LEARNING MODULE IN ENGLISH

FOR GRADE 9

The Journey Through Anglo American

Literature

By: Liza R. Almonte et. al

K-12 Curriculum
MODULE 1: ENHANCING THE SELF

INTRODUCTION AND FOCUS QUESTIONS:

This module is specially designed to provide your roads to independent learning of the target
themes and concepts. It is anchored on the general principles, goals and most essential learning
competencies for grade 9 students that center on making you a functionally literate individual. This
provides Anglo-American literary pieces that are both relevant and meaningful to your life. The
integration of literature and language skills will help deepen understanding of how you can enrich and
enhance your life through valuing the self, other people’s lives and the world. Challenges in life,
potentially life-altering for most of the times, happen because they give you a chance to discover more
about yourself. Somehow, self-discovery depends on your knowledge of your own strengths and
weaknesses and your ability to face adversities. You are the only one responsible for who and where you
are!

Across cultures, Poetry, either the epic or lyric poem, is an effective medium to express one’s
identity. Each culture has its own epic, a narrative poem that shares a hero’s adventure. Whether Lam-ang
or Achilles, epic heroes go through a journey as a means of discovering their identity and determining
their purpose in life. On the other hand, lyric poems reveal the thoughts and ideas of the poet or persona
about his or her surroundings, experiences, and life reflections.

In this module, you will find out how characters or personas in Anglo-American poetry overcome
challenges and improve their self-understanding. You will also develop into a critical reader of poems
with the ability to determine what constitutes a good poem. Hopefully, this will give you a chance to
mirror with these characters and help you understand your self better.

As you embark to this literary and language journey, think of the following questions:

1. How do themes of literature connect to my life, the world and other texts?
2. How is it possible for a piece of literature to produce varied meanings?
3. How does one express and value one’s self?
4. What is the best way to know one self?
5. What makes a poem effective?

This learner’s material includes formal pre-assessment and post assessments by module in both
written and multiple-choice formats.

I hope that through this material, you will be provided with meaningful learning experiences and
most essential learning competencies necessary for you to successfully meet the demands of the 21 st
century.
LESSON AND COVERAGE

Lesson 1 – The Seven Ages of Man

Lesson 2 – End Rhyme and Internal Rhyme
Lesson 3 – Literary Devices - Onomatopoeia, alliteration, assonance, and consonance
Lesson 4 – Sensory Images

In these lessons you will learn the following:

Lesson 1 1. Discover things about one self through analyzing the poem;
2. Explain the literary devices used in the poem upon examining its structure;

3. Employ the appropriate communicative styles for various situations; and

4. Reflect on the message of the poem and find values one can apply in real life.
Lesson 2 1. Differentiate end rhythm and internal rhyme;
2. Analyze what type of rhyme is used in the given lines;
3. Make a list of those rhyming words and determine which examples of internal
rhyme and end rhyme are
4. Show appreciation on the significance of using end and internal rhyme in a poem.
Lesson 3 1. Define Onomatopoeia, alliteration, assonance, and consonance;
2. Determine the literary device used in given passages or lines;
3. Accomplish the given tasks by following specified instructions.
4. Show appreciation of the literary piece discussed by recognizing the presence of
literary devices and its effect to the totality of the poem.
Lesson 4 1) Define imagery and its different types;
2) Classify words according to which sense they appeal to; and
3) Express Appreciation to sensory images by writing a poem that contains
imageries.

MODULE MAP

M
EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:

Literature: Analyze literature as a means of discovering the self.

Reading Make connection between the present text and the
Comprehension: previous texts.
Viewing
Comprehension: Summarize the contents of the materials viewed.
Writing Composition: Compose forms of literary writing.
Grammar Awareness: Use appropriate punctuation marks and capitalization to convey
meaning.
 PRE-ASSESSMENT:

Let’s find out how much you already know about this module. Encircle the letter that you
think the best answers the question. Please answer all items. After taking this short test, you
will see your score. Take note the item that you were not able to correctly answer and look
for the right answer as you go through this module.

1. How does literature help the reader realize something about himself?

a. through the creative use of language

b. when the reader is transported to a different time and place
c. when the reader can relate with the message
d. through the use of exciting events

2. Who wrote the poem titled “The seven ages of man?”

a. William Shakespeare c. Langland Wycliffe
b. William Wordsworth d. Edgar Allan Poe

3. You are about to write a lyric poem. Which of the following lines can you use as a model for writing?

a. So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

b. I will rise and go now,

Find my way to my father’s house

c. I am a mother of sons.
Two joined the army when they were young

d. Always bring your travel documents with you in case something happens.

