Republic of the Philippines

Department of Education
Region VII
SCHOOLS DIVISION OF TOLEDO CITY
CREATIVE WRITING – Grade 12
Quarter 1, Week 2
Module 2

POETRY IN A MILLENIAL’S
LORE: A VALIANT DIVE OF ITS
VARIOUS ELEMENTS,
TECHNIQUES AND LITERARY
DEVICES

Learning Competency

Identify various elements, techniques and literary devices in specific forms of po

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Tel. No.: (032) 322-7770; Fax. No.: (032) 467-8629;
 Republic of the Philippines
Department of Education
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Email Address: [email protected]
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Department of Education
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SCHOOLS DIVISION OF TOLEDO

Message to the Learner and Facilitator

For the Learner:

In this module, you will do activities that will allow you to explore your
creative poetic prowess anchored in the rudimental notions of its
elements, writing techniques, and literary devices. As it goes on, you
will be taken into different 21st century songs – presented to be one
poetic form – which allows you to explore its folklore and style and
further bring you to unblocking your innate writer’s spirit. You need to
read and follow the directions correctly. Answer the activities as sincerely as
you can. Ask help from your parent or guardian only if you find it very hard to
answer. As much as possible, try to answer the activities in less than an hour.

For the Facilitator:

Self-explanatory activities on identifying elements, techniques, and

literary devices for the poetic form specified in this part are in this
module. You may read the directions to the child. Give examples if needed,
but make sure that the child himself/herself answers the activities. We intend
to train the child for independent learning. It is very much appreciated if the
child can finish this independently, correctly within the allotted time.

Introduction

SETTING STELLAR SCRIBBLES

Have you ever wondered how your favorite song pinched your soul like crazy
and sent it astray with its melody? You might basically think that it is brought by the
artist and the ways he/she presents it; that you are affected by its visuals, the
production, or the rendition itself. Mind you, these stellar connections begin from its
fundamental – writing. Yes, it all starts from knitting emotions together and stringing it
with the use of the ink and paper.
As you succumb yourself to the parts of this module, you’ll discover the
wonders of: poetic elements and how it could add flares to a poem, the common
techniques poets use in developing and adding aesthetics to their thoughts, and how
literary devices (as a starter pack) could take a poet into gazillion stardom if used
effectively. Withal, it is best to enjoy, treat each part of this module as open as
possible, and get lost to the charms of poetry.
 Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OF TOLEDO

What I Need to Know

After you are through with this module, you are expected to be able to:

 Identify poetic elements and devices/techniques in the selected 21st

century pop songs;
 Evaluate a 21st century pop song using the scales of poetic elements,
devices, and techniques employed by the poet-lyricist; and
 Reflect on the impact of word choice, the use of imagery, literary
devices including figurative language in effectively writing poems (and/or
songs)

What I Know

CONNECTING DOTS

Each of the statements below are in many ways related to a concept “word” in the box.
Write the best, if not, the closest word from the box on the space before each item that
tells/describes/relates to it.

STANZA TONE FIGURATIVE LANGUAGE RHYME

METAPHOR SIMILE METER
OXYMORON ALLITERATION SESTET

1. “O my Luve is like a red, red rose

That’s newly sprung in June;” (“A Red, Red Rose” by Robert Burns)
2. “She is all states, and all princess, I.
Nothing else is.” (“The Sun Rising”, John Donne)
3. The correspondence of sound between words, especially when these are
used at the end of each line in poetry.
4. This refers to a language that deviates from the conventional order of
meaning, in order to convey a complicated meaning, colorful writing,
clarity, or evocative comparison.
5. Group of lines that form the basic metrical unit in a poem.
6. The poet’s attitude toward the poem’s speaker, reader, and subject
matter as interpreted by the reader.
7. The basic rhythmic structure of a verse or lines in verse.
8. “Why, then, O brawling love! O loving hate! (“Romeo and Juliet, W. Shakespeare)
9. A six-line stanza
10. A term to describe a literary device in which a series of words begin with
the same consonant sound.
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Department of Education
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Score Interpretation:
10-9 Excellent!
8-5 Very good!
4-2 Nice try!
1-0 Poor 

What’s In

ACTIVATING THE POET IN ME

Before delving into the perks and

surprises of this module, think
and ask:
HOW DO I BEGIN A POEM?
The verses opposite to this box
may help you. Read and let it flow
and when it fills you, ponder on:

WHAT IS THE MAIN INGREDIENT

IN WRITING A POEM?

