rhyme
form that ends a stanza or a poem. The rhyme scheme is designated by
the assignment of a different letter of the alphabet to each new rhyme

E.g. “Ikaw baga’y daing ng nakaligtaan? - a

Ikaw baga’y hibik ng pinagtaksilan? - a
Matutulog ako sa gabing kadimlan -a
ay umuukilkil hanggang panagimpan.”- a
—Jose Corazon de Jesus, “May Mga Tugtuging Hindi Ko Malimot”

“I never meant the words I said -a

So trouble not your honest head -a
And never mean the words I write -b
But come and kiss me now goodnight”- b
—Angela Manalang-Gloria, “Words”

Repetition of Words

“Don’t Mr. Jacobson,

Don’t say you’ve found
Paradise in my country,”— Romulo P. Baquiran, Jr.,
“My Country’s No Paradise, Mr. Jacobson

“Huwag kang iibig nang dahil sa pilak

pilak ay may pakpak
dagling lumilipad”—Jose Corazon de Jesus, “Sa Pamilihan Ng Puso”

Repetition of Sentences or Phrases

“It was not love-why should I love you?-

It was not folly, for I was wise,
Yet when you looked at me, your looking
Opened a kingdom to my eyes,

It was not love, it was not folly,

I have no name to know it by,
I only know one shining instant
You held my earth, you held my sky.”—Angela Manalang-Gloria,
“To Don Juan”

USE READING SKILLS: Scan for Repetition

CASS-DELL | Literature of the Philippines 3

When you scan a text, you quickly move your eyes over a page or section to find
words, patterns, or information. Before reading, scan the poem for repeated
sounds, words and phrases. Complete the Repetition Chart below with the word
and phrase and where it appears in the line or stanza. After reading, fill in the
third column with the effect that the repetition has on the meaning of the poem.
An example is provided.

Repetition Chart

Repeated Sound, Where it Appears Effect/ Possible

Word, or Phrase Meaning

Youth In the title, at the

beginning of the first
stanza, and in the third
line of the third stanza.

DURING READING CASS-DELL | Literature of the Philippines 4

 An excerpt from “To the Filipino Youth”
A Poem by Jose Rizal (translated by Mauro Mendez)

1
Raise, Youth, that brow profounda, _____ Note the Facts

2
This day, and proudly stand, _____ Read lines 1-4. To whom is the
speaker of the poem talking?
3
Resplendentb and unboundc, ______
___________________________________
4
Hope of my Motherland! _____ __
Analyze literature

5
Fly, genius unconfined, _____ Alliteration and Assonance
Read lines 1-4, then underline
6
Wind-borne to peaks supremed; _____ the words that contain similar
initial consonant sounds. Read
7
Unleash on wings of dream _____ lines 5-8, then underline the
8
words that contain similar
Thoughts of your noblee mind. _____ vowel sounds.

Analyze literature
9 f
Descend with light of truth _____
10
With gloriousg Science, Art, _____ Rhyme and Repetition
Give the rhyme scheme of the
11
And lift the chains, O Youth, _____ poem using the letters of the
alphabet. Write your label on
12
That would oppressh your heart. _____ the space provided after each
of the lines.

a
profound (adj.): having or showing great knowledge Use Reading Skills
or insight.
b
resplendent (adj.): attractive and impressive Scan the poem to identify
c
unbound (adj.): not tied up; not confined words that contain repeated
d
supreme (adj.): highest sounds. Put them in the Scan
e
noble (adj.): superior; righteous
f
descend (verb): move downward Chart. Then tell why you think
g
glorious (adj.): wonderful; famous; worthy of admiration the author repeated these
h
oppress (verb): to burden by abuse of power; to deprive details.
of freedom

AFTER READING CASS-DELL | Literature of the Philippines 5

Name: ____________________________ Subject:____________________
Yr/Cr/Sec:_______________________ Date:_______________________

READING CHECK

Grasp the poem’s full implications and suggestions to answer the following
questions.

1. In the first stanza, what does the speaker tell the Youth to encourage them?
Give words or details to support your answer.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. What does the line “Hope of my Motherland!” imply?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. For what does “wings of dream” stand?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

4. In the second stanza, to whom is the speaker of the poem talking? What does
he ask them to do? Provide details from the poem to support your answer.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

CASS-DELL | Literature of the Philippines 6

5. To whom is the speaker talking in the third stanza? What does he ask them to
do?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

6. What does the imagery created by the line “lift the chains… that would
oppress your heart connote?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

7. What particular feeling or emotion is created by the repetition of sounds such

as “profound, unbound, unconfined, mind, dream, supreme” in the poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

8. What do the lines “Fly, genius unconfined, descend with light of truth” mean?
How do the contrasting images created by these lines bring out the main
purpose of the poem?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

9. How would you describe the “Youth” based on the positive imagery created
by the words “profound, resplendent, noble, etc.”?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

CASS-DELL | Literature of the Philippines 7

THINK AND REFLECT

Is the Filipino youth of today still the hope of the Motherland that Rizal
envisioned? Explain your answer.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

ANALYZE LITERATURE: Rhyme and Repetition

Think about the rhyme scheme, alliteration, and assonance you noticed while
reading the poem. How does the author’s use of these affect the feeling of the
poem? Do you think the author’s method is effective? Why?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

USE READING SKILLS: Scan for Repetition

Underline the end rhyme/s, and give the rhyme scheme of the stanzas or lines
using the letters of the alphabet. Write your label on the space provided after
each line. Determine also the feeling that is conveyed in each stanza or poem. A
sample has been done for you.

1. “I had fun when I was a child ______

I’d go crazy and I’d go really wild_____
Thought that childhood was for eternity______
And this wouldn’t be my destiny”______
—Jaime Rivera, “Set Me Free” Feeling: Nostalgia

2. “Shall I compare you to a rainbowed shower________

Drawing to earth the very arc of dream,________
Or shall I say you are an orchid flower_________
That fevers men beside a jungle stream?”________
—Angela Manalang-Gloria, “To Lovely Woman” Feeling: _______________

3. “Bituin sa langit at rosas sa hardin,________

parang nagtipanan at naghalikan din;________
nang di na mangyaring sa umaga gawin,_______
ginanap sa gabi’y lalo pang napansin.”__________
—Jose Corazon de Jesus, “Ang Posporo Ng Diyos” Feeling: _______________

CASS-DELL | Literature of the Philippines 8