Republic of the Philippines

Department of Education
Region VI - Western Visayas
DIVISION OF NEGROS OCCIDENTAL
Pontevedra National High School
Pontevedra, Negros Occidental

Creative Writing
Quarter 1 – Module 1:
Imagery, Diction, Figures
of Speech, and Specific
Experiences
Creative Writing – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 1: Imagery, Diction, Figures of Speech, and Specific Experiences
First Edition, 2020

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Published by the Department of Education

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Development Team of the Module

Writer: Pearly V. Villagracia

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Creative Writing
Quarter 1 – Module 1:
Imagery, Diction, Figures
of Speech, and Specific
Experiences
Introductory Message

For the facilitator:

Welcome to the Creative Writing – Grade 11/12 Alternative Delivery Mode

(ADM) Module on Imagery, Diction, Figures of Speech, and Specific Experiences!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them

to manage their own learning. Furthermore, you are expected to encourage and

assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Creative Writing – Grade 11/12 Alternative Delivery Mode

(ADM) Module on Imagery, Diction, Figures of Speech, and Specific Experiences!

You are a living story. You have woven your own story of truth about your
life through interactions with the people around you. Your story is to be a part of
your own history. Every individual has good and bad experiences which can be
intertwined into meaningful and interesting stories. You only need to use your
imagination. Your imagination in this learning resource signifies that you as a
learner are capable and empowered to successfully achieve the relevant
competencies and skills at your own pace.

This module had been designed to provide you with fun and meaningful
opportunities to guide you into learning independently. This will enable you to
become an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed to provide you with understanding of imagery,

diction, figures of speech, poetry, and fiction.

At the end of the lesson, you should be able to:

1. Use imagery, diction, figures of speech, and specific experiences to evoke

meaningful responses from readers.
HUMSS_CW/MP11/12-Ia-b-4

What I Know

Choose the letter of the correct answer.

1. What is the process of using symbols to create meaningful text/sentences

which will serve as a medium for communication?
a. Reading c. Speaking
b. Writing d. Summarizing

2. Creative writers used this to transfer their imaginations to the readers.

a. Terminologies c. Verbal images
b. Technical writing d. Signs and symbols

3. This type of writing aims to entertain the readers.

a. Creative c. Expository
b. Descriptive d. Persuasive

4. This is the system of writing creatively. This has something to do with how a
 story starts and how it ends.
a. Clarity c. Emotion
b. Form d. Meaning and Connection

5. These help writers to create a vivid and evocative picture in the mind of the
reader.
a. Sensory images and experiences c. Virtue and wisdom
b. Passion and drive to write d. Determination and creativity

6. The style of writing or speaking determined by the choice of words by a

speaker or a writer.
a. Diction c. Experience
b. Imagery d. Figurative language

7. This type of literature uses sentences and paragraphs to express ideas,

feelings, and actions.
a. Fiction c. Prose
b. Poetry d. Non-fiction

8. Which of the following are true senses that we use for drawing sensory
images?
a. Knowledge, wisdom, virtues, spirit
b. Touch, taste, smell, sight and sound
c. Experience, passion, available materials, knowledge
d. Touch, common sense, humor, ability to understand sarcasm

9. This refers to writing in verse, with rhythm, and rhyme.

a. Fiction c. Prose
b. Poetry d. Non-fiction

10. This writing flows from creative thinking such as descriptive, personal, and
persuasive.
a. Diary c. Journal
b. Essay d. Short Story

11. These are fictitious narratives usually about origins based on historical
 people or events, handed down from the past.
a. Fable c. Myth
b. Legend d. Novel

12. What is the goal of the writer in creative writing?

a. To entertain the readers c. To make the readers appreciate
b. To let the readers enjoy d. All of these choices are correct

13. Which of the following is not a type of imaginative writing?

a. Diary c. Journal paper
b. Novel d. Research paper

14. This was presented in imaginative writing which shows more than
statement and information.
a. Life c. Wisdom
b. Skills d. Knowledge

15. It describes something by comparing it with something else and represents

objects, actions and ideas.
a. Diction c. Figurative language
b. Experiences d. Imagery

Lesson Imagery, Diction, Figures of

1 Speech and Specific

Experiences

Creative writing is the expression of your thoughts and feelings in an

imaginative and poetic way. In creative writing, you will be making a lot of
descriptions. These descriptive details are necessary to make your writing clear
because they help create specific mood or emotions about people, places, and
events. They are called images and sensory impressions or symbols. The use of
imagery, diction, and figures of speech will help you imagine or relate to some of
your specific experiences.