What’s New

CATCHING FALLING STARS AND PINNING IT ACROSS

Type http://vimeo.com/user6605365/meanvideo to your browser and check out the
video. Watch and listen intently to it and answer the following questions:

1. What is the dominant subject being talked about in the song?

2. Why do you think the lyricist (poet/author) write the song?
3. How do the words used in the lyrics affect you as a listener?
4. What can a 21st century teenager learn from the song?

MEAN
 Republic of the Philippines
Department of Education
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by TAYLOR SWIFT

You, with your words like knives Someday I'll be living in a big old city
And swords and weapons that you use against Andmeall you're ever gonna be is mean
You, have knocked me off my feet again, Someday I'll be big enough so you
Got me feeling like a nothing You, with your can't
voicehitlike
menails
And
On a chalk board, calling me out when I'm wounded all you're ever gonna be is mean
You, picking on the weaker man Why you gotta be so mean?

You can take me down With just one single blow And I can see you years from now in a
But you don't know what you don't know bar
Talking over a football game
Someday I'll be living in a big old city And allWith
you'rethat same
ever big loud
gonna be is mean Someday I'll be big en
And all you're ever gonna be is mean Why you opinion
gotta be so mean?
But nobody's listening, washed up and
You, with your switching sides And your wildfire lies and your humiliation
ranting
You have pointed out my flaws again As if I don't
Aboutalready seeold
the same them
bitter things
I walk with my head down, Drunk and grumbling on about how
Try to block you out 'cause I never impress you I can't sing
I just want to feel okay again But all you are is mean
All you are is mean and a liar and
I bet you got pushed around Somebody made you cold but the cycle ends right now
pathetic
'Cause you can't lead me down that road And alone in life and mean, and
And you don't know what you don't know mean, and mean, and mean

But someday I'll be living in a big

old city
And all you're ever gonna be is mean
Yeah someday I'll be big enough
So you can't hit me
And all you're ever gonna be is
mean Why you gotta be so (mean)
Someday I'll be living in a big old
city (Why you gotta be so mean)
And all you're ever gonna be is mean
(Why you gotta be so mean)

Someday I'll be big enough so you

can't hit me
(Why you gotta be so mean)
And all you're ever gonna be is mean
Why you gotta be so mean?

Source: LyricFind
Songwriters: Taylor Swift
What Is It
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CHANNELING ESPOUSES TO ONE’S PSYCHE

1. From the video clip in the link given above, do you think there is a need
for viewers and/or listeners to explore on the implications of the song
after listening to it? Why or why not?

2. How do you think should poets (writers) write their pieces? On what
basis can you consider a written work as a masterpiece?

Mini-Lesson

A SIP OF A POET’S DOSE

BASIC ELEMENTS OF POETRY

Poetry is the art of expressing oneself in verse. It uses few words to convey its
message and is meant to be read aloud. Further, it uses imagery of figures of speech to
express feelings or create a mental picture or idea. The following are its elements:

1. STRUCTURE (Line and Stanza)

Line is a unit of language into which a poem is divided while stanza is the
group of lines that develop and emphasize on idea in the poem. A stanza can
be:
Couplet - 2 lines
Triplet - 3 lines
Quatrain - 4 lines
Quintet - 5 lines
Sestet - 6 lines
Septet - 7 lines
Octet - 8 lines

Take a look at the sample poem below by David McCord.

“First and Last”

A tadpole hasn’t a pole at all,

And he doesn’t live in a hole in the wall

You’ve got it wrong: a polecat’s not

A cat on a pole. And I’ll tell you what;

A bullfrog is never a bull; and how

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Could a cowbird possibly be a cow?
A kingbird, though, is a kind of king
And he chases a crow like anything

2. RHYME AND RHYME SCHEME

The structure of the poem above is FOUR STANZAS IN COUPLETS.
Words rhyme if they sound alike. Poems often use rhymes at the end of
lines. Rhyme scheme is the pattern of rhymes in a poem. Poets use rhymes
to add musical sound to their poems.

