v

NOT
9
English
Quarter 1, Wk 1 - Module 5
Use Literary Devices and Techniques to Craft
Poetic Forms

Department of Education ● Republic of the Philippines

i
English-9th Grade
Alternative Delivery Mode
Quarter 1, Wk 1 - Module 5: Use Literary Devices and Techniques to Craft
Poetic Forms
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: LYDA A. DEVOCION

Content and Language Evaluators: CARLITO A. ABARQUEZ, JEAN T. WALID
Design and Lay-out Evaluators: JOAN A. ENAD
Illustrator/Layout Artist: REZZEL MAE A. MONTECILLO

Management Team
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Nimfa R. Lago, MSPh, PhD, CESE

Assistant Schools Division Superintendent

Members: Henry B. Abueva, EPS, OIC-CID Chief

Sherlita L. Daguisonan, LRMS Manager
John Ryan Dela Cruz – Division English Coordinator
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

ii
 English
Quarter 1, Wk.1 - Module 5
Use of Literary Devices and Techniques to
Craft Poetic Forms
9

This instructional material was collaboratively developed and reviewed by

select teachers, school heads, Division English Coordinator of the Department of
Education - Division of Iligan City. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education-Iligan City Division at iligan.city@deped.gov.ph or Telefax:
(063)221-6069.

We value your feedback and recommendations.

.

Department of Education ● Republic of the Philippines

iii
 Table of Contents

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

What I Need to Know .............................................................................................. v
How to Learn from this Module .............................................................................. vi
Icons of this Module ............................................................................................... vi

What I Know .......................................................................................................... .vii

Lesson 1:
Use of Literary Devices and Techniques to Craft Poetic Forms ............................. 1
What I Need to Know ........................................................................ 1
What’s New .................................................................................... 1
What Is It ........................................................................................... 5
What’s More ..................................................................................... 6
What I Have Learned……………………………………………………..10
What I Can Do................................................................................... 10

Summary .............................................................................................................. 11
Assessment: (Post-Test) ...................................................................................... 12
Key to Answers .................................................................................................... 13
References ........................................................................................................... 14

iv
What This Module is About
Did you have fun working on your previous lessons in Grade 8 English? Surely,
you enjoyed answering the tasks and did a great job.

Let us move on to another learning experience in English now that you are in
Grade 8. I know you are eager to learn more so get ready to learn new lessons and
perform challenging tasks ahead.

You’ve learned from your previous years that reading a poem allows us to
unlock some mysteries in life that very few people experience and even let us share
our very own, thus it is what makes the poem meaningful.

This module will help you learn the use of literary devices and the techniques
in crafting poetic forms. To compose a poem using the varied literary devices and
techniques enables you to think back and recall a time in your life where a meaningful
experience took place as you journey and explore human condition. The learners will
develop an understanding of what literary device suits in their crafted poem and will
be able to apply techniques in poetry where the words flow and carry the reader onto
the realms of eternity and beyond thoughts. You will do some reading and different
activities. So, don’t miss this amazing opportunity – read, share, create and have fun
in learning this lesson:

1. Use of literary devices and techniques to craft poetic forms.

What I Need to Know

We are fond of listening to the emphasized sounds in literary pieces of writing.

Poets use sound devices. Are you wondering on those different sound devices?

This activity sheet has exercises for you to do to enhance your skill using your
sound devices as technique in crafting a poem. There are several forms of sound
devices that add beauty to the literary pieces of writing.

However, this activity sheet will focus only on the basic forms of literary devices
and techniques such as onomatopoeia, alliteration, assonance, and consonance. In
addition, this will also discuss figurative language and its types such as personification,
irony, and hyperbole

At the end of this module, you should be able to:

1. Create a poem using literary devices and techniques

Code: EN9WC-Ih 3.6

v
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

vi
 What I Know (Pretest)

I. Multiple Choice: Read the statements carefully. Choose the BEST answer. Write the
letter of your answers on the space provided before each number.
______1. "Purple puppies like playing on the playground." This is an example of:
A. Alliteration
B. Repetition
C. Assonance
D. Anaphora
______2. Using descriptions to engage the five senses of the reader is:
A. personification
B. metaphor
C. simile
D. imagery
______3. Using words that imitate the sounds associated with the objects or actions
they refer to:
A. Onomatopoeia
B. Simile
C. Assonance
D. Alliteration
______4. I had to wait in line forever for those tickets!
A. hyperbole B. assonance C. metaphor D. simile