Writing and Creative Writing

Writing is an interpretation of language in visual or tactile form. It is also

the process of using symbols like letters, punctuation, and spaces to share your
thoughts and ideas in a written form. It can also refer to your work and
personality as an author.

Writing systems use sets of symbols to symbolize the sounds of speech,

punctuation, and numerals. Specifically, writing is imaginative when you try to
express your feelings and ideas through writing fiction, creative non-fiction, and
poetry.

Creativity + Writing

Creative writing expresses the writer’s thoughts and feelings in an

imaginative, often unique, and poetic way. Creative writing is guided more by the
writer’s need to express feelings and ideas than by restrictive demands of factual
and logical progression of expository writing.

At its most basic, the imagination is the mental faculty that enables us to
make pictures in our minds of things that are not actually present to our senses.

Because an essential characteristic of any piece of creative writing makes

people, places and things come alive in the minds of readers. More specifically, it
makes people, places and things come alive in the imaginations of readers. Poets,
novelists and other creative writers engaged in the work of communication.
(Godfree, 2017)
 What’s In

Describe the nouns listed below using appropriate adjective. Write your
answer on the opposite column. Then use the pair of words in sentences.

Example:

Noun Adjective
environment peaceful
lady attractive
Noun Adjective
1. ocean
2. forest
3. town fiesta
4. cake
5. family
6. farm
7. kitchen
8. flower
9. Boracay
10. Mt. Samat
11. balut
12. cellphone
13. coffee
14. soft drinks
15. Mobile Legend
 Notes to the Teacher
This module prepares the learners to identify sensory images
employed in the story and to be familiar with the use of proper
diction and figurative language.

What’s New

As a student, you have future plans for yourself and for your family. Your
loved ones can guide you but at the end of the day you are responsible on your
decision. Understand the story “Harvest” written by Loreto Paras Sulit, and learn
from the lessons you will get from it.

Loreto Paras Sulit was born in Manila on December 10, 1908. She attended
the public schools and took her Bachelor of Science in Education, Magna Cum
Laude, from the University of the Philippines. She worked as research writer for the
Curriculum Division of the Bureau of Public Schools. She was one of the founders
of the Writer Club at the University of the Philippines.

Harvest
(Summary)
Loreto Paras Sulit

He first saw her in his brother’s eyes. The palay stalks were taking on gold in
the late afternoon sun, were losing their trampled, wind-swept look and stirring
into little, almost inaudible whispers.

The rhythm of Fabian’s strokes was smooth and unbroken. So many palay
stalks had to be harvested before sundown and there was no time to be lost in idle
dallying. But when he stopped to heap up the fallen palay stalks he glanced at his
brother as if to fathom the other’s state of mind in that one, side-long glance.

The swing of Vidal’s figure was as graceful as the downward curve of the
crescent-shaped scythe. How stubborn, this younger brother of his, how hard-
headed, fumed Fabian as he felled stalk after stalk. It is because he knows how
very good-looking he is, how he is so much run-after by all the women in town. The
obstinate, young fool! With his queer dreams, his strange adorations, his
wistfulness for a life not of these fields, not of their quiet, colorless women and the
dullness of long nights of unbroken silence and sleep. But he would bend… he
must bend… one of these days.

Vidal stopped in his work to wipe off the heavy sweat from his brow. He
wondered how his brother could work that fast all day without pausing to rest,
without slowing in the rapidity of his strokes. But that was the reason the master
would not let him go; he could harvest a field in a morning that would require three
men to finish in a day. He had always been afraid of this older brother of his; there
was something terrible in the way he determined things, how he always brought
them to pass, how he disregarded the soft and the beautiful in his life and
sometimes how he crushed, trampled people, things he wanted destroyed. There
were flowers, insects, birds of boyhood memories, what Fabian had done to them.
There was Tinay… she did not truly like him, but her widowed mother had some
lands… he won and married Tinay.

