English Quarter 1 Module 9 Literary Devices

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English 10 Q1 Mod9 Literary Devices v3
BS Psychology (Central Mindanao University)
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10
English
Quarter 1-Module 9:
Literary Devices
Department of Education Republic of the Philippines

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English – Grade 10
Alternative Delivery Mode
Quarter 1– Module 9: Literary Devices
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writer: John Paul G. Mancawan
Editor: Rufa Q. Bacasmot
Reviewer: Vergilia O. Pancho, PhD
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10
English
Quarter 1-Module 9:
Literary Devices
This Instructional Material was collaboratively developed and reviewed

by educators from public secondary schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
bukidnon@deped.gov.ph.
We value your feedback and recommendations.
Department of Education. Division of Bukidnon. Republic of the Philippines

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TABLE OF CONTENTS
Page
COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE OF CONTENTS
WHAT THIS MODULE IS ABOUT ii
Note to the Teacher/Facilitator ii
Note to the Learner iii
Note to the Parents/Guardian iii
Module Icons iii
What I Need to Know 1

WHAT I KNOW Pre-test 2
Lesson 1 Simile vs. Metaphor 4
What I Know 5
What’s In 6
What’s New 7
What is it 7
What’s More 9
What I Have Learned 10
What I Can Do 11
Assessment 12
Lesson 2 Analogies & Personification 14
What I Know 14
What’s In 15
What’s New 16
What is it 16
What’s More 18
What I Can Do 20
Assessment 22
Lesson 3 Setting Moods & Sensory Impressions 24
What I Know 24
What’s In 25
What’s New 26
What is it 26
What’s More 27
What I Can Do 29
Assessment 30
Post Test 32
Key to Answers 34
References 37

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WHAT THIS MODULE IS ABOUT

Note to the teacher/facilitator:
Welcome to the English 10 Alternative Delivery Mode (ADM) Module 9 on
Literary Devices!
This module was collaboratively designed, developed and reviewed by
educators from public secondary school 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

At the end of this module the
teacher/facilitator must still assess whether
learning competencies were successfully
met or another set of activities shall be
given to further boost learning.
As a teacher/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.
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Note to the learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 9 on
Literary Devices!
The hand is one of the most symbolized part of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
Note to the parents/guardian:
This module was designed for your child to learn independently. However, your
child still needs your guidance specifically in accomplishing all the activities in this
module. In case of queries and/or confusion in completing this module, please do
attend to them by helping them or contact the subject teacher of the learner.
How to Learn From This Module

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.
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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!
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What I Need to Know
This module was designed and written just for you. It is here to help you master
the effective way of using English language. The scope of this module permits it to be
used in many learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course.
Learning Competency:
EN10LC-Ie-14.1 Point out the effectiveness of the devices used by the
speaker to attract and hold the attention of the listener.
The module is divided into three lessons, namely:

 Lesson 1 – Similes and Metaphors
 Lesson 2 – Analogies & Personification
 Lesson 3 - Setting Moods & Sensory Impressions
After going through this module, you are expected to:
1. identify similarities and differences between simile and metaphor;

2. illustrate how analogies and personification used; and
3. point out setting moods and sensory impressions in a given text.

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Pre-test
This is only to find out how far your knowledge is on the topic at hand.
Directions: Choose the letter of the best answer.
1. What do you call a word or phrase that possesses a separate meaning from its
literal definition and it can be is used in an unusual way to produce a stylistic
effect?
A. Figurative Language C. Literary Device
B. Rhetorical Figure D. All of the Above
2. What literary device is used in drawing comparison between two unrelated and
dissimilar things, people, beings, places, and concepts, it is marked with words
<like= or <as=?
A. Analogy C. Metaphor
B. Personification D. Simile
3. The practice of attaching human traits and characteristics to inanimate objects,

situation, and animals.
4. What compares two dissimilar items however, it draws the comparison by

identifying one item completely with another, imaginatively overstating the
similarity and equating them?
5. What is an extended comparison, which develops and explains the various

points of similarity between the things compared?
6. What often create a special mood or feeling about a place, or series of events?
A. Figures C. Mood
B. Symbols D. Tone
7. A literary device wherein the author uses specific words and phrases that
exaggerate and overemphasize the basic point of the statement to produce a
grander, more noticeable effect.
A. Alliteration C. Hyperbole
B. Irony D. Onomatopoeia

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8. Sensory impressions are words that appeal to the following EXCEPT:

A. Sight C. Taste
B. Touch D. Understanding
9. What are words whose sounds are closed to the sound they are meant to
depict?
10. A literary device that uses words in quick succession. It begins with letters
belonging to the same sound group.
11. Which of the following statements is the correct definition of analogy?