_____5. The image is an example of:

A. Simile
B. Anthropomorphism
C. Metaphor
D. Irony

II. Classification. Classify the sound devices. Write your answers in the box.

6. meter
7. alliteration
8.irony
9. rhyme
10.assonance
11. consonance
12. onomatopoeia

vii
 Use of Literary Devices and
Lesson Techniques to Craft Poetic Forms
1
What I Need to Know

At the end of the lesson, you will be able to use the different literary
devices and techniques in poetry.
Specifically, after going through this module, you will be able to:
1. Share prior knowledge about the topic.
2. Infer thoughts, feelings and intentions in the poetry read.
3. Analyze literature as a means of discovering of the self.
4. Point out the distinguishing features of a poem.
5. Create a poem using literary devices and techniques.

What’s New

Reading a poem paves the way to making meaning in life. It teaches us how to live.
No poem can be read in the same way, because the words mean something different to each
of us. To better understand this matter— Oftentimes, you find and share something more in
common with the poem’s content than you originally thought; this makes the poem meaningful.
Now, find out how the poem Viral Sound by Lyda A. Devocion provides pieces of
information about the human condition.

Can you tell what really contributes to the poem’s meaning? Doubtlessly, you know that
the orchestration of sounds, story, sense and form brings about “life’ in the poem you read. That
absolutely drives you to “feel” life in it.

1
 Viral Sound
by Lyda A. Devocion

‘twas a warm cool day

No one expected a long holiday on its way
Social Distancing, face masking and home quarantine
Feared every afflicted netizen

A horrific pandemic makes people panic

Enigmatic as it is!
Tomorrow is always a struggle, I bet
Dealing with antidote not an ease!

They say it started in Wuhan

Where survivors claimed transparency for the lives of human
The sound transmitted to neighboring countries
Italy, Germany and New York City tell a lot of stories

I, in my ‘lil community
Try hard to provide the necessity
For my two kids and extended family bit far from me
But still my heart beats for those who suffered penury

The sound tries to echo a fearful tomorrow

Cries, sighs, grief and deep sorrow
Specially to those who are left hollow
Losing someone is a hard blow

The sound, its melody and symphony

Creates havoc in the society
But protecting ourselves is necessary
Be with the government, so you can tell your story

2
Task 1. Looking for rhymes

Rhyme is a part of what we mean when we say poetry is musical. When the ending
sounds of words are repeated, we call it 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).
Ex., “Death is quicker than time
Now in humanity not a crime.” (time-crime)-end rhyme
“viral madness in your head, fighting COVID 19 so you won’t be dead.” Internal rhyme

Some poems rhyme, others don’t. But one thing is sure, each poem captures moments in time,
feeling, thoughts, and experiences. This poem contains rhyme.

• Read the poem once more and spot the words that rhyme.
• Copy the table as shown below, and fill out with the appropriate entries.

Rhyming Words in Viral Sound

End Rhyme Internal Rhyme

Other interesting features of a poem that make it musical is the presence of sound devices
like alliteration, assonance and consonance.

Alliteration - it is a literary device in which two or more consecutive words (or words that are
nearby in the same sentence) start with the same letter.

Ex., In the dark dusk, who do we trust?

- L.A. Devocion, from 11680
Assonance - the repetition of identical or similar vowel sounds in neighboring words.

Ex., To you soft-spoken one,

your calls are of the chirping birds.

- L.A. Devocion, from Speak to Me

Consonance - the repetition of consonants or of a consonant pattern, especially at the ends of

words, as in blank and think or strong and string.

Ex., Terror colored the floor near his door!

3
 - L.A. Devocion from 11,680

Task 2 Sound Devices

• Read the poem again and look out for the words or lines that sound like they
are examples of alliteration, assonance, and consonance.
• List them and chart them on the space provide below.

From Viral Sound by L.A. Devocion

Alliteration Assonance Consonance

Task 3 Imagery

We experience the world through 5 senses of human body-taste, touch, sight, smell and
sound. If the writer wishes us to feel that we are there beside him, in experience he must give
us details of smell, sounds and textures as well as describing what he can see.