4. Note the last word/sound in each line including the rhyme scheme.

I wandered lonely as a cloud

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

The stanza shows that the poet carefully chose the words because ___.

a. they are all connected to the common theme of nature.

b. of how they seem to paint an image of the countryside.
c. they all at once saw a crowd of daffodils.
d. the words make the reader love nature even more.

5. What is the rhyme scheme of this stanza from the poem Native American Pride by Spiritwind?

“Still we didn’t run and hide

we stood tall and made our strand
 never to carry the white mans brand
this was our Native American Pride”

a. abab b. aabb c. abba d. aaab

6. This is an example of what rhyme?

“I think that I shall never see
A poem lovely as a tree,”
a. internal rhyme c. end rhyme
b. last rhyme d. external rhyme
7. “the crows in boughs throws endless brawls” is an example of what rhyme?
a. internal rhyme c. end rhyme
b. last rhyme d. external rhyme
8. Poetry with an unrhymed iambic pentameter lines
a. Free poem c. unrhymed verse
b. Blank verse d. haiku
9. These are words or lines with repetition of consonant sound at the beginning of the words
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
10. Suggests actions, movements and meanings
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
11. Repetition of consonant sounds within and at the end of the words
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
12. Words or lines with repetition of vowel sounds within words.
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
13. "Hey, wait! Don't blame me! Nate and James are the perpetrators!" is an example of
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
14. What figure of speech used in this phrase "Zach sneezed when he heard jazz music."
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
15. “Walkin’ in a winter wonderland” is an example of what literary devices?
a. Alliteration b. onomatopoeia c. Assonance d. Consonance
16. Imagery is the figurative language to address our sense of vision in that way, the reader can visualize
what is happening in the story in his/her own mind.
a. auditory b. olfactory c. visual d. tactile
17. Imagery is the figurative language to address our sense of hearing to create a complete mental picture
in the minds of the reader about the incident in the story, the writer incorporate a description of
sounds too.
a. auditory b. olfactory c. visual d. tactile
18. Imagery is the figurative language to address to our sense of smell.
a. auditory b. olfactory c. visual d. tactile
19. Imagery is using words to address our taste buds. This way the writer is capable of making us taste
the food he or she is describing in the story.
a. auditory b. olfactory c. gustatory d. tactile
20. Imagery addresses our sense of touch or that which we can feel with our skin.
a. auditory b. olfactory c. visual d. tactile
Lesson 1. Recognizing Roles in Life

Task 1: Three Minutes Letter Search Riddle Game

 Read each statement closely, and search for the missing letter as suggested by each statement. Write
your answer in the box.

1. I am the first letter of right.

2. You’ll find me in boar but not in bear.
3. I’m in the middle of ceiling.
4. You’ll find me in ore but not in our.
5. I have the sound of sea.

 Put the letters together to come up with the answer to this riddle. What is it in life that I have to
perform?

Put your answer here: __________________

TASK 2: INSPIRATIONS

You admire people primarily because of the roles they perform in making a difference not only in their
lives, but also in others’ lives. They inspire you because they have achieved something special in the field
that also interests you.

 Pair up and reflect on these questions:

- Who do you consider as an inspirational person who is very effective in performing his/her role in life?
- What do you think are his/her qualities that lead him/her to become successful in performing his/her role
in life?
 Recall the name of the person (you know personally or through reading or through watching a movie)
who has been successful in performing an important role in his/her life.
 List the qualities of this person that you and others share.

Focus on the lines, angles, colors, even shapes of the objects/ images presented and relate them to real life
experiences for them to understand its message/ meaning.
Task 3. READ AND DISCOVER

Direction: Read and understand the poem.

THE SEVEN AGES OF MAN

(from: “AS YOU LIKE IT” ) by: William Shakespeare

All the world’s a stage,

And all the men and women are merely players;
They have their exits and entrances,
And one man in his time plays many parts
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then the whining school boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow. Then a soldier
Full of strange oaths, and bearded like a pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then the justice,
In fair round belly with good caper lined,
With eyes severe and beard of formal cut,
Full of white saws and modern instances;
And so he plays his part. The sixth age shifts
Into the lean and, slippered pantaloons,
With spectacles on nose and pouch on side;
His youthful hose well saved, a world too wide
For his shrunk shank; and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.

