1

Good
noon!
Praye 2

r
 e 3

(State any two words

that have the same
sound at the end)
Ex. Days, lays
 Classroom
management
1. Always wear your nametag.
2. Arrange the chairs.
3. Listen and participate.
4. Be quiet.
5. be respectful.
6. Claygo.
 recap
Elements of fiction
1. Characterization 6. point of
view
2. Setting 7. mood
3. Conflict 8. tone
4. Theme 9. style
 Groups
A B C
Agbon Alburo Canda
Casalhay Cepedoza Dante
Demil Dumadan Enad
Fuentes Gabica Garcia
Gonzales Ipong Jagunos
Lomod Makibulan Mangana
Melecio Narciso Pacot
Padigos Patulilic Pinos
Quijada Rara Rollorazo
Salubre Saluta Sinon
Soliva, joan Soliva, Nessa Talarok
Tongco Torillo Torralba
Tumale Ungab Vallecera
Phrase
Directions: Relay
7

• The class will group into three. The teams will form a line.
• All players must face to the back except the first player in
the line.
• The first person in the line will get the phrase.
• At the count of 1,2,3, when I say “Go”, the first person in
the line will whisper to the next person and the next until
it reaches the last person in the line.
• When the last person. receives the phrase, he/she will go
to the front and tell the student intern by whispering also.
• Wait for the phrase until someone taps on your shoulder.
After confirming the winner, he/she will say the phrase 5
 Classroom
management
Arrange the chairs
properly and settle.
 What will
be our topic
for today?
Elements of
Poetry:
Sound &
Imagery
 11

Learning objectives:
At the end of the 2-hour class, 85% of the students will be able to:

a. define the literary sound devices and imagery of poetry through oral;
b. describe the poetry according to the literary sound device and imagery
through narration;
c. narrate the authors’ purposes of using imagery in literature through
oral;
d. create and perform your own poetry related to the literary sound device
and imagery through activity; and
e. value the importance of literary sound devices and using imagery for
children through essay.
Group Activity
12

Directions: Each group will assigned 1

sound and 1 imagery literary device
and you will make your own piece
according to what you’ve pick. Perform
the literary piece to the class. You will
be given 10 minutes to prepare and 2
minutes to perform.
 13

observe:
Literary sound devices
14

• Sound
• Create an
emotional
response by
Question:
15

• Why are
literary sound
devices
necessary for
The speaker was
intending to Actual spoken
communicate sounds

and children?
Help them to learn phonemic and phonetic elements of language
remember lines easily.
Types of literary
sound devices
16

• rhythm
• Alliteration
• assonance
• consonance
• cacophony
• euphony
• onomatopoe
 17

observe:
Tyger
Tyger! Tyger! Burning
bright,
In the forests of the night’
What immortal hand or
eye
Literary sound 18

devices
Rhythm
• Repetition of sound
patterns
• Beat/sound
• Stressing the
syllables
• Same sounds at the
What makes a 19

poem rhythm?
Tyger
Tyger! Tyger! Burning
bright,
In the forests of the night’
What immortal hand or
eye
 20
Betty Botter
Betty Botter bought a bit of butter;

obser “But, she said, “this butter’s bitter!

If I put it in my batter
It will make my batter bitter
ve: But a bit o’ better butter
Will make my batter better.”

Then she bought a bit o’ butter

Better than the bitter butter,
Made her bitter batter better.
So ’ twas better Betty Botter
Bought a bit o’ better butter.
Literary sound 21

devices
Alliteration
• initial or head
rhyme
• repetition of
consonant
sounds in a
What Betty Botter 22

Betty Botter bought a bit of butter;

makes a“But, she said, “this butter’s bitter!
If I put it in my batter
poem It will make my batter bitter
But a bit o’ better butter
alliterati Will make my batter better.”
on? Then she bought a bit o’ butter
Better than the bitter butter,
Made her bitter batter better.
So ’ twas better Betty Botter
Bought a bit o’ better butter.
 23

Baa Baa Black Sheep

obser Baa, baa, black sheep
ve: Have you any wool?
Yes sir, yes sir, three bags
full
One for the master
And one for the dame,
And one for the little boy
Literary sound 24

devices
Assonance
• Repetition of
vowel sounds
• Used to
emphasize
What 25

Baa Baa Black Sheep

makes
a poem Baa, baa, black sheep
Have you any wool?
assona Yes sir, yes sir, three bags
full
nce? One for the master
And one for the dame,
And one for the little boy
 26

