1.2 Rhymes&Literary Devices

Do you believe that
rhyme adds up to the

beauty of a verse,
song, or poem?
SPOT THE RHYMING WORDS
https://
www.youtube.com/
watch?
v=WMcjQYqaeig
Answer the following questions based from the
video clip you have watched.
 What is internal rhyme? End

rhyme?
 Where are rhyming words located
when internal rhyme is present?
 Where are rhyming words located
when external rhyme is present?
TRY THIS
Direction: Identify whether the lines contain end rhyme or internal
rhyme.
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 maybe a flaw, but there‘s no other way.
3. Under my window, a clean rasping sound
When the spade sinks into gravely ground.
4. With sparkling eyes, and cheeks by passion flushed Strikes
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.
WRITING LINES
1. Each of you will be given a word in a
strip of paper. Find your partner in the
class by looking for the person holding
the word that rhymes with yours.
2. Working in pair, create a set of two
lines (couplet) using the rhyming words
you picked to create end rhyme and
another pair of lines (couplet) using the
same words to create internal rhyme.
MORE PRACTICE
Read the following excerpts carefully. Then, underline the words that rhyme.
Identify whether they are end rhyme or internal rhyme.
MORE PRACTICE
Read the following excerpts carefully. Then, underline the words that rhyme.
Identify whether they are end rhyme or internal rhyme.
RHYME IN A RAP
The class will be grouped into
five. Each group will compose
a rap song using end and
internal rhyme. Be guided by
the rubric for rap
presentation.
POOR FAIR GOOD
Theme Theme is not Theme is partially Theme is

evident evident clearly evident
Clarity/ Students song Student‘s song can Student‘s song

Loudness can‘t be heard be partially heard can be clearly
heard
Individual Student did not Student partially
Student fully
Accountab meet the met the met the
ility requirement of requirement of requirement of
the role the role the
role
Group Group did not Some members of All group
Dynamics function well as a the group worked members
group well together worked well
together
Are you familiar with the
sound devices used by
poets? Do these devices
add to the beauty of a
literary piece?
Let us play a
game!
ATOONOMEIAPO
is a sound device used by
poets to suggest actions,
movements and meanings.
LLAITIAONTER
is the repetition of consonant
sounds at the beginning of
the words like
NSOCONCENA
calls for the repetition of

vowel sounds within words
ANANCESOS
is the repetition of consonant
sounds within and at the end
of the words.
ALLITERATION
is the repetition of consonant sounds
at the beginning of the words.
Ex.
doubting, drearing dreams no mortal
enter dared to
dream before.
--- Edgar Allan Poe, from
Onomatopoeia
is a sound device used by poets to suggest actions,
movements and meanings.
Examples:
1. The hissing of the snake made me shoo it away.
2. The bubbling book breaks.
3. The best part about music class is that you can
bang on the drum.
4. Both bees and buzzers buzz.
ASSONANCE
calls for the repetition of vowel
sounds within words.
Ex.
along the window sill, the lipstick stabs
glittered in their steel shells.
– Rita Dove, from “Adolescence III”
CONSONANCE
is the repetition of consonant sounds
within and at the end of the
words.
Ex.
Some late visitor entreating entrance
at my chamber door --- E.A. Poe,
from “The Raven”
Diretions: Write whether the sentence is
Alliteration, Consonance, Assonance or
Onomatopoeia.
1. Silence your cell phone so that it does not
beep during the movie.
2. But a better butter makes a batter better.
3. She ate seven sandwiches on a sunny Sunday.
4. The light of the fire is a sight.
5. Are you afraid of things that go bump in the
night?
6. The bridge collapsed creating a
tremendous boom.
7. Go slow over the road
8. The furrow followed free;
9. Mammals named Sam are
clammy
10. The snake slithered and hissed.
11. It was many and many a year ago,
12. Silence your cell phone so that it
does not beep during the movie.
13. A host, of golden daffodils;
14. That dolphin-torn, that gong-
tormented sea.
15. Norm, the worm, took the garden
by a storm this morn.
16. The zoo was amazing,
especially the lizards and
chimpanzees.
17. The sheep went, “Baa.”
18.Go slow over the road
19. You could hear the slap echo
across the valley.
20. Her foot left a print on the
carpet
ASSESSMENT
Identify the passages as alliteration, consonance, or assonance.
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.
ASSESSMENT
Identify the passages as alliteration, consonance, or assonance.
6. Peter‘s piglet pranced priggishly.

7. He struck a streak of bad luck.
8. Mammals names Sam are
clammy.
9.I lie down by the side of my bride.
10. Sarah‘s seven sisters slept
soundly.

1.2 Rhymes&Literary Devices

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Do you believe that

rhyme adds up to the

 What is internal rhyme? End

Theme Theme is not Theme is partially Theme is

Clarity/ Students song Student‘s song can Student‘s song

calls for the repetition of

1.Rap rejects my tape deck.

6. Peter‘s piglet pranced priggishly.

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