Task 4. DELVE DEEPER

Direction: Analyzed the poem with these guide questions:

1. What comprises the seven ages of man or stages in life of man according to the poem?
1___________________ 2. ___________________ 3. ___________________
4. ___________________ 5. ___________________ 6. ___________________ 7.
___________________
2. How are the seven ages of man described?
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3. In the picture below. Which lines describe the roles in life that man performs?
The first part of this line says that a man plays many parts throughout his lifetime. The word ‘parts’ is not
only restricted to the ages, but has a broader connotation. It means the different roles we play in life as a
child, a parent, a sibling, a spouse, etc. The latter part of the line says that a person plays these several
parts stretched over seven acts which are seven different ages. This is again a Play analogy. We see a
clever association between plays and life in this introductory part of the dialogue.

THE AGES:

The Seven stages of a man’s life according to Shakespeare are as follows:

Stage One: Infancy

“At first, the infant,
Mewling and puking in the nurse’s arms.”

The first stage of life is birth. All life begins with birth. When a child is born, it is completely oblivious to
the cares of the world. Infants don’t do much; they are dependent on their mother and caretakers. So, we
see that the speaker establishes the first stage of life as the stage of dependency. Infants have no other
way of calling out other than their cry. Also, they cannot eat and are dependent on their mother’s milk.
They often vomit.

In England of Shakespeare’s times babies were delivered at home by nurses. The mewling and puking in
nurse’s arms sets a scene of a child born moments ago. But this stage is not just limited to the time period
of birth. This stage of life extend till the infant is old enough to go to school.

Stage two: Childhood

“Then the whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school.”

The infant grows into a child. He no longer needs the complete attention of his parents and custodians and
they send him to school to educate him in the ways of the world. But the infant who has seen only love
and adoration from his immediate environment looks reluctantly towards this change. He whines and
cries and throws tantrums to avoid separation from his parents. The parents, however know what is best
for their ward and they force him to go to school. They dress him in the school uniform and give him a
satchel and make him ready for school. The little child however is unwilling to go to school.

This description of the second stage of a person’s life is again a generalisation by the writer as even in his
time it was only a select few who could afford education. Most of the children were either home-schooled
or learned their way about the world from observation.

Stage three: Adolescence

“And then the lover,
Sighing like furnace, with a woeful ballad
Made to his mistress’ eyebrow.”

Next, the educated youth is in the height of teenage when adolescence sets in. The erstwhile child now
weaves the dreams of love. He witnesses new changes in his mind and body and feels differently than
he’s done before. His heart is set on love and he pines for his mistress. He writes and sings sad ballads for
his mistress, exalting her beauty and form. For the lover the world is all roses and cherry blossom; he sees
beauty in every aspect of life. This is the period in a person’s life when he witnesses beauty and the
feeling of amorous love and infatuation.

We should also try not to forget here that the male lead of the play Orlando is in the third age of his life.
We can see it from the fact that he is deeply in love with Rosalind who is the protagonist of the play, but
is unsuccessful in expressing his love for her.

Stage Four: Youth

“Then a soldier,
Full of strange oaths and bearded like the pard,
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth.”
The next age is that of a young soldier. The tender lover slowly transforms into a soldier — a soldier in
the battlefield of life. Soldiers take up strange oaths of allegiance and honour and live by them. The
speaker says that a soldier is bearded like a Panther. He is courageous, and full of vigour with a never-
back-down kind of attitude. They zealously protect their honour and don’t hesitate to quarrel in proving
their point.

At this stage of life, honour and reputation are very valuable to them and they will ever prefer death to
guard their reputation. Thus, this age is marked with courage and vigour and is the stage of life when a
youth becomes a man.

Stage Five: Mid-Life

“And then the justice,
In fair round belly with good capon lined,
With eyes severe and beard of formal cut,
Full of wise saws and modern instances;
And so he plays his part.”

Then the soldier, as he goes into middle-age, is seen as a judge passing on judgement and protecting the
people with law and order. This again is a generalisation; the professions chosen by Shakespeare in the
dialogue are not necessarily how people lived their life, nor is it any indicator that the same order is
followed in the professions.

The justice is shown as round-bellied, well-to-do man; eating chicken which the speaker humorously says
is lined in his belly in the form of fat. His eyes are severe and his beard is of a formal cut, which suggests
his stern nature. He is full of wisdom and modern examples where they are relevant; he carries about his
part imparting knowledge and carrying out the duty of justice.