The Acrobats
obser I'll swing by my ankles
She'll cling to your knees.
ve: As you hang by your
nose,
From a high-up trapeze.
But just one thing please,
As we float throught the
breeze,
Literary sound 27

devices
Consonance
• Repetition of the
same consonant
sounds anywhere
in the sentence or
phrase
What
28

The Acrobats
makes a I'll swing by my ankles
poem She'll cling to your knees.
consonan As you hang by your nose,
From a high-up trapeze.
ce? But just one thing please,
As we float through the
breeze,
Don’t sneeze.
 29

Questi
on: What is the
Difference
between
consonance and
Alliteration- repetitive same sounds near the
beginning
Consonance- same consonant sound anywhere
 30

obser The Jabberwocky

ve: “Twas brilig, and the slithy

toves
Did gyre and gimble in the
wabe
All mimsy were the
 Literary sound 31

devices
• Cacophony
Unharmonious or bad
sound
• sharp, harsh, or hissing
qualities
• Using discordant
consonants (such as p, b, d,
g, k, ch-, sh-, etc.),
particularly in
combinations that require
Literary sound 32

devices
Cacophony
• Examples:
Words like “scratch”
or “oozing”
because they're not
pleasant words to
 33

obser Twinkle, Twinkle Little

Star
ve:
Twinkle, Twinkle Little Star
How I wonder what you
are,
Up above the world so high,
Literary sound 34

devices
Euphony
• repetition of long
vowels, semi-vowels,
and harmonious or
soft consonants
• Create a pleasant
melody
 35

obser Twinkle, Twinkle Little

Star
ve:
Twinkle, Twinkle Little Star
How I wonder what you
are,
Up above the world so high,
 36
Cynthia in the Snow

obser It SHUSHES It hushes

The loudness in the road.

ve: It flitter-twitters,
And laughs away from me.
It laughs a lovely whiteness,
And whitely whirls away,
To be Some otherwhere,
Still white as milk or shirts,
So beautiful it hurts.
 Literary sound 37

Onomatopo
devices
eia
• sound device created when a
word imitates or evokes the
sound
• resembles that sound nature or
sound that the author intends to
describe
• like hiss, clang, buzz, growl,
boom, drip, and splash
• we can almost hear those
 38
Cynthia in the Snow

obser It SHUSHES It hushes

The loudness in the road.

ve: It flitter-twitters,
And laughs away from me.
It laughs a lovely whiteness,
And whitely whirls away,
To be Some otherwhere,
Still white as milk or shirts,
So beautiful it hurts.
Different 39

iate:
• Cacophony-Slightly more specific used
for ‘unpleasant’
Sounds such as noise

• Onomatopo -what noise would sound like

a word example: “shh”
You hear the sound it makes.
Any
40

questions?
Different 41

iate:
A. Rhythm -repetition of sound patterns
B. Alliteration - same consonant sounds at the beginning of
successive words
C. Assonance
-repetition of vowels
D. Consonance -same consonant sound anywhere
E. Cacophony word
F. Euphony -inharmonious and a bit harsh sounds
Imagery
42

• Communicate,
translate,
explore
thoughts
• Creating image
Question:
43

• What are the

authors’
purposes for
using
Types of imagery
44

• Visual
• Auditory
• Gustatory
• Tactile
• Olfactory
• Kinesthetic
• organic
 45

I Wandered Lonely as a Cloud

obser (William Wordsworth)

ve: That floats on high o’er vales and

I wandered lonely as a cloud

hills
When all at once I saw a crowd,
A host of golden daffodils,
Beside the lake beneath the trees,
imagery 46

Visual
• Sense of sight
• See and imagine
the setting,
scenarios and etc.
the
poem
47

I Wandered Lonely as a Cloud

(William Wordsworth)
as
I wandered lonely as a cloud
visual That floats on high o’er vales and

imager hills
When all at once I saw a crowd,

y?
A host of golden daffodils,
Beside the lake beneath the trees,
Fluttering and dancing in the breeze
 48
To Autumn
(John Keats)
obser Where are the songs of Spring? Ay where are thev?

ve:
Think not of the thou hast thy music too,
While barred clouds bloom the soft-dying day,
And touch the stubble-plains with rosy hue,
Then in a wailful choir the small gnats mourn
Among the river shallows, borne aloft
Or sinking as the light wind lives or dies;
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies.
imagery 49

Auditory
• Sense of hearing
• Use of music,
silent or harsh
voice, pleasant
sounds
poem 50
To Autumn
as (John Keats)

auditor Where are the songs of Spring? Ay where are they?