I wonder what can touch him. Vidal thought of miracles, perhaps a vision, a
woman… But no… he would overpower them…he was so strong with those arms of
steel, those huge arms of his that could throttle a spirited horse into obedience.

“Harvest time is almost ended, Vidal.” (I must be strong also, the other
prayed). “Soon the planting season will be on us and we shall have need of many
carabaos. Milia’s father has five. You have but to ask her and Milia will accept you
any time. Why do you delay…”

“Ah, it is my model! How are you, Vidal?” It was a voice too deep and throaty
for a woman but beneath it one could detect a gentle, smooth nuance, soft as silk.
It affected Fabian very queerly, he could feel his muscles tensing as he waited for
her to speak again. But he did not stop in work or turn to look at her.

“From now on he must work for me every morning, possibly all day.”

“Very well, everything as you please.” So it was the master who was with her.

“He is your brother, you say, Vidal? Oh, your elder brother.” The curiosity in
her voice must be in her eyes. “He has very splendid arms.” Then Fabian turned to
look at her.

A large moth with mottled, highly colored wings fluttered blindly against the
bough, its long, feathery antennae quivering sensitively in the air. Vidal paused to
pick it up, but before he could do so his brother had hit it with the bundle of palay
stalks he carried. The moth fell to the ground, a mass of broken wings, of fluttering
wing-dust.

After they had walked a distance, Vidal asked, “Why are you that way?”
“What is my way?”

“That—that way of destroying things which are beautiful like moths… like…”

“If the dust from the wings of a moth should get into your eyes, you would be
blind.”

“That is not the reason.”

“Things that are beautiful have a way of hurting. I destroy it when I feel a
hurt.”

“When I was your age, Vidal, I was already married. It is high time you
should be settling down. There is Milia.”

“I have no desire to marry her or anybody else. Just—just—for five

carabaos.” There! He had spoken out at last. What a relief it was. But he did not
like the way his brother pursed his lips tightly that boded not defeat. Vidal rose,
stretching himself luxuriously. On the door of the silid where he slept he paused to
watch his little niece. As she threw a pebble into the air he caught it and would not
give it up. She pinched, bit, and shook his pants furiously while he laughed in
great amusement.

His brother saw and understood. Fury was a high flame in his heart… If that
look, that quiver of voice had been a moth, a curl on the dark head of his
daughter… Now more than ever he was determined to have Milia in his home as his
brother’s wife… that would come to pass. Someday, that look, that quiver would
become a moth in his hands, a frail, helpless moth.

When Vidal, one night, broke out the news Fabian knew he had to act at
once. Miss Francia would leave within two days; she wanted Vidal to go to the city
with her, where she would finish the figures she was working on.

“She will pay me more than I can earn here, and help me get a position
there. She shall always be near her. Oh, I am going! I am going!”

“And live the life of a—a servant?”

“What of that? I shall be near her always.”

“Why do you wish to be near her?”

“Why? Why? Oh, my God! Why?”

Again—as it ever would be—the disquieting nature of her loveliness was on

him so that all his body tensed and flexed as he gathered in at a glance all the
marvel of her beauty.

She smiled graciously at him while he made known himself; he did not
expect she would remember him.

“Ah, the man with the splendid arms.”

“I am the brother of Vidal.” He had not forgotten to roll up his sleeves.

 He did not know how he worded his thoughts, but he succeeded in making
her understand that Vidal could not possibly go with her, that he had to stay
behind in the fields.

There was an amusement rippling beneath her tones. “To marry the girl
whose father has five carabaos. You see, Vidal told me about it.”

He flushed again a painful brick-red; even to his eyes he felt the hot blood
flow.

“That is the only reason to cover up something that would not be known. My
brother has wronged this girl. There will be a child.”

She said nothing, but the look in her face protested against what she had
heard. It said, it was not so.

But she merely answered, “I understand. He shall not go with me.” She
called a servant, gave him a twenty-peso bill and some instruction. “Vidal, is he at
your house?” The brother on the patio nodded.

Now they were alone again. After this afternoon he would never see her, she
would never know. But what had she to know? A pang without a voice, a dream
without a plan… how could they be understood in words.