Stage Six: Senescence

“The sixth age shifts
Into the lean and slippered pantaloon,
With spectacles on nose and pouch on side;
His youthful hose, well saved, a world too wide
For his shrunk shank, and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his sound.”

The sixth age, according to the speaker is the entry of the middle-aged man into senescence. The person
progressively becomes lean and frail. He looks like an old fool (pantaloon) in his ragged slippers
(slippered). The old age comes with a gradual weakening of the senses. An old man is often seen wearing
corrective glasses and pouch on their side to carry their items.

The youthful sinewy frame of the soldier now reduces to the lean and bony stature of the old man. The
speaker makes a humorous comment that the person’s shrunken bottom saves a wide space for his equally
shrunken legs in his hose. That is just another way to say that the person becomes slim and lank. The once
roaring and manly voice of the soldier and the authoritative voice of the justice reduces in pitch and
volume, becoming something akin to child-like in the old man. His voice whistles as he talks. We see the
effect of time and age upon a person.
Stage seven: Dotage
“Last scene of all,
That ends this strange eventful history,
Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.”

The last of the ages is dotage leading into the finality of death. The speaker calls it the ‘last scene of all’
in the play of the person’s life on the stage of the world. We see a continuation of the metaphor developed
in the former lines of the dialogue in this final section. Shakespeare calls this journey of a person through
the seven ages a strange and eventful history. He describes this final stage of life as a second childishness
where the person enters into oblivion. Dotage causes a loss of all senses and the person is left with
nothing. We see a return to dependency in this stage of life.
The final line is characteristic as it represents the negative aspect of life and can be related to biblical
references. It is argued that Shakespeare chose the seven stages of life to mimic the biblical reference to
the seven deadly sins, and in that respect the ‘sans everything’ phase can be regarded as an experience of
hellish life. Thus, from Jacques’ soliloquy we witness a journey from infancy to infirmity through the
seven ages of man.

TASK 3: Where am I?
Why are you in this stage? Explain your
Seven Ages of Man answer in five (5) sentences

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Stage 7
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Stage 6 __________________________________
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Stage 5 __________________________________
Stage 4 __________________________________
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Stage 3 __________________________________
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Stage 2
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Stage 1 __________________________________
_

TASK 4: Fan Letter to a Role Model

You look up to your parents, grandparents, teachers, relatives or friends because they
inspire you to perform roles in life effectively. You regard them as role models who helped you
go along the way.
 Choose an inspirational person and write a fan letter to him/her.
 In the paragraph tell him/her the purpose of writing your letter. Write the qualities you
admire him/her.
 In the second paragraph tell how he/she influences you to become a better person.
 In the third paragraph make a request. It may be for some object/symbol and some tips of
their success.

Date: ____________________

_________________________

_________________________

_________________________
 Rubrics for Letter Writing

Criteria Description Weight Score Obtained

Content The content clearly depicts the 10 pts.
purpose; paragraphs satisfied the
given guidepost provided.
Grammar Mechanics Correct usage of subject and verb 5 pts.
 agreement, capitalization and
punctuation marks are apparent
Neatness The write up is free from erasures 5 pts.
and legibly written.
Total
20 = 100% 15 = 90 10 =80 5 = 70
19 =`98 14 = 88 9 = 78 4 = 68
18 = 96 13 = 86 8 = 76 3 = 66
17 = 94 12 = 84 7 = 74 2 = 64
16 = 92 11 = 82 6 = 72 1 = 62

ASSESSMENT

Direction: Read the following extracts and choose from the options given below. Encircle the letter of the
correct answer.

"Then a soldier Full of strange oaths,

and bearded like the pard,
Jealous in honour, sudden quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth."

1. The pard is a symbol of what?

a. humility b. fierceness c. jealousy d. love

2. The soldier seeks his moment of glory;

a. through death on the battlefield b. through his acts of chivalry
c. by rescuing a maiden in distress d. making great promises of valor and then the justice

“In fair round belly with good capon lined,

With eyes severe and beard of formal cut,
Full of wise saws and modern instances
And so he plays his part.”