• Read the poem silently and think of the images the words created in your mind.
• Picture them in your mind and try to bring them in clear focus.
• Point out the real-life experience or observation in life that each image suggests.
• Fill out the chart with the entries called for.

Imagery in Viral Sound

Words/Lines Images Created Feelings Evoked Meaningful
Experience

Task 4 Word Bank

To enrich your vocabulary is to unlock the meaning of the words that you don’t understand so you can
convey meaning clearly and effectively.

4
 • Read the poem silently and look out for words in the poem and fill in the chart.

New Word Meaning Sentence

What Is It

Reflection

Reflect on and discuss the answer to each of the following questions.

1. According to the persona in the poem, why is the sound become viral?

2. Which line in stanza 1 best describe the people’s situation?

3. What takes place during a sudden holiday?
4. Pick out the line that makes a plea.
5. Which stanza best describe the persona during the quarantine
6. Which line best describe the role of people during the pandemic
7. What line suggests how can one be a help during pandemic?

Connecting to life

1. Is there a part of the poem that reminds you of someone in your life?
2. What kind of person is she/he?
3. Is the message of the poem worthwhile? Prove your point.
4. How important is the poem’s message in your life?
6.How does the poem make you feel about recognizing your role during
pandemic?

5
 What’s More

Read the following short poem titled “Running Water” by Lee Emmett. Pick out words
from the poem that exemplify onomatopoeia, alliteration, assonance, and consonance.
Write your answers inside the boxes.

water plops into pond

splish-splash downhill
warbling magpies in tree
trilling, melodic thrill
whoosh, passing breeze
flags flutter and flap
frog croaks, bird whistles
babbling bubbles from tap

Alliteration

Onomatopoeia

Consonance

Assonance

6
 What’s New

Color it Right!

Using your crayons, match each feature of the poem on the first column to its meaning
and example by using the same color used.

Feature of Poem Meaning Example

ALLITERATION repeated vowel sounds in a All at once, everybody shouted,
line or lines of poetry The cow said “mooh, mooh,
mooh” The snake said “hiss, hiss,
hiss” The frog said “kokak, kokak,
kokak” And they were very
happy.
ASSONANCE exaggeration or His mind is as clear as mud Her
overstatement not heart is so soft as concrete
intended to be taken
literally
CONSONANCE repetition of consonant Bashful Mimosa --- Its tiny-green
sounds at the beginning of leaves move as I touch them
the words in lines of poetry gently Seemingly shy to a newly-
met stranger Fold themselves
quickly and thereafter, sleep
(excerpt from “The Actuality of
Life” by Denn Marc P. Alayon)
ONOMATOPOEIA use of expression which “My beard grows down to my
means the exact opposite; toes, I never wears no clothes, I
the words used suggest wraps my hair Around my bare,
the opposite of their literal And down the road I goes.” (“My
meaning Beard by Shel Silverstein)
PERSONIFICATION words sound alike because I greet everybody, take a seat,
they share the same and eat And prepare to meet them
middle or ending in a suite
consonant sounds
IRONY giving human qualities or Should Shylock come ashore rest
attributes to non-living assured he would surely shinely
objects, abstract ideas or in showing his short shirt
qualities
HYPERBOLE words that imitate the How it swells! How it dwells! On
sound they are naming or the future! how it tells Of the
sounds that imitate another rapture that impels (excerpt from
sound “The Bells” by Edgar Allan Poe)
7
 What Is It