A. A comparison of two things
B. A hidden comparison of two unrelated subjects
C. A juxtaposition of two things that have nothing in common
D. A short story with no hidden meanings or deeper significance
12. Among the following statements which definition suits personification?

A. A literary device used show sounds through words.
B. A literary device used to compare two unlike things.
C. A figurative language that uses exaggeration of things.
D. A figurative language can provide inanimate objects with human like
state.
13. What makes an analogy related to a simile?

A. The first statement of metaphor uses analogy.
B. The first statement of an analogy usually uses simile.
C. The first statement of a simile sounds like an analogy.
D. The first statement of an analogy sounds like a metaphor.
14. Sensory details are used in the following:

A. Films C. Literary works
B. Video Games D. All of the options are correct
15. Why is using sensory details important in your writing?

A. It engages readers. C. It’s essential to your writing.
B. It’s important for analysis. D. It’s an aspect to any great story.
You are now ready to move to the next part of this module.
Good luck and have fun!

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Lesson
1 Simile vs. Metaphor
What I Need to Know
This lesson was designed and written just for you. It is here to help you master
the few types of Literary Device. The scope of this lesson permits it to be used in many
learning situations. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.
 Lesson 1 – Similes and Metaphors
1. identify similarities and differences between simile and metaphor.

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What I Know
Note: You can skip the module if you are 100% correct however if you are 50% to 99%
correct proceed with the use of this module.
Directions: Answer the following questions below. Encircle the letter of your choice.
1. What two things are being compared in this statement?

The crab was a dancing pair of scissors, clicking across the sand.
A. Dancing and sand C. Crab and sand

B. Crab and dancing scissors D. Scissors and sand
2. Which of the following is an example of metaphor?

A. Fruit is fuel for healthy body. C. He was as tall as a skyscraper.
B. He was as fast as a cheetah. D. The toddler was like a wild monkey.
3. Which of the following is an example of simile?

A. He was a broken record.
B. The busy store is a beehive.
C. The hurricane was a monster.
D. Float like a butterfly, sting like a bee.
4. What is the meaning of the following sentence? She is a shining star. She's
good at pretty much everything she does.
A. She is a loser. C. She is an actress.
B. She sparkles. D. She is successful.
5. What is the meaning of the following sentence? His eyes were ice when he
looked at me after wrecking his bike.
A. He looked chilly. C. He looked friendly
B. He looked mean. D. His eyes were ice cubes.
6. What is the meaning of the following sentence? When my dad wakes up, at
first he is angry as a bear.
A. He is furry. C. He growls.
B. He is grumpy. D. He is kind.
7. What is the meaning of the following sentence? My best friend and I are like
two peas in a pod.
A. we argue a lot C. we look alike
B. very different D. very much alike
8. What is the meaning of the following sentence? Langley is a pig when he eats.
A. He eats very little . C. He has good manners.
B. He is sloppy or he eats too much. D. He is annoying with his
oinks!

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9. What is the meaning of the following sentence? The cookies were so

overcooked that they were as hard as rocks.
A. nice and soft C. really hard
B. just right D. fluffy
10. What is the meaning of the following sentence? His bike is so new, it is as shiny
as a twinkling star.
A. it's very shiny C. it sparkles
B. it is yellow D. it has flashing lights.
What’s In
In the earlier module you were able to learn about the use of direct and indirect
signals as well as the effective way of using quotation marks in discourse. This time
you will learn or relearn the way how literary devices function in any form of literary
composition. In your previous English classes, you were already able to encounter
these devices and so let’s try to review and learn new ways in identifying them later
on as we move along with the lesson.

It is important that the learners must have prior knowledge in
understanding figurative or rhetorical language so that learners will
have better experience in using this module. At the end of this
module the teacher must still assess whether learning
competencies were successfully met or another set of activities
shall be given to further boost learning.

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What’s New
YOUR TEXT
Have you ever wondered how to communicate and express ideas in the most
creative and unique way?
Literary devices are all essential in bringing out creative and sound writing.
Though literary devices (i.e. figurative language) are much used in language, many
students still have difficulty in identifying them. This module will enable you to further
understand how literary devices work whether in written or oral conversations.
When you want to communicate an idea in a way that gives it particular
emphasis or express feelings that truly brings them to life, you can use certain special
literary devices to help you.
This module explores more possibilities for word choices. It explains how to use
literary devices, such as figures of speech, sensory impressions, and symbols. It also
encourages you to study professional writing to develop your own use of language.
Similes, metaphors, personification, and analogies are figures of speech

that strengthen your writing by appealing to a reader’s imagination.
What is It
Let’s discuss!
This time let’s try to further understand how Literary Devices work by taking a
look on their types.
A simile uses the words like or as to link two different items on the basis of
certain shared qualities.
USING SIMILES TO EMPHASIZE THE SHARED QUALITIES OF OTHERWISE
DISSIMILAR ITEMS.
Notice how the following similes give the reader a new way of looking at the
destructive power of a colony of ants and the fragility of a broken umbrella.
Examples:
SIMILE: Like a wave of brush fires, droves of army ants swept across hundreds
of acres of grasslands.
SIMILE: The umbrella turned inside out as limply as a flower.