3. Which stage is being referred to here?

a. Sixth b. third c. Fifth d.Seventh
4. “good capon lined” means :
a. riches b. filled with big, fat, male chicken c. round belly d. some gown
5. How does he show his wisdom?
a. By physical appearance b. Keeping severe expression
c. By quoting wise sayings d. By showing off

“Into the lean and slippered pantaloons

with spectacles on nose and pouch on side,
His youthful hose, well saved, a world too wide
For his shrunk shank; and his big manly voice
Turning again toward childish treble, pipes
And whistles in his sound.”

6. Which stage of man is referred to here?

a. Fifth b. Third c. Seventh d. Sixth
7. ‘Shrunk shank’ means
a. socks b. thin legs c. wrinkled face d. twisted neck
8. Why does his voice again become childish?
a. suffers from sore throat b. Remains unwell
c. Is like a child’s voice again d. His old age weakens his voice.

“That ends this strange eventful history,

Is second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything.”

9. Why is this last stage called, ‘second childishness’?

a. Behaves like a child b. Is without teeth, taste like a child
c. Pretends to be a child d. Has no hair

10. ‘mere oblivion’ means :

a. illness b. weakness c. forgetfulness d. no financial security
11. Why is man’s life called ‘strange eventful history’?
a. due to uncertainty b. due to lot of variety
c due to strange happenings d. like a story

“In fair round belly with capon lined

With eye severe and beard of formal cut
Full of wise saws and modern stances
And so he plays his part.”

12. Which stage of man is the poet referring to in the above lines?
a. Infancy b. Youth c. Middle age d. Old age

13. The round belly is suggestive of :

a. A wise person b. A fat person c. A generous person d. A person of importance
14. By ‘wise saws’ the poet means:
a. words of wisdom b. Shrewd behavior c. Pretense d. Words of love
15. What is the synonym of the word stance?
a. attitude b. face c. stationery d. stationary

ASSIGNMENT:
Research and read in advance about Types and Features of Poetry.

Lesson 2: End Rhyme and Internal Rhyme

Looking for Rhymes, emphasize that rhyme is part of what we mean when we say poetry is
musical. When the ending sounds of words are repeated, we call it as rhyme. Rhyming words do not
appear only at the end of the lines ( end rhyme) in poems, but they may appear within the line ( internal
rhyme).
 e.g. “ I think that I shall never see
A poem as lovely as a tree. “ [ see-tree]--- end rhyme

“ the crows in boughs throws endless brawls” -- internal rhyme

Some poems rhyme; others don’t. But one thing is sure, each poem captures moments in time ,
feeling, thoughts and experiences. Though this poem is a sample of BLANK VERSE ( poetry with an
unrhymed iambic pentameter lines) that was widely used by Shakespeare, it contains internal rhyme.

Do you believe that rhyme and adds up to the beauty of a verse, song ?

 Preliminary Activity:

Task 1: SPOT THE RHYMING WORDS

Trees By: Joyce Kilmer

I think I shall never see A tree that may in summer wear

A poem as lovely as a tree A nest of robins in her hair

A tree whose hungry mouth is prest Upon whose bosom snow has lain;
Against the Earth’s sweet flowing breast; Who intimately lives with rain,

A tree that looks at God all day, Poems are made b fools like me,
And lifts her leafy arms to pray; But only God can make a tree

TASK 2: TAKING NOTES

 What is internal rhyme and end rhyme?
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 Where are rhyming words located when internal rhyme is present?
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 Where are rhyming words located when external rhyme is present?

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TASK 3: TRY THIS
Direction: Identify whether the lines contain end rhymes or internal rhyme. Write ER for end rhyme
and write IR for internal rhyme. Write your answer on the space provided before each number.

_____1. I see the red boat that has a red flag

 Just like my red coat and my little red pail.

_____2. It is fallible men who make the law.

This may be a flaw, but there’s no other way.

_____3. Under my window, a clean rasping sound

When the spade sinks into the gravely ground

_____4. With sparkling eyes, and cheeks by passion flushed

Strike with his wild lyre, while listening dames are hushed

_____5. The moon never beams without bringing me dreams

And the stars never rise but I feel the bright eyes

TASK 4. LECTURE NOTES

Poe’s famous poem “The Raven” uses internal rhyme in addition to end rhyme. The examples of end
rhyme (e.g., lore, door, more) are not highlighted.

Once upon a midnight dreary, while I

Ponder, weak and weary,
Over many a quaint and curious volume of
Forgotten lore—
While I nodded, nearly napping, suddenly
there came a tapping,
As of some one gently rapping, rapping at
My chamber door.
“Tis some visitor,” I muttered, “tapping at
My chamber door—
Only this and nothing more

Notice how internal rhyme occurs within the first line, as well as across the third fourth, and fifth line.