Take a look again of David McCord’s poem. Notice the end rhymes (words at
the end of each line, boldfaced) and how the letters were assigned to each.
“First and Last”

A tadpole hasn’t a pole at all, (A)

And he doesn’t live in a hole in the wall (A)

You’ve got it wrong: a polecat’s not (B)

A cat on a pole. And I’ll tell you what; (C)

A bullfrog is never a bull; and how (D)

Could a cowbird possibly be a cow? (D)

A kingbird, though, is a kind of king (E)

And he chases a crow like anything (E)

The rhyme scheme of the poem above is

Rhymes can appear in different types. Poets often use these as poetry
technique.
a. Alliteration – repetition of initial consonant sound in a
line Example: She sells sea shells by the sea
shore.
b. Consonance – repetition of intermediate of final consonant
sound within a line
Example: Tick tock, flip flop, singing longing
c. Assonance – repetition of vowel sound in a line
Example: Hear the mellow wedding bells,
3. RHYTHM
Rhythm is a pattern of beats or series of stressed and unstressed syllables in
a poem. Poets create rhythm by using words in which parts are emphasized
or
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not emphasized.

Take for instance the poem below by Robert Louis Stevenson. (The
boldfaced
syllable represents the emphasis/stressed syllable in the line.)
“Windy Nights”

Whenever the moon and the stars are

set, Whenever the wind is high,
All night long in the dark and wet,
A man goes riding by.
Late in the night when the fires are out,
Why does he gallop and gallop about?

4. METER AND FOOT

Meter is the measure of a line in a poetry while foot is the grouping of two or
more syllables making up a basic unit of meter.
Types of Metrical Foot
a. Iambic foot – consists of an unaccented syllable followed by an accented
syllable
b. Trochaic foot – consists of an accented syllable followed by an
unaccented syllable
c. Dactylic foot – consists of an accented syllable followed by two unaccented
syllables
d. Anapestic foot – consists of two unaccented syllables followed by an
accented syllable
e. Spondaic foot – consists of two accented syllables
f. Pyrrhic foot – consists of two unaccented syllables

Take, again, for instance the first line of the poem by Robert Louis Stevenson.
(Notice
how meter and foot are blended to rhythm. UA=Unaccented; A=Accented)

“Windy Nights”

UA A UA UA A UA UA A UA A
When ev er the moon and the stars are set,

Analysis for this line:

The line contains irregular meter, hence:
When ev - is on iambic foot (1 unaccented, 1
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accented);
followed by two anapestic (2 unaccented, 1 accented) feet as:
er the moon
and the stars;
and another iambic foot (1 unaccented, 1 accented) as:
are set

5. MOOD
Mood is the feeling that a poem creates in a reader. It can be positive or
negative and can be made with the length of the verses, chosen words, and
word sounds.

Take the poem by Myra Livingston below as an example. (Notice the words in
bold.)
“Poor”

I heard of poor
It means hungry, no food.
No shoes, no place to live,
Nothing good.

It means winter nights

And being cold,
It is lonely, alone.
Feeling old.

Poor is a tired face.

Poor is thin.
Poor is standing outside
Looking in.

Appraising from the words the author chooses for this poem, we can say
6. TONE
that the dominant mood is SADNESS AND MERCY.
Tone is the attitude a writer takes towards the subject or audience of the
poem.

For example,
“The Crocodile”

How doth the little crocodile

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Improve his shining tail,
And pour the water of the Nile
On every golden scale!
How cheerfully he seems to
grin, How neatly spreads his
claws, And welcomes little
fishes in With gently smiling
jaws!

7. IMAGERY The subject of the poem is ‘crocodiles’. The writer’s attitude, as gleaned
from
Imagery thelanguage
is the highlightedthat
lines, towards
appeals tothem
the 5issenses
that they
andareare
DANGEROUS.
considered
“word pictures”. It helps the reader to experience familiar things in a fresher
way of using the senses.

Notice how the following poem from Jack Prelutsky appeals to the sense of
touch, sight, and hearing.

“There is a Thing”

There is a thing
Beneath the stair
With slimy face and oily hair
That does not move
Or speak or sing
Or do another thing
Single thing
But sit and wait
Beneath the stair
With slimy face
And oily hair.

FIGURES OF SPEECH
A mode of expression in which words are used out of their literal meaning or out of
their ordinary use in order to add beauty or emotional intensity or to transfer the poet’s
sense impressions by comparing or identifying one thing with another that has a
meaning familiar to the reader.