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Like simile, a metaphor compares two dissimilar items. However, it draws the
comparison by identifying one item completely with another, imaginatively overstating
the similarity and equating them: It says one item is another.
For instance, in metaphor The boat was a large white bird on the water, the
reader understands that a comparison has been drawn between the boat’s beauty,
grace, and ease on the water and the beauty and grace of a bird.
ALWAYS REMEMBER TO USE METAPHORS TO ENHANCE AN IMAGINATIVE
CONNECTION BETWEEN TWO ITEMS.
Metaphors are even more striking figures of speech than similes. They should
be used with great selectivity and care. The following sentences include metaphors.
Notice how the first one rewords the brush fire/ants simile.
Example:
METAPHOR: Droves of army ants swept across hundreds of acres of
grasslands, a brush of fire that could not be contained.
METAPHOR: Her hair was a bridal veil around her face, shimmering,
pale, and still.
Metaphors are imaginative and forceful, so many writers, submerge them
subtly, in exact, graphic verbs, for instance. A submerged version of the brush
fire/ants metaphor follows.
Submerged Metaphor: Droves of army ants scorched the grasslands for miles
around.
If you have no question/s, please go ahead to the next page.

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What’s More
Now Let’s Exercise!

This time let’s apply what you have learned. Based on the discussions earlier, please
answer the following exercises.
Activity 1 Simile vs. Metaphor
Directions: Identify what figurative language is used in the following statements.
Choose between simile and metaphor and write your answer on the space provided
before each number.
_____________________1. This coffee shop is an ice box.
_____________________2. She's drowning in a sea of grief.
_____________________3. She's happy as a clam.
_____________________4. I move fast like a cheetah on the Serengeti.
_____________________5. Your lips of red roses captured my heart and soul.
_____________________6. Thy love amazing like a thousand doves that soars.
_____________________7. Early writings of Filipino authors were like
photocopies of the writings of famous American writers.
_____________________8. My life is a foe of debt?
_____________________9. It was as easy as shooting fish in a barrel.
_____________________10. Watching that movie was like watching grass grow.
Well done!  Please check whether your answers are correct. Make sure to
familiarize first the similarities and differences between simile and metaphor
before heading to the next part of this module.
Good Luck!

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What I Have Learned
From the lessons and discussions mentioned above, I learned that….

1. ___________________ uses the words like or as to link two different items
on the basis of certain shared qualities.
Notice that simile usually uses 2. ___________or 3. ______________ in comparing
two dissimilar objects.
4. ____________________ compares two dissimilar items. However, it draws
the comparison by identifying one item completely with another, imaginatively
overstating the similarity and equating them: It says one item is another.
ALWAYS REMEMBER TO USE 5. ___________________TO ENHANCE AN
IMAGINATIVE CONNECTION BETWEEN TWO ITEMS.
6. _______________ are even more striking figures of speech than similes.
They should be used with great selectivity and care. The following sentences include
metaphors. Notice how the first one rewords the brush fire/ants simile.
Metaphors are imaginative and 7. _________________, so many writers,
submerge them subtly, in exact, graphic verbs, for instance.
A 8. ________________version of the brush fire/ants metaphor follows:
Submerged Metaphor: Droves of army ants scorched the grasslands for miles
around.
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What I Can Do
Activity 2 Converting Simile to Metaphor and Vice Versa
Directions: In the previous activity you were asked to name what figurative language
was used in the following statements. This time, use the statements from activity 1
and change the following statements from simile to metaphor and vice versa.
Example:
Simile: Her eye is like a mirror of compassion.
Metaphor: Her eye is a mirror of compassion.
1. This coffee shop is an ice box.