TASK 5: FIND THIS

Direction:
 Read the poem once more and spot the words that rhyme.
 Make a list of those rhyming words and determine which examples of internal rhyme and end
rhyme are.
 Copy the tables as shown below, and fill it out with the appropriate entries.

Rhyming Words in The Seven Ages of Man

End Rhyme Internal Rhyme
ASSESSMENT
Direction: Read the following excerpts carefully. Then, underline the words that rhyme. Identify whether
they are end rhyme or internal rhyme.

1. They cannot look at far.

They cannot look in deep.
But when was that ever a bar.
To any watch they keep?
- Robert Frost

2. Shall I compare thee to a summer’s day?

Though art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath a too short a date:
- William Shakespeare

3. Where the bee sucks, there suck I:

In a cowslip’s bell I lie

4. The fair breeze below, the white foam flew.

The furrow followed free:
We were the first that ever burst
Into that silent sea
- Samuel Taylor Coleridge

5. While I attended, clad in a splendid…..

Now we had arranged, through notes exchanged
- Pink Dominoes by Rudyard Kipling

6. In mist or cloud, on mast or shroud…….

Whiles all the night, through fog-smoke white.
- The Rime of Ancient Mariner

7. Once upon a midnight dreary,

While I pondered, weak and weary
- The Raven by Edgar Allan Poe

8. On waterloo Bridge, where we said our goodbyes.

- After the Lunch by Wendy Cope

9. Double, double tail and trouble,

Fire burn and cauldron bubble
- Macbeth by William Shakespeare
 10. I heard a fly buzz- when I died-
The stillness in the Room
Was like the Stillness in the Air
Between the Heaves of Storm
- I Heard a Fly Buzz when I died by Emily Dickenson

ASSIGNMENT
Read and study about the four interesting features of poetry, these are Onomatopoeia, alliteration,
assonance, and consonance.

Lesson 3: Literary Devices - Onomatopoeia, alliteration, assonance, and consonance

LEARNING TASKS

Introduction:
Are you familiar with the sound devices used by poet?
Do these devices add to the beauty of a literary piece?
 Cite at least one example from each four literary devices that you have learned.

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Onomatopoeia is the imitation of natural sounds. It is a poetic device that produces an auditory image to
the reader.

Examples: The steam hissed from the open valve

The truck’s brakes screeched in the distance.
The old floor creaked as we walked across the room.
Alliteration is the repetition of a beginning sound for effect. These may be vowel or consonant sounds.
The alliterative sounds have been underlined in the following examples:

The alligator ate apples and avocados.

Walkin’ in a winter wonderland.
Consonance vs. Assonance

Consonance is nearly identical to another figure of speech called assonance, with one critical difference:
consonance has to do with repeated consonant sounds (i.e., non-vowel sounds), whereas assonance has to
do with repeated vowel sounds.

Consonance is repetition of consonant sounds:

"Zach sneezed when he heard jazz music."

Assonance is repetition of vowel sounds:

"Hey, wait! Don't blame me! Nate and James are the perpetrators!

TASK 1. POEM HUNT

Read the poem “The Seven Ages f Man” by William Shakespeare aloud. Watch out for the words that
suggest sounds of movements, actions and meaning. List them on the table shown below.

ONOMATOPOEIA in “The Seven Ages f Man”

Sample line/ words It looks like The sound it makes How it moves

Read the poem again, and look out for.

1. words or lines with the repetition of consonant sounds at the beginning of the words
2. words or lines with repetition vowel sounds within words
3. repetition of consonant sounds within and at the end of the words. List all of them and chart them
on table shown below.
 From The Seven Ages of Man by William Shakespeare
Alliteration Assonance Consonance

TASK 2: LECTURE NOTES

Direction: Write the letter of the correct answer on the space provided before each number.

