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9
English
Quarter 2,Wk.1 - Module 2
Literary Devices and Techniques to
Craft Short Prose Forms

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Department of Education ● Republic of the Philippines

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English- Grade 9
Alternative Delivery Mode
Quarter 2, Wk 1 - Module 2: Use Literary Devices and Techniques to Craft
Short Prose Forms
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in
anywork of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education – Division of Iligan City
Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: RAZEL MAE A. BAYNAS

Content and Language Evaluators: MARIO L. ARAGO,
GREGORIA P. BADO, DAISY B. GENTILES
Design and Lay-out Evaluators: FE A. OBLENDA
Illustrator/Layout Artist: REZZEL MAE A. MONTECILLO

Management Team
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, MSPh, PhD, CESE

Assistant Schools Division Superintendent

Members: Henry B. Abueva, EPS, OIC-CID Chief

Sherlita L. Daguisonan,LRMS Manager
John Ryan Dela Cruz – Division English Coordinator
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

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 9
English
Quarter 2,Wk.1 - Module 2
Literary Devices and Techniques to
Craft Short Prose Forms

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Division English Coordinator of the
Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.
We value your feedback and recommendations.

iv
Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About.......................................................................................v

What I Need to Know................................................................................................v
How to Learn from this Module................................................................................v
Icons of this Module.................................................................................................vi

Lesson 1:

What I know ....................................................................................... 1

What’s in ............................................................................................2
What’s New ...................................................................................... 2
What Is It.............................................................................................7
What’s More .......................................................................................9
What I Have Learned..........................................................................10
What I Can Do....................................................................................11

Summary…………………………………………………………………………………13

Assessment: (Post-Test)……………………………………………………………….14

Key to Answers.......................................................................................................15

References.............................................................................................................16

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What This Module is 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 I Need to Know

In this module, you are to be guided of the following objectives:
a. Explain the literary devices used
b. Use literary devices and techniques to craft short prose forms
c. Apply the literary device in writing a synopsis of the prose being read.

How to Learn from this Module

To achieve the objectives cited above, you are expected to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

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Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 Literary Devices and
Techniques to Craft Short
Lesson Prose Forms
1
What I Need to Know

Activity 1 Examine carefully the pictures below and answer the questions that follow.
Write your answer on your activity notebook.

A.
PJOsorio (pixabay.com) .Flashback Transport Rear-view Mirror.
https://www.needpix.com/photo/1269792/flashback-transport-rear-view-mirror-travel-free-pictures-free-photos-free-
images-royalty-free-free-illustrations

B.
Arnold, Steve .Brisbane Lightening.www.flickr.com/photos/stevoarnold/6088514598/in/photostream. December 29,
2008

C.
Zoe Schlott.Air Force works with privatized housing project owners on emergency, urgent work orders.
https://www.af.mil/News/Coronavirus-Disease-2019/ 

1. Which picture interrupts the usual/customary daily life events?

2. Which picture shows something behind?

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 3. Which picture shows clue of what will be happening next?

What’s In

Activity 2 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

______________ 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 neighboring 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.

What’s New
Activity 3 Each of the numbered vocabulary words appears in the story “Everything
Has a Name”. Look at the four suggested definitions for each word and encircle the
correct one.

1. Tussle a. harmony b. fight c. peace d. calm

2. Amenity a. unpleasant b. impolite c. comfort d. rudeness
3. Augment a. grow b. reduce c. lessen d. decrease
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 4. Persist a. give up b. quit c. stop d. continue

5. Acquire a. get b. lose c. give d. surrender

Helen Adams Keller (June 27, 1880 – June 1, 1968) was an American

Your Textpolitical activist, and lecturer. The story of Keller and her teacher,  Anne
author,
Sullivan, wasHelen’s
Find out how made famous by Keller's
teacher helped autobiography, The
her perceive the world around Story
her. of Mythe
Read Life, and
text.
its adaptations for film and stage, The Miracle Worker. Her birthplace in
West Tuscumbia, Alabama, is now Everything
a museum Has[1]a Name
 and sponsors an annual "Helen
Keller Day". Her June 27(An birthday is commemorated as Helen Keller Day
excerpt from “The Story of My Life”)
in Pennsylvania and, in the centenary year of her birth, was recognized by a
presidential proclamation from US President Jimmy
by Helen Keller Carter

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
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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.

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 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
xiii
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?