Think not of the thou hast thy music too,

y While barred clouds bloom the soft-dying day,

And touch the stubble-plains with rosy hue,
Then in a wailful choir the small gnats mourn
imager Among the river shallows, borne aloft
Or sinking as the light wind lives or dies;

y?
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies.
 51
This Is Just To Say
(William Carlos William)
obser I have eaten the plums
ve: And which you were probably saving
That were in the icebox

For breakfast
Forgive me
They were delicious
So sweet
And so cold.
imagery 52

Gustatory
• sense of taste
• sourness,
saltiness,
sweetness,
spiciness, etc.
poem 53
This Is Just To Say
as (William Carlos William)

gustato I have eaten the plums

That were in the icebox
ry And which you were probably saving

imager For breakfast

Forgive me

y?
They were delicious
So sweet
And so cold.
 54
To Autumn
(John Keats)
observe
Until they, think warm days will never
: cease,
For summer has o’ er-brimm ’d they
clammy cells.
Who hath not seen thee oft amid thy
store?
Sometimes whoever seeks abroad may
find
imagery 55

Tactile
• sense of touch
• Temperature, use
of texture,
physical sensation
 56
To Autumn
(John Keats)
What
makes Until they, think warm days will never
cease,
the poem For summer has o’ er-brimm ’d they
as tactile clammy cells.
Who hath not seen thee oft amid thy
imagery? store?
Sometimes whoever seeks abroad may
find
 57

Rain
(H.W. Longfellow)
observe
: They silently inhale
The cover-scented gale,
And the vapors that arise
From the well-watered
smoking soil.
imagery 58

Olfactory
•sense of
smell
•use of
What 59

makes Rain
(H.W. Longfellow)
the poem
as They silently inhale
olfactory
The cover-scented gale,
And
imagery? the vapors that arise
From the well-watered
smoking soil.
 60

I Wondered Lonely as a Cloud

observe (W. Wordsworth)

: Continuous as the stars the shine

And twinkle on the milky way,
Along the margin of a bay;
Ten thousand saw I at a glance,
Tossing their heads in springhtly
dance.
imagery 61

Kinesthetic
• Feel sense of
motion
• use of
movements, feel
makes 62

I Wondered Lonely as a Cloud

the poem (W. Wordsworth)
as
Kinesthet
Continuous as the stars the shine
And twinkle on the milky way,
ic Along the margin of a bay;
imagery ? thousand saw I at a glance,
Ten
Tossing their heads in springhtly
dance.
 63

Birches
observe (Robert Frost)

: So was I once myself a swinger of

birches.
And so I dream of going back to be.
It’s when I’m weary of
consideration,
And life is too much like a pathless
imagery 64

Organic
• Feel & experience
different emotions
• Communicate through
internal sensations
• Sense of hunger &
thirst, love and hate or
What
makes
65

the poem Birches

organic (Robert Frost)

? was I once myself a swinger of

imagerySo
birches.
And so I dream of going back to be.
It’s when I’m weary of
consideration,
Any
66

questions?
GENERALIZATI 67

Literary Sound
ON Devices Imagery
A. Rhythm A. Visual
B. Alliteration B. Auditory
C. Assonance C. Gustatory
D. Consonance D. Tactile
E. Cacophony E. Olfactory
F. Euphony F. Kinesthetic
G. Onomatopoe G. Organic
Questions
68

: What are the sound elements of children and

A.
adolescent literature?
B. Explain the authors’ purposes of using imagery in
literature.
C. Why is the use of imagery and sounds important
for children and adolescents?
 69

Evaluation (Individual
Directions:
Activity)In a ½ sheet of paper, answer the
following:
A. why literary sound devices are
necessary for children? Give at least
2-3 sentences.
B. write a short poem that contains a
combination of 2-3 imagery. You can use
 70

Assignment
Directions: Study in advance the poetry for
children and adolescents and answer the
questions.

1. What are the types of poetry for

children and adolescents?
2. Differentiate the types of poetry.
 71

Midterm Project
Reader's Theater
There are three groups. Each group will be assigned a
specific story with the script. You will read the script clearly.
The duration of the project is only 15-20 minutes. This will
be performed this coming April 6, 2023.
Things you will need:
1. Script
2. Costumes
Need to emphasize:
1. Voice
2. facial expressions
 72

Questions?

Thank you for listening.

Don’t forget to enjoy every lesson!