A B
b. Words or lines with repetition of
______1. Onomatopoeia consonant sound at the beginning of
the words
______2. Alliteration c. Suggests actions, movements and
meanings
______3. Assonance d. Repetition of consonant sounds
within and at the end of the words
______4. Consonance e. Words or lines with repetition of
vowel sounds within words.
TASK 3: TRY THIS

Direction: What term best applies to each of the following lines? Write only the letter of the correct
answer on the space provided before each number.

a. Onomatopoeia b. Alliteration c. Assonance d. Consonance

_____1. The bird’s chirp filled the empty night air.
_____2. But a better butter makes a batter better.
_____3. She ate seven sandwiches on a sunny Sunday
_____4. The dishes fell to the floor with a clatter.
_____5. Those clucking chickens are driving me crazy!
_____6. Whether Jew or gentle, I rank top percentile.
_____7. A big bully beats a baby boy.
_____8. The furrow followed free.
_____ 9. “His soul swooned slowly as he heard the snow falling faintly.”
_____10. A blessing in disguise.
_____11. It was many and many a year ago.
_____ 12. “Men sell the wedding bells.”
_____13. A host, of golden daffodils;
_____14. That dolphin-torn, that gong tormented sea.”
_____15. The snake slithered and hissed.
ASSESSMENT

TASK 4:CHECKPOINT

A. Direction: Underline the onomatopoeic expressions in the given statements.

1. The sheep went,”Baa.”

2. The best part about music class is that you can bang on the drum.
3. It is not unusual for a dog to bark when visitors arrive.
4. Silence your cellphone so that it does not beep during the movie.
5. Dad released a belch from the pit of his stomach.
6. The bridge collapsed creating a tremendous boom.
7. The large dog said,” Bow-wow!”
8. Are you afraid of things that go bump in the night?
9. My brother can burp the alphabet.
10. Both bees and buzzers buzz.

B. Direction: Identify the passages as alliteration, consonance, or assonance. Write your answer
on the space provided before each number.

____________________1. Rap rejects my tape deck.

____________________2. Toss the glass, boss.
____________________3. Try to light the fire.
____________________4. It beats as it sweeps as it cleans.
____________________5. Fleet feet sweep by sleeping geese.
____________________6.Sarah’s seven sisters slept soundly.
____________________7. Peter’s piglet pranced priggishly.
____________________8. He struck a streak of bad luck.
____________________9. Mammals names Sam are clammy.
____________________10. I lie down by the side of my bride.

ASSIGNMENT

Research and read in advance about Sensory Images.

Lesson 4: Sensory Images

LEARNING TASKS

Introduction:
In Literature writers employ techniques to make the description of their pieces more effective.
The use of these techniques gives life to literary pieces. How do they capture in words things and
experiences that are supposedly seen, tasted, heard, smelled and felt?
 Preliminary activity
Task 1: RECALLING ANATOMY
Identify your five sense and which sense organs are responsible are responsible for them.

Task 2: GROUP THE WORDS

Classify whether the word appeals to the sense of sight, smell, taste, hearing and touch.

Crimson stinky rubbery murmur hiss

Crash giggle roar stench musty
Slippery inaudible damp swollen crooked
Azure elastic gallop earsplitting prickly
Buttery gigantic icy freckled buzz
Lukewarm thud twitter rough robust
Bland bittersweet salty ramshackle furry
Sour sticky tiptoe sugary spoiled
Aromatic fragrant spicy perfumed odorous
Overripe odorous reeking scented raw

sight Hearing smell taste touch

1. 1. 1. 1. 1.
2. 2. 2. 2. 2.
3. 3. 3. 3. 3.
4. 4. 4. 4. 4.
5. 5. 5. 5. 5.
6. 6. 6. 6. 6.
7. 7. 7. 7. 7.
8. 8. 8. 8. 8.
9. 9. 9. 9. 9.
10. 10. 10. 10. 10.

TASK 3: MY WORD BANK

Identify the words in the previous lesson that are unfamiliar to you. Supply them in a word bank.

Words Meanings Sentence

4. What words particularly appeal to your sense of sight? Hearing? Smell? Taste? Touch?
5. Which words are unfamiliar to you? What do they mean?

TASK 4: FAMILIARIZING WITH TYPES OF IMAGERY

What is imagery?
 - Is an author’s use of language that appeals to the five senses in order to help the reader
imagine exactly what is being described.

sight Hearing smell taste touch

The tiny red ant The car squeaked The sweet smell One bite of the The sharp edge
climbed up the every time I hit a of freshly baked sour lemon of paper cut my
broken twig. bump in the road apple filled the caused my lips finger and made
air. to pucker. it sting.

There are five types of imagery. Try rearranging the letters to find out the term for each type. Write your
answer on the space provided before each statement.

