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2 - Chapter Ii - Lesson 1 - Rhyme and Rhythm in Poetry
2 - Chapter Ii - Lesson 1 - Rhyme and Rhythm in Poetry
and Mood
LESSON 1
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
MAKE CONNECTIONS
Have you ever done something that made a change in your school or
community? How would you describe the experience?
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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”
Repetition of Words
Repetition Chart
2This day, and proudly stand, _____ Read lines 1-4. To whom is the
speaker of the poem talking?
3Resplendentb and unboundc, ______
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4Hope of my Motherland! _____ __
Analyze literature
Analyze literature
9Descendf with light of truth _____
Rhyme and Repetition
10With gloriousg Science, Art, _____ Give the rhyme scheme of the
11And
poem using the letters of the
lift the chains, O Youth, _____
alphabet. Write your label on
12That would oppress h your heart. _____ the space provided after each
of the lines.
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.
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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.
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6. What does the imagery created by the line “lift the chains… that would oppress
your heart connote?
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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?
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9. How would you describe the “Youth” based on the positive imagery created
by the words “profound, resplendent, noble, etc.”?
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Is the Filipino youth of today still the hope of the Motherland that Rizal
envisioned? Explain your answer.
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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?
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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.