______________________________________________________________
2. She's drowning in a sea of grief.
______________________________________________________________
3. She's happy as a clam.
______________________________________________________________
4. I move fast like a cheetah on the Serengeti.
______________________________________________________________
5. Your lips of red roses captured my heart and soul.
______________________________________________________________
6. Thy love amazing like a thousand doves that soars.
______________________________________________________________
7. Early writings of Filipino authors were like photocopies of the writings of
famous American writers.
______________________________________________________________
8. My life is a foe of debt?
______________________________________________________________
9. It was as easy as shooting fish in a barrel.
______________________________________________________________
10. Watching that movie was like watching grass grow.
_______________________________________________________________
Good Job!  I guess you are now ready to go ahead to get tested. You still
have time to glance over the previous discussions before dealing with the
assessment.
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Assessment
Writing Similes and Metaphors. Write ten similes and five metaphors in sentences,
using pairs of items, one from each column. Label the type of comparison that you
write.
EXAMPLES:
Her voice was like lifeline pulling me from unconsciousness. Simile
Her voice was a lifeline pulling me from unconsciousness. Metaphor
Her voice pulled me from engulfing unconsciousness. Submerged
Metaphor
Face lifeline
Fear blessing
Youth satin
Hands weapon
Air thirst
Beauty mask
Hair trap
Car monument
Friendship perfume
Voice costume
1. Simile:____________________________________________________
Metaphor: ________________________________________________
2. Simile:____________________________________________________
Metaphor: ________________________________________________
3. Simile:____________________________________________________
Metaphor: ________________________________________________
4. Simile:____________________________________________________
Metaphor: ________________________________________________
5. Simile:____________________________________________________
Metaphor: ________________________________________________
6. Simile:____________________________________________________
7. Metaphor: ________________________________________________
8. Simile:____________________________________________________
Metaphor: ________________________________________________
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9. Simile:____________________________________________________
Metaphor: ________________________________________________
10. Simile:____________________________________________________
Metaphor: ________________________________________________
11. Simile:____________________________________________________
Metaphor: ________________________________________________
Congratulations for completing the test!

You are now ready to go ahead to the next lesson.
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Lesson
2 Analogy and Personification
What I Need to Know
You are now on the second lesson of this module. Please make sure to
complete all activities and tests of lesson 1 before proceeding to this lesson. You are
expected to do the following learning objectives:
 Lesson 2 – Analogies & Personification
1. illustrate how analogies and personification used.
What I Know
Directions: Let’s have a short drill! Kindly answer the questions that follow by
choosing the letter of the correct answer. Encircle the answer of your choice.
1. Snow is to SKY as LAVA is to what?
A. Magma C. Canyon
B. Ocean D. Volcano
2. BLANKET is to BED as PICTURE is to what?

A. Wall C. Camera
B. House D. Floor
3. Cheese is to SANDWICH as LEG is to what?

A. Piano C. Fence
B. Tablecloth D. Easter
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4. Emerald is to LIME as DARK PURPLE is to what?

A. Verdigris C. Victory
B. Violet D. Viceroy
5. Spanish is to Spain as WELSH is to what?
A. Russia C. Australia
B. Wales D. Classroom
Well done! You may be wondering why you had this drill. Better go ahead to
the next part of this lesson to know why…
What’s In
In the earlier lesson you were able to learn about the similarities and differences
between a simile and a metaphor. This time you will learn another literary devices -
analogy and personification. In your previous English classes, you were already
able to meet these devices and so let’s try to review and learn new ways in identifying
them later on as we move along with this lesson.

It is important that the previous lesson must be completed by
the learner before proceeding to this lesson. At the end of this
lesson the learner must make sure that all activities were answered
and in case of clarification and queries, the teacher must be able to
address them. This will help lessen confusions among the learners
as they answer the activities.
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What’s New
How analogy and personification work?

An analogy is an extended comparison, which develops and explains the
various points of similarity between the things compared. Writers often use analogies
to relate an unfamiliar experience or set of circumstances to some other condition that
will be more familiar to readers.
On the other hand, personification can be fun to write, but you should develop
them carefully and only for a clearly defined purpose. They can easily sound
pretentious and even ridiculous when you want to be serious.
ALWAYS REMEMBER THAT PERSONIFICATION CAN CAUSE TO PROVIDE AN

INANIMATE OBJECT WITH HUMAN TRAITS FOR EITHER HUMOROUS OR
VIVID EFFECTS.
What is It
Let’s discuss!
ANALOGIES ARE USED TO CLARIFY AN ITEM, EXPERIENCE, OR SET OF
CIRCUMSTANCES BY LIKENING IT POINT BY POINT TO ANOTHER.
An analogy usually begins with a simile and then offers some detail and
occasionally some narration to illustrate the likeness between two items or
experiences. In the following passage, the writer uses an analogy to explain a free fall
in terms of a ride in a glass elevator.
Let’s try to evaluate this example!
A free fall toward earth is like descending rapidly in a glass elevator. If you
lose sight of the structures holding the glass walls, and if you ignore the feel of the
floor through your shoed, you will have some sensation of what it is like to float in
space, the pull of gravity is your only reality.
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Notice that the first statement sounds like a simile.