“Your brother should never know you have told me the real reason why he
should not go with me. It would hurt him, I know.

“I have to finish this statue before I leave. The arms are still incomplete—
would it be too much to ask you to pose for just a little while?”

While she smoothed the clay, patted it and molded the vein, muscle, arm,
stole the firmness, the strength, of his arms to give to this lifeless statue, it seemed
as if life left him, left his arms that were being copied. She was lost in her work and
noticed neither the twilight stealing into the patio nor the silence brooding over
them.
 When Fabian returned Vidal was at the batalan brooding over a crumpled
twenty-peso bill in his hands. The haggard tired look in his young eyes was as grey
as the skies above.

He was speaking to Tinay jokingly. “Soon all your sampaguitas and camias
will be gone, my dear sister-in-law because I shall be seeing Milia every night… and
her father.” He watched Fabian cleansing his face and arms and later wondered
why it took his brother that long to wash his arms, why he was rubbing them as
hard as that… Ω

Based on the story “Harvest”, answer the following questions below.

1. What are the words that created images or visual representations in your
mind?
2. What are the specific words in the story that produced sound in your mind?
3. What are the specific words in the story that evoked feelings or emotion in
your mind?
4. Describe one character in the story.
5. What is the good trait of Fabian?
6. Give one good character of Vidal.
7. What is the theme of the story?
8. What particular objects or animals were used in the piece to symbolize the
main character? Justify your answer.
9. If you will use the same theme, what image or object will you choose as a
descriptive detail? Explain briefly.
10. Create your own ending. Make a happy ending in spite of the envy of Fabian
to his brother. Use your creativity in writing.
 What is It

What is imagery? Imagery appeals to the senses and describes in detail the
things around us through our senses. It uses figurative language to represent
objects, actions, and ideas in our senses. We use our senses in whatever we do and
wherever we go. Here are common types of imagery in creative writing:

Visual is a picture in words; something that is concrete and can be seen.

Visual imagery includes color, shape, size, and pattern.

Example

He first saw her in his brother’s eyes.

Auditory is something that you can hear through your mind’s ears. Auditory
imagery includes enjoyable sound, noise, and silence.

Example
 The palay stalks were losing their trampled, wind-swept look and stirring
into little, almost inaudible whispers.

Olfactory is something that you can smell through your mind’s nose.
Olfactory imagery includes fragrances and odors.

Example

The sweet aroma of black coffee from the kitchen is tempting me.

Gustatory is something that you can taste through your mind’s tongue.
Gustatory imagery includes sweetness, sourness, saltiness, spiciness, and
savoriness.

Example

I will never forget the spicy bagoong on top of sliced crunchy mango.

Tactile is something that you can touch through your mind’s skin. Tactile
imagery includes temperature, texture, touch, and movement. (Literary Terms,
2015)

Example

It was a voice too deep and throaty for a woman but beneath it one could
detect a gentle, smooth nuance, soft as silk.

Choice of words often separates good writing from bad writing. Proper
choice of words helps the reader to understand the message clearly. It is called
diction or choice of words which are used appropriately to the context. The wrong
choice of words can change the message intended to the listener or reader. To avoid
misinterpretation, use strong and exact verbs, specific color, and appropriate use of
adjectives and adverbs. (Aguila, Galan, & Wigley, 2017)

Examples
Without strong and exact verb: Joshua’s gift was surprising his mother.
With strong and exact verbs: Joshua’s gift surprised his mother.
Without specific color: His red blood flows from the cross of salvation.
With specific color: His scarlet red blood flows from the cross of
salvation.
Inappropriate use of adjective/adverb: The police shouted loudly to the snatcher.
Appropriate use of adjective/adverb: The police shouted to the snatcher.

Figure of speech is a phrase or expression having different meanings than

its literal definition. It compares one thing to another which has meaning familiar
to the audience. (Literary Devices, 2013)

Whenever you described something by comparing it with something else, you

are using it with figurative language. Below are some of the common figurative
languages used:

A simile uses the words “like” or “as” to compare one object or idea with
another to suggest they are alike.

Example

It was a voice too deep, gentle, smooth, and soft as silk.