Activity 5 Task 2
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 On the blanks, write the details/causes that support the statement in
the box. Write your answer in a 1 whole sheet of paper.

Helen’s life became

sweet and useful.

details

Helen's life
became
details sweet and details
useful

details

What Is It

Aside from the mentioned above, here are other few literary devices used in prose.
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 Foreshadowing is a literary device in which a
FORESHADOWING
writer gives an advance hint of what is to come
later in the story.

Example The hints are straightforward, which makes the reader aware of what’s
going to happen.

“I
am sure she is going to be our future daughter-in-law, Jack.”, Judy
said with a bright smile. 

This is the direct positive foreshadowing.

It is a technique in which the present story, scene or

FLASHBACK event taking place changes into a scene in the past .

As a mother takes pictures during her daughter’s graduation, she begins telling her
husband about memories she has of her daughter starting kindergarten. She has
interrupted the present action of graduation in order to tell about a past event.

.
IN MEDIAS RES It is a technique that is in or into the middle of a
narrative or plot. It is pronounced as [in ˈmēdēəs ˈres,
ˈmādēˌäs]

Example: After showing why Bruce Wayne is so afraid of bats, the film flashes
forward to a scene with Bruce Wayne in 9 prison. There’s no explanation of why
he’s there, and soon he’s attacked by the other inmates. The film then goes back
Sources: https://literarydevices.net/flashback/
in time to fill in the gaps leading up to that point.
https://andromeda.rutgers.edu/~jlynch/Terms/inmediasres.html

https://www.britannica.com/art/in-medias-res-literature

https://literarydevices.net/foreshadowing/ http://literary-devices.com/content/foreshadowing

What’s More
Activty 6 Match the definition in Column A with the right term in
Column B.

A B
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 1.It is a literary device in which a writer Flashback
gives an advance hint of what is to come
later in the story.
2.It is a transition in a story to an earlier In medias res
time that interrupts the normal
chronological order of events.
3.It is a narrative work beginning opens Foreshadowing
in the midst of action

Activity 7 Read the selection, and then answer the questions that follow.

One fine sunny day, Cricket was hopping about in the field. As he chirped
and danced, he spied Ant carrying a big grain of rice to his nest. Cricket watched
as Ant came back, lifted another grain, then carried it to the nest as well. This
happened repeatedly. Finally, Cricket asked, "Ant, why do you work so hard on
such a lovely day?"
"Soon it will be rainy day," replied Ant. "I'm gathering food for my family. I
suggest you do the same!"
"Why bother about rain?" asked Cricket. "There's plenty of food in the
fields now!"
Ant remembered last time and how the flood covered everything. There
had been no way to get out, let alone try to find food! Now, an even worse storm
was predicted. He shook his head and walked away.
When rain came, Cricket had no food. The fields were covered with deep
flood. Cricket was very hungry and sad, knowing that Ant had food enough
because he had worked hard to prepare in advance .

_____ 1. In this fable, the author uses flashback to have __________

a. Cricket remembers a song he used to sing.
b. Ant remembers where Cricket used to live.
c. Ant remembers how bad last rainy day was.
d. Cricket remembers where he hid seeds during the summer.
_____ 2. Which best foreshadowed what might happen in the story?
a. Cricket hopped about in the field.
b. An even worse storm was predicted.
c. Ant walked away.

xvii
d. Cricket chirped.
_____ 3. Based on the story, which do you predict could NOT happen?
a. Cricket begs Ant for just a small bit of food.
b. Ant feels sorry for Cricket and gives him food.
c. Cricket happily swims in the flood.
d. Cricket weakens without any food.

What I have Learned

Activity 8
Go over to the story again and look for the lines that show flashback,
foreshadowing or in medias res. Write your answer in a 1 whole sheet of
paper following the chart below.

FLASHBACK FORESHADOWING IN MEDIAS RES

What I Can Do
Activity 9 Write a short synopsis or summary of the story “ Everything Has a
Name” by using any of these literary devices; flashback, foreshadowing, or in
Medias res. Write your summary on the shape you have chosen and highlight the
part that shows the device you use to justify your answer

FORESHADOWING

xviii
 FLASHBACK

IN MEDIAS RES

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 Rubrics for Summary Writing

Criteria 3 2 1
Organization of The summary is The story is pretty Ideas and scenes
Plot very well well organized. seem to be
organized. One One idea or scene randomly arranged.
idea or scene may seem out of
follows another in a place. Clear
logical sequence transitions are
with clear used.
transitions
Sentence All sentences are Most sentences Sentences lack
Structure well-constructed are well- structure and
(Fluency) with varied and constructed but appear incomplete
interesting have similar and or rambling.
structure patterns. uninteresting
structure patterns.
Use of Literary Literary device is Literary device is No literary device
Device clearly used not properly used has been used.