However the following sentences give further explanation to the previous claim,
turning these into an analogy.
Personification also works as kind of metaphor by attributing human qualities
to nonhuman things. This figure of speech lends itself readily to humor, but it can also
be serious in its emotional impact on a reader.
Let’s take a look on these examples!
PERSONIFICATION: The welcoming hands of sunlight touched my shoulders,
and I looked up.
PERSONIFICATION: The old train breathed hard into the station and stopped
with a grateful sigh.
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What’s More

Activity 2.1. Analogy vs. Personification
Directions: Identify whether the following sentences state an analogy or a
personification. Write your answer on the space provided before the number.
______________1. Every choice you make is like spinning the wheel of
fortune—sometimes you will get the result that you want, while
other times you will end up with something you always hoped to
avoid.
______________2. The vines wove their delicate fingers together.
______________3. The radio suddenly stopped singing and stared at me.
______________4. Photosynthesis does for plants what digesting food does for
animals. It is the process that lets them convert nutrients into the
fuel needed to grow and develop.
______________5. Life is like a race. The one who keeps running wins the race,
and the one who stops to catch a breath loses.
______________6. The sea lashed out in anger at the ships, unwilling to tolerate
another battle.
______________7. The sky misses the sun at night.
______________8. Just as a sword is the weapon of a warrior, a pen is the weapon

of a writer.
______________9. How a doctor diagnoses diseases is like how a detective
investigates crimes.
______________10. Just as a caterpillar comes out of its cocoon, so we must
come out of our comfort zone.
Well done!  Please check whether your answers are correct. Make sure to
familiarize first how analogy and personification works before heading to the
next part of this module.
Good Luck!
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What I Have Learned

A/An ______________1. is an extended comparison, which develops and
explains the various points of similarity between the things compared. Writers often
use analogies to relate an unfamiliar experience or set of circumstances to some other
condition that will be more familiar to readers.
On the other hand, _______________ 2. can be fun to write, but you should
develop them carefully and only for a clearly defined purpose. They can easily sound
pretentious and even ridiculous when you want to be serious.
_________________ 3. ARE USED TO CLARIFY AN ITEM, EXPERIENCE, OR SET

OF CIRCUMSTANCES BY LIKENING IT POINT BY POINT TO ANOTHER.
A/An ______________ 4.usually begins with a simile and then offers some
detail and occasionally some narration to illustrate the likeness between two items or
experiences. In the following passage, the writer uses an analogy to explain a free fall
in terms of a ride in a glass elevator.
________________5. also works as kind of metaphor by attributing human
qualities to nonhuman things. This figure of speech lends itself readily to humor, but it
can also be serious in its emotional impact on a reader.
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What I Can Do
Activity 2.2 Creating Analogies. Choose three of the following pairs of items or think
of a pair of your own. Compare the two items and develop the comparison into an
analogy.
1. Studying for an exam—filling a shopping cart quickly.

2. A job interview or date – a performance onstage.
3. A person you know – some fruit or vegetable
4. Hosting a party – spinning plates
5. Talking to a shy person – running uphill
1.____________________________________________________________________
______________________________________________________________________
___________________________________________________________________
2.____________________________________________________________________
______________________________________________________________________
___________________________________________________________________
3.____________________________________________________________________
______________________________________________________________________
___________________________________________________________________
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Activity 2.3 Using personification. Write five sentences, each containing

personification, select an item from the following list to be used in each sentence.
A telephone A stuffed toy
A skyscraper Clouds
Waves lapping A computer
A signpost A gasoline lamp
A weed A car rushing
1. _____________________________________________________________________
_____________________________________________________________________
2. _____________________________________________________________________
_____________________________________________________________________
3. _____________________________________________________________________
_____________________________________________________________________
4. _____________________________________________________________________
_____________________________________________________________________
5. _____________________________________________________________________
_____________________________________________________________________
Great Job!  I guess you are now ready to go ahead to get tested. You still
assessment.
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Assessment
You are now ready to check what you have learned.

Directions: Choose the letter of the best answer. Encircle the letter of your chosen answer.