Poems are pieces of writing written in separate lines that usually have figurative
language, repeated and irregular rhythm, rhyme. They convey experiences, ideas, or emotions
in a vivid and imaginative way.
Poems also have sound devices. Sound devices are tools used by poets to convey and
reinforce the meaning or experience of poetry through the skillful use of sound. After all, poets
are trying to use a concentrated blend of sound and imagery to create an emotional response.
In poetry, the words and their order should evoke images, and the words themselves have
sounds, which can emphasize or otherwise clarify those images.
Since poetry is basically rhythmical, it heavily relies on sound devices to create a musical
effect. The following are types of sound devices:
1. Onomatopoeia. This is a sound device which refers to the use of words whose
sounds suggest their meanings.
Examples: The bang of a gun The buzz of a bee The hiss of a snake The pop
of a firecracker
2. Alliteration. This is the repetition of the same initial consonant sounds of at
least two words in a line of poetry.
Example: the frog frolicked frivolously on the forest floor. Little skinny shoulder
blades sticking through your clothes …struck out by a steed flying fearless and
fleet
3. Assonance. This is the repetition of vowel sounds at the beginning, middle or
end of at least two words in a line of poetry.
Example: Hear the mellow wedding bells (excerpt from by Edgar Allan Poe)
4. Consonance. This is the repetition of consonant sounds at the middle or end
of at least two words in a line of poetry.
Example: He fumbles at your spirit As players at the keys Before they drop full
music on; He stuns you by degrees (by Emily Dickinson)

Aside from the sound devices, figurative language is also very common in poetry.
Figurative language is language that uses words or expressions with a meaning that is
different from the literal interpretation.
There are many different types of figurative language. The most common types are simile and
metaphor. Simile is a clear and direct comparison between two things that are not alike. It often
uses the words “like” or “as.” “Your teeth are like stars” (an excerpt from a poem written by
Denise Rogers) is an example of simile.
8
Metaphor, on the other hand, is a comparison made between two different things without using
the words “like” or “as.” “The night is a big black cat” (an excerpt from a poem written by G. Orr
Clark) is an example of metaphor.
In this lesson, we will focus on the other types of figurative language such as personification
irony, and hyperbole.
Other types of figurative language are:
1. Personification. This is the attribution of human qualities, nature or characteristics to
something nonhuman or inanimate objects; or the representation of an abstract quality in human
form. Examples: 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 (excerpt from “I Wandered Lonely as a
Cloud” by William Wordsworth) The sun smiles in the morning.
2. Irony. This refers to the expression of one's meaning by using language that normally
signifies the opposite, typically for humorous or emphatic effect. Examples: There are roaches
infesting the office of a pest control service. Your dress will only look elegant if you will not wear
it.
3. Hyperbole. This is an extreme exaggeration used to make a point; exaggerated statements
or claims not meant to be taken literally. Examples: My eyes widened at the sight of the mile-
high ice cream cones we were having for dessert. I have a mountain of dirty laundry to wash.

What’s More

Let’s try this

Read the following sentences. Note on the following highlighted words in each
number.

1. Kaboom! The bite of dynamite cut deep inside the earth! (excerpt from “Kaboom!” by Denise
Rodgers)
2. Peter Piper picked a pack of pickled pepper.
3. Alone, alone, all, all alone, Alone on a wide wide sea! (excerpt from “The Rime of Ancient
Mariner” by Samuel Taylor Coleridge)
4. Water rushing, gushing, pushing past the limits of the edge (excerpt from “Great Lakes
Rhythm & Rhyme”)

What have you noticed in each sentence?

Which word in the first sentence creates a sound which suggests its meaning?
Are there emphasized sounds in second, third, and fourth sentence?
Are there repeated sounds?
List them in a sheet of paper.
What sound devices are used in each sentence?

9
 What I Have Learned

I. Identify the sound device or the figurative language exemplified by each of the
following sentences. Write your answer on the blank provided before each number.
___________ 1. A wicked whisper came and changed my life.
___________ 2. The fire station burned down last night.
___________ 3. The leaves danced in the wind on the cold October
afternoon.
___________ 4. Theophilus Thistle, the successful thistle sifter, thrust
three thousand thistles through the thick of his thumb.
___________ 5. Her brain is the size of a pea.
___________ 6. In my dream, I was somewhere and I saw the cutler,
antler, battler.
___________ 7. The house of my friend is hard to reach but when I
arrived, I enjoy the nearby beach.
___________ 8. The homeless survived in their cardboard palaces.
___________ 9. “Woosh, woosh” of the howling wind can be heard in
darkness.
___________ 10. I’m starving! I can devour hundred tons of sandwiches
and French fries any time

What I Can Do

Involvement

• Write a short poem highlighting your role and the people during pandemic.
• Remember to observe the different literary devices and techniques.

• Choose an inspirational person performing an amazing job during pandemic and

compose a poem for her/him.