1. SIMILE – A figure of speech in which two fundamentally unlike things are explicitly
compared, usually in a phrase introduced by ‘like’ or ‘as’.
Example: “Good coffee is like friendship: rich and warm and strong.” (Pan-
American Coffee Bureau slogan)
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2. METAPHOR – A figure of speech in which an implied comparison is made
between
two unlike things that actually have something in common.
Example: “The streets were a furnace, the sun an executioner.” (Cynthia
Ozick, “Rosa”)
3. PERSONIFICATION - A figure of speech in which an inanimate object or
abstraction is given human qualities or abilities.
Example: “The wind stood up and gave a shout.
He whistled on his fingers and…”
(James Stephens, “The Wind”)
4. ONOMATOPOEIA – The use of words that imitate the sounds associated with the
objects or actions they refer to.
Example: “Chug. Chug, chug. Puff, puff, puff. Ding-dong, ding-dong.
The little train rumbled over the tracks.”
(Arnold Munk, “Watty Piper”)
5. HYPERBOLE – A figure of speech in which exaggeration is used for emphasis or
effect; an extravagant statement.
Example: “You could’ve knocked me over with a feather”
6. OXYMORON – A figure of speech in which apparently contradictory terms appear
in conjunction.
Example: “faith unfaithful kept him falsely true”
7. METONYMY – The substitution of the name of an attribute or adjunct for that of
the
thing meant.
Example: SUIT for business executive
THE TRACK for horse racing
8. IRONY – The expression of one’s meaning by using language that normally
signifies
the opposite, typically for humorous emphatic effect.
Example: “Don’t go overboard with the gratitude.”

What’s More
TAKING A PLUNGE

Directions: Answer the following in complete sentences based on Taylor Swift’s song,
“Mean”. Proofread your answers to make sure you have written in complete sentences.
(Note: The following questions are adapted from Elyse Allen, 2012.)

1. In the first stanza, find the two similes that the writer uses and write them on
the lines.

2. What does the first simile mean?

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What does the second simile mean?

3. In the first four lines of Stanza 1, what inference can you make as to what the
other person has done repeatedly to the writer’s self esteem?

4. To which sense does the imagery in line 5 appeal?

5. In Stanza 2, why do you think the writer uses wildfire to describe lies? Think
about things that a wildfire suggests.

6. In Stanza 2, what does the writer reveal about herself?

7. In Stanza 3, lines 1 and 2, what does the author infer happened to the other
person to make him/her the way he/she is?

8. What does the writer predict will happen to the other person in the future?

9. What does the writer predict for herself in the future?

10. Do you believe meanness or kindness is the stronger? Why?

What I Have Learned

THE MODULE AND I: AN INTERFUSION

Read the following lyrics from Katy Perry’s song, “Firework”. Give what is asked in
the preceding items. Answer the following based on the song and the concepts stated in
“Mini Lesson” part of this module.

Firework

Do you ever feel like a plastic

bag Drifting throught the wind
Wanting to start again

Do you ever feel, feel so paper thin

Like a house of cards
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One blow from caving in

Do you ever feel already buried deep

Six feet under scream
But no one seems to hear a thing

Do you know that there's still a chance for you

Cause there's a spark in you

You just gotta ignite the light

And let it shine
Just own the night
Like the Fourth of July

Cause baby you're a firework

Come on show 'em what your worth
Make 'em go "Oh, oh, oh!"
As you shoot across the sky-y-y

Baby you're a firework

Come on let your colors burst
Make 'em go "Oh, oh, oh!"
You're gunna leave 'em fallin' down-own-own

You don't have to feel like a waste of space

You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow

Maybe you're reason why all the doors are closed

So you can open one that leads you to the perfect road
Like a lightning bolt, your heart will blow
And when it's time, you'll know

You just gotta ignite the light

And let it shine Just own the night Like the Fourth of July

Boom, boom, boom

Even brighter than the moon, moon, moon
Boom, boom, boom
Even brighter than the moon, moon, moon

1. Identify the following:

a. Number of lines in the song :
b. Type of Stanza Employed :

2. Rhyme Scheme for Stanzas 8 and 9

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3. Rewrite stanza 1 below and identify its rhythm by marking the syllables in each
line as accented or unaccented. Make “Mini Lesson No. 3, Elements of Poetry” of
this module as guide.

4. Rewrite stanza 2 below and identify the metrical foot of each line. Follow
“Mini Lesson No. 4, Elements of Poetry” for its process.