Activity 10
Write a short story that will utilize the literary devices discussed. Using a highlighter,
indicate the parts where each of the literary devices has been used..

Summary

Literature portrays life experiences. To have a vivid portrayal to evoke

emotions of every reader, the authors have to use various literary devices to
accurately convey specific emotions felt by every character in a narrative
prose. This will help the author achieve his/her purpose. Few of these devices
are useful in crafting a narrative prose. These are the following;
Foreshadowing, in which the writer gives an advance hint of what is to come
later in the story
Flashback, which are the interruptions of past relevant events inserted by
writers to provide background or contextrelated to the current events of a narrative
Medias Res, which is taken from the middle part that gives specific description
on how the plot of a narrative started.

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Assessment: (Post-Test)
Tell whether the following statements is a foreshadowing, flashback or
medias Res. Write your answer on your notebook.

Flashback Foreshadowing Media Res

____________ 1. It is a literary device in which a writer gives an advance hint of

what is to come later in the story.

____________ 2. It is a transition in a story to an earlier time that interrupts the

normal chronological order of events
____________3. When an author jumps back to a scene or event that happened in
the past.
____________ 4. When an author gives hints or clues that suggest what will
happen later in the story.
____________5. Often appears at the beginning of a story or a chapter and helps
the reader develop expectations about the coming events in a
story
____________6. In my younger and more vulnerable years my father gave me
some advice that I‘ve been turning over in my mind ever since.
Whenever you feel like criticizing any one, ‖ he told me, ―just
remember that all the people in this world haven ‘t had the
advantages that you ‘ve had. ‖
_____________7. Many years later, as he faced the firing squad, Colonel Aureliano
Buendía was to remember that distant afternoon when his father
took him to discover ice. At that time Macondo was a village of
twenty adobe houses, built on the bank of a river of clear water that
ran along a bed of polished stones, which were white and
enormous, like prehistoric eggs. The world was so recent that many
things lacked names, and in order to indicate them it was
necessary to point.
____________8.The general eyed me coldly, greeted me without fashion and
dismissed me to pay my respects to his sister. It was clear that from
somewhere money had been acquired. It works so well because it
immediately immerses us in the world of the protagonist, begging us
to ask questions, to turn the page and find out what is the story is all
about.
_____________9. Mike felt confident as ever when he started his boat engine that
day. He noticed a few clouds gathering overhead, but did not worry
about them.
_____________10. A scene within a story that interrupts the sequence of events to
relate events that occurred in the past.

21
 Key to Answers

What I Know

1. C
2. A
3. B

What’s In

1. Metaphor 2. onomatopoeia 3. simile 4. personification 5. alliteration

6. imagery 7. hyperbole

What’s New

1. B Fight 2. C Comfort 3. A grow 4. D continue 5. d. a get

What’s More
Activity 6
1. Foreshadowing 2. Flashback 3. In medias res
Activity 7
1. C 2. B. 3. c

Assessment: (Post-Test)

1. Foreshadowing 2 media res 3. Flashback 4. Foreshadowing

5. foreshadowing 6. Foreshadowing 7. Flashback 8 . Media res
9. Flashback 10. Flashback

22
References

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/
cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html

PJOsorio (pixabay.com) . Flashback Transport Rear-view Mirror.

https://www.needpix.com/photo/1269792/flashback-transport-rear-view-mirror-
travel-free-pictures-free-photos-free-images-royalty-free-free-illustrations.

Arnold, Steve .Brisbane

Lightening.www.flickr.com/photos/stevoarnold/6088514598/in/photostream.
December 29, 2008

Zoe Schlott.Air Force works with privatized housing project owners on emergency,
urgent work orders. https://www.af.mil/News/Coronavirus-Disease-2019/ 

English 9 A journey to American Literature Unit 2 Book

Grade 9 English Lesson Exemplar 2nd Quarter

Prototype Lesson Plans in English Third year DepED 3 rd Grading pp 21-25

23
 For inquiries and feedback, please write or call:

Department of Education – Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

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