 The metaphor is comparing two different objects. A metaphor is more
positive – it says you are something.

Example

You are the apple of my eye.

Personification is a figure of speech in which a thing, an idea, or an animal

is given human traits and other personality.

Example

She noticed neither the twilight stealing into the patio nor the silence
brooding over them.

Alliteration is derived from the Latin “Latira” which means “letters of the
alphabet”. It is the repetition of the same initial letter, sound or group of sounds in
a series of words.

Example

How stubborn, this younger brother of his, how hard-headed, fumed Fabian
as he felled stalk after stalk.

Onomatopoeia is the use of a word to describe or imitate a natural sound of

a thing. It makes the description more interesting.

Example

The moth fell to the ground, a mass of broken wings and fluttering wing-
dust.

Hyperbole is an unreal exaggeration that no one would believe the

statement is true.
Example

He was so strong with those arms of steel that could throttle a spirited horse
into obedience.

What’s More

The following lines are quoted from the “Harvest”. Identify the sensory
imagery employed in the sentences. Choose the correct answer below:

Visual Auditory Olfactory Gustatory Tactile

1. The palay stalks were taking on gold in the late afternoon sun, losing their
trampled, wind-swept look, and stirring into little, inaudible whispers.
2. The swing of Vidal’s figure was as graceful as the downward curve of the
crescent-shaped scythe.
3. Vidal stopped in his work to wipe off the heavy sweat from his brow.
4. She approached him and examined his hot, moist arms critically.
5. The blood rushed hot to his very eyes and ears as he met her grave,
searching look that swept him from head to foot.
6. Her perfume, a very subtle fragrance, was cool and scented in the air.
7. There were flowers, insects, and birds of boyhood memories.
8. There was the slow crunch, crunch of footsteps on dried soil.
9. There was an amusement rippling beneath her tones.
10. If that look, that quiver of voice had been a moth, a curl on the dark head of
his daughter.
11. He could feel his muscles tensing as he waited for her to speak again.
12. That sentence rang, resounded, and vibrated in Fabian’s ears.
13. She noticed neither the twilight stealing into the patio nor the silence
brooding over them.
14. While she smoothed the clay, patted it and molded the vein, muscle, and
arm, stole the firmness, the strength, of his arms.
15. Soon all your sampaguitas and camias will be gone, my dear sister-in-law.
 What I Have Learned

Fill in the blanks.

1. I have learned that __________ is the expression of the writer’s thoughts and
feelings in an imaginative and poetic way.
2. I have learned that Loreto Paras Sulit wrote the story __________.
3. I have learned that __________ is the process of using symbols to create
meaningful text/sentences.
4. I have learned that __________ appeals to the senses and describes in detail
the things around us through our senses.
5. I have learned that __________ is to create a typical mood, tone, and
atmosphere to the readers.
6. I have learned that whenever you described something by comparing it with
something else, you are using it with __________.
7. I have learned that __________ is a phrase or expression having different
meanings than its literal definition.
8. I have learned that metaphor is __________ two different objects.
9. I have learned that onomatopoeia is the use of a word to describe or imitate
a natural __________ of a thing.
10. I have learned that __________ is the repetition of the same initial letter,
sound or group of sounds in a series of words.
11. I have learned that __________ is an unreal exaggeration that no one would
believe the statement is true.
12. I have learned that __________ is a figure of speech in which a thing, an idea,
or an animal is given human traits and other personality.
13. I have learned that __________ was presented in imaginative writing which
shows more than statement and information.
14. I have learned that __________ refers to writing in verse, with rhythm, and
rhyme.
15. I have learned that __________ are fictitious narratives usually about origins
based on historical people or events, handed down from the past.
 What I can do

Study the picture below. Describe the illustration using what you have
learned about literary devices like imagery, diction, and figures of speech.
Construct a paragraph regarding your travel experiences with this kind of scenario.
Read the guidelines below:

