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English
Quarter 2,Wk.4 - Module 4
Literary Devices and Techniques to
Craft Short Prose Forms

Department of Education ● Republic of the Philippines

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 Table of Contents

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

Icons of this Module..................................................................................................... v
What I Need to Know................................................................................................... vi
What I Know ............................................................................................................. vii

Lesson 1:

What’s in .............................................................................................. 1
What’s New ........................................................................................ 2
What Is It ............................................................................................... 7
What’s More ......................................................................................... 9
What I Have Learned ........................................................................... 11
What I Can Do ...................................................................................... 12

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

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

Key to Answers ..........................................................................................................16

References .................................................................................................................17

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 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.

What I Know

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 consonance
assonance apostrophe

______________ 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.

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______________ 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. It is the repetition of consonant sounds within and at the end of
the words.
______________ 9. It is the repetition of vowel sounds within words.
______________ 10. It is a literary device in which a speaker directly addresses an
absent or dead person, an abstract idea or inanimate
objects as if it were present and capable of responding.

Lesson Title of the Lesson

Literary Devices and Techniques to
1 Craft Short Prose Forms
What’s In

Fill out the Venn Diagram to show the similarities and differences of Prose and Poetry.

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 What’s New

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
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
author, political activist, and lecturer. The story of Keller and her teacher, Anne
Sullivan, was made famous by Keller's autobiography, The Story of My Life, and its
adaptations for film and stage, The Miracle Worker. Her birthplace in
West Tuscumbia, Alabama, is now a museum[1] and sponsors an annual "Helen
Keller Day". Her June 27 birthday is commemorated as Helen Keller Day
in Pennsylvania and, in the centenary year of her birth, was recognized by a
presidential proclamation from US President Jimmy Carter

Your Text
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

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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.

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 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.”

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 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 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?

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Activity 2
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

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 What Is It

A figure of speech is a word or phrase that possesses a separate meaning from

its literal definition. It can be a metaphor or simile, designed to make a comparison. It
can be the repetition of alliteration or the exaggeration of hyperbole to provide a
dramatic effect.

Kinds of Figures of Speech:

1. Metaphor - use words in a manner other than their literal meaning. To

make comparisons between unrelated things or ideas.
Ex. The “peak of her career”.

2. Simile - uses the words “like” and “as” to compare two things that are not related
by definition.
Ex. The internet is like a window to the world—you can learn about everything
online!

3. Personification - an inanimate object, abstract thing, or non-human animal in

human terms. It is used to create more interesting and engaging scenes or characters.
Ex. The tired old car coughed and weezed and crawled down the street.

4. Hyperbole - is a figure of speech in which an author or speaker purposely and

obviously exaggerates to an extreme. It is used for emphasis or as a way of making a
description more creative and humorous. It is important to note that hyperbole is not
meant to be taken literally; the audience knows it’s an exaggeration.
Ex. That suitcase weighed a ton!

5. Onomatopoeia - refers to words whose pronunciations imitate the

sounds they describe.
Ex. Dogs bark, ruff, woof, arf, and howl. Cats meow, hiss, and purr. Frogs croak,
chirp, and ribbit. Cows go moo. Horses neigh and whinny. Lions roar. The rooster goes
cock-a-doodle-do!
6. Assonance - is the repetition of the same or similar vowel sounds within words,
phrases, or sentences.

Ex. She seems to beam rays of sunshine with her eyes of green.
7. Consonance - It’s when the same consonant sound appears repeatedly in a line or
sentence, creating a rhythmic effect.
Ex. Are you asking me to come up with examples of consonance? I’ll seek it
out in lyrics and book

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8. Alliteration - words that begin with the same sound are placed close together. Often
involves repetition of letters, most importantly, it is a repetition of sounds.
Ex. Peter Piper Picked a Peck of Pickled Peppers.

9. Imagery - is language used by poets, novelists and other writers to create images
in the mind of the reader. Imagery includes figurative and metaphorical language
to improve the reader’s experience through their senses.
Ex. Imagery using visuals: The night was black as ever, but bright stars
lit up the sky in beautiful and varied constellations which were sprinkled across the
astronomical landscape.
Imagery using sounds: Silence was broken by the peal of piano keys
as Shannon began practicing her concerto.
Imagery using smell: She smelled the scent of sweet hibiscus wafting
through the air, its tropical smell a reminder that she was on vacation in a beautiful
place.
Imagery using taste: The candy melted in her mouth and swirls of
bittersweet chocolate and slightly sweet but salty caramel blended together on
her tongue.
Imagery using touch: After the long run, he collapsed in the grass
with tired and burning muscles. The grass tickled his skin and sweat cooled
on his brow.

10. Apostrophe - a figure of speech sometimes represented by an exclamation, such

as “Oh.” A writer or speaker, using apostrophe, speaks directly to someone who is not
present or is dead, or speaks to an inanimate object.
Ex. “Death be not proud, though some have called thee
Mighty and dreadful, for, thou art not so,
For, those, whom thou think’st, thou dost overthrow,
Die not, poor death, nor yet canst thou kill me.”

Aside from the mentioned above, here are other few literary devices used in prose.

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.

am sure she is going to be our future daughter-in-law, Jack.”, Judy

“I
said with a bright smile.
Than death prorogued, wanting of thy love.

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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

Activity 3. Match the definition in Column A with the right term in Column B.

A B
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

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Activity 4 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.
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.

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 What I have Learned

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

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 What I Can Do

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

FLASHBACK

IN MEDIAS RES

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 Rubrics for Summary Writing

Criteria 10 8 6
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
idea or scene may seem out of arranged.
follows another in place. Clear
a 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.

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 context related 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.

]
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 MATCHING TYPE: Identify the correct literary device described by each line. Write
only the letter of the correct answer

Column A Column B

1. “The water well is as dry as a bone.” A. metaphor

2. “The firework exploded in the air, making a big BOOM B. personification

in the air.”
3. “The stars will cry.” C. simile

4. “I am as hungry as a bear!” D. Alliteration

5. The city is a sea of sadness. E. Onomatopoeia

6. “Big baby”, “Alone Together”, and “Original Copy” F. Consonance

7. Bam! The door shut behind me. G. Hyperbole

8. “She sells sea shells by the sea shore.” H. Assonance

9. “Fall Fridays feel fantastic.” I. imagery

10. “Busy old fool, unruly sun, Why dost thou thus, J. apostrophe

Through windows and through curtains call on us?”

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References

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmo
s_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 2 nd Quarter

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

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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