5. Identify the writer’s mood of the song. Cite words or justifications for your answer.

6. As a reader/listener, what is the general tone being emphasized in the song?

Reason out. Remember to cite relevant words to your answer.

7. Write words found in the song that relates to these senses:

a. sight :
b. smell :
c. hearing :
d. touch :
e. taste :

8. Cite lines in the song that is related to any figures of speech discussed above.
Write these lines below and identify the figure of speech it denotes.

What I Have Valued

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Something to Ponder About
How important are word choice, the effective use of imagery and literary
devices including figurative language in maximizing the potentials of written piece as
the pop songs listed and given in this module?

What I Can Do
With the basics of poetry writing amplified in this module, choose a 21 st
century pop song. You can explore with the different themes. Evaluate the chosen
pop song using the basic elements of poetry and the literary devices and techniques
including figures of speech employed by the poet-lyricist. Use another sheet of paper
for the lyrics of the chosen song and your evaluation.

Be guided of the following questions in evaluating the chosen pop song, and
remember
that each factor should be elaborated in a separate paragraph.

Choice:
1. Why do you like this song?
2. What is it about this song that made you choose it?

Meaning:
1. What is the song’s deeper meaning?
2. What is the author’s purpose for writing it?
3. Did the song make you laugh or cry? Does it address certain emotions?
4. Is there enough contrast between the sections to build to an emotional climax?
5. Does the lyric allow the listener to empathize with the singer?
6. Does the melody work to create the emotional impact that the lyric intends?

Lyrics and Structure:

1. Is the lyric detailed and full of fresh imagery?
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2. Does the lyric employ some figures of speech and carry the imagery through the
song?
3. Does the lyric sound natural and conversational?
4. Does the lyric effectively employ rhymes?
5. Is the point of view consistent?
6. Does the lyric draw the listener into the story, by showing instead of telling how
the singer feels?
7. Does the lyric have one focused idea?
8. Is the melody the same but the lyrics different on each verse?
9. Is the rhyme structure consistent from verse to verse?
10. Is the meter of the lyric consistent from verse to verse?

Your evaluation of the chosen 21st century pop song will be graded in accordance with the
rubric below.

10 points 8 points 6 points

Reason for choosing Reason for choosing Reason for choosing

Choice song song song can be inferred,
is well-stated is stated and but little or no support
and adequately supported is given
thoroughly
supported

Song’s meaning is Song’s meaning is fully Song’s meaning is

Meaning fully analyzed with some analyzed on a
analyzed with in-depth discussion of literal superficial level
probing of the literal and/or figurative
and interpretations
figurative
interpretations

Lyrics and The music’s The The music’s

Structure relationship music’s relationship
to the lyrics’ relationship to the lyrics’ meaning
meaning and to the lyrics’ meaning and structure
structure is and structure is mentioned, but not
thoroughly analyzed is adequately analyzed analyzed

Devices and Five or more poetic Three or two poetic At least one poetic
Terms devices/terms are devices/terms are devices/terms are
correctly identified by correctly identified correctly identified
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line number and by line number and by line number and
thoroughly explained adequately explained explained

Adapted from https://craftofsongwriting.blogspot.com/2009/12/ultimate-song-evaluation-check-list.html?m=1 and

https://tinyurl.com/y6lonk99

Post-Assessment

A. Multiple Choice. Write the letter of the correct answer on the space before each item.

1. If a line of poetry is made of iambs and has eight syllables in line, how many feet are
in that line of poetry?
A. three
B. four
C. five
D. six
2. When using rhythm as a path to meaning in a poem, what should grab the reader’s
attention?
A. the regular pattern of beats
B. the pattern of rhymes
C. any use of capitalization
D. repetition of feet
3. The repetition of initial consonant sounds is called .
A. onomatopoeia
B. alliteration
C. rhyme
D. rhythm
4. A group of lines in a poem similar to that of paragraph; the way the poem is divided is .
A. foot
B. meter
C. stanza
D. metrical foot
5. The repetition of end sounds of words in a stanza (or the entire poem) is called .
A. rhyme
B. meter
C. rhythm
D. feet
6. When rhyming is organized into patterns and can be labeled as aaba it is called .
A. rhyme
B. rhythm
C. rhythmic pause
D. rhyme scheme
7. Metaphors, similes, onomatopoeias, and personification are examples of .
A. figurative language
B. elements of poetry
C. rhyme schemes
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D. idiomatic expressions
8. The descriptions that appeal to the five senses
A. rhyme
B. imagery
C. poetry
D. meter
9. Which of the following is an example of onomatopoeia?
A. splat, hiss, gurgle
B. slippery slow slope
C. rowing, rowing, rowing
D. twenty-two twenties
10. The writer gives human qualities to a nonhuman subject
A. simile
B. metaphor
C. personification
D. onomatopoeia

For items 11-15, read the following poem to answer the questions that follow.