10
Summary

Poems are literary pieces of writing written in lines. They are meant to be
listened to like music. They usually have sound devices and figurative language that add
beauty and artistry in it. Writers use sound devices to emphasize the words through the skillful
use of sounds within the lines in poems. Common types of sound devices are onomatopoeia,
alliteration, assonance, and consonance. Writers also use figurative language to add color
and interest to the literacy piece of writing, and to awaken the imagination of the readers.
Using figurative language makes the reader or the listener use their imagination and
understand the literary piece much more than just plain words.

This module allows students to test the following skills:

 Reading comprehension - ensure that you draw the most important information from
the related literary devices lesson
 Defining key concepts - ensure that you can accurately define main phrases, such as
metaphor and simile
 Information recall - access the knowledge you've gained regarding literary devices to
identify the specific device by its definition
 Knowledge application - use your knowledge to answer questions on how an author
refers to or quotes other works in his/her own work

A literary device is any specific aspect of literature, or a particular work, which we can
recognize, identify, interpret and/or analyze. Both literary elements and literary techniques can
rightly be called literary devices. Literary techniques are specific, deliberate constructions of
language which an author uses to convey meaning. An author’s use of a literary technique
usually occurs with a single word or phrase, or a particular group of words or phrases, at one
single point in a text. Unlike literary elements, literary techniques are not necessarily present in
every text. Literary elements are aspects or characteristics of a whole text. They are not “used,”
per se, by authors; we derive what they are from reading the text. Most literary elements can
be derived from any and all texts; for example, every story has a theme, every story has a
setting, every story has a conflict, every story is written from a particular point-of-view, etc. In
order to be discussed legitimately, literary elements must be specifically identified for that text.

11
Assessment: (Post-Test)
Literary device practice (1)
Matching Type:
____1. Simile A. inanimate objects taking on human
characteristics
____ 2. Metaphor B. words that imitate a sound
____ 3. Alliteration C. comparing 2 unlike things using like or as
____ 4. Hyperbole D. an exaggeration
____ 5. Onomatopoeia E. a description emphasizing one or more of
the 5 senses
____ 6. Personification F. comparing 2 unlike things
____ 7. Idiom G. several words in a row whose first
consonant sound is repeated
____ 8. Imagery H. a saying, that if taken literally, makes no
sense
____ 9. Oxymoron I. opposite words put together to form a unique
meaning

Name the device for each example below:

10_________________Ann is a walking encyclopedia.

11_________________You’ll catch a cold that way.
12_________________The wind moaned outside the window.
13_________________The traffic was heavy.
14_________________Henry waddled like a duck as he walked onto the field
15_________________Six silly sisters all saw the swan.
16_________________“Meow,” the cat announced as he entered the room.
17_________________The dark night seemed to whisper its secrets to the forest
people.
18_________________The darkness was filled with a cold so bitter it seemed to
freeze the air.
19_________________I’m so hungry I could eat a horse.
20_________________His pointed nose, red eyes, and thin colorless lips scared the
child.
21_________________I’m a chicken when it comes to getting an injection.
22_________________ There was a deafening silence in the crowd.

12
 13
What I know-Pre-test (iii)
1. A
2. D
3. A
4. A
5. B
6. alliteration
7. assonance
8. rhyme
9. consonance
10. onomatopoeia
Assessment: Post-Test (p.13 )
1-C, 2-F, 3-G, 4-D, 5-B, 6-A, 7-H, 8-E, 9-I, 10-metaphor, 11-idiom,12-
personification, 13idiom, 14-simile, 15-alliteration, 16-onomatopoeia, 17-
personification, 18-imagery, 19-hyperbole, 20-imagery,21-metaphor, 22-
oxymoron
Key to Answers
References

SOUND DEVICES USED IN POETRY. Accessed May 25, 2020.

http://homepage.smc.edu/meeks_christopher/SOUND%20DEVICES%20USED%20I
N%20POETRY.html.

YourDictionary. "Figurative Language." YourDictionary. May25, 2020. Accessed May

26, 2020. http://grammar.yourdictionary.com/style-and-usage/Figurative-
Language.html.

14
 For inquiries and feedback, please write or call:

Department of Education – Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

15