1. Use your five senses to write your travel experiences. Be sure to explain how
the things look, taste, sound, smell, and feel.
2. Use proper diction by using strong and exact verbs, specific colors, adjectives,
and adverbs.
3. Employ figures of speech like simile, metaphor, personification, onomatopoeia
and hyperbole in your story.
4. Write 2 to 3 paragraphs about your travel experiences in school tour, family
trip, or friendly visit.
5. Use your vivid imagination to create detailed information from your experience
to gain equivalent points based on the provided rubrics.
 SATISFACTORY VERY OUTSTANDING
(6 POINTS) SATISFACTORY (10 POINTS)
(8 POINTS)

SIGHT Does not use Uses sensory Uses detailed

sensory imagery imagery to explain sensory imagery
to explain how the how the things to explain how the
things look in the look in the things look in the
environment environment environment
TASTE Does not use Uses sensory Uses detailed
sensory imagery imagery to explain sensory imagery
to explain how the how the things to explain how the
things taste taste things taste
SOUND Does not use Uses sensory Uses detailed
sensory imagery imagery to explain sensory imagery
to explain how the how the things to explain how the
things sound sound things sound
SMELL Does not use Uses sensory Uses detailed
sensory imagery imagery to explain sensory imagery
to explain how how the things to explain how the
the things smell smell things smell

TOUCH Does not use Uses sensory Uses detailed

sensory imagery imagery to explain sensory imagery
to explain how the how the things to explain how the
things touch touch things touch

FIGURES OF Does not use Uses figures of Uses detailed

SPEECH figures of speech speech in writing figures of speech
in writing the the story in writing the
story story

PROPER USE Does not use Uses diction in Uses proper

OF DICTION diction in writing writing the story diction in writing
the story the story
 Assessment

James Reeves shows you that the world is a peculiar place to live in and that
your imaginative view of the nature around us can be written through poetry. He
effectively used figures of speech in this poem.

The Sea
James Reeves

The sea is a hungry dog,

Giant and grey.
He rolls on the beach all day.
With his clashing teeth and shaggy jaws
Hour upon hour he gnaws
The rumbling, tumbling stones,
And 'Bones, bones, bones, bones! '
The giant sea-dog moans,
Licking his greasy paws.
 And when the night wind roars
And the moon rocks in the stormy cloud,
He bounds to his feet and snuffs and sniffs,
Shaking his wet sides over the cliffs,
And howls and hollos long and loud.

But on quiet days in May or June,

When even the grasses on the dune
Play no more their reedy tune,
With his head between his paws
He lies on the sandy shores,
So quiet, so quiet, he scarcely snores.

A. Analyze the poem “The Sea” by identifying the specific figures of

speech embedded in each line. Write the following symbols for your
corresponding answer:

A – Alliteration O - Onomatopoeia

H – Hyperbole P - Personification

M – Metaphor S - Simile

1. Give one description of the sea.

2. What figure of speech is used in the first line?
3. What figure of speech is used in the third line?
4. What stanza shows personification in each line?
5. Give an example of alliteration in the poem.
6. What are examples of onomatopoeia in the poem?
7. What type of sensory image was used in the sixth line?
8. What type of sensory image was used in the ninth line?
9. What figure of speech was utilized in the eleventh line?
10. What type of figurative language is used to create visual representation in
the mind?
 Additional Activities

Choose any game you are playing with and tell your experiences while
playing the game. Use proper diction in writing by using strong and exact verbs,
adjectives and adverbs appropriately.

Example: Mobile Legends

https://m.mobilelegends.com

Example: Candy Crush Saga

https://www.facebook.com/candycrushsaga/
References

Aguila, A., Galan, R., & Wigley, J. 2017. Wording the World: The Art Of Creative
Writing For Senior High School. 1st ed. Quezon City: C & E Publishing, Inc.

King Community. 2020.” Candy Crush Saga”. Community.king.com

https://www.facebook.com/candycrushsaga/

LiteraryDevices Editors. 2013.” Figure of Speech”.

http://literarydevices.net/figureofspeech/

Manalo, Godfree. 2017. “Creative Writing”. quexbookapp@gmail.com

http://quexbook.com/

Moontoon. 2016. “Mobile Legends: Bang Bang”.

https://www.moontoon.com/

Reeves, James. “The Sea”. PoemHunter.com

https://www. Poemhunter.com/the-sea-36/

Sulit, Lorenzo. 1930. "Harvest". Bpss@Sushidog.Com. http://sushidog.com.

For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph