ENGLISH

Quarter 4 – Module 2
Explaining Literary Devices

QUEZON COLLEGES OF THE NORT

SCHOOL-BASED SLMs

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Introductory Message
Welcome to the ENGLISH School-Based Learning Module (SBLM). I am
MRS. LORGILDA P. TAMAYO, LPT, your teacher or facilitator in this subject.
This learning material is especially crafted to provide you with independent
and self-directed learning experiences and to have more autonomy and control over
your learning. This will help you improve your academic performance, increase
motivation and confidence, make choices and decisions about how to meet your
learning needs, take responsibility for constructing and carrying out your own
learning.

The competencies included in this module are considered as the most

essential competencies which need to be mastered by a Grade 7 student like you.
These competencies are anchored on the general principles, goals, and objectives of
the K to 12 Basic Education program for Grade 7 student like you to become
productive and effective participant in the society you are in.

For the Parents/Guardians:

Greetings!

The world is currently in a very challenging situation due to the corona virus
2019 pandemic. All are affected including the education system. In this time of crisis,
learning must continue. That is why the Quezon Colleges of the North initiates this
School-Based Self-Learning Module for the students to continue learning even at
home.

You, as the parents, play an important role in this new way of learning. Kindly
give your child enough lesson time. Check their modules if they seriously do the
activities. Your support would mean so much for them. Help them to become a
productive learner even at home. This is just a temporary situation. Everything would
go back to normal when this corona virus is over. Thank you for the unconditional
support to your child’s education. Let us join, hand in hand, for your child’s future.

For the Learner:

Welcome to the new normal way of learning!

This self-directed module is designed for you to be equipped with the most
essential competencies you need to learn for your grade level. For you to become
successful independent learner, you must have a good time management so that
you would be able to complete this course. In reading, you need to pay close
attention to the words you are reading and their meanings. In times that you need to

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do some research, try to draw from a variety of different courses and if things are
getting difficult, do not give up. Please ask assistance from your teacher or anyone
whom you know that can help you. Love and enjoy this beautiful and meaningful
learning experience!

1. Read the module title and the module introduction to get an idea of what the
module covers. Specifically, read the first two sections of this module
carefully.The first section tells you what this module is all about while the
second section tells you of what you are expected to learn.

2. Never move on to the next page unless you have done what you are expected
to do in the previous page. Before you start each lesson, read first the
INSTRUCTIONS.

3. Work on the activities. Take note of the skills that each activity is helping you
to develop.

4. Take the Post-Test after you are done with all the lessons and activities in the
module.

5. Meet with your teacher. Ask him/her about any difficulty or confusion you have
encountered in this module.

6. Finally, prepare and gather all your outputs and submit them to your teacher.

7. Please write all your answers of the tests, activities, exercises, and others in
your separate activity notebook.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know
As a learner living in this technological or ‘gadget’ age. You are consistently
fed with a lot of information from print and non-print sources. Most of the information
you get from these sources are very useful and helpful if you want to learn
something new or update yourself from what is happening around you. They can
actually enrich your mind.
However, some of the information that you read in any printed source or hear
over the radio might be very confusing and misleading. It is because many of them
may just come from unverified sources, hearsays, and mere fake news. So, it is very
important that you carefully check the accuracy of the information that you get from a
certain source by comparing it to another source. Through this way, you can check
what is true or not.
After completing this module, you should be able to compare content of
materials viewed to other sources of information (print and radio). Specifically, you
should:
1. Identify literary devices used in literary writings.
2. Explain literary devices used in literary writings.
3. Determine the tone and mood through the literary devices.
In going through this learning experience, be extra patient in accomplishing
the tasks, but more importantly, have time to enjoy in answering them. Just
remember that this will enrich you with important knowledge and skills in your
academic journey.

Exploration
In the previous lesson, you learned on how to gather information. In this
module, you will be taught about two sources of information.
Activity 1: Read the following items carefully. Then answer the questions that follow.
Write the letters of the best answer in your notebook.

1. The tall, dark, and handsome gentleman walked inside the ballroom. What literary
device is used in this statement?
A. Symbolism because the gentleman represents all men.
B. Imagery because the descriptions appealed to the senses.
C. Character development because the writer pointed out the changes in the
gentleman.

2. The sampaguita is a promise between two lovers. What literary device is used in
this statement?

A. Imagery because the promise uttered by the lovers appeals to the sense of
hearing.
B. Character development because the lovers remained true to their promise
to one another.

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C. Symbolism because the sampaguita represents the pure love the lovers
have for each other.

3. The cruel stepsisters realized their mistakes. In the end, they apologized to Leticia.
What literary device is used in this statement?
A. Imagery because the sisters were being described clearly.
B. Symbolism because stepsisters are the bullies in our lives.
C. Character Development because the stepsisters changed for the better.

4. “You hurt me! I will never forgive you for this!” What is the tone of this statement?
A. Forgiving because the author wanted reconciliation.
B. Pity because a person who does not forgive suffers more.
C. Angry because the author used strong words to express emotional pain.

5. “I am sorry for everything I have done to you.” What is the mood of this statement?
A. Scared because the reader felt the person’s fear.
B. Nervous because the reader knew apologizing was hard.
C. Regretful because the reader felt the speaker’s sincerity.

LESSON PROPER

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Negative Tones- dark, depressing, foreboding, gloomy, dull, pessimistic, pompous,
sardonic, strident, tense.

Examples of mood:

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Positive Moods- excited, dreamy, peaceful, satisfied, thankful, sympathetic, pleased
Negative Moods- annoyed, disappointed, scared, uncomfortable, confused, nervous,
sad How do we explain literary devices used in a passage? Just follow these steps.

Step 1. Read the passage thoroughly. If you did not understand what the
author wants to teach you, read the passage again.

Step 2. Identify words, phrases, or sentences that have another meaning, that
appeal to the senses, that evoke emotions, etc. It’s also a big help if you use
a dictionary to help you with words that you do not understand.

Step 3. Identify the literary device used by the author.

Step 4. Explain the literary devices used based on the word, phrase, or
sentence created by the author.

Guided Practice

We can use these literary devices to understand a certain passage. These can help
us explain it also. Let’s read a story. After reading, we are going to practice explaining
literary devices used in a passage.

A Man with a Lamp

Once upon a time, there was a small, quiet town. There lived a man by himself
who couldn’t see. He was blind. Yet, he carried a lighted lamp with him whenever he
went out at night to enjoy the cool fresh air.

One night as he was coming home after having a delicious dinner outside, he
came across a group of young travelers. They saw that he was blind, yet carrying a
lighted lamp. They started passing comments on him and made fun of him. One of
them asked him, “Hey, Man! You are blind and can’t see anything! Why do you carry
the lamp then?!” Then they laughed so loud at the blind old man.
The blind man replied, “Yes, unfortunately, I am blind and I can’t see anything
but a lighted lamp which I am carrying is for the people like you who can see. You may
not see the blind man coming and end up pushing me. That is why I carry a lighted
lamp”.
The group of travelers felt ashamed and apologized for their behavior.
Let’s start studying the characters of this selection. Who are the characters?
The characters are the blind old man and the three young travelers. How did the
author describe the old man? The answer should be the old man is blind and
cautious. What about the young travelers? The correct answer is they were rude to
the old man. Which of these characters changed at the end of the story? The young
travelers changed when they understood the reason why the blind old man had to carry a
lamp at night. This just shows that the author used character development
when the young travelers admitted they were wrong for making fun of the blind old
man.
While you were reading the story, did you use your five senses? If you did,

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good job! For this passage, we saw the blind man, his lighted lamp in the night, and
the young travelers. The phrase ‘cool fresh air’ stimulated our sense of smell. For the
sense of taste, we have “delicious dinner” since delicious is synonymous with tasty.
For the sense of hearing or sound, the answers are quiet town and laughed so loud.
For the sense of touch, we have the word “push” as well as “carried a lamp” as
examples.

What literary device did the author use to stimulate your senses? She used
imagery. She chose words that will appeal to your five senses.
Upon hearing the importance of the lighted lamp to the blind old man, what
did the young travelers realize? They realized that the lamp was not really for the
blind old man but for those who could see. Sometimes we have eyes to see but we do
not care what is happening around us.

What literary device is used by the author when she used the blind old man
and the lighted lamp to teach us about respect? She used symbolism. She used
ordinary people or objects around us to mean something else. The blind old man
represents all of us. Your physical appearance, age, or abilities do not matter.
Everyone deserves to be respected. The lighted lamp is just a tool but if you go deeper,
the lighted lamp symbolizes the lesson that we learn which opens our eyes and our
minds. We may be blind because of ignorance but once we learn something good, we
become enlightened.

Do you think the author dislikes rude people? If you said yes, you are right.
Why do you say so? The author used the old man to teach young readers not to make
fun of people with disabilities. The author reminded us to show respect to everyone
regardless of appearance or age.

What did you feel at the beginning of the story? You may have felt admiration
for the old man for being independent despite his condition.
What other emotions did you feel while reading the story? You may have felt
annoyed at the young travelers because they were rude to the old man. You may also
have felt pity for the old man for being alone in life. You may also have felt relieved
because the young travelers apologized at the end of the story.
Through the use of character development, symbolism and imagery, the
author made us feel different emotions. Her attitude towards old people, rude young
individuals and rural life suggests that she values the wisdom of the old, she dislikes
rudeness, and she enjoys a simple life. The tone of the story is optimistic so you as
the reader also felt pleased with the outcome of the story thus giving a positive mood.

Exercises/Developmental Activities

Activity 1
A. Read the following statements carefully. Select the correct answer being described
by each one.
1. This is used to make the readers feel what the author is feeling towards a character
or a situation.
A. Imagery B. Mood C. Tone

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2. This literary device uses ordinary things to represent a very important lesson that
the author wants readers to learn.
A. Imagery B. Symbolism C. Tone
3. This literary device lets readers create mental pictures to help them understand
the passage.
A. Character Development B. Imagery C. Tone
4. This literary device shows changes in characters from good to bad and vice versa.
A. Character Development B. Symbolism C. Tone
5. This refers to the emotional responses of readers towards the characters or events
in a story.
A. Imagery B. Mood C. Tone

B. Read the passage carefully. Then answer the questions that follow. Choose the
best answer.

We were in line at the ice cream store when I noticed him. His face bore the
marks of too many fights- a crooked nose and some scars. His clothes were rumpled,
though clean. I stepped between him and my children, using my back to erect a wall.
The first time he spoke, I didn’t hear him clearly and so just nodded to
acknowledge him. I barely made eye contact with him. Because my wife wasn’t with
me, he thought I was a single parent and gently said, “It’s hard raising them alone,
isn’t it?”
Something in his voice made me turn to look at him. Only then did I notice his
children, and I listened to him tell me how long his wife had been gone. His soft words
contrasted with his hard exterior.
I was ashamed of myself. Once again I had failed to see beyond outward
appearances. This reminded me of Jesus who only saw the needs of the people and
met them with unconditional love.

1. How is imagery evident in the first paragraph?

A. The writer felt afraid of the stranger.
B. A stranger is being described clearly.
C. The stranger represents all single fathers.

2. Which of the following shows the use of character development?

A. The reader felt pity towards the stranger.
B. The characters and the setting were being described clearly.
C. The author judged the stranger too soon and realized his mistake.

3. What is the mood of this passage?

A. Scared because the reader felt the person’s fear.
B. Regretful because the reader felt the speaker’s sincerity.
C. Sympathetic because the reader felt the hardships of the stranger.

4. What tone did the author use in this passage?

A. Humorous because he was trying to make his readers laugh.
B. Nostalgic because he wanted to remember happy memories.
C. Enlightening because he wanted to remind readers not to judge others.

5. What important lesson was the author trying to teach?

A. Judge not so you will not be judged.
B. Know a person beyond what the eyes can see.
C. How we treat others should be based on their looks.

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C. Read the following items carefully. Identify and explain the literary device being
used in the statements. Write the correct answers in your notebook.

1. Jose was a joyful young man but when his mother died, he became withdrawn.
He stayed in his room most of the time while kids his age played outside.

2. The night was dark and dreary. I felt the hair on my nape stood. Something or
someone was out there, watching my every move, waiting to pounce.

3. I believe in the power of kindness and respect. For without these, this world we
live in will fall into chaos. All of us should practice empathy and tolerance. Be kind
to everyone you meet because you don’t know the battles each one is facing.

4. Maria Makiling had long jet-black hair, a slender figure, a shy smile, and wise
eyes. Everybody would stop just to watch her pass by, mesmerized by her beauty.

5. After the great flood, a rainbow appeared in the sky. It was God’s promise that He
would never destroy the world ever again.

Generalization

Activity 1
On a piece of paper or in your notebook, answer the following questions:
1. How do character development, imagery, and symbolism create the tone and
mood?

2. What is the difference between imagery and symbolism?

Assessment

Read the following items carefully. Then answer the questions that follow.
Write the letters of the best answer in your notebook.

1. The beauty queen walked down the aisle with elegance and finesse. What literary
device is used in this statement?

A. Imagery because the descriptions appealed to the senses.

B. Symbolism because the beauty queen represents all women.
C. Character development because the beauty queen used to be clumsy.

2. The carabao is said to represent the Filipino because it is hardworking. What

literary device is used in this statement?

A. Imagery because the carabao appealed to the senses.

B. Character development because Filipinos have become industrious.
C. Symbolism because the carabao is a representation of diligence.

3. The boys treated David indifferently but when they saw his heroism at the river,
they became his friends. What literary device is used in this statement?

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A. Symbolism because David represents heroism.
B. Imagery because the characters were being described clearly.
C. Character Development because the boys became friendlier towards David.

4. “Because I saw your sincerity, I accept your apology.” What is the tone of this statement?
A. Forgiving because the author wanted reconciliation.
B. Pity because a person who does not forgive suffers more.
C. Angry because the author used strong words to express emotional pain.

5. “Let’s go home, guys. This place is giving me the goosebumps.” How is the mood
of this statement created?

A. Through character development showing the person’s fear.

B. Through imagery by showing how the place looked like.
C. Through symbolism showing how young people behave.

Closure/Reflection

On a piece of paper or in your notebook, draw a symbol for respect. Under

the drawing explain why you chose that symbol.

Congratulations! You have successfully completed Module 2 of Quarter 4.

Please proceed to Module 6 and learn about using analogy to describe or
make a point.

References

Boy with a book. Digital Image. Accessed on July 13, 2020.

https://www.google.com/search?q=mental%20pictures%20from%20reading%20cli
parts&tbm=isch&hl=en&hl=en&tbs=sur%3Afc&rlz=1C1CHBF_enPH767PH767&ved
=0CAIQpwVqFwoTCLjI7dSXzOoCFQAAAAAdAAAAABAC&biw=1349&bih=576#imgrc
=uXs22cStZx8tEM

English 7 Learner’s Material. “Tone and Mood.” Philippines: Department of Education, 2017.

Kilgore, R. “Jesus’ Eyes”. Our Daily Bread, Vol. 21. Philippines.

Leprechaun. Digital image. Accessed on July 13, 2020.

https://www.google.com/search?q=mental%20pictures%20from%20reading%20cli
parts&tbm=isch&hl=en&hl=en&tbs=sur%3Afc&rlz=1C1CHBF_enPH767PH767&ved
=0CAIQpwVqFwoTCLjI7dSXzOoCFQAAAAAdAAAAABAC&biw=1349&bih=576#imgrc
=5WdylULj2UsNWM.

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