A. A literary device used show sounds through words
D. A figurative language that can provide inanimate objects with human like
state
3. In this statement, <The welcoming hands of sunlight touched my shoulders, and I

looked up,= which word/s make/s this a personification?
A. I looked up C. sunlight
B. the welcoming D. touched my shoulders
4. In this statement, <Just as a sword is the weapon of a warrior, a pen is the

weapon of a writer,= what word was used to both statements as a comparison?
A. pen C. sword
B. weapon D. writer
5. What also works as kind of metaphor by attributing human qualities to nonhuman

things?
A. Analogy C. Irony
B. Metaphor D. Personification
6. The cloth cradled the baby in her sleep. This statement is an example of a _____.
A. Analogy C. Irony
B. Metaphor D. Personification
7._____________ often use analogies to relate an unfamiliar experience or set of

circumstances to some other condition that will be more familiar to readers.
A. Professionals C. Speakers
B. Teachers D. Writers

A. The first statement of metaphor uses analogy.
B. The first statement of an analogy usually uses simile.
C. The first statement of a simile sounds like an analogy.
D. The first statement of an analogy sounds like a metaphor.
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9. A personification may sometimes sound ridiculous or humorous because..

A. statements may sound like a comparison.
B. statements may exaggerate human qualities.
C. statements may seem impossible to believe with.
D. statements may describe objects as if they were alive.
10. How a doctor diagnoses diseases is like how a detective investigates crimes.
This statement is an example of a/an _______________________.
A. analogy C. metaphor
B. personification D. simile
Congratulations for completing the test! You are now ready to move on to the
next lesson of this module!
Good luck!
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Lesson
Setting Moods &
3 Sensory Impressions
What I Need to Know
Hooray for today! You are almost done with this module. This lesson will test
your analysis and your creativity as well. This lesson will allow you to meet the
following learning objectives:
 Lesson 3 - Setting Moods & Sensory Impressions
1. point out setting moods and sensory impressions in a given text.
What I Know
The human senses allow you to easily understand and appreciate everything
about life. In writing, it is important to create picturesque images to allow readers see
what you want to express in your writing, with the help of your senses.
Create sentences describing the sense below. Use your creativity by using
adjectives and modifiers to describe each sense. Use the box for your answers.
Sight
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Smell
Sound
Taste
Touch
What’s In
In the previous lesson, you were able to ponder on analogy and personification.
These two were indeed considered as types of literary devices. At this point you will
have the last types of literary devices of this module – setting moods and sensory
impressions. In writing, it is important to show what mood is essential for you to
deliver an effective writing composition. The senses are also involved in making the
text a lot easier to comprehend and fun as readers internalize ideas and impressions
presented.

The learner is no prior knowledge to the last topic of the module.
As soon as learners finish this lesson, allow learners to familiarize and take
a review of the previous lessons before taking the last assessment. Give
way for learners to scan once more other lessons to effectively refresh
them of the topics presented.
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What’s New
Setting Moods
In descriptive writing, you can often want to create a special mood or feeling
about a place, or series of events. You can do this by using sensory impressions or
symbols.
Using Sensory Impressions. Sensory impressions are words that appeal to
sight, sound, smell, taste, and touch.
What is It
Let’s discuss!
USE SENSORY IMPRESSIONS TO CREATE A MOOD OR RECREATE A

PARTICULAR EXPERIENCE FOR YOUR AUDIENCE.
Words that convey sensory impressions can make a reader remember or
imagine specific experiences. The following passage recreates the melancholy feeling
and sensations you might have on an autumn night by using details of sight, sound,
and touch.
The night was coolly lit by a crystalline full moon,
Passage with As crunched through the pile of leaves, we cast silver
sensory
impressions Shadows on the ground before us, I shivered as a small
sharp wind nipped at my face.
Using Symbols. Within a description you can include a symbol – a person, object,
or action that the writer invests with significance beyond its literal meaning. Some
symbols are natural symbols because of their built-in associations – for example, the
sea, the sun, and the change of seasons. But any object can work as a symbol if the
writer can convincingly endow it with special meaning.
Endow a concrete thing with symbolic significance to enrich the mood of a
passage.
Symbols have more impact if they grow naturally and subtly out of the situation
described. The objects that take on deeper meanings should fit into the context of the
passage. A writer lays the groundwork for the symbols by establishing a mood from
which the symbol’s special meaning can develop. In this sense, symbols often work
well as concluding effects, culminations of the other details in a passage.
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The description of a fall evening might take on more meaning if words like <small
sharp wind= and waning or weak are used. The passage then becomes a reminder of
the passage of time and the inevitability of death.
Passage The night was coolly lit by a waning crystalline moon. As we

developing a crunched slowly through the deep piles of dead leaves,
symbol we cast weak shadows on the ground before us. Autumn was
almost over. I shivered as a small sharp wind touched my
shoulder.
What’s More

Activity 3.1. Identifying Sensory Impressions
Directions: Write what sensory impressions were used in the following sentences (i.e.
sight, smell, hearing, taste & touch). Write your answer on the space provided before
the number.
__________________1. The thunder clapped loudly shaking the house.
__________________2. The aroma of a chicken roasting filled mother’s kitchen.
__________________3. As I walked through the damp cold night, the wind
brushed my cheeks.
__________________4. The wolf howled painfully over the loss of its mate.
__________________5. Barefoot, the warm mud moulds my feet.
__________________6. The afternoon sun penetrated my upturned face.
__________________7. I’m a little chicken ready to hatch pecking my shell.
__________________8. The wind blew silently.

__________________9. My finger lingered on the familiar leaves.
__________________10. The warm juicy burger felt like heaven to my tongue.
Well done!  Please check whether your answers are correct.

Good luck!
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What I Have Learned

In 1. _________________writing, you can often want to create a special mood
or feeling about a place, or series of events. You can do this by using sensory
impressions or symbols.
2. ____________________ are words that appeal to sight, sound, smell,
taste, and touch.
USE SENSORY IMPRESSIONS TO CREATE A MOOD OR RECREATE A
PARTICULAR EXPERIENCE FOR YOUR AUDIENCE.
Words that convey sensory impressions can make a reader remember or
imagine specific experiences. The following passage recreates the melancholy feeling
and sensations you might have on an autumn night by using details of sight, sound,
and touch.
Within a description you can include a 3. _______________ – a person, object,
or action that the writer invests with significance beyond its literal meaning.
Endow a concrete thing with symbolic significance to enrich the mood of a
passage.
4. _________________ have more impact if they grow naturally and subtly out
of the situation described. The objects that take on deeper meanings should fit into the
context of the passage. A writer lays the groundwork for the symbols by establishing
a mood from which the symbol’s special meaning can develop.
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What I Can Do
Activity 3.2. Writing with Sensory Impressions and Symbols.

Use one of the following subjects or think of one of your own to write a passage
of 150 to 200 words. Include sensory impressions and symbols wherever possible
in your passage.
1. The expectations and fears of young man or woman driving alone to visit a
college
2. Your insights or feelings about a family member or friend who has died, or
whom you have not seen in a very long time
3. The mood of a bus station or airport very late at night
4. Attitudes and expectations revealed through the items a person is packing
for a long-awaited vacation or journey
5. The thought processes of someone who becomes lost, panics, and finally
conquers the predicament
Great Job!  I guess you are now ready to go ahead to get tested. You still
assessment.
29

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Assessment
Directions: Choose the letter of the best answer. Encircle the letter of your chosen
answer.
1. Sensory details are used in the following:
2. Why is using sensory details important in your writing

3. Which sentence is the best example of sensory details in action?

A. The dog was cute, young and energetic
B. The dog was white and brown and liked running around the yard.
C. The white and brown dog was a Pug and was about five months old.
D. The white and brown dog ran in circles around the yard, kicking up dust,
and barking with high-pitched yelp
4. Imagery appeals to the __________________.

A. brain C. memory
B. sanity D. senses
5. What is a sensory impression?

A. Language that has been censored
B. Language that is not very descriptive
C. Language that is unfamiliar to the reader
D. Language that connects the five senses (sight, sound, smell, taste, touch)
to create an image or description
6. The car is a dinosaur so we better buy a new one. The word dinosaur is a symbol
for _______________.
A. Authenticity C. New
B. Old D. Uniqueness
7. What is most likely neglected due to difficulty in terms of how it can be identified?
A. Point of View C. Setting
B. Story D. Symbolism
8. How does imagery help understand any literary piece?

A. Nothing at all
B. By telling the mood
C. By expressing how the writer is feeling
D. Imagery helps us to see, touch, taste, smell and feel
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9. Which one of the five senses is used in this sentence? The wolf howled painfully
over the loss of his mate.
A. sight C. sound
B. taste D. touch
10. The night was coolly lit by a waning crystalline moon. As we crunched slowly
through the deep piles of dead leaves, we cast weak shadows on the ground before
us. Autumn was almost over. I shivered as a small sharp wind touched my shoulder.
The bolded text can be a symbol for_______________.
A. Beginning C. Death
B. Life D. Season
Congratulations for completing the lessons!

You are now ready to take the post-test to check what you have learned in this
module!
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Post Test
To test whether you were able to successfully achieve our goals in this
module, kindly answer this test just for you.
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. What often create a special mood or feeling about a place, or series of events?
A. Figures C. Mood
B. Symbols D. Tone
2. A literary device wherein the author uses specific words and phrases that
exaggerate and overemphasize the basic point of the statement in order to
produce a grander, more noticeable effect.
3. Sensory impressions are words that appeal to the following EXCEPT:

A. Sight C. Taste
B. Touch D. Understanding
4. What are words whose sounds are closed to the sound they are meant to
depict?
5. A literary device that uses words in quick succession. It begins with letters
belonging to the same sound group.


A. A literary device used show sounds through words.
D. A figurative language that can provide inanimate objects with human
like state.
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D. The first statement of metaphor uses analogy.
C. The first statement of an analogy usually uses simile.
B. The first statement of a simile sounds like an analogy.
A. The first statement of an analogy sounds like a metaphor.
9. Sensory details are used in which of the following terms?

10. Why is using sensory details important in your writing?

12. What do you call a word or phrase that possesses a separate meaning from its
literal definition and it can be is used in an unusual way in order to produce a
stylistic effect?
A. Figurative Language C. Literary Device
B. Rhetorical Figure D. All of the Above
13. What literary device is used in drawing comparison between two unrelated and
dissimilar things, people, beings, places, and concepts, it is marked with words
<like= or <as=?
14. The practice of attaching human traits and characteristics to inanimate objects,
phenomena, and animals.
15. What compares two dissimilar items however, it draws the comparison by
identifying one item completely with another, imaginatively overstating the
similarity and equating them?
16. What is an extended comparison, which develops and explains the various
points of similarity between the things compared?
Give yourself a thumbs up! You are now ready to go ahead to the next module!
Congratulations!!
33

34
What I can do
(Answers may vary)
Assessment
(Answers may vary)
What’s More
What I Know
1. Metaphor
2. Metaphor 1. A
3. Simile 2. A
4. Simile 3. A
5. Metaphor 4. D
6. Simile 5. C
7. Simile 6. C
8. Metaphor 7. D
9. Simile 8. C
10. Simile 9. B
10. A
Lesson 1 Simile vs. Metaphor
Pre test
1. D
2. D
3. C
4. B
5. A
6. D
7. B
8. D
9. D
10. A
11. C
12. B
13. C
14. D
15. D
Answer Key
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35
What’s More
1. Hearing
2. Smell
3. Touch
4. Hearing
5. Touch
6. Sight
7. Hearing What’s New
8. Hearing
9. Sight
10. Taste (Answers may vary)
Lesson 3 Setting Mood and Sensory Impressions
Assessment
1. C
2. B
3. D
4. C
5. D
6. D What I can do
7. D
8. C Activity 2.1
9. D
(Answers may vary)
10. A
Activity 2.2
(Answers may vary)
What’s More
1. Analogy
2. Personification
3. Personification
4. Analogy
5. Analogy What I Know
6. Personification
1. D
7. Personification
2. B
8. Analogy
3. C
9. Analogy
4. C
10. Analogy
5. C
Lesson 2 Analogy and Personification
lOMoARcPSD|7252595
36
Post Test
1. D
2. B
3. D
4. D
5. A
6. C
7. B
8. C
9. D
10. D
11. D
12. D
13. C
14. B
15. A
Assessment
1. D
2. D
3. C
4. D
5. A
6. C
7. D
8. B
9. B
10. D
What I Can Do
(Answers may vary)
lOMoARcPSD|7252595
lOMoARcPSD|7252595
References
Almonte, Liza R. et. al. Celebrating Diversity through World Literature Grade
10. Learners Material. Module 1. Lesson 4 Dealing with Personal Challenges.
pp. 69-72. REX Book Store, Inc. Meralco Avenue, Pasig City Philippines 1600
(2015)
Forlini, Gary, et.al. Prentice Hall Grammar and Composition 4. Qoutation Marks
and Underlining. pp. 346-351. Pearson Education South Asia Pte. Ltd.
Jurong, Singapore (2004)
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For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

English Quarter 1 Module 9 Literary Devices

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English 10 Q1 Mod9 Literary Devices v3

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What I Need to Know 1

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WHAT THIS MODULE IS ABOUT

Notes to the Teacher

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

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Note to the learner:

How to Learn From This Module

What I Know This part includes an activity that aims to

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

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

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

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What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given to

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

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What I Need to Know

The module is divided into three lessons, namely:

After going through this module, you are expected to:

1. identify similarities and differences between simile and metaphor;

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3. The practice of attaching human traits and characteristics to inanimate objects,

4. What compares two dissimilar items however, it draws the comparison by

5. What is an extended comparison, which develops and explains the various

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8. Sensory impressions are words that appeal to the following EXCEPT:

11. Which of the following statements is the correct definition of analogy?

12. Among the following statements which definition suits personification?

13. What makes an analogy related to a simile?

14. Sensory details are used in the following:

15. Why is using sensory details important in your writing?

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1 Simile vs. Metaphor

What I Need to Know

After going through this module, you are expected to:

1. identify similarities and differences between simile and metaphor.

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1. What two things are being compared in this statement?

A. Dancing and sand C. Crab and sand

2. Which of the following is an example of metaphor?