“The West Wind”

It’s a warm wind, the west wind, full of bird’s
cries; I never hear the west wind but tears in my
eyes.
For it comes from the west lands, the old brown
hills, And April’s in the west wind, and daffodils.
It’s a fine land, the west land, for hearts as tired as mine;
Apple orchards blossom there, and the air’s like wine.

There is cool green grass there where men may lie at rest;
And the thrushes are in song there, fluting from their nest.

11. What is the rhyme scheme?

A. aabbaacc
B. abababab
C. aabbccdd
D. abbcbccd
12. In the first line, what is the literary device in the words “warm wind, the west wind”?
A. onomatopoeia
B. alliteration
C. rhyme
D. repetition
13. The words “my eyes” uses what sound device?
A. onomatopoeia
B. alliteration
C. rhyme
D. repetition

14. The poem is written in .

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A. couplets
B. stanzas
C. octet
D. quintet

15. In the last line, which of the following words is an example of onomatopoeia?
A. thrushes
B. song
C. fluting
D. nest

Adapted from www.quizizz.com , www.study.com , www.mediausm.maine.edu

B. Identification. Identify the figure of speech exemplified in the following lines or verses.
Refer to the choices below. Write the letter of the best answer before each item.
A. SIMILE E. HYPERBOLE
B. METAPHOR F. OXYMORON
C. PERSONIFICATION G. METONYMY
D. ONOMATOPOIEA H. IRONY

1. “Well now, one winter it was so cold that all the geese flow backward and all the fish
moved south and even the snow turned blue.” –Paul Bunyan

2. “The shackles of love straiten’d him

His honor rooted in dishonoured stood
And faith unfaithful kept him falsely true
- “Lancelot and Elaine”, Alfred Lord Tennyson

3. “When well-appareled April on the

heel Of limping winter treads.”
- “Romeo and Juliet”, William Shakespeare

4. “Mark Anthony: But Brutus says he was ambitious;

And Brutus is an honourable man.”
- “Julius Caesar”, William Shakespeare

5. “…and it’s you are whatever a moon has always meant

And whatever a sun will always sing is you…”
- “I carry your heart with me”, E.E. Cummings

Additional Activity
Make a cover poster or a representation (in creative graphics – hand drawn or
electronic) of your chosen song in “What I Can Do” of this module. Draw or paste your
figure/graphics below in a short bondpaper.
 Republic of the Philippines
Department of Education
Region VII
SCHOOLS DIVISION OF TOLEDO
Answer Key

WHAT I KNOW
1. SIMILE
2. METAPHOR
3. RHYME
4. FIGURATIVE LANGUAGE
5. STANZA
6. TONE
7. METER
8.OXYMOR
ON
9. SESTET
10. ALLITERATION

POST ASSESSMENT
A.
1. b
2. a
3. b
4. c
5. a
6. d
7. a
8. b
9. a
10. c
11. c
12. b
13. c
14. a
15. a

B.
1. e
2. f
3. c
4. h
5. b

For the rest of the activities, answers may vary.

 Republic of the Philippines
Department of Education
Region VII
SCHOOLS DIVISION OF TOLEDO

References

Web:

[1] “Literary Devices.” Literarydevices. Accessed July 31, 2020.

www.literarydevices.com

[2] “Basic Elements of Poetry” SlideShare. Accessed July 31, 2020.

https://www.slideshare.net/mobile/MaineSamson/basic-elemets-of-poetry

[3] “Elements of Poetry: Rhythm.” Study.com. Accessed August 1, 2020.

https://study.com/academy/practice/quiz-worksheet-rhythmic-elements-of-
poetry.html
 Republic of the Philippines
Department of Education
Region VII
SCHOOLS DIVISION OF TOLEDO

AMYTHEEZ V. CAMOMOT
Teacher II
Bunga National High School
Bunga, Toledo City