S L I U V A
_____________Imagery is the figurative language to address our sense of vision in that way, the reader
can visualize what is happening in the story in his/her own mind.

T R D U I A O Y
_____________ Imagery is the figurative language to address our sense of hearing to create a complete
mental picture in the minds of the reader about the incident in the story, the writer incorporate a
description of sounds too.

F O Y R L A C T
_____________ Imagery is the figurative language to address to our sense of smell.

G A T U S Y O R T
_____________ Imagery is using words to address our taste buds. This way the writer is capable of
making us taste the food he or she is describing in the story.

A E I L C T T
_____________Imagery addresses our sense of touch or that which we can feel with our skin.

TASK 5: WRITE ON

The following are pictures and scenarios which may be familiar to you. From these pictures, create your
own sentences using any of the five types of imagery.
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TASK 6: INKBLOT

Direction: Choose one topic and write about in four stanzas with four lines containing rhyme.

1. My favorite sight
2. My favorite smell
3. My favorite sound
4. My favorite taste
5. My favorite feeling

Direction: Write your acrostic poem in the box.

 WRITING AN ACROSTIC POEM RUBRICS

Criteria Exceeding Meeting Approaching Below Standards

Standards Standards Standards
(100-93) (92-85) (84-76) (75-70)

Meaning and Poem is creative Poem is Most of the poem Poems appear to
Originality and original. It is thoughtful and is creative, but be thoughtless or
evident that the creative. A couple appears to be rushed. Work is
poet put through of phrases or rushed. This is very repetitive
into their words ideas may be evident in the4 and ideas are
and uniquely revisited, but the poet’s redundancy unoriginal.
conveyed their overall product is or use of clichés.
ideas and carefully written
emotions.

Sensory Details Vivid detailed Clear sensory Some use of Difficult to

sensory images images are used to sensory images, visualize image or
and intensely fell portray ideas or ideas or emotion. emotions.
emotion make the emotions.
poem come alive.

Form The poem is The poem is The poem is The poem is not
complete and written in its somewhat written written in its
follows a proper proper forms with in its proper form. proper form.
form a few mistakes

Grammar and Proper use of A couple of The poet’s There are

Structure English spelling spelling and intended meaning numerous spelling
and grammar used grammar mistakes is confusing by or grammar
consistently are evident, but do several spelling or errors, making the
throughout each not diminish the grammar errors. poems difficult to
poem. meaning of the Punctuation may understand.
Punctuation is poem. be misused. Punctuation is
utilized when Punctuation is used incorrectly.
necessary. utilized when
necessary.

ASSESSMENT

Direction: Identify the type of imagery used in the following statements. Write the VIS for visual
imagery, OLF for olfactory imagery, GUS for gustatory imagery, AUD for auditory imagery, and TAC
for tactile imagery. Write your answer on the space provided before each number.

__________1. She was fragrant like a morning when papayas are in bloom.
__________2. Her teeth were very white, her eyes were so full of laughter, and there was the
small dimple high up on her right cheek.
__________3. The sound of his insides was like a drum.
__________4. Ca Celin drove away hi-yi-ing to his horse loudly.
__________5. The sky was wide and deep and very blue.
__________6. The field swam in a golden haze through which floated big purple and red and
yellow bubbles.
__________7. He faced the sun and from his mouth came a call so loud and vibrant.
__________8. The earth seemed to tremble underfoot.
__________9. The wind whistled against my cheeks and the rattling of the wheels on the pebbly
road echoed in my ears.
__________10. The thick, unpleasant smell of dangla bushes and cooling sun-heated earth
mingled with the clean, sharp scent of roots exposed to the night air.
__________11. I thought of the food being made ready at home and my mouth watered.
__________12. I laid a hand on Labang’s massive neck.
__________13 Her eyes were on the long, curving horns.
__________14. He rattled the handle of his braided rattan whip against the spokes of the wheel.
__________15. Labang’s white coat glistened like beaten cotton under the lamplight.
__________16. O, she doth teach the torches to burn bright.
__________17. Hedge-crickets sing; and now with treble soft, the redbreast whistles from a
garden-croft.
__________18. Languidly, and with no thought of going in, I watched him, his hand, little body,
skinny and bare, saw him wince slightly.
__________19. He whiffed the aroma of brewed coffee.
__________20. It was a grimy morning and very clamp.

ASSIGNMENT

Read in advance about “The Battle with Grendel” from Beowulf